Advances in Child Development and Behavior 
This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.
This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.Chapter Three Interventions in Early Mathematics: Avoiding Pollution and Dilution
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 53 Author(s): Julie Sarama, Douglas H. Clements Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noting the junctu...
Source: Advances in Child Development and Behavior - August 25, 2017 Category: Child Development Source Type: research
Chapter Two The Use of Concrete Experiences in Early Childhood Mathematics Instruction
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 53 Author(s): Arthur J. Baroody Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educational experien...
Source: Advances in Child Development and Behavior - August 25, 2017 Category: Child Development Source Type: research
Chapter One The DREME Network: Research and Interventions in Early Childhood Mathematics
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 53 Author(s): Crystal Day-Hess, Douglas H. Clements The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly developing an ...
Source: Advances in Child Development and Behavior - August 25, 2017 Category: Child Development Source Type: research
Notice, Explore, and Talk About Mathematics: Making a Positive Difference for Preschool Children, Families, and Educators in Australian Communities That Experience Multiple Disadvantages
Publication date: Available online 16 June 2017 Source:Advances in Child Development and Behavior Author(s): Ann Gervasoni, Bob Perry Let's Count is a preschool mathematics intervention implemented by The Smith Family from 2012 to the present in “disadvantaged” communities across Australia. It is based on current mathematics and early childhood education research and aligns with the Australian Early Years Learning Framework. Let's Count has been shown to be effective in enhancing mathematics learning and dispositions of young children, early childhood educators, and families through a longitudinal evaluation undert...
Source: Advances in Child Development and Behavior - July 29, 2017 Category: Child Development Source Type: research
Coaching in Early Mathematics
Publication date: Available online 4 July 2017 Source:Advances in Child Development and Behavior Author(s): Carrie Germeroth, Julie Sarama Falling scores in math have prompted a renewed interest in math instruction at early ages. By their own admission, early childhood educators are generally underprepared and not always comfortable teaching math. Professional development (PD) in early mathematics is widely considered a main way to increase teachers' skills and efficacy (e.g., Guskey, 2000; Hyson & Woods, 2014; Munby, Russell, & Martin, 2001; Piasta, Logan, Pelatti, Capps, & Petrill, 2015; Richa...
Source: Advances in Child Development and Behavior - July 5, 2017 Category: Child Development Source Type: research
Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance
Publication date: Available online 3 July 2017 Source:Advances in Child Development and Behavior Author(s): Michèle M.M. Mazzocco, Jenny Yun-Chen Chan, Allison M. Bock In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either far...
Source: Advances in Child Development and Behavior - July 4, 2017 Category: Child Development Source Type: research
Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count
Publication date: Available online 23 June 2017 Source:Advances in Child Development and Behavior Author(s): Shira K. Mattera, Pamela A. Morris, Robin Jacob, Michelle Maier, Natalia Rojas A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testin...
Source: Advances in Child Development and Behavior - June 23, 2017 Category: Child Development Source Type: research
Interventions for Primary School Children With Difficulties in Mathematics
Publication date: Available online 23 June 2017 Source:Advances in Child Development and Behavior Author(s): Ann Dowker Difficulty with arithmetic is a common problem for children and adults, though there has been some work on the topic for a surprisingly long time. This chapter will review some of the research that has been done over the years on interventions with primary school children. Interventions can be of various levels of intensiveness, ranging from whole-class approaches that take account of individual differences through small-group and limited-time individual interventions to extended-time individual interv...
Source: Advances in Child Development and Behavior - June 23, 2017 Category: Child Development Source Type: research
The Use of Concrete Experiences in Early Childhood Mathematics Instruction
Publication date: Available online 16 June 2017 Source:Advances in Child Development and Behavior Author(s): Arthur J. Baroody Addressed are four key issues regarding concrete instruction: What is concrete? What is a worthwhile concrete experience? How can concrete experiences be used effectively in early childhood mathematics instruction? Is there evidence such experiences work? I argue that concrete experiences are those that build on what is familiar to a child and can involve objects, verbal analogies, or virtual images. The use of manipulatives or computer games, for instance, does not in itself guarantee an educat...
