From a young age, children tend to repeat the behaviors that they see, whether they are positive or negative. In this study, researchers asked 565 parents of 3-5 year old children to participate in a “media intervention diet.” Parents replaced aggressive shows on TV with shows exhibiting good examples of behavior. After 6 months, results showed that children who had the media intervention diet showed improved behavior. Seventy-seven percent of parents would recommend the intervention to other families.

 

Christakis, D.A. et al. (2013). Modifying media content for preschool children: A randomized controlled trial. Pediatrics, 131(3), 431-438. doi: 10.1542/peds.2012-1493. Retrieved from http://pediatrics.aappublications.org.proxy.library.vanderbilt.edu/content/131/3/431.full.pdf+html

 

This study investigated the development of autobiographical memory, or the memory about events that have happened to us in the past, in children ages 4, 6, and 8. Parents of the children in the study recorded when specific events happened in the life of their child over the course of 4 months, then later asked them if they could remember when each event happened. Results showed that 6- and 8- year-olds, but not 4-year-olds, were able to successfully recall when an event happened and how long it lasted. These findings suggest that autobiographical memory does not start to develop until after the age of 4 in typically developing children.

 

Pathman, T., Larkina, M., Burch, M.M., & Bauer, P.J. (2013). Young Children’s Memory for the Times of Personal Past Events. Journal of Cognition and Development, 14(1), 120-140. doi: 10.1080/15248372.2011.641185

 

http://www.tandfonline.com/doi/full/10.1080/15248372.2011.641185

 

Age: Preschool (3-5), Early elementary (6-8)

Categories: Memory development

 

Children depend on their parents to see how to engage in healthy behaviors. Parents affect a child’s physical activity and time in front of a television or computer. This study looked at 142 mothers and the goals that they had for their children’s health. Results found that a mother’s healthy plan for her child is affected by how she views physical activity and what other people expect around her.

 

Hamilton, K., Thomson, C., White, K. (2012). Promoting active lifestyles in young children: Investigating mothers’ decisions about their child’s physical activity and screen time behaviours. Maternal and Child Health Journal, 17(5), 968-976. doi:10.1007/s10995-012-1081-0. Retrieved from http://link.springer.com.proxy.library.vanderbilt.edu/content/pdf/10.1007%2Fs10995-012-1081-0.pdf

 

The authors in this article reviewed empirical articles that have been published over the past two decades to determine what and how student teaching experiences contribute to pre-service teachers’ (PST) development as future teachers of students, specifically in urban and/or high-needs schools. The authors concluded in their findings that more research needs to be developed on the effectiveness of the student teaching program for PSTs, for the students, and for the schools. The research also suggests that there needs to be a stronger relationship between teacher educators and researchers.

 

http://rer.sagepub.com.proxy.library.vanderbilt.edu/content/83/1/3.full.pdf+html

Anderson, L., Stillman, J. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83, 3-69.

This study and article addressed the impact of a whole-classroom read aloud intervention on first-grade student comprehension and vocabulary knowledge. Their goal was to develop a read aloud intervention that was effective for first grade students but specifically students who were at risk for language and/or literacy difficulties. The results showed that the intervention had a statistically significant impact on the narrative retell measure and the vocabulary retell measure but not on the information retell measure or the listening comprehension measure. The study supports the value of implementing structured and conceptualized read aloud programs in early elementary and preschool grades.

 

Scott K. Baker, Lana Edwards Santoro, David J. Chard, Hank Fien, Yonghan Park, and Janet Otterstedt (2013). An evaluation of an explicit read aloud intervention taught in whole-classroom formats in first grade. The Elementary School Journal, 113, 331-358.

Charter schools have become more popular in the United States, however, data shows that there are few indicators that charter schools perform better than public schools. The Centre for Research on Education Outcomes found that 37 percent of charter schools performed significantly worse than public schools. They also found that only 17 percent performed significantly better, and the rest of the schools did no better or worse than public schools. Regardless of the data there is still an increase in funding for charter schools while more and more public schools are closing.

Fogarty, M. (2013, Feb 18). Charter schools not superior. Education. Retrieved fromhttp://search.proquest.com.proxy.library.vanderbilt.edu/docview/1318557629?accountid=14816

It is important for readers to understand that cause and effect relationships exist in stories.  To determine whether or not children can form connections between goals and actions in stories, nine- and eleven-year olds were tested.  They read stories in which a goal appeared near the beginning of the story and the resulting action did not appear until later.   Results showed that children were able to make connections between the goal and action.  The nine-year olds, especially, were more likely to notice the connection when there was an illustration included.

Orrantia, J., Múñez, D., & Tarín, J. (2013). Connecting goals and actions during reading: the role of illustrations.  Reading and Writing. doi: 10.1007/s11145-013-9437-4

This Swedish study compared two types of families in child engagement in family activities: Families with a child that has a physical and learning disability and families with typically developing children.  A questionnaire about family activities and child’s level of engagement in those activities was given to each group (60 families in the first group and 107 families in the second group).  The study found that children who had both a physical and learning disability had lower engagement in family activities than typically developing children had in family activities. 
This study surveyed 82 children who had had a recent physical injury and one of their parents.  Surveys were completed 2 weeks after the injury and 3 months after the injury to measure coping strategies, parents’ assistance with coping, and post-traumatic stress.  The study found that children used mostly the same coping strategies both two weeks after the injury and three months after, such as wishful thinking, social support, distraction, and blaming others. The study also found that children were more likely to seek social support if their parent helped them with emotional processing, encouraged them to go back to their normal routines, and distracted them from their injury.  Parent assistance did not have any effect on post-traumatic stress.
This Dutch study followed up with 46 parents of children ages 5-8 with cerebral palsy who had participated in a study when the children were 2.5 years old.  The goal of the study was to see if children’s participation in formal (planned, structured) and informal (unplanned, unstructured) activities at school age can be predicted at an early age.  The study found that children’s movement ability at 2.5 years old predicts if children can participate well in formal activities at school age, while children’s movement ability and social skills at 2.5 years old predicts if children can participate well in informal activities at school age.