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Author : Daniel R. Meier
Publisher : Teachers College Press
Page : 162 pages
File Size : 52,6 Mb
Release : 2004-03-20
Category : Education
ISBN : 0807744298
Provides guidelines for teachers on literacy development in young children.
Author : National Research Council,Institute of Medicine,Board on Children, Youth, and Families,Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success
Publisher : National Academies Press
Page : 706 pages
File Size : 44,8 Mb
Release : 2015-07-23
Category : Social Science
ISBN : 9780309324885
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author : Nelson Cowan
Publisher : Psychology Press
Page : 238 pages
File Size : 45,7 Mb
Release : 2016-04-14
Category : Psychology
ISBN : 9781317232384
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
Author : Tracy Packiam Alloway,Ross G. Alloway
Publisher : SAGE
Page : 169 pages
File Size : 55,6 Mb
Release : 2014-10-27
Category : Education
ISBN : 9781473909298
It is hard to conceive of a classroom activity that does not involve working memory – our ability to work with information. In fact, it would be impossible for students to learn without working memory. From following instructions to reading a sentence, from sounding out an unfamiliar word to calculating a math problem, nearly everything a student does in the classroom requires working with information. Even when a student is asked to do something simple, like take out their science book and open it to page 289, they have to use their working memory. Most children have a working memory that is strong enough to quickly find the book and open to the correct page, but some don’t – approximately 10% in any classroom. A student who loses focus and often daydreams may fall in this 10%. A student who isn’t living up to their potential may fall in this 10%. A student who may seem unmotivated may fall in this 10%. In the past, many of these students would have languished at the bottom of the class, because their problems seemed insurmountable and a standard remedy like extra tuition didn’t solve them. But emerging evidence shows that many of these children can improve their performance by focusing on their working memory. Working memory is a foundational skill in the classroom and when properly supported it can often turn around a struggling student’s prospects. This book will make sure you are able to spot problems early, work with children to improve their working memory and ensure they reach their full potential. How does the book work? Each of the following chapters includes a description of the learning difficulty (WHAT), followed by an inside look into the brain of a student with the disorder (WHERE), their unique working memory profile (WHY), and classroom strategies to support working memory (HOW). There are two types of strategies: general working memory strategies that can be applied to all students in your class, and specific working memory strategies for each learning difficulty. The final chapter (Chapter 9) provides the student with tools to empower them along their learning journey. The aim in supporting students with learning difficulties is not just to help them survive in the classroom, but to thrive as well. The strategies in the book can provide scaffolding and support that will unlock their working memory potential to boost learning. They are designed to be easily integrated within the classroom setting as a dimension of an inclusive curriculum and used in developing an individualized education program (IEP) for the student. The strategies recommended here can also complement existing programs that support a core deficit, such as a social skills program for a student with autistic spectrum disorder, or behavior modification for those with ADHD. Each chapter also includes: Try It box: Provides the reader with an opportunity to have a hands-on understanding of the material Science Flash box: Gives the reader a snapshot of current and interesting research related to each chapter Current Debate box: Discusses a controversial issue pertaining to the disorder Tracy Packiam Alloway is an award-winning psychologist based at the University of North Florida Ross Alloway is the CEO of Memosyne Ltd, a company that brings cutting-edge scientific research to parents.
Author : Jamie L. Metsala,Linnea C. Ehri
Publisher : Routledge
Page : 415 pages
File Size : 45,6 Mb
Release : 2013-06-17
Category : Education
ISBN : 9781135680077
This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Author : Lucy Henry
Publisher : SAGE
Page : 393 pages
File Size : 44,9 Mb
Release : 2011-11-04
Category : Psychology
ISBN : 9781446254196
Using the highly influential working memory framework as a guide, this textbook provides a clear comparison of the memory development of typically developing children with that of atypical children. The emphasis on explaining methodology throughout the book gives students a real understanding about the way experiments are carried out and how to critically evaluate experimental research. The first half of the book describes the working memory model and goes on to consider working memory development in typically developing children. The second half of the book considers working memory development in several different types of atypical populations who have intellectual disabilities and/or developmental disorders. In addition, the book considers how having a developmental disorder and/or intellectual disabilities may have separate or combined effects on the development of working memory. The Development of Working Memory in Children is for undergraduate and postgraduate students taking courses in development/child psychology, cognitive development and developmental disorders.
Author : Beatrice Mense,Sue Debney,Tanya Druce
Publisher : Aust Council for Ed Research
Page : 154 pages
File Size : 50,7 Mb
Release : 2006
Category : Auditory perception in children
ISBN : 9780864314680
This book aims to support understanding of short-term auditory memory and its importance in children's learning and behaviour; promote an understanding of the classroom implications of short-term auditory memory delay; supply resources for careful structured observation of children's performance on short-term auditory memory tasks; and improve active listening skills for all the children in the class, not only those with short-term auditory memory difficulties. [p.iv].
Author : Brian Tomlinson
Publisher : Bloomsbury Publishing
Page : 585 pages
File Size : 42,9 Mb
Release : 2023-07-27
Category : Language Arts & Disciplines
ISBN : 9781350199699
Viewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each chapter. - New online resources, 2 new chapters on producing videos on teacher development courses and materials development on teacher training courses and 2 updated chapters on development courses for teachers and simulations in teacher development, alongside a range of additional tasks and further reading suggestions.
