Hi Class,
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
Doc Raqui
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
Doc Raqui
Based on the study as I read about the language development, early assessment should be available to those children about whom there is concern regarding one or more aspects of their speech, language and communication development. The assessments need to take account of the views and concerns expressed by parents and children. To ensure children can make education, social and emotional progress while at school they need to start with their language as close to age appropriate levels as possible.
ReplyDeleteLanguage is crucial to young children’s development; it is the essential key for learning, for communicating and building relationships with others as well as for enabling children to make sense of the world around them. Your role in developing and encouraging language acquisition in children is therefore of the utmost importance. However, it is not solely the province of those working with young children, as it is also a concern of parents, careers, families and even policymakers.
The children need to develop and establish an occupational knowledge base that accounts for both professional and practical knowledge. Knowledge and articulation about how young children acquire language and develop into competent thinkers and language users is key to good practice.
Base on my research in related studies of Socio-Emotional the first year in the secondary schools is a critical transition period. This is the time for students to lay their foundation in their academic success. As the student entering in new environment setting they exposed in socio-emotional problems. Dissatisfaction in school experiences, pressure in life plans, coping up with subject loads relating to teachers, other students and adjusting to a new environment are some factors that cause stress especially for those incoming freshmen students who do not have a clear picture of what will be their life in school.
ReplyDeleteSome students are finding it hard to build healthy socio-emotional development as they passing through their stages. Inability to cope can lead to behavioral manifestation that causes difficulty for both children themselves and those that surrounds them. Students face many adjustments at their family, school and in the community. Their success regarding these challenges prepared them to be socio-emotional healthy.
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights
ReplyDeleteSocial-Emotional Development of Dual Language Learners:
The purpose of this literature review was to identify the state of knowledge about unique aspects of social- emotional development for dual language learners (DLLs) birth to 5 years of age. This review focused on three widely recognized dimensions of children’s social-emotional development: (1) selfregulation which includes the ability to focus attention, manage emotions, and control behaviors; (2) social competence and socially effective in their social interactions with others, and children’s attributions regarding social relationships and interactions; and (3) problem behaviors which includes maladjustment in the development of self-regulation,
social competence, and emotional expression.
This review examined existing research on the social-emotional development of DLLs. Although the overarching conclusions about the social-emotional development of DLL’s are limited by the small number of comparable implications for promoting positive social-emotional development and warrant further research:
1. The social-emotional competence of DLL children in preschool and elementary settings, indicated by measures such as frustration tolerance, task orientation, and self-control, may be higher than that of their monolingual peers.
2. The use of the home language by early childhood educators within the classroom may have a positive effect on DLLs’ behavior regulation and also on the attitudes and behaviors of their English-speaking peers.
Source: http://cecerdll.fpg.unc.edu/sites/cecerdll.fpg.unc.edu/files/imce/images/%232817_ResBrief%237_FinalRvsd-2.pdf
The early years of a child’s life present a unique opportunity to foster healthy development, and research has underscored the importance of the first five years of life – both positive and negative experiences – in shaping children’s cognitive, behavioral, social, and emotional development.
ReplyDeleteChildren demonstrating social competence show progress in expressing feelings, needs, and opinions in difficult situations without hurting themselves or others; understanding how their actions affect others; accepting consequences of their actions; being comfortable interacting with a group of familiar adults; developing friendships with peers; and expressing empathy for others. Researchers at the ninth conference studied various methods to facilitate the development of social and emotional competence in children. Areas of research explored included testing of various interventions with parents, teachers, and children with attention deficit hyperactivity disorder; determining predictors of social competence; highlighting the value of play; and promoting infant mental health.
As a child matures, parents eagerly await important milestones such as learning how to roll over and crawl. Each of these represents a part of physical development. The maturation process happens in an orderly manner, that is certain skills and abilities generally occur before other milestones are reached. Most infants learn to crawl before they learn to walk. However, it is important to realize that the rate at which milestones are reached can vary. Some children learn to walk earlier than their same age peers, while others may take a bit longer. Language development support child’s ability to communicate, express and understand feelings. It also supports thinking and problem-solving, develop and maintain relationships. Learning to understand, use and enjoy language is the critical first step in literacy, and basis for learning to read and write.
Reference/Source:
http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_2.htm
http://www.acf.hhs.gov/sites/default/files/opre/sed_summary_sheet.pdf
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
ReplyDeleteThis study is about Early childhood educators who understand the value of nurturing the social and emotional development of pre-kindergartners. But limited research exists about the effectiveness of specific social-emotional strategies, especially their effectiveness in large-scale programs.
