Journal of Personality 70(4):533-552. LeFevre, J.-A., L. Berrigan, C. Vendetti, D. Kamawar, J. Bisanz, S.-L. Skwarchuk, and B. L. Smith-Chant. American Journal of Epidemiology 172(7):809-818. 2010. 2012. Journal of Educational Psychology 86:24-53. 1992. One consistent finding is that students with mathematics learning disabilities have difficulty retrieving basic arithmetic facts quickly. Foster, and W. H. Oddy. View our suggested citation for this chapter. Mahwah, NJ: Lawrence Erlbaum Associates. Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. Although students in both groups understood and could use active voice (similar to routine conversation), those who listened to stories with passive voice scored higher on comprehension of this structure. Drake, K., J. Belsky, and R. M. Fearon. For example, in a Head Start organization serving large numbers of Latino children a recent observational study found a preschool environment lacking in the frequent and high-quality teacher–child language interactions that are needed to support language and literacy development (Jacoby and Lesaux, 2014). Abu-Saad, K., and D. Fraser. Babies in the first 6 months of life, and even earlier, can discriminate 1 object from 2, and 2 objects from 3 (Antell and Keating, 1983; Wynn et al., 2002). The IOM report recommends that schools provide access to a minimum of 60 minutes of vigorous- or moderate-intensity physical activity per day, including an average of. The role of emotion regulation and children’s early academic success. Because interventions that can help children recover from the effects of chronic adversity can be expensive and time-consuming, however, it appears. New York: Guilford Press. 33, edited by R. Kail. Geary, D. C., M. K. Hoard, and L. Nugent. Child development refers to the way a child grows and learns. Children who saw the same evidence but with direct communication for their benefit persisted in trying to elicit the property from other objects (Butler and Markman, 2012a,b). Archives of Pediatrics and Adolescent Medicine 150(2):175-180. 36-48. The first three parameters combined (phonology, semantics, and morphology) enable listening and speaking vocabulary to develop, and they also contribute to the ability to read individual words. 2014. Weathering the storm: Hurricanes and birth outcomes. How many birds were there from the start?” Children have to inhibit the immediate desire to subtract prompted by the words “flew away” and perform addition instead. In Engaging young children in mathematics: Standards for early childhood mathematics education, edited by D. H. Clements, J. Sarama, and A.-M. DiBiase. Bonn, Germany: Institute for the Study of Labor. Every breath you take—every dollar you’ll make: The long-term consequences of the Clean Air Act of 1970. Executive functions in Chilean preschool children: Investigating the associations of early executive functions with emergent mathematics and literacy skills. 2010. Bilingualism: Language and Cognition 14(4):562-569. Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. Statistical learning refers to the range of ways in which children, even babies, are implicitly sensitive to the statistical regularities in their environment, although they are not explicitly learning or applying statistics. Parent and educator expectations for children’s academic success also are important influences. As noted previously, attachment research documents a range of benefits associated with secure parent–child relationships in childhood, including greater language skill, academic achievement, and social competence (see Thompson, 2008, for a review; West et al., 2013). Friendship quality as a predictor of young children’s early school adjustment. 2002. New York: Wiley. Early self-evaluations of competence are based on the positive and negative evaluations of children’s behavior and competence by parents (Stipek et al., 1992). They are very observant, are willing to play cooperatively and work in teams, and can resolve some conflicts without seeking adult intervention (CDC, 2014). In Advances in child development and behavior. Specific activities include coordinating vision, hearing, developmental, and behavioral screening to facilitate early identification of children with special needs; completing daily health checks; making appropriate referrals and collaborating with the child’s medical home and dental health services; ensuring that immunizations for the entire family and for the early care and education workforce are up to date; modifying and adapting services to meet the individual needs of the child; and providing support to the early care and education workforce to promote more inclusive practices for children with special needs. Alexandria, VA: U.S. Department of Agriculture, Food and Nutrition Service, Office of Research and Analysis. Greenwood, C., J. Buzhardt, D. Walker, W. Howard, and R. Anderson. 2013. Diamond, K. E., L. M. Justice, R. S. Siegler, and P. A. Snyder. Gunderson and colleagues (2013) found that 14- to 38-month-old children whose parents praised their efforts during unstructured home observations were more likely, as third graders, to believe that abilities are malleable and can be improved. Intelligence and personality. Being in school most of the day means greater contact with a larger world, and children begin to develop a greater understanding of their place in that world (CDC, 2014). 