Infants are fascinated by the world around us. Throughout their earliest months, infants are gathering a ton of new information and experiences. Previous studies have indicated that infants prefer to look at more complex patterns rather than solid shapes, but what about perception and continuity?

This study examines the ability of 4 month olds to recognize object continuity and perception through shapes and colors. Previous studies conducted in the past examine object continuity through the relationship between colors and shapes, however, it has been found to be recognizable and discriminatory at this age. When thinking about this study, it is interesting to see how development progresses so quickly within a short period of time!

 

To read about this study, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

For us animal lovers, pets always feel like an extension of our families. They bring so many fun memories to the table like family walks with the dogs or the first time your family met your baby kitten… but what does this do for development?

In the research article, Children’s and Adolescents’ Pet Attachment, Empathy, and Compassionate Responding to Self and Others, it examines various aspects pets contribute to child development. The main findings of this article discovers that pets allow children to develop mindful thinking strategies along with compassion towards others. The article also finds that the compassion and empathy child already possess impacts their attachment with their pet.

 

To read more about this study, click here!

 

Mikayla Clemens

Research Assistant, UConn KIDS

Emily Jackson is a doctoral candidate and research assistant in Dr. Bernard Grela’s Child Language Lab in the Speech, Language, and Hearing Sciences department. She is an OSEP scholar in the Early Childhood Intervention Doctoral Consortium (ECiDC) and is interested in early childhood language development, parent perspectives and experiences, and IDEA Part C Early Intervention services. Emily is collecting data for her dissertation study titled, Cultural variation in parental ethnotheories on early childhood language development and disorders: Exploring Hispanic and non-Hispanic parents’ perspectives (BRANY IRB #23-281-910). The purpose of this research study is to improve speech language pathologists’ understanding of cultural variation in Hispanic and non-Hispanic, white parental beliefs and practices related to young children’s language development.

The is a one-time commitment of about 2 hours total. The study can be conducted in person or online based on participant’s preference. Parent volunteers will have their child’s language evaluated by a licensed speech language pathologist using a standardized language assessment (about 20-30 minutes). Parents will answer questions to assess the language skills of children under 36 months. Children 3-5 years old will be asked to participate in a language assessment by answering questions about pictures. Parents will then participate in an audio-recorded interview about their beliefs and practices related to their children’s language development (about 1 hour). The study will conclude with parents completing a series of online surveys (about 20 minutes).

 

Emily’s research has focused on culturally responsive practices in speech language pathology. Emily also works as an early intervention SLP conducting evaluations and providing home visiting services to parents of children under 3 years old who have developmental delays or disabilities. This clinical work has inspired her research as she aims to better understand cultural variation in parents’ experiences to shape recommendations for SLPs and related service providers.

 

In her free time, Emily enjoys playing ice hockey in the winter and going to the beach in the summer.

Most people have their one favorite stuffed animal from their childhood… some of us even still have them! Stuffed animals are known to bring people joy and are filled with fond memories from being a part of a play routine to even having it as a cuddle buddy! What does this do for child development?

In the article, The stuffed animal sleepover: enhancement of reading and the duration of the effect, dives into research examining the stuffed animal sleepover program. This program is designed to help children’s reading habits by having their stuffed animals move throughout a library at night. Library staff would take pictures of the children’s toys engaging in activities throughout the library to insight joy within the art of reading. The article investigates how effective this program is at promoting reading for young children and other benefits associated with it. By taking the strategies used in this program, you can do this at home with your little ones!

 

To read more, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

 

Schools today are constantly busy; students are constantly learning whether it is through play in preschool or cracking open a textbook in high school. All of this can be tiring on students, leading us to ask the question on what can be done to help students?

Studies have shown that taking breaks throughout the day helps students stay engaged throughout the day while also reducing daily stressors, working on social skills, and even increasing brain functioning. Through incorporating simple strategies in the classroom, teachers can witness the positive impacts breaks bring to their environment. Using these strategies at home may even benefit your learners when they are outside of class completing assignments. It is important to think about what a short break can do for your child’s overall functioning; something so little can do wonders for your child’s mental health!

To read more, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

Think about yourself… are you more of a visual or audio learner? Now throw that all away because there is no such thing as a visual learner or an audio learner!

There are many myths when it comes to learning that have been involved in education. Learning styles, ages 0 to 3 is the fundamental time where brain development is fixed, and the Multiple Intelligences theory are all neuromyths. The article, Neuroscience and education: myths and messages defines neuromyths as “misconceptions about the brain that flourish when cultural conditions protect them from scrutiny.” It mentions the importance of creating a stronger connection between the fields of neuroscience and education and how it can squash these myths and provide each field with a greater understanding of each other.

Click here to read more!

Mikayla Clemens

Research Assistant, UConn KIDS

Culture is a beautiful thing that ties into our identities; everyone comes from different cultural backgrounds, beliefs, and traditions. With the upcoming holiday season, it is important to recognize that everyone celebrates different holidays and traditions. By teaching children about different cultures around the world, it can build upon the greater understanding of how everyone’s culture is beautiful and unique while also bringing people together to apricate our differences. The National Association for the Education of Young Children (NAEYC) wrote an article on how you can teach your children about different holidays around the world and why it is important to do so.

To read more, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

Good afternoon and welcome to Trivia Tuesday!

This week’s question is… true or false: babies have a visual preference for solid colors over patterns.

1. true
2. false

Last week’s question was “when does hand-eye coordination start to develop?” The answer to last week’s question is: around 3 months! Babies begin to use their hands more and grab objects around them. This helps them develop further fine motor movements with their hands later in life.  

Tune in next Tuesday to find out the answer to this week’s question!

Friendships are something that we see in all areas in life. From infancy to adults, we experience them at all ages… but how important are friendships in adolescence? From Theory of Mind to why we are walking at the same pace as our best friend, this short four-minute TED Talk dives into the development of friendships and the science behind it. Just like other aspects of development, friendships are way deeper than just their appearance. They allow for the development of various social skills and even areas in the brain!

To watch the full TED Talk, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

 

Good afternoon and welcome to Trivia Tuesday!

This week’s question is: when does hand-eye coordination start to develop?

1. 3 months
2. 10 months
3. 2 years
4. 1 1/2 years

 

The last question we asked before break was: “Effortful control is the ability to control one’s actions. When does this typically develop in childhood?” The correct answer is… around 2 ½ to 3 years old! This is associated with behavioral skills, social skills, and even later through academic achievement.

 

Tune in next Tuesday to find out the answer to this week’s question!