I learned in this study that there are many ways to improve children’s understanding of emotions and social problem-solving skills, key precursors to children’s more competent social behavior. By doing these studies, we can also help the children on the orphanage on how are they going to interact for their everyday living and education.
http://www.edcentral.org/head-start-cares-boosting-social-emotional-development/
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
ReplyDeleteTitle of the study is Language Comprehension and Expression Among Adolescents Who Have Experienced Childhood Physical Abuse. The study compared the expressive and receptive language abilities of adolescents who had experienced physical abuse as children with the abilities of a closely matched control group who had not experienced maltreatment. Comprehension abilities of the two groups (as measured on a standard test) did not differ significantly. There were also no significant differences in expressive vocabulary. The syntactic expression of the abused group was significantly more impaired than that of the non-abused group. In addition, two aspects of functional communication were impaired significantly. The abused used significantly less self-related language and also had a significantly greater tendency to engage in self-repetition. The two groups did not differ significantly, however, on several other aspects of functional communication. Explanations of the results are offered. It is also suggested that there are individual differences in the types of problem experienced by the physically abused group.
This study proves that it is important that children should not experience abuse as they grow up. Having a healthy environment is beneficial is child’s optimum development.
Source:
http://onlinelibrary.wiley.com/doi/10.1111/j.1469-7610.1996.tb01441.x/abstract;jsessionid=CDFA043CD3A1EE95B8D761B08DE95AB3.f04t03
In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle.
ReplyDeleteIn the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task.
The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of Pompeu Fabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it.
The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life).
Based on this study that I have found in the Internet. Being bilingual or multilingual is a big help in a persons development or as a person grow. Being bilingual or multilingual will help your brain to process more information even though it was written in other language. Being bilingual or multilingual doesn't required you to be fluent to all language all you have to do is the ability to understand languages that can help you in your life.
http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=0
Based on the Research on child development has established beyond doubt the fact that the years between birth and age three are critical for children’s long-term language, cognitive, emotional, and interpersonal development. To an extent, the power of these years springs from the fact that the brain is maturing rapidly and is sensitive to environmental stimulation or lack thereof. Also, this is the time when linguistic, cognitive, affective, and regulatory systems are developing and becoming interdependent. At this critical juncture, book reading has special power to have enduring impact on parents’ patterns of interpersonal interaction with their children in a way that has lasting consequences for them. As parents read with children, they have the opportunity for frequent, sensitively tuned, language-rich interactions that draw children into conversations about books, the world, language and concepts. However, most parents do not spontaneously make the most of the opportunities that books present and many lack access to high quality books. Multiple programs from several countries have demonstrated that these twin challenges can be met. Large-scale distribution of high quality books and useful information is possible when coordinated through existing respected community agencies, especially if parents are responsive to and benefit from advice regarding how to best engage their child. Further, when the distribution of books is accompanied by guidance in how to read those books, there is enormous potential to enhance reading and self-regulatory competencies. There is evidence that simply providing books has value, especially in settings where very few books are otherwise available, but evidence is much stronger that the combination of books and guidance for reading has great potential to result in and lead to more frequent and more effective reading and improvements in children’s language and self-regulatory competencies.
ReplyDeletePlease research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
ReplyDeleteThe title of the study is Parental and Early Childhood Predictors of Persistent Physical Aggression in Boys from Kindergarten to High School.
In a prior study, we identified 4 groups following distinct developmental courses, or trajectories, of physical aggression in 1037 boys from 6 to 15 years of age in a high-risk population sample from Montréal, Québec. Two were trajectories of high aggression, a persistently high group and a high but declining group. The other 2 trajectories were a low group and a moderate declining group. This study identified early predictors of physical aggression trajectories from ages 6 to 15 years. In this study, logistic regression analysis was used to identify parental and child characteristics that distinguished trajectory group membership.
This study proves that Kindergarten boys displaying high levels of opposition and hyperactivity are at high risk of persistent physical aggression. However, among kindergarten boys who display high levels of physical aggression, only mothers' low educational level and teenage onset of childbearing distinguish those who persist in high levels of physical aggression.
Source: http://archpsyc.jamanetwork.com/article.aspx?articleid=481746
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
ReplyDeleteChild neglect: developmental issues and outcomes (Kathryn L Hildyard, David A Wolfe)
This article highlights the manner in which child neglect, the most common form of maltreatment, affects children’s development.
The review is organized according to three developmental periods (i.e., infancy/preschool, school-aged and younger adolescents, and older adolescents and adults) and major developmental processes (cognitive, social-emotional, and behavioral). Although the focus is on specific and unique effects of various forms of child neglect, particular attention is paid to studies that allow comparisons of neglect and abuse that clarify their similarities and differences.