Source: Advances in Child Development and Behavior - June 16, 2017 Category: Child Development Source Type: research
Interventions in Early Mathematics: Avoiding Pollution and Dilution
Publication date: Available online 29 May 2017 Source:Advances in Child Development and Behavior Author(s): Julie Sarama, Douglas H. Clements Although specific interventions in early mathematics have been successful, few have been brought to scale successfully, especially across the challenging diversity of populations and contexts in the early childhood system in the United States. In this chapter, we analyze a theoretically based scale-up model for early mathematics that was designed to avoid the pollution and dilution that often plagues efforts to achieve broad success. We elaborate the theoretical framework by noti...
Source: Advances in Child Development and Behavior - May 29, 2017 Category: Child Development Source Type: research
The DREME Network: Research and Interventions in Early Childhood Mathematics
Publication date: Available online 3 May 2017 Source:Advances in Child Development and Behavior Author(s): Crystal Day-Hess, Douglas H. Clements The DREME Network was created to advance the field of early mathematics research and improves the opportunities to develop math competencies offered to children birth through age 8 years, with an emphasis on the preschool years. All four main Network projects will have implications for interventions. Section 1 introduces the Network and its four projects. The remainder of the chapter focuses on one of these four projects, Making More of Math (MMM), in depth. MMM is directly de...
Source: Advances in Child Development and Behavior - May 4, 2017 Category: Child Development Source Type: research
Chapter Eight The Development of Body Image and Weight Bias in Childhood
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 52 Author(s): S.J. Paxton, S.R. Damiano Negative body image attitudes are related to the onset of disordered eating, poor self-esteem, general mental health problems, and obesity. In this chapter, we will review the nature of body image attitudes in girls and boys in early (approximately 3–7 years old) and later childhood (approximately 8–11 years old). The body image attitudes explored in this chapter include body image attitudes related to the self, with a focus on body dissatisfaction, and body image attitudes related to others, wit...
Source: Advances in Child Development and Behavior - February 16, 2017 Category: Child Development Source Type: research
Chapter Seven The Development of Tactile Perception
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 52 Author(s): A.J. Bremner, C. Spence Touch is the first of our senses to develop, providing us with the sensory scaffold on which we come to perceive our own bodies and our sense of self. Touch also provides us with direct access to the external world of physical objects, via haptic exploration. Furthermore, a recent area of interest in tactile research across studies of developing children and adults is its social function, mediating interpersonal bonding. Although there are a range of demonstrations of early competence with touch, parti...
Source: Advances in Child Development and Behavior - February 16, 2017 Category: Child Development Source Type: research
Chapter Six Perspectives on Perspective Taking
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 52 Author(s): S.A.J. Birch, V. Li, T. Haddock, S.E. Ghrear, P. Brosseau-Liard, A. Baimel, M. Whyte Perspective taking, or “theory of mind,” involves reasoning about the mental states of others (e.g., their intentions, desires, knowledge, beliefs) and is called upon in virtually every aspect of human interaction. Our goals in writing this chapter were to provide an overview of (a) the research questions developmental psychologists ask to shed light on how children think about the inner workings of the mind, and (b) why such researc...
Source: Advances in Child Development and Behavior - February 16, 2017 Category: Child Development Source Type: research
Chapter Five How Children Learn to Navigate the Symbolic World of Pictures
Publication date: 2017 Source:Advances in Child Development and Behavior, Volume 52 Author(s): M.L. Allen, E. Armitage Pictures offer a unique and essential contribution to our lives, both in terms of aesthetic pleasure and links to symbolic thought. As such, psychologists have devoted significant time to investigating how children acquire an understanding of pictures. This chapter focuses on two particular facets of this development: the role of the artist and the importance of picture modality. First, we review work that has focused on tracking children's ability to (a) map the relationship between the mental state o...
Source: Advances in Child Development and Behavior - February 16, 2017 Category: Child Development Source Type: research
