Humans, by nature are prosocial. From previous studies, we are seen to support helpful behaviors as early as infancy… but what can classrooms do to continue prosocial behavior? Is this something worth focusing on in the classroom?

 

Research conducted at Yale concludes that not only is social-emotional learning important, but it also comes with multiple positive outcomes. The study observed 250 social-emotional learning programs in over 50 different countries and discovered that it can lead to an overall increase in well-being, academic success, and safety within the classroom. However, this is just the surface of understanding social-emotional learning. Further research calls for understanding of social-emotional development and what we can do to create educational equity when providing support in this learning area.

 

To read more, click here!

Mikayla Clemens

Research Assistant, UConn KIDS

Welcome back to Trivia Tuesday!

This weeks question is…True or false: How much a child eats at any one meal matters less than the total amount eaten over several days and the nutritional value of foods eaten.
A. True
B. False

Last weeks question was…”True or false: pretend play is an important part of cognitive development” The answer was true!

Tune in next week to find out the answer to this weeks question!

Child development is a broad term that entails many milestones. A newborn and an 8 year old are at very different stages in development, and for this reason child development has been broken up into 5 distinct stages: 

Birth to 18 months: children can learn to identify familiar faces and respond to facial expressions. They also have the ability to learn some words, stand, and walk by themselves.

18 months to 3 years: children can start pretend play and play with other children!

3 years to 5 years: children can start to express their likes, learn to count, and identify numbers. They also have the ability to play on their own. 

5 years to 12 years: This is the age where children start grade school. Here they are able to develop their problem solving skills. They also can build close friendships and develop personal interests!

12 years to 18 years: This is the stage where adolescents start to grow their independence. They begin puberty, develop their own opinions and start to become interested in dating. 

There are many milestones children and adolescents reach in the time of child development. These milestones refer to behaviors that mark stages of growth. It’s very important to remember that children develop at their own pace, and two children might not reach a specific milestone at the same time. Some milestones children reach are repeating familiar songs, remembering faces and names, and sorting shapes and colors. 

If you’re concerned that your child is developmentally delayed it’s helpful to get them screened for any potential issues. 

If you want to read more about child developmental stages and potential signs/causes of developmental delays read here!

Kaitlyn Vitucci, Research Assistant UConn KIDS

Childhood can be a time of fun for children, but it’s also a time of learning. It’s always beneficial that those around children try to help facilitate their learning to their best ability, but how do you do that?

Carefully choosing and prompting your words can help to facilitate learning, support rich thinking, and support conversations about deeper topics. You can do this by asking purposeful questions that prompt your child to make connections between an event or experience in the past and current events or experiences in the present. 

Try to start with just one or two questions once a day, overtime these types of questions will feel natural to ask. Intentional teaching practice can significantly improve the quality of learning, now matter how old you are! Here are some prompts you can try out:

• Is this what you expected to happen? How so?
• Would you like to share your ideas?
• How did you figure that out?
• Take a moment to think, and let me know your thoughts 

If you want to keep reading, click here! 

Kaitlyn Vitucci, Research Assistant UConn KIDS

The glaring lack of educational accessibility for Deaf children constitutes a crisis, perpetuating cycles of inequality and marginalization. Across diverse regions and socioeconomic contexts, Deaf children encounter formidable barriers to learning, stemming from insufficient language exposure and limited resources tailored to their needs. This deprivation of early language acquisition deprives Deaf children of the foundational skills necessary for academic success and social integration, perpetuating a cycle of educational disadvantage and hindering their future prospects.

To address these systemic disparities, concerted efforts are needed to advocate for policy reform, enhance teacher training programs, and foster community engagement in support of Deaf learners. By prioritizing inclusive educational policies and allocating resources to support Deaf education, stakeholders can create environments that facilitate language acquisition and empower Deaf children to thrive academically and socially. Moreover, raising awareness about the importance of sign language and promoting Deaf culture can challenge stereotypes and foster greater societal acceptance, paving the way for a more inclusive and equitable educational landscape for Deaf children worldwide.

To read more about this topic, watch the full TedTalk here.

 

Jasleen Kaur, UConn KIDS Research Assistant

 

Discovering the secret to raising bilingual children is like unraveling a tapestry of linguistic wonder, where each family weaves its unique pattern of language proficiency. Isabelle Gerretsen delves into a world where strategies vary as much as the languages spoken, from the classic “One Parent, One Language” approach to the dynamic blend of cultures and tongues within multicultural households.

Through the lens of families like Krupa Padhy’s, we witness the magic of language blossoming from the roots of cultural heritage. With each word spoken, children go on a journey where they are open to cognitive exploration, their brains sculpted by the symphony of sounds around them. But it’s not just about mastering vocabulary; it’s about fostering a love for languages that transcends borders and opens doors to diverse worlds.

From the tender moments of infancy, where babies absorb their mother’s voice, to the bustling chatter of bilingual households, the quest for linguistic proficiency unfolds. And while the path may vary—from structured language schedules to spontaneous language immersion—what remains constant is the joy of linguistic discovery, the bond of cultural connection, and the promise of a brighter, more enriched future for bilingual children everywhere.

To read more about this topic click here

 

Jasleen Kaur, UConn KIDS Research Assistant

Welcome back to Trivia Tuesday!

This weeks question is…True or false: pretend play is an important part of cognitive development.

A. True
B. False

Last weeks question was “There are 4 types of parenting styles; which style type is defined as parents who encourage independence with limits, parents who are warm and nurturing, and are correlated with a child’s social competence, social responsibility, and self-reliance?” The answer is authoritative!

Tune in next week to find out the answer to this weeks question!

Looking back to our early days in school, we all remember the little art projects we did. From an early age, schools engage student’s creativity with art and allow them to create and express. Within our art projects, researchers can gain a deeper understanding on the effectiveness of art education and examining other aspects of child development.

The paper “Arts-based educational research in the early years” dives into ABER (arts-based educational research) and how it is examined within early childhood settings. It is described to allow children to conduct research with the researchers and not just examining a child’s behavior. It is interesting to recognize how art can play such an important role in research and how engaging to can be not only for children, but the researchers involved too!

 

To read more, click here!

Mikayla Clemens

Research assistant, UConn KIDS

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