Progression skills module 2: Getting ahead in learning

Progression skills modules are designed to support schools in delivering practical pupil workshops to help focus gifted and talented (G&T) or potential G&T pupils to aim high and achieve their best. This module explores the link between higher-order thinking and top examination grades. The module considers aspects of critical thinking and academic language and links this to examination skills. Pupils are enabled to begin to plan for success. Comprises: teacher notes, slide presentation, & pupil handouts

Quliriyaraq: storytelling using the pace model

Master's Project (M.A.) University of Alaska Fairbanks, 201

Exploring peer support among young learners during regular EFL classroom lessons

This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed-method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied mainly on linguistic support through suggesting or using resources while social–emotional support such as offering support, giving positive feedback, or inviting partners’ participation was limited. The analysis also revealed instances of lack of support in the form of reprimanding, impatience, expressing a lack of awareness of the partner's contribution, or disrespecting peer's linguistic resources which, however, differed widely across pairs.Peer Reviewe

Correlates of the joint attention disturbance in autism

Deficits in joint attention, imitation, and pretense are believed to contribute to subsequent difficulty in the development of a theory of mind in children with autism (Baron-Cohen, 1991; Mundy, 1995). Joint attention and other early social skills of children with autism (34 male, 4 female; ages 4 to 18 years) were correlated with measures of nonverbal cognitive ability (Leiter International Performance Scale), receptive and expressive language skills (Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test-Revised), and the severity of autism (Childhood Autism Rating Scale) to gain a better understanding of these developmental relationships. Joint attention and other early social skills were measured with the Social Interest Inventory (SII), a questionnaire developed for this study and completed by Parents and Teachers, Subjects with autism at all levels of cognitive and language ability were found to have deficits in joint attention, imitation, and pretense. Joint attention deficits were not correlated to the acquisition of language or to the cognitive ability of the Subjects. This is a deviance from the typical course of development. However, deficits in joint attention imitation, and pretense showed significant correlations with the overall severity of autism, Students with autism reportedly engage in significantly higher levels of instrumental than social communication and parents tend to rate their children somewhat higher than teachers on several SII measures, Joint attention deficits may have a more profound effect on how language and cognitive skills are used by children with autism than on how they are acquired. Interventions which focus primarily on the cognitive and language abilities of children with autism may overlook more basic social skills such as joint attention which may warrant more direct intervention

Strategies for Early Learners

Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp

Parents' and Childrens' Engagement When Sharing Personalised Books

This study aimed to compare parents’ and children’s engagement during shared book reading of a personalised, non-personalised and a favourite book. A within-subjects comparison of seven native English parents and their children aged between 12 and 33 months was performed, with a multi-method design in order to cross-validate the findings. Data from parents’ questionnaire reports, interviews and field notes, indicated high levels of children’s engagement with the personalised books. Video observations showed higher specific engagement levels for children when comparing the personalised with nonpersonalised book and for parents also with the child’s favourite book. There was most correspondence between parents’ and children’s engagement in the personalised book condition. The results suggest that personalised books foster a joint, specific engagement in parents and children and this is probably due to the personal information they contain. A multimethod assessment proved to be an effective technique to adequately address the multifaceted nature of parents’ and children’s engagement in sharing different types of books

Katelyn\u27s emergent literacy story: A case study and consolidated literature review of the development of literacy from birth to three years.

By definition, the study of emergent literacy must address the literacy development of children from birth to conventional literacy. In actuality, studies of the literacy development of children between the ages of 2 and 4 have become common, while studies regarding literacy development of 1-year-olds is extremely limited and studies beginning at birth even fewer. Through this study, data regarding the language, reading, and writing behaviors of children from birth to three years is identified, consolidated, and confirmed. Two research questions guided this study: (1) What are the emergent literacy behaviors of a child from birth to three years? (2) In what ways do reading, writing, and oral language skills develop concurrently and interrelatedly in literate environments? To answer these questions, a three-year study of the emergent literacy behaviors of one child is organized following a phenomenological theoretical perspective and utilizing qualitative research methodologies. The subject\u27s mother, as the participant observer, collected descriptive data that were analyzed inductively following the grounded theory approach. In addition to the case study, research regarding children\u27s literacy development from birth to three years is consolidated for the first time. Analysis of the data indicated the following: (1) the existence of 8 levels of emergent literacy with corresponding literacy behaviors; (2) literacy concepts are tested and rehearsed across reading, writing, and language simultaneously from birth; (3) children independently create meaningful relationships to discover literacy; (4) literacy skills are practiced through multiple patterns of repetition; (5) reading and writing develop new definitions within the study of emergent literacy; and (6) literacy is a component of language development in literate societies. It is concluded that: (1) literacy development is a cognitive process, therefore, a developmental process with distinct stages; (2) literacy development is influenced by the number and quality of literacy experiences, the age when literacy experiences are introduced, and a child\u27s individual characteristics; and (3) shared and independent literacy experiences from infancy are keys to successful literacy experiences at school

Modelling Learning to Count in Humanoid Robots

In reference to IEEE copyrighted material which is used with permission in this thesis, the IEEE does not endorse any of Plymouth University's products or services. Internal or personal use of this material is permitted. If interested in reprinting/republishing IEEE copyrighted material for advertising or promotional purposes or for creating new collective works for resale or redistribution, please go to http://www.ieee.org/publications_standards/publications/rights/rights_link.html to learn how to obtain a License from RightsLink.This thesis concerns the formulation of novel developmental robotics models of embodied phenomena in number learning. Learning to count is believed to be of paramount importance for the acquisition of the remarkable fluency with which humans are able to manipulate numbers and other abstract concepts derived from them later in life. The ever-increasing amount of evidence for the embodied nature of human mathematical thinking suggests that the investigation of numerical cognition with the use of robotic cognitive models has a high potential of contributing toward the better understanding of the involved mechanisms. This thesis focuses on two particular groups of embodied effects tightly linked with learning to count. The first considered phenomenon is the contribution of the counting gestures to the counting accuracy of young children during the period of their acquisition of the skill. The second phenomenon, which arises over a longer time scale, is the human tendency to internally associate numbers with space that results, among others, in the widely-studied SNARC effect. The PhD research contributes to the knowledge in the subject by formulating novel neuro-robotic cognitive models of these phenomena, and by employing these in two series of simulation experiments. In the context of the counting gestures the simulations provide evidence for the importance of learning the number words prior to learning to count, for the usefulness of the proprioceptive information connected with gestures to improving counting accuracy, and for the significance of the spatial correspondence between the indicative acts and the objects being enumerated. In the context of the model of spatial-numerical associations the simulations demonstrate for the first time that these may arise as a consequence of the consistent spatial biases present when children are learning to count. Finally, based on the experience gathered throughout both modelling experiments, specific guidelines concerning future efforts in the application of robotic modelling in mathematical cognition are formulated.This research has been supported by the EU project RobotDoC (235065) from the FP7 Marie Curie Actions ITN