Social-Class Differentiation in Cognitive Development among Black Preschool Children

1971 ◽  
Vol 42 (1) ◽  
pp. 37 ◽  
Author(s):  
Mark Golden ◽  
Beverly Birns ◽  
Wagner Bridger ◽  
Abigail Moss
Keyword(s):  
Preschool Children ◽  
Social Class ◽  
Cognitive Development

Exploring the Potential of a Gamified DEvelopmental Assessment on an E-Platform (DEEP) Tool to Measure Cognitive Development in Rural Indian Preschool Children

2019 ◽  
Author(s):  
Debarati Mukherjee ◽  
Supriya Bhavnani ◽  
Akshay Swaminathan ◽  
Deepali Verma ◽  
Dhanya Parameshwaram ◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Developmental Assessment

scholarly journals What You Do Versus Who You Are: Home-Learning Activities, Social Origin and Cognitive Skills among Young Children in Ireland

2020 ◽  
Vol 36 (4) ◽  
pp. 610-625
Author(s):  
Patricia McMullin ◽  
Frances McGinnity ◽  
Aisling Murray ◽  
Helen Russell
Keyword(s):  
Social Class ◽  
Cognitive Development ◽  
Low Income ◽  
Cognitive Skills ◽  
Family Income ◽  
Vocabulary Development ◽  
Learning Activities ◽  
Birth Cohort Study ◽  
Social Origin ◽  
Home Learning

Abstract This article explores the role that home-learning activities (HLAs) play in the relationship between social origin and cognitive development using an Irish birth cohort study, Growing Up in Ireland. Numerous studies using different measures of the home-learning environment (HLE) have shown that it has considerable influence on young children’s cognitive development, and that the HLE is often linked to social origin. We find a social gradient in vocabulary even at age 3 years, with the largest gaps for mothers’ education. Family income, mothers’ education, and social class are also associated with vocabulary independently, though these associations are reduced by adding all three measures simultaneously. The extent of HLAs helps explain a very small part of the education differences and none of the income or social class differences in vocabulary. We find some evidence that HLAs may be more salient for children from families with low income and lower social class backgrounds in terms of supporting vocabulary development, thereby compensating somewhat for disadvantage. HLAs also appear to encourage vocabulary development between age 3 and 5, and play a role in reducing the gap in vocabulary between high- and low-income children.

scholarly journals Project activities as a factor of cognitive development of preschool children

2019 ◽  
Vol 18 (3) ◽  
pp. 169-174
Author(s):  
L.V. Kozak ◽  
◽  
H.A. Korol ◽  
Keyword(s):  
Preschool Children ◽  
Cognitive Development

scholarly journals TO THE PROBLEM OF MODELING GENDER-ORIENTED SUP-PORT OF THE COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN

2017 ◽  
Vol 2 (2) ◽  
pp. 15-18
Author(s):  
E. N. Krolevetskaya ◽  
◽  
N. N. Aftenyuk ◽  
N. A. Ludannaya ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Cognitive Development

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

Methods of preparing children to learn Russian at school

2020 ◽  
Author(s):  
Anna Biba
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Primary School ◽  
Undergraduate Students ◽  
Self Control ◽  
Federal State ◽  
Primary School Teachers ◽  
Current Content ◽  
Professional Self ◽  
State Educational

The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

Sign in / Sign up

Export Citation Format

Share Document