Early Childhood: The Developmental Dynamics Of Executive Process

Ofsted (2012) discovered on inspecting schools that children with EAL made the most progress in and outside the classroom when they had good language and learning role models. Children with EAL can copy what other children are modelling to them and also learn the language in a child friendly way. On the other hand, Morrison (2014) suggests that children benefit more from having no initial social interaction with other children and that they should be taken out for intervention instead to learn the basics of English. However, this method, one that was widely used since the 1960s (Mills, bilingualism in primary schools), is not considered the best method when looking at children’s integrating successfully socially. Webster (2011) suggests that whilst many think taking children outside of the classroom to provide specialist language support would be most beneficial for children with EAL, it is actually more beneficial for their social integration to learn alongside the rest of the class in a real and meaningful context. Yet, findings from Cambridge and Anglia Ruskin University (2014) found that not only do children with EAL benefit from being immersed in their class they feel more comfortable alongside speakers of the same language and that in many case studies children benefited from

Yana is starting to attend a setting, however, she speaks little English (appendix one). This language barrier could affect Yana in all areas of development, particularly her social development as it will limit her verbal communication skills (Davies, 2011). As Yana has English as an additional language (EAL), she may find it difficult to communicate her basic needs with limited vocabulary- Schaffer (1926) views this as a crucial barrier as it will prevent practitioners from successfully meeting children’s needs (Schaffer, 2004). Schaffer (1926) believes that EAL is a barrier to learning, however, Vygotsky (1896) along with Chomsky (1928) believe that language is a skill that can be learnt (Graf & Birch, 2009). Therefore, if language is modelled by the practitioners then Yana should learn new words and soon form sentences which will support Yana in all areas of

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

Thank you, Robert, for sharing your point of view on the Baker and Munatka article! I agree with you that the authors are obvious in that these are correlational relationships and not causal. I found this article to be also clear in defining the role of self-directed executive functioning in predict long-term outcome. Furthermore, I like your approach to reviewing this article. You do exceptional work. This subject is an area that I knew little about, but now I understand more about the importance of self-directed executive functioning for children. The purpose of the article was to report conclusions establishing that children are more capable of employing self-directed executive functioning when they have insight into the options to

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

This article explores at Premature and low birth weight as risk factors for behavioral, academic and cognitive difficulties. The term executive functioning has been used in this article in trying to understand these impairments. This is an umbrella term that entails goal-oriented and higher-order problem-solving abilities. In this article, executive functioning in children is studied with a bias on adolescence in addition to the functional executive dysfunction consequences within this age group. The authors observe that they chose to focus on adolescence

The purpose of “Developing Executive Control Skills in Preschool Children With Language Impairment” is to summarizes the following topics: current research available about executive functioning for children in preschool, assessment strategies for executive

Furthermore, greater examples of this comparison can be seen with analysis of studies performed particularly with children; in one example, it was seen that all ADHD children, which all previously showed deficiencies in executive function- and thus had problems with cognitive impulsivity, did not all show problems when it came to emotional regulation, rather only the subset with specific aggression problems did. Not only this, but it was proven that effortful control is known to be used increasingly with age, and primarily in girls rather than boys; this is due to the fact that effortful control is parallel with developmental and neurological changes in the prefrontal cortex, which girls experience quicker than boys. Another great determination of children using effortful control is regarded back to their very own personality traits. Studies show that the personality trait most associated with effortful control is consciousness; this is due to the fact that it allows one to control their short-term pleasure seeking impulses, and rather focus on attaining long-term goals; for example, when a child chooses to finish their homework, say prior to watching TV. On the other hand children who do not posses a great sense of consciousness, are rather known to have anti-social, reward-seeking, risk taking, delinquent behavior which is purely due to, as mentioned in the former, under development of prefrontal mechanisms which thus entail greater externalizing behaviors. Children with the latter personality traits are more known to show problems of antisocial personality disorder, poor behavior in not only the school setting, but home as well, overall depression, and even early drug use.

Imagine life as a child, an intelligent, but nonetheless a child, unable to communicate it’s thoughts. I came to the United States as a child, untrained and illiterate, with no expertise in English, I suffered greatly, socially and academically. My enrollment in the English Language Acquisition Program (ELA) refined my knowledge, amending my social and academic aspirations. My initial encounter with the United States is the reality of more than 4.5 million English Language Learners (ELL) across the nation, who are forgotten and neglected by their teachers and peers. Many school districts are capable, but with underprepared teachers, many of whom are not trained to teach ELL students, schools have failed to properly educate

When I was six years old my parents decided to move to the U.S. I was placed in first grade after taking two placement exams. For approximately six months, I attended the Newcomer Center in White Plains, NY. I remember sitting on a red carpet and spending a lot of time listening to the teacher read stories. I also remember doing phonics every morning. I excelled in math, but struggled in language acquisition. After several evaluations I was assigned to a public elementary school within the school district. In second grade, I was placed in a monolingual classroom. I was later assigned to a pull-out ESL program, which I benefited from immensely. I started to enjoy reading in English when I was with my ESL teacher, Ms. Cello. Learning a new language

There are many advantages on going to preschool and helps children develop many things. Preschool encourages better language skills and cognitive development. It also builds opportunities for early social development. Going to preschool helps children be more prepared for entry into kindergarten. This is built through educational curriculum that involves reading, writing, and numerical skills. Preschool encourages children’s creativity through music, art projects, movement activity, and telling stories. Full day programs did better than part-day programs which did decent. Children interact more with peers at a younger age. Children’s are better prepared when it comes to entering kindergarten because they have already developed social interaction

An amazing experience to witness is the development and growth of a child. As they grow and learn, you see them explore the world and all the things we have become accustomed too. While all children grow differently, they all experience and go through the same stages; physical, cognitive, and socio-emotional development.

Early cognitive abilities in infants are critical because they are building blocks of later cognition, and executive functioning (Rose, Feldman, & Jankowski, 2016). To further development and have health mental health, caregivers and parents need to provide a secure environment where infants can engage in a number of activities. Research show that social interactions between infants and caregivers are critical for a wide range of human activities, including language learning Grossmann (2015). Additionally, socially integration with others is essential for healthy infant development and functioning throughout their lives Grossmann (2015). Numerous evidence shows that early experiences in language, reading, and emotional regulations in

Every human being begins developing in one way or another, from the moment they come into this world. Development and all its aspects begin in infancy and continue throughout one’s entire lifetime. It is a common belief that infants and young children are influenced by the environment that surrounds them. Cognitive and social aspects of development are shaped and molded at an early age, as well as language, speech, perception, and motor skills. A young child’s life is influenced by parents and family members, which is why they have a significant impact on the child’s development. When a

According to Zukowski (2013), language development refers to the process of learning in early life where infants acquire various forms, meaning and word usage. In addition, language refers to the different utterances in regards to linguistic input. Language development in childhood focuses on major arguments in