2 The 2012 federal poverty threshold was $23,364 for a family of four with two children, $18,480 for a family of three with one child, $15,825 for a family of two with one child. Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study. Child Development 82(3):870-886. Skills and behaviours used to perceive and evaluate beauty, both in the natural world and man-made objects. Working memory allows children to hold in their memory information from multiple sources, whether heard or read, so they can use and link that information. The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. 2009. Heckman, J. J., R. Pinto, and P. Savelyev. Neurodevelopmental study of writing disorders in middle childhood. As discussed further in Chapter 6, early childhood classrooms typically are ill suited to helping children learn mathematics and underestimate their ability to do so. 1998. ———. Partnerships Between Health and Education. The view that these accomplishments are explained, at least in part, by how secure attachments buffer stress for children is supported by studies documenting the better-regulated cortisol reactivity of young children with secure attachments in challenging situations (see Gunnar and Donzella, 2002, for a review; Nachmias et al., 1996). Pp. 2003. The adult’s emotional well-being is important in the classroom as well. Each enables and mutually supports learning and development in the others. Zelazo, P. D., U. Müller, D. Frye, S. Marcovitch, G. Argitis, J. Boseovski, J. K. Chiang, D. Hongwanishkul, B. V. Schuster, A. Sutherland, and S. M. Carlson. Psychological Bulletin 138(6):1085-1108. 2007. Maternal instruction and guidance—Consistent with the sensitivity that initially contributes to a secure attachment, considerable research has shown that the mothers of securely attached children continue to respond supportively in ways that promote the child’s social and cognitive achievements (Thompson, in press). Butler, L. P., and E. M. Markman. 97-110. The challenge of academic language. Denton, K., and J. Emergence and nature of mathematical difficulties in young children with Barth syndrome. Rising inequality and the uncertain life chances of low-income children, edited by G. J. Duncan and R. Murnane. Classification of double deficit groups across time: An analysis of group stability from kindergarten to second grade. Stanovich, K. E., and L. S. Siegel. Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Monographs of the Society for Research in Child Development 52(2, Serial #216). Children exposed to experiences not occurring in their immediate environment are more likely to understand and use decontextualized language (Hindman et al., 2008). ing disabilities experience deficits in competencies related to both language/literacy and numeracy (Geary, 1993; Hecht et al., 2001; NRC, 1998). theory of mind permeates everyday social interactions—affecting what and how children learn, how they react to and interact with other people, how they assess the fairness of an action, and how they evaluate themselves. Do relational risks and protective factors moderate the linkages between childhood aggression and early psychological and school adjustment? Praet, M., D. Titeca, A. Ceulemans, and A. Desoete. 711-737. As noted in that earlier discussion, emotion regulation is closely intertwined with cognitive self-regulation and executive function. 2005. The Future of Children/Center for the Future of Children, the David and Lucile Packard Foundation 5(2):128-139. Working memory tasks have also been shown to predict mathematics learning disabilities, even more so than early mathematical abilities (Toll et al., 2010). In an important variation, however, if the experimenter looked into the box as she picked up the balls, the babies were not surprised if all white balls were selected. In other words, children’s conviction that other similar objects should have the same unforeseen property was bolstered by their belief that the adult was performing the function for their benefit. ———. Morgan, P. L., G. Farkas, P. A. Tufis, and R. A. Sperling. 1992. Furrow, D., K. Nelson, and H. Benedict. 1993. Food Insecurity, Diet Quality, and Healthful Eating, Food insecurity and diet quality in children have both been linked to impaired academic performance and cognitive and socioemotional develop-. Improving the generalization of sound-symbol knowledge: Teaching spelling to kindergarten children with disabilities. 2009. Weiner, B. Reading Research Quarterly 38(4):470-487. In The development of arithmetic concepts and skills: Constructing adaptive expertise, edited by A. J. Baroody and A. Dowker. “Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. 1994. Child Development 76(5):949-967. This research has particularly relevant implications for educational practices (discussed further in Chapter 6). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Annual Review of Psychology 53:371-399. 