Teaching reading through Direct Instruction: A role for educational psychologists?

2020 ◽  
Vol 37 (2) ◽  
pp. 133-139 ◽  
Author(s):  
Kerry Hempenstall
Keyword(s):  
Direct Instruction ◽  
Literacy Instruction ◽  
Mental Health Problems ◽  
Active Role ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Educational Psychologists ◽  
General Classroom ◽  
Assessment And Treatment ◽  
The Impact

AbstractEducational psychologists can play a number of roles within education settings. They are often called upon to assist with the assessment and treatment of disability issues, student behaviour and mental health problems, parent and teacher liaison, and counselling, to name a few. Less frequently pursued is an active role in establishing and evaluating both general classroom and remedial literacy instruction. A lack of success in the literacy domain can have far-reaching effects on students’ educational and social and emotional development. Further, it has been noted in national and international reports that the accumulated evidence for effective literacy instruction has not had the impact on policy that it deserves. Educational psychologists are well placed to assist schools to develop an evidence-based perspective that can provide a marked improvement in the literacy development of students. One such model with a long research history is Direct Instruction. This article will describe the model, and consider how it might be profitably employed in schools.

It Is More Than Language

2020 ◽  
pp. 79-98
Author(s):  
Dianne Toe ◽  
Louise Paatsch ◽  
Amy Szarkowski
Keyword(s):  
Specific Area ◽  
Cooperative Interaction ◽  
Social And Emotional Development ◽  
Children And Young People ◽  
Social And Emotional ◽  
The Social ◽  
Pragmatic Skills ◽  
Social Use ◽  
The Impact ◽  
Shed Light

Deaf and hard-of-hearing (DHH) children who use spoken language face unique challenges when communicating with others who have typical hearing, particularly their peers. In such contexts, the social use of language has been recognized as an area of vulnerability among individuals in this population and has become a focus for research and intervention. The development of pragmatic skills intersects with many aspects of child development, including emotional intelligence and executive function, as well as social and emotional development. While all these areas are important, they are beyond the scope of this chapter, which highlights the impact of pragmatics on the specific area of cognition. Cognitive pragmatics is broadly defined as the study of the mental processes involved in the understanding of meaning in the context of a cooperative interaction. This chapter explores how DHH children and young people construe meaning in the context of conversations and expository interactions with their peers. The chapter aims to examine the role played by the cognitive processes of making inferences and comprehending implicature, within the overall display of pragmatic skills. Further, the authors use this lens in the analysis of interactions between DHH children and their peers in order to shed light on the development of pragmatic skills in children who are DHH.

Parents’ use of mobile computing devices, caregiving and the social and emotional development of children: a systematic review of the evidence

2018 ◽  
Vol 27 (2) ◽  
pp. 132-143 ◽  
Author(s):  
Nicola Beamish ◽  
Jane Fisher ◽  
Heather Rowe
Keyword(s):  
Mobile Devices ◽  
Mobile Device ◽  
Emotional Development ◽  
Reporting Quality ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
The Social ◽  
Device Use ◽  
The Impact ◽  
Child Development Knowledge

Objectives: Mobile device use is a rapidly growing, socially acceptable interactional habit. The impact of mobile device use on social interactions, including between parents and young children, is uncertain. The aim was to describe, synthesise and evaluate the evidence about parents’ mobile device use, caregiving and children’s social and emotional development. Methods: Seven medical and social sciences databases were searched using keywords and subject headings. Screening for eligibility used PRISMA guidelines and scientific and reporting quality were assessed with standardised checklists. Results: Eight studies met the inclusion criteria (four surveys, three qualitative and one mixed-method investigation). This small group of studies is of diverse quality, but there is evidence of associations between parents’ mobile device use, attention to caregiving and changes in child behaviour. Use of mobile devices during parenting activities may be infrequent and brief, but it can be a potent distraction that reduces caregiver responsiveness to children. Conclusions: An emerging body of research suggests mobile devices are associated with altered attention and responsivity to children by their caregivers and may change caregiver/child interactions. The evidence precludes questions about causality or discussion of impacts on child development. Knowledge gaps have been identified and they require future targeted research.

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

scholarly journals Free Book, More Reading? Assessing the Impact of a Free Book Collaboration

2019 ◽  
Vol 17 (1) ◽  
pp. 35
Author(s):  
Brian Peters ◽  
Marissa Martinez ◽  
Susan Spicer
Keyword(s):  
Emotional Development ◽  
Positive Impact ◽  
Salt Lake ◽  
Reading Room ◽  
Social And Emotional Development ◽  
Lake County ◽  
Social And Emotional ◽  
Reading Frequency ◽  
The Impact ◽  
Question Survey

A growing body of research points to the positive impact parents can have on their children when they read to them on a regular basis. This includes improved future academic performance as well as the promotion of important social and emotional development skills.The Salt Lake County (UT) Library wanted to better understand the impact a free book program can have on reading frequency. Staff at the county library’s Byington Reading Room put together a thirteen-question survey in both English and Spanish for parents of children receiving a free book. The survey was distributed over a four-week period in the winter of 2018, and 183 surveys were completed by parents visiting the reading room.

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