Past as well as very recent findings converge on the conclusion that child neglect can have severe, deleterious short- and long-term effects on children’s cognitive, socio-emotional, and behavioral development. Consistent with attachment and related theories, neglect occurring early in life is particularly detrimental to subsequent development. Moreover, neglect is associated with effects that are, in many areas, unique from physical abuse, especially throughout childhood and early adolescence. Relative to physically abused children, neglected children have more severe cognitive and academic deficits, social withdrawal and limited peer interactions, and internalizing (as opposed to externalizing) problems.
The current review offers further support for the long-standing conclusion that child neglect poses a significant challenge to children’s development and well-being. Limitations with regard to the state of the knowledge are discussed and directions for future research are outlined.
Source:
http://www.sciencedirect.com/science/article/pii/S0145213402003411
Based on this study, neglect greatly affects the holistic development of child. It is very important to give the child care and concern, and it is also important to be hands-on in guiding them so that they can reach their maximum potential.
The title of the case study that I've researched is Second Language/Bilingualism at An Early Age with Emphasis on Its Impact on Early Socio-Cognitive and Socio-Emotional Development.
ReplyDeleteBased on the study many children grow up hearing and using more than one language. Some researchers have estimated that the majority of the world’s population use more than one language on a regular basis. Parents, educators and legislators alike take an interest in research findings on child bilingualism in a concerted effort to ensure that bilingualism does not put children at any intellectual or emotional risk.
One of the earliest concerns that researchers tackled was the idea that bilingualism confused children. However, research has shown that bilingualism does not trigger confusion, has no inherent negative impact on development and, more importantly, has some significant socio-cognitive advantages. Research has shown that bilingualism does not lead to confusion, nor does it have any inherent negative impact on development. In the early stages of the acquisition of a second language, children hearing two languages can show some developmental lags relative to children who speak only one. However, bilinguals are not globally behind monolingual children in all areas of language acquisition, and the observed lags are typically small and do not last for long periods of time.
Bilingual children show some advantages in socio-cognitive development when compared to monolinguals, particularly in understanding the beliefs of others, picking out the important variables to solve a problem, and entertaining two possible interpretations of the same stimulus at once.
There has been no research on bilingual children’s use of emotion language. However, research with bilingual adults suggests that the language in which events occur could be strongly linked to the emotional overtone of the memory of those events. It is possible, then, that the context in which a language is learned can have an impact on bilingual children’s ability to express themselves and their accuracy in expression.
There are no overall disadvantages to bilingualism. On the contrary, there can be significant disadvantages regarding children’s loss of a home/heritage language, which is often deeply intertwined with family, emotions and identity.
Gender Difference in Psychological Well-being among Filipino College Student Samples
ReplyDeleteThis cross-sectional, non-experimental quantitative study aimed to determine gender differences in various aspects of psychological well-being among Filipino college students. The participants completed 8 scales measuring different aspects of psychological well-being.
Gender differences were found in terms of daily spiritual experience, father relationship, peer relationship, autonomy, positive relations with others, and purpose in life.
No gender differences were found in the aspects of positive affect, mother relationship, teacher relationship, teacher relationship, environmental mastery, personal growth, and self-acceptance.
Components of psychological well-being
Affective Component - The frequency of experience of positive or pleasurable feelings such as joy and happiness, more than negative or unpleasurable ones describes subjective well-being.
Social Component - Individual’s quality and meaningfulness of interpersonal relationships are also proposed as necessary component of psychological well-being
Having good, harmonious, and meaningful interpersonal relationships with significant others and important in-groups- one’s family and peer group.
Cognitive Component - Self-acceptance and self-worth, optimism, motivation, general attitude toward life and its adversities.
Spiritual Component - Conceptualized as a commitment to seek deeper quests in life and the pursuit towards an actualized, carefully conceived life purpose.
Gender Difference in Psychological Well-being among Filipino College Student Samples
ReplyDeleteThis cross-sectional, non-experimental quantitative study aimed to determine gender differences in various aspects of psychological well-being among Filipino college students. The participants completed 8 scales measuring different aspects of psychological well-being.
Gender differences were found in terms of daily spiritual experience, father relationship, peer relationship, autonomy, positive relations with others, and purpose in life.
No gender differences were found in the aspects of positive affect, mother relationship, teacher relationship, teacher relationship, environmental mastery, personal growth, and self-acceptance.
Components of psychological well-being
Affective Component - The frequency of experience of positive or pleasurable feelings such as joy and happiness, more than negative or unpleasurable ones describes subjective well-being.