2014. Implement health education that provides students with the knowledge, attitudes, skills, and experiences needed for healthy eating and physical activity. Health capital and the prenatal environment: The effect of Ramadan observance during pregnancy. Journal of Cognition and Development 13(1):38-66. The ANS serves as a transition between general, approximate notions of number and one based on an exact, abstract, mental model. Over time and with continued exposure to stressful circumstances, these neurocognitive processes become altered as a result of the progressive wear and tear of stress hormones on biological systems as they adapt to this chronic stress. Journal of Health Economics 28(3):688-703. A. Wasik. A. Blachman. Quantitative development in infancy and early childhood. Gelman, S. A., and E. M. Markman. Infants can use information about the statistics of syllables in the speech they hear to help them parse words. Categorizing sounds and learning to read—a causal connection. It promotes your child’s confidence and self-esteem and allows the body to perform multiple demands beyond simple muscle movements. Safe and supportive physical, chemical, and built environments—Such environments provide physical and emotional spaces that are free from toxins and fear, allow active exploration without significant risk of harm, and offer supports for families raising young children. Z. Hannibal, and J. Sarama. This has been hypothesized to be the result of an inability to store or retrieve facts and impairments in visual-spatial representation. 2001. 1993. learners are maturationally challenged to manage their attention, emotions, and behavioral impulses effectively in a care setting or classroom. Without building a robust understanding of mathematics in the early years, children too often come to believe that math is a guessing game and a system of rules without reason (Munn, 2006). Links between social understanding and early word learning: Challenges to current accounts. 1990. Smith, M. W., and D. K. Dickinson. As predicted, babies appeared to encode different aspects of the event in the different conditions. Moll, L. C., C. Amanti, D. Neff, and N. Gonzalez. A. 2009. 235-240. caregivers’ (usually the mother’s) speech that promote language development among young children. Statistical language learning: Mechanisms and constraints. Capability to plan, predict, regulate and evaluate any given task or situation experienced. (Grissmer et al., 2010a; Pagani and Messier, 2012). Learning and Individual Differences 21(4):327-336. Basch, C. E. 2011. American Journal of Community Psychology 39(3-4):217-228. ———. Clinical Social Work Journal 36(1):9-20. A funny thing happened on the way to the classroom: Jokes, riddles, and metalinguistic awareness in understanding and improving poor comprehension in children. One in six Americans reported being short of food at least once per year. Bassett, H. H., S. Denham, T. M. Wyatt, and H. K. Warren-Khot. But many objects that adults view as members of the same category are perceptually dissimilar, and children would not, on their own, categorize them together. Remedial and Special Education (RASE) 7(1):6-10. ———. (See also the discussion of effective use of technology in instruction in Chapter 6. 2011. This risk is exacerbated for children who are also dual language learners (Wanless et al., 2011). The influence of demographic risk factors on children’s behavioral regulation in prekindergarten and kindergarten. Tomasello, M., M. Carpenter, J. 2003. American Psychologist 57(2): 111-127. Vitalistic causality in young children’s naive biology. 1952. A substantial. Morbidity and Mortality Weekly Report: Surveillance Summaries 61(4):1-162. 2013. The contribution of naming speed to the simple view of reading. Thompson, R. A., D. J. Laible, and L. L. Ontai. The baby’s attention is focused by the constellation of adult behavior—infant-directed language, eye contact, and responsiveness—that signals the adult’s teaching, and this “pedagogical orientation” helps focus the young child’s attention and involvement. http://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf (accessed February 9, 2015). Baldwin, D. A., and M. Tomasello. One of the first studies of children’s understanding of causal inference showed that children can rule out one variable and isolate another (Gopnik et al., 2001). Children who hear, for example, a flamingo called a “bird” and are told that it feeds mashed-up food to its babies whereas a bat feeds milk to its babies will judge that a raven, called a bird, will feed its babies mashed-up food even though it looks more like a bat than a flamingo (Gelman and Markman, 1987). Cameron, C. E., L. L. Brock, W. M. Murrah, L. H. Bell, S. L. Worzalla, D. Grissmer, and F. J. Morrison. Journal of Educational Psychology 102(1):43-53. Properties conveyed by generics also are construed as central or essential to the category (Cimpian and Markman, 2009). 1994. Learning Disability Quarterly Research and Practice 20:142-155. Lerkkanen, M.-K., H. Rasku-Puttonen, K. Aunola, and J.-E. Nurmi. Developmental Progression of Learning Mathematics. For several years developmental outcomes for these children were tracked, which revealed that children who were better able to delay gratification at age 4 scored higher on measures of language skills, academic achievement, planful behaviors, self-reliance, capacity to cope with stress and frustration, and social competence measured in adolescence and adulthood (Mischel et al., 1988). These professionals also need to be provided with supports and opportunities for close collaboration with health care services and their potential integration into or strengthened linkages with the early care and education setting. To compare quantities, they process correspondences. Gilliam, W. S. 2005. The challenge of the gradient. Human Development 45(4):211-225. Mahwah, NJ: Lawrence Erlbaum Associates. New York: Academic Press. 