According to an article published by UCLA, boys and girls develop at different rates. So, it would be more effective for students in single-gender schools, and it is more beneficial for their academic readiness. Which is according to a study published by the Connecticut Education Association. The differences in boys and girls brains reflect upon their behavior, learning, and development. So if they are put in a school with their own gender, they will learn to accept their differences, and not hide them.
This study was carried out to investigate the effect of "The Mozart Effect: Music for Children ' ' collection on children 's social, cognitive, and physical development ages five and six years. The study consisted of forty-two children. Twenty-one of the children were placed in an experimental group and were exposed to Mozart 's music along with their daily school routine for eight months. While the control group, in the same kindergarten, followed an identical curriculum, yet did not experience any accompanying music in their daily routine (Campbell, D., 1997). Using "The Preschool and Kindergarten children 's performance scale" the children 's development was measured (Al-Batch, M., 2001).
Recess plays an important role in the lives of children, and Bornstein uses statistics and real life examples to inform the audience that the Playworks program provides a positive recess experience for all children. The essay delivers a key point that recess plays a much more important role in the lives of children than most people would think. In fact, early in the essay Bornstein brings up a valid point in which research states that a main predictor of a child’s mood in school is whether or not they are having fun during recess. Bornstein provides another fact involving Plato and how he “believed that children had to grow up in an atmosphere of play to become virtuous
Direct interaction is the most efficient way of influencing the children as well as making up the character of the children. However, emotional identification and relatives’ stories are primarily associated with the confidence rate of the children, therefore, affecting their expectation about either success or failure in the
Parents who receive enhanced case management will have more results of successfully completing treatment than those who do not. 14. Children who receive enhanced case management will show progress on Ages & Stages and Ages & Stages Social Emotional developmental scores for their age from the beginning to the end of the project. Research
Conversely, a similar study evaluated 217 African American kindergarten through second graders on their familiarity with SAE instead of their use of AAVE. The results indicate that the children who were more familiar with SAE had higher levels of reading achievement than the children who were less familiar with SAE (Charity, Scarborough, & Griffin, 2004). The amount of AAVE children use and their
and Columbia University found that three-year-old Early Head Start children performed “significantly better on a range of measures of cognitive, language, and social-emotional development.” The study also goes on to say that “Early Head Start programs produced statistically significant, positive impacts on standardized measures of children’s cognitive and language development.” Three-year-old children in the program scored 91.4 on the Bayley Mental Development index and 83.3 on the Peabody Picture Vocabulary Test. It has also been shown that children in low-income homes who participate in Head Start programs are more ready for school than peers from the same socioeconomic background who did not participate in Head Start. Additionally, The Head Start Impact Study found that children who participated in Head Start programs scored better than a control group of children “in all measured domains of cognitive and social-emotional development at the end of their Head Start experience.” Another program designed to close the achievement gap between low-income students and their higher-income peers is No Child Left Behind (NCLB). The No Child Left Behind Act of 2001 developed out of the Elementary and Secondary Education Act of 1965, as well as the recommendations made by the National Commission on Education Excellence during the 1980s. Through its focus on standards, accountability, and parental options, it seeks “to provide a quality
FOR IMMEDIATE RELEASE (Los Angeles, California) The California Research Bureau recently found that students who receive one-on-one tutoring for their reading witness the strongest positive impact on their reading scores during the elementary school years. Children also perform higher on standardized language arts and math tests when they are tutored, and they show greater attendance in school. Many parents question how to help their child succeed in school, and online tutoring may be the answer. TutorMe (www.tutorme.com) can be of help. "Parents may struggle to find a tutor that is equipped to handle their child, as there is a limited selection of tutors in their area.
Studies have shown from an experiment conducted by a well-known psychologist in the twentieth century, Walter Mischel, that children who decided to delay gratification would gain better outcomes in their lives such as receiving high test scores and better skills in general. The Marshmallow Experiment shows that delaying gratification will improve children's lives. Even though children will possibly not include delaying gratification in their lives when they grow older, parents should teach their children to delay gratification for better lifestyle decisions because children will receive better test scores, retain a healthy diet, have greater social skills and will succeed better in the choices they make. Walter Mischel decided among his colleagues to test the human ability to delay gratification. From this, they created the "Marshmallow Experiment," which consisted that the those conducting will lead a child into a room and offer two choices.
Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play is so important to optimal child development that it has been recognized by the United Nations High Commission for Human Rights as a right of every child. Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them.
Recent research has shown that multicultural children that embrace their ethnicities do not suffer with low self-esteem (Collin). Children who are confident with being multicultural tend to be high achievers while having a strong sense of self and tolerance of diversity. Research has shown that children with a true multiracial or multicultural identity generally grow up to be happier than multiracial children who grow up with a "single-race" identity. (Collin.) Collin even recommends surrounding a multiracial child with access to material relating to multiculturalism and presenting examples of multiracial individuals that are positive role models can be helpful in a Childs path to accepting their
Dingess Elementary has been participating in Specific Personal Learning (SPL) since 2010 with the focus being the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. We also target writing skills, and math skills. The kindergarten students study phonemic awareness activities from Phonemic Awareness in Young Children. Students in grades 1st and 2nd are given a spelling inventory from Words Your Way and students are placed in groups according to the skills they lack. 3rd and 4th grade students are placed in groups to deal with their weakness on STAR 360 and the WV Summative Test.
Basic cognitive and social skills will both be improved through higher quality care. When a child is able to perform well in school at an early age, it increases their chances of staying successful throughout their lives as a student. Researchers at the Institute for Research on Poverty concluded, “Children who attend higher-quality child care settings display better cognitive, language, and social competencies on standardized tests.” The Cost, Quality, and Outcomes in Child Care Centers Study, which began in 1993, was a study over time of children in four states, it was designed to test if child care affects a child’s readiness for school. The study population was limited to children in families that had elected center-based care and did not include personal child care facilities that people provide from their own homes. The study found that, children in center-based care tend to perform better in mathematics, language, and social skills in early elementary
The purpose of this research was to observe children who attended the Head Start REDI program and compare them to children who did not attend Head Start REDI. The researchers purposed the question: does the Head Start REDI program have an effect on a child’s social-emotional functioning? 356 children between the ages of 2-5 were selected in 25 head start centers in the state of Pennsylvania with the majority of the children living in poverty. The majority of the children were girls (54%) with boys being 46% of the children. The researchers collected assessments that measured various aspects of social behavior, learning behavior and interpersonal relationships that were completed by the Head Start REDI teacher’s right before the child entered
A total of 320 children from 4 public schools and 2 faith based schools completed 6 different questionnaires to rate their happiness, spirituality, religiousness and temperament (Journal of Happiness, 2010). Parents were also asked to rate their child’s happiness and temperament. After conducting their research they were able to conclude happiness a child’s temperament was also a predictor of happiness. In particular, happier children were more sociable and less shy (Journal of Happiness, 2010). However, they found that even with temperament taken into account, the relationship between spirituality and happiness remained strong.