Social Component - Individual’s quality and meaningfulness of interpersonal relationships are also proposed as necessary component of psychological well-being
Having good, harmonious, and meaningful interpersonal relationships with significant others and important in-groups- one’s family and peer group.
Cognitive Component - Self-acceptance and self-worth, optimism, motivation, general attitude toward life and its adversities.
Spiritual Component - Conceptualized as a commitment to seek deeper quests in life and the pursuit towards an actualized, carefully conceived life purpose.
School Effectiveness for Language Minority Students’ Long-Term Academic Achievement
ReplyDeleteAs principal investigators, we established a collaborative research agreement with each school district that chose to participate, to follow every LM student who entered the school district for every year of his/her attendance in that school district, by each program type attended including the mainstream, and by cohorts of similar student background (e.g. socioeconomic status, primary language [L1] and second language [L2] proficiency upon entry, prior schooling). Measures of student achievement were those administered by the school district, including standardized test scores. We reported generalizations across school districts based on group performance on standardized measures, in normal curve equivalents (NCEs—equal-interval percentiles). Quantitative analyses proceeded through five research stages (presented in detail in report), each stage followed by collaborative interpretation of the results with school district staff. Qualitative analyses from interviews, school visits, surveys, and source documents, included historical demographic patterns of linguistically diverse groups of each U.S. region, the sociolinguistic and social context for the school programs, and specific implementation characteristics of each program type, including a case study of one school innovation.
Research sites, student samples, and program types analyzed. By written agreement, the school districts participating in each of our studies are promised anonymity until they choose to self-identify. For this study, four sites decided to self-identify—Madawaska School Department and School Administrative District #24, both located in northern Maine; Houston Independent School District in Texas; and Grant Community School in Salem, Oregon. The total number of student records collected in the five school districts featured in this report was 210,054. (One student record includes all the school district records for one student collected during one school year, such as student background characteristics, the grade level and school program(s) that student attended, and academic achievement measures administered to that student during the school year.) Over 80 primary languages were represented in the student samples, but the data analyses in three of the five research sites focused on Spanish speakers, the largest
language group in the U.S. (75 percent of the U.S. LM school-age population).
The student samples included newly arriving immigrants as well as ethnolinguistic groups of French cultural and linguistic roots in the northeast and students of Spanish-speaking heritage in the south-central U.S. The analyses focused on student outcomes from eight major different program types for LM students—90-10 two-way bilingual immersion (or dual language), 50-50 two-way bilingual immersion, 90-10 one-way developmental bilingual education, 50-50 one-way developmental bilingual education, 90-10 transitional bilingual education, 50-50 transitional bilingual education, English as a Second Language (ESL) taught through academic content, and the English mainstream.
This is an ongoing study. Although we are reporting the results of the most complete longitudinal and cross-sectional databases that we have collected over the past five years, the school districts plan to continue working with us as collaborative research partners, so that the results of the research analyses will inform their practices. This study thus serves two major functions-providing the federal government with an overview of effective practices for language minority students, and answering questions for more effective, data-driven decision making among the participating school districts. Most of all, this study is designed to answer major policy questions of interest to the federal and state governments of the United States.
http://crede.berkeley.edu/research/llaa/1.1_final.html
Please research a related studies on our topic (physical, language, cognitive and socio-emotional), briefly write a summary of the study and your personal insights.
ReplyDeleteNEGATIVE FEEDBACK AND POSITIVE EVIDENCE IN TASK-BASED INTERACTION
(Differential Effects on L2 Development)
Noriko Iwashita a1c1
a1 University of Melbourne
This study examines the role of task-based conversation in second language (L2) grammatical development, focusing on the short-term effects of both negative feedback and positive evidence on the acquisition of two Japanese structures. The data are drawn from 55 L2 learners of Japanese at a beginning level of proficiency in an Australian tertiary institution. Five different types of interactional moves made by native speaker interlocutors during task-based interaction were identified, by way of which learners received implicit negative feedback and positive evidence about the two target structures. The relative frequency of each interactional move type was calculated, and associated changes in the learners' performance on immediate and delayed posttests were examined. It was found that, although native speaker interactional moves containing positive evidence about the two target structures were 10 times more frequent during task-based language learning than those containing implicit negative feedback, only learners who had an above-average score on the pretest benefited from the positive evidence provided. Implicit negative feedback, on the other hand, had beneficial effects on short-term development of the grammatical targets regardless of the learner's current mastery of the target structures. Moreover, recasts were found to have a larger impact than other conversational moves on short-term L2 grammatical development.
this study show the development of learners through negative and positive feedback on the task given
source: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=138530&fileId=S0272263103000019