2011. This becomes an important reading skill after first grade, when text meaning is less likely to be supported with pictures. Glaser, R. 1991. Pp. Examples of implicit knowledge in very young children include many of the early achievements discussed above, such as their implicit theories of living things and of the human mind and their nonconscious awareness of the statistical frequency of the associations among speech sounds in the language they are hearing. This is a critical time for children to develop confidence in all areas of life. 2):17149-17153. Developmental Science 12(1):1-25. Middleton, J. Social regulation of the cortisol levels in early human development. Counting and ran: Predictors of arithmetic calculation and reading fluency. Zelazo, P. D., S. Jacques, J. Is the failure because the toy is broken or because they do not know how to use it properly? Keyl, P. M., M. P. Hurtado, M. M. Barber, and J. Borton. Why teach it? 2010. McIntyre, L. L., J. Blacher, and B. L. Baker. Between the ages of 2 and 4, most children show dramatic growth in language, particularly in understanding the meanings of words, their interrelationships, and grammatical forms (Scarborough, 2001). School-based mental health services: A research review. Executive function in preschool children: Working memory as a predictor of mathematical ability at school age. 2007. Nature Reviews: Neuroscience 11(9):651-659. A., and P. Spanias. Figlio, D., J. Guryan, K. Karbownik, and J. Roth. Once children can represent objects mentally, they also can make exact correspondences between these nonverbal representations and eventually develop a quantitative notion of that comparison (e.g., not just that ••• is more than ••, but also that it contains one more •) (Baroody et al., 2005). Factors predictive of mathematics achievement in kindergarten, first and third grades: An opportunity–propensity analysis. Executive Functions and Learning in Specific Subjects, As already noted and shown in several examples, executive function processes are closely related to achievement in both language and literacy and mathematics (Best et al., 2011; Blair and Razza, 2007; Blair et al., 2010; Neuenschwander et al., 2012), and this has also been shown in science (Nayfeld et al., 2013). Executive functioning in adults and children with developmental dyslexia. PLoS Biology 4(5):e125. Language, Speech, and Hearing Services in Schools 33(4):268-281. 16-month-olds rationally infer causes of failed actions. Gunderson, E. A., and S. C. Levine. 2013. Journal of Experimental Child Psychology 113(3):353-371. Interventions that promote social-emotional learning in young children. Thirteen-month-olds rely on shared labels and shape similarity for inductive inferences. This is a research question that is challenging to study because women who are exposed to these types of stressors tend to be particularly disadvantaged and potentially likely to have children with poorer outcomes regardless of the nature of in utero stressors (Almond and Currie, 2011). 1998. One major example of an implicit theory that is already developing as early as infancy is “theory of mind,” which refers to the conceptual framework people use to reason about the mental lives of others as well as themselves. A. Pan, G. Luze, C. S. Tamis-LeMonda, J. Brooks-Gunn, J. Constantine, L. B. Tarullo, H. A. Raikes, and E. T. Rodriguez. 2009. Children in the pedagogical condition viewed the function as definitive and classified the objects by systematically testing each to see whether it had the function, while children in the nonpedagogical condition sorted by the salient color or shape. This constellation of behaviors constitutes a difficult combination of threat and withdrawal of support for children. Pp. 2010. Four-year-olds listened to stories in active or passive voice. Pp. Mahwah, NJ: Lawrence Erlbaum Associates. Shayer, M., and M. Adhami. 2012. Journal of Experimental Child Psychology 74:240-260. The development of self-presentation: Self-promotion in 6- to 10-year-old children. 2008. Journal of School Psychology 43(1):39-60. 2007. Motor skills give children the ability to make purposeful movements and learn the physical characteristics of self and the environment. This serves as a bridge to succeeding in upper primary grades, so if students lack necessary knowledge and skills in any domain of development and learning, their experience during the early elementary grades is crucial in helping them gain those competencies. After about 42 months, they can identify all numbers that they can count, 4 and higher, at about the same time. It is the first and most basic mathematical algorithm and one of the more critical early mathematics competencies (Aunola et al., 2004; National Mathematics Advisory Panel, 2008). In laboratory settings, children can initially differentiate 1 from “more than 1” at about 33 months of age (Wynn, 1992b). Usually language development is taken for granted as an inherent capacity of human child, but it has several essential components of development. Physiology and Behavior 85(5):635-645. For example, mothers stressed by exposure to meteorological shocks such as hurricanes and extreme temperatures have children with worse outcomes (Currie and Rossin-Slater, 2013; Deschenes et al., 2009). 1995. Given these findings, rich linguistic experiences at early ages may therefore be especially important for these children. More complex vocabulary and syntactic development: Reframing the questions essentialism in everyday thought combines other... 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