Author : Lynne E. Baker-Ward,David F. Bjorklund,Jennifer L. Coffman
Publisher : Cambridge University Press
Page : 397 pages
File Size : 53,9 Mb
Release : 2021-06-10
Category : Psychology
ISBN : 9781108836456
"In this introduction to The Development of Children's Memory: The Scientific Contributions of Peter A. Ornstein, we provide biographical information for Professor Ornstein and identify some contextual influences on his work. We then examine the four distinct but interrelated programs of research he conducted that form the structure for this volume. Next, we briefly describe the chapters that are included in the review of each research program and introduce the authors. Ornstein's scientific development over his 50 years in research is depicted as moving from the study of age-related changes in memory performance to an increasing emphasis on the developmental processes that result in skilled remembering in children. This transition both reflected and contributed to the emergence of a developmental science of memory. Over a century of memory research has swung between the two poles of the mechanistic model of Ebbinghaus and the adaptive, sociocultural, and organismic view of Bartlett, both of which were necessary but neither of which was essentially developmental. The Ornstein lab has, over the last half century, with experimental rigor, explored how growing children use memory adaptively in meaningful contexts. From the transitional era of "verbal learning" in the 1950s to the cognitive revolution of the information-processing period in the 1980s, models of memory focused on the development of the deployment and control of strategic processes of remembering, models that, despite their modern sophistication, owe something to Ebbinghaus. But children grow up embedded in cultural structures of meanings ranging from the doctor's office to the courtroom, aided or hindered by the people in them, intent on helping growing children to use memory adaptively within those cultural narratives"--
Author : Simona Ghetti,Patricia J. Bauer
Publisher : OUP USA
Page : 343 pages
File Size : 50,8 Mb
Release : 2012-01-12
Category : Medical
ISBN : 9780195340792
The ability to remember unique, personal events is at the core of what we consider to be "memory." Contributors to this volume use state-of-the-art theories and methods to address questions of how the vivid experience of reinstatement of our past emerges, and how recollection contributes to our life histories.
Author : Bill Martin,John Archambault
Publisher : Simon and Schuster
Page : 40 pages
File Size : 46,6 Mb
Release : 2020-06-30
Category : Juvenile Fiction
ISBN : 9781534457119
This award-winning, exuberantly illustrated picture book is now available as an oversized classroom edition Chicka chicka boom boom Will there be enough room? There is always enough room for this rollicking alphabet chant that has been a children's favorite for over twenty years Bill Martin, Jr., and John Archambault's rhythmic text keeps the beat with Caldecott Honor illustrator Lois Ehlert's bold, cheerful art. This winning combination has made the Chicka Chicka series a classic.
Author : Joanne Rudland
Publisher : Routledge
Page : 144 pages
File Size : 54,5 Mb
Release : 2017-07-05
Category : Education
ISBN : 9781351701082
Children who have low self-confidence; a negative attitude towards school; score below average on assessments of language comprehension; and have an erratic pattern of errors with no specific linguistic weaknesses on assessments of comprehension, may be suffering from short-term memory difficulties. Written by a practising speech language therapist, this book provides a structured yet flexible approach to addressing the needs of children with short-term memory difficulties. "Short-term memory therapy can be of great benefit with very positive results. "Memory therapy can have a direct and positive impact on a child's receptive language skills, self-confidence and ability to learn. "This practical resource provides a complete programme of ideas for developing a child's short-term memory skills. "The programme can be administered in its entirety, or as an accompaniment to clinician's existing packages of care and is best suited to individual intervention. "The book provides a structured programme for individual therapy, although activities may be adapted for group therapy. "Containing photocopiable activity sheets and supporting material, ideal for use with 7 to 11 year-olds, the book also includes child-friendly recording forms and progress charts. Although written primarily for speech language therapists, this book will prove useful in teaching and practising memory strategies for learning support assistants, teachers, educational psychologists and anyone working with school-aged children. "Anyone working with school-aged children would find the contents of the book useful." Child Language Teaching and Therapy
Author : Various
Publisher : Routledge
Page : 5953 pages
File Size : 40,5 Mb
Release : 2021-12-02
Category : Psychology
ISBN : 9781351273831
Psychology Library Editions: Child Development (20 Volume set) brings together a diverse number of titles across many areas of developmental psychology, from children’s play to language development. The series of previously out-of-print titles, originally published between 1930 and 1993, with the majority from the 70s and 80s, includes contributions from many respected authors in the field and charts the progression of the field over this time.
Author : Roberta Michnick Golinkoff,Kathryn Hirsh-Pasek,Lois Bloom,Linda B. Smith,Amanda L. Woodward,Nameera Akhtar,Michael Tomasello,George Hollich
Publisher : Oxford University Press
Page : 216 pages
File Size : 53,6 Mb
Release : 2000-11-02
Category : Language Arts & Disciplines
ISBN : 9780190284787
Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxford's Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children.
Author : Melissa Bowerman,Stephen C. Levinson
Publisher : Cambridge University Press
Page : 276 pages
File Size : 44,8 Mb
Release : 2001-01-11
Category : Language Arts & Disciplines
ISBN : 0521593581
Leading scholars examine the relationship between child language acquisition and cognitive development.