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Bringing up baby bilingually | Twice blessed | The Economist
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WHETHER to teach young children a second language is disputed among teachers, researchers and pushy parents. On the one hand, acquiring a new tongue is said to be far easier when young. On the other, teachers complain that children whose parents speak a language at home that is different from the one used in the classroom sometimes struggle in their lessons and are slower to reach linguistic milestones.
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A study just published in the Proceedings of the National Academy of Sciences may help resolve this question by getting to the nub of what is going on in a bilingual child’s brain
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Gender based Barriers to Effective Collaboration: A Case Study on Children's Safeguard Partnerships
This paper explores gender related barriers to
interagency collaboration in statutory children safeguard partnerships
against a theoretical framework that considers individuals,
professions and organisations interacting as part of a complex
adaptive system. We argue that gender-framed obstacles to effective
communication between culturally discrepant agencies can ultimately
impact on the effectiveness of policy delivery,. We focused our
research on three partnership structures in Sefton Metropolitan
Borough in order to observe how interactions occur, whether the
agencies involved perceive their occupational environment as being
gender affected and whether they believe this can hinder effective
collaboration with other biased organisations. Our principal empirical
findings indicate that there is a general awareness amongst
professionals of the role that gender plays in each of the agencies
reviewed, that gender may well constitute a barrier to effective
communication, but there is a sense in which there is little scope for
change in the short term. We aim to signal here, however, the need to
change against the risk of service failure.
The relation between 3-year-old children's skills and their hyperactivity, inattention, and aggression
This study examines the relation between 3-year-old children's (N = 280) symptoms of inattention, hyperactivity, and aggression and their cognitive, motor, and preacademic skills. When the authors controlled for other types of attention and behavior problems, maternal ratings of hyperactivity and teacher ratings of inattention were uniquely and moderately associated with children's lower cognitive and preacademic skills. The few modest, simple associations between maternal ratings of aggression and children's skills were no longer significant when hyperactivity and inattention were controlled. This suggests that cognitive and preacademic problems among children with attention-deficit/hyperactivity disorder symptoms may begin to emerge as early as age 3. The results highlight the importance of examining the association between different types of behavior problems and young children's skills.
Computer Games Can Make Kids More Social, Not Less
Contrary to common education wisdom, computer games and other technologies can foster community-building, a strong sense of identity and higher-level planning even in very young students, UC Davis researchers report.
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Technology can facilitate creativity and social awareness, even when we don't design the use of it to do so. And when we do design technology activities with these things in mind, the possibilities are endless."
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early childhood educators often argue that technology can squelch young children's creativity and social interaction in the classroom.
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