Education, once a national concern and even achievement viewed by most adults, has lost its appeal because we give the same education to all children, regardless if they are more advanced than the rest of their peers. The educational material and tools such as toys, books and games that are used in the classrooms to educate children has been predetermined by a board of educators, but what happens when a child is too advanced for the educational tools or materials being used in that grade and when is it appropriate to give the child more advanced educational tools to use? Because some children are more advanced than others in development and learning, the guidelines for what educational materials and tools children should use in the classrooms should be changed. In many instances in the preschool years, children are given the same learning tools to be used to teach them shapes, colors even the A,B,Cs, but some of these children are more advanced than their peers. Is it right then to give the more advanced children the next step up in learning tools from other graded levels? Is better to advance them to another grade level or do we as the parents and teachers ignore the more advance children and keep our attention and concerns of the majority of students that are average. In many cases, these children that are considered too advanced are left in the same learning environment regardless if the child already knows the learning material. Many studies have been done to show when a child is not being stimulated they tend to get bored, causing them to act out and also have behavioral issues. Many times I wondered if parents or educators really do their job, by noticing in time if children need help developing certain learning skills ... ... middle of paper ... ...is gifted. Retrieved from BabyCenter.com: http://www.babycenter.com/0_how-to-tell-if-your-preschooler-is-gifted_65003.bc Nathani, S., Ertmer, D. J., & Stark, R. E. (2006). Assessing vocal development in infants and toddlers. Clinical Linguistics & Phonetics, 20(5), 351-369. doi:10.1080/02699200500211451 Passig, D., Noyman, T., & Eden, S. (2002). Improving the Awareness to Toddlers' Initial Emotional Experiences in Kindergarten with Virtual Reality. Educational Media International, 39(2), 185-193. doi:10.1080/09523980110067496 Ryokai, K., Farzin, F., Kaltman, E., & Niemeyer, G. (2013). Assessing multiple object tracking in young children using a game. Educational Technology Research & Development, 61(2), 153-170. doi:10.1007/s11423-012-9278-x Waldfogel, J. (2006). What do children need?. Public Policy Research, 13(1), 26-34. doi:10.1111/j.1070-3535.2006.00417.x
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
Special focus needs to be allotted to not only the kids struggling but the kids who are excelling. Learning is the sole purpose of school, and for advanced students who already mastered the classroom skills, they need an extra challenge so they are learning too. Gifted education is essential for fully developing and engaging precocious children. Lubinski said, “If you’re trying to solve problems in the world like climate change and terrorism and STEM innovation, and transportation and managing our health care, you want intellectually precocious youth who have had their intellectual needs
Objective: The tests that comprised this evaluation included: Test of Language Development (TOLD – P:4), Goldman – Fristoe Test of Articulation – Second Edition (GFTA – 2), Oral Mechanism Exam, Behavioral Observations, and Voice/Fluency.
William, L. (2008, July 14). SPACS: Systemic Phonological Analysis of Child Speech. Retrieved October 10, 2011, from Phonological Disorders: http://phonologicaldisorders.wordpress.com/tag/lynn-williams/
From the moment an infant is born, it is bombarded with sounds that the brain attempts to categorize. Within the first year of life alone, infants already show preferences for phonologically legal structures in their native language when compared to illegal consonant structures (Friederici et al., 1993). While a personal lexicon is not developed until later in childhood, the early stages, primarily the recognition of word segmentation, begins within the first year of life. The topic of what the important factors are in babies perceiving speech and building a preference to their own language, however, is shrouded in mystery. For instance, Friedrici et al.’s study on phonotactic knowledge of word boundaries gave results that indicate the combination of simple context cues as well as the use of infant directed speech (IDS) allows babies to recognize phonotactically legal structures by nine months. However, McMurray et al.’s results directly contrast those findings by arguing that IDS simply causes a slower rate of speech but does not highlight contrasts between segmented sounds, nor does it enhance phonetic cues. Infant directed speech is a “speech register characterized by simpler sentences, a slower rate, and more variable prosody” (McMurray et al., 2012). While there is controversy regarding the beneficial factors of infant directed speech, most studies indicate that this register is extremely beneficial for infant speech perception in the first year of life.
This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
... role of infant-directed speech with a computer model. Acoustical Society of America, 4(4), 129-134.
In 2001, the US Department of Education, Academy of the Sciences, and the Foundation for Child Development conducted a study on early childhood development. Several interesting, scientific ideas and trends on childhood development emerged from the study. The questions surrounding this research were: how important is the early life of a child? What early years are most important? Why are later years not more important? In order to better plan education policy, discussing these questions is necessary.
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
In the 1980’s a report called “A Nation At Risk” stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today.
When I started on this paper I figured all the information I would find out is knowledge I would already know of on this subject, but then I actually found out more new information than I already knew. One day in late November Hayden and I were joking around with Evan and he said a very interesting thing that I will never have guessed he would ever say again. He said, “I just got out of the hospital” we asked why and he said, “Because of my depression.” I never knew even had struggled with depression until he told us he did. So I had to find out if the over use of video games led to his depression. The first question I asked him was when did you first start playing video games, and he answered, “I started playing video games when I was in kindergarten it was on my Nintendo 64 playing Frogger. I asked him besides sleeping and at school at what percentage do you play video games he replied, “65%.” I also went on to ask him if he knew that playing to many video games leads to aggression and depression and if he thought this is why he has been diagnosed with depression. He answered yes to both of these questions. Because of this story it made me think, does certain toys create problems in a child’s future development?
A child's development affects how they learn. All children don't fit the norms of development but not all children should be looked down on because of this. The development of the body and mind leads to the development of skills a child learns in life. Teachers need to help the child expand their skills and the knowledge to do the skills well.
Consequently, usually around the sixth month, the infant begins to babble. A large variety of sounds are produced in this period, many of them do not considered occur in the language of the household. During this period, children are learning to distinguish between the sound that are part of their language, and the one which does not. In the stage of babbling, children are learnt to maintain the correct sounds and suppressed the one which are incorrect.
...m him or her into anything from being a lawyer to a doctor.” Based on this statement and my own observations, I strongly believe that the environment that surrounds him will prepare him for a better future in life. Since there are a variety of developmental classroom levels he can move to, he can gradually accomplishes the milestones of development as well as learning how to interact and share with others. Doing this observation assignment at the Martin Luther King Jr. elementary school helped me to understand child development in a new perspective. The classroom environment where I did my observations would not have been possible if it were not for the teachers who provided a soothing, safe, and caring environment with brilliant colors for early childhood children. This room truly is a place where children do develop and grow in all three domains of development.
For this reason, further advancement and integration of technology in every aspect of life is undoubtedly a critical element of the future of our society. Technologies that we; in the year 2014, cannot possibly imagine or comprehend, will be at the forefront of the next generation’s life; changing the way that they think, act, learn, and even feel. It is highly important that we take this inevitability into consideration when educating the children of today that will become the adults of tomorrow. As the world changes and job markets change, it is critical that we; as educators, teach children how to use the tools of today so that they might be better equipped to adapt to tomorrow’s technologies. Working with the technologies that have already been developed, educators are able to teach in new ways, with new tools, and students are able to begin working with computers and other devices from a young age and gain a high quality education that puts the student at the center of the learning process. Technology is now a fundamental facilitator in the learning process, and an important commodity in the field of education; enhancing learning in many ways f...