Giving Young Students a Bigger Slice of the Pie (Chart) – NIEER

Extract from an article by Shannon Riley-Ayers, Ph.D., Sharon Ryan, Ed.D., Alexandra Figueras-Daniel, Ph.D. and Vincent J. Costanza, Ed.D. Ever ask a child what they did in school? Often the reply is “Nothing” or “I don’t remember.” Or, maybe, “Stuff.”  You just can’t rely on young students to explain what they learned, how they learned … [Read More] Giving Young Students a Bigger Slice of the Pie (Chart) – NIEER

Do Actions Speak Louder than Words? Examining children’s ability to follow instructions – Memory & Cognition

ABSTRACT The ability to encode, retain, and implement instructions within working memory is central to many behaviours, including classroom activities which underpin learning. The three experiments presented here explored how action—planned, enacted, and observed—impacted 6- to 10-year-old’s ability to follow instructions. Experiment 1 (N = 81) found enacted recall was superior to verbal recall, but … [Read More] Do Actions Speak Louder than Words? Examining children’s ability to follow instructions – Memory & Cognition

Children Understand Far More about Other Minds than Long Believed- The Conversation

Extract from an article by Henrike Moll, Assistant Professor in Developmental Psychology, University of Southern California. Until a few decades ago, scholars believed that young children know very little, if anything, about what others are thinking. Swiss psychologist Jean Piaget, who is credited with founding the scientific study of children’s thinking, was convinced that preschool children … [Read More] Children Understand Far More about Other Minds than Long Believed- The Conversation

Unpacking Socio-economic Risks for Reading and Academic Self-concept in Primary School: Differential effects and the role of the preschool home learning environment – British Journal of Educational Psychology

ABSTRACT Background: Uncertainty remains concerning how children’s reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. Aims: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children’s reading abilities and academic self-concept between 7 and 10 years. Sample:n = 3,172 British children aged 3–10 years … [Read More] Unpacking Socio-economic Risks for Reading and Academic Self-concept in Primary School: Differential effects and the role of the preschool home learning environment – British Journal of Educational Psychology

Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood – British Journal of Educational Psychology.

ABSTRACT Background: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. Aims: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in … [Read More] Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood – British Journal of Educational Psychology.

Can Training Your Working Memory Make You Smarter? We reviewed the evidence – The Conversation

Extract from an article by Giovanni Sala, PhD Candidate, Cognitive Psychology & Fernand Gobet, Professor of Decision Making and Expertise, University of Liverpool. We would all like to boost our cognitive ability beyond the limits set by Mother Nature. So it’s no wonder that brain-training programmes – which typically focus on training our working memory – are a … [Read More] Can Training Your Working Memory Make You Smarter? We reviewed the evidence – The Conversation

Rethinking the Individualized Education Plan process: voices from the other side of the table (US) – Disability & Society

ABSTRACT Parent involvement in the process of creating an Individualized Education Plan (IEP) is authorized under the Individuals with Disabilities Education Act, a federal law in the United States that ensures children with disabilities have the opportunity to receive a free appropriate public education alongside their peers without disabilities in the least restrictive environment. Yet much … [Read More] Rethinking the Individualized Education Plan process: voices from the other side of the table (US) – Disability & Society

Student engagement and inclusive education: reframing student engagement – International Journal of Inclusive Education

ABSTRACT Engagement, or student engagement, is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The ‘silent omission’ (Sidorkin 2014. “On the Theoretical Limits of Education.” In Making a Difference in Theory: … [Read More] Student engagement and inclusive education: reframing student engagement – International Journal of Inclusive Education

The Relationship Between Children’s Executive Functioning, Theory of Mind, and Verbal Skills with Their Own and Others’ Behaviour in a Cooperative Context: Changes in relations from early to middle school-age  – Infant and Child Development

ABSTRACT Learning to behave in socially competent ways is an essential component of children’s development. This study examined the relations between children’s social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school-age (5–8 years old) and middle school-age (9–12 years old) children completed … [Read More] The Relationship Between Children’s Executive Functioning, Theory of Mind, and Verbal Skills with Their Own and Others’ Behaviour in a Cooperative Context: Changes in relations from early to middle school-age  – Infant and Child Development

Child Conduct Problems Across Home and School Contexts: A person-centered approach – Journal of Psychopathology and Behavioral Assessment

ABSTRACT To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers’ and teachers’ ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (Goodman Journal of Child Psychology and Psychiatry, 38, 581–586, 1997) in the Family Life Project (N?=?1,292), a prospective study … [Read More] Child Conduct Problems Across Home and School Contexts: A person-centered approach – Journal of Psychopathology and Behavioral Assessment

Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children – Plos One

ABSTRACT Risk exposures and predictions of child development outcomes typically estimate the independent effects of individual exposures. As a rule though, children are not exposed piecemeal to individual or single risks but, rather, they are exposed to clusters of risk. Many of these clusters of risks are better thought of as comprising a developmental “circumstance” … [Read More] Patterns of Multiple Risk Exposures for Low Receptive Vocabulary Growth 4-8 Years in the Longitudinal Study of Australian Children – Plos One

Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children – Child Development

ABSTRACT Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a … [Read More] Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children – Child Development

Quality in Early Years Settings and Children’s School Achievement – Centre for Economic Perfrmance

ABSTRACT Childcare quality is often thought to be important for influencing children’s subsequent attainment at school. The English Government regulates the quality of early education by setting minimum levels of qualifications for workers and grading settings based on a national Inspectorate (OfSTED). This paper uses administrative data on over two million children to relate performance … [Read More] Quality in Early Years Settings and Children’s School Achievement – Centre for Economic Perfrmance

Event-related Potential Measures of Executive Functioning from Preschool to Adolescence – Developmental Medicine & Child Neurology

ABSTRACT Executive functions are a collection of cognitive abilities necessary for behavioural control and regulation, and are important for school success. Executive deficits are common across acquired and developmental disorders in childhood and beyond. This review aims to summarize how studies using event-related potential (ERP) can provide insight into mechanisms underpinning how executive functions develop … [Read More] Event-related Potential Measures of Executive Functioning from Preschool to Adolescence – Developmental Medicine & Child Neurology

Children’s Socio-emotional, Physical, and Cognitive Outcomes: Do they share the same drivers? – Australian Journal of Psychology

ABSTRACT It is commonly asserted that the same, or similar, risk factors are associated with a wide range of problematic child and adolescent outcomes such as educational, social and emotional problems, and poor health. This argument underpins calls for preventive approaches that target common causal drivers. However, the argument rests largely on the compilation of … [Read More] Children’s Socio-emotional, Physical, and Cognitive Outcomes: Do they share the same drivers? – Australian Journal of Psychology

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