Greeley-Evans School District 6, total, has nearly 4,700 students labeled English-language learners, or 25 percent of the student body.
For years, the district used a bilingual program to educate those students, but it switched to an immersion program a few years ago, citing studies that show it has a more immediate effect.
http://www.greeleytribune.com/article/20110528/NEWS/705289924/1002&parentprofile=1
[Sam: Prof. Nigel Reeves, OBE, our advisor, recommended to Le Beaumont to use the immersion method in learning languages. This approach has been adopted in Le Beaumont since 2004 and has produced very good result. Le Beaumont helps you solve all the language problems for your child through immersion and by arousing a keen interest in different kinds of languages. The sense of achievement drives on your child to excel not only in English and Putonghua, but also in languages of her choice. Language is a learning tool. Language training boosts IQ.]
25.5.11
Reading for fun Vs explicit instruction
The LEARN Act assumes that direct instruction is the only way children become literate. It says, “The intellectual and linguistic skills necessary for writing and reading must be developed through explicit, intentional, and systematic language activities. …” And it assumes that there is no contrary view. LEARN requires: “ … direct and explicit instruction that builds academic vocabulary and strategies and knowledge of text structure for reading different kinds of texts within and across core academic subjects.”
There is not only a contrary view, but there is good evidence, published in scientific journals and books, supporting the contrary view: The direct teaching/skills approach is very limited. Most of our knowledge of phonemic awareness, phonics, vocabulary, and text structure, as well as the ability to read fluently and with understanding, is the result of reading, not explicit instruction.
[This was written by linguist Stephen Krashen, professor emeritus at the University of Southern California, is an educational researcher and activist. He has written hundreds of articles and books in the fields of second language acquisition, bilingual education, and reading.]
http://www.washingtonpost.com/blogs/answer-sheet/post/the-learn-act-an-expensive-mistake/2011/05/23/AFG4569G_blog.html
[Sam: Le Beaumont combines story telling with reading in its playgroups. Parents should cultivate a habit of story time cum reading after dinner with toddlers at home, even for just 15 minutes every day.]
There is not only a contrary view, but there is good evidence, published in scientific journals and books, supporting the contrary view: The direct teaching/skills approach is very limited. Most of our knowledge of phonemic awareness, phonics, vocabulary, and text structure, as well as the ability to read fluently and with understanding, is the result of reading, not explicit instruction.
[This was written by linguist Stephen Krashen, professor emeritus at the University of Southern California, is an educational researcher and activist. He has written hundreds of articles and books in the fields of second language acquisition, bilingual education, and reading.]
http://www.washingtonpost.com/blogs/answer-sheet/post/the-learn-act-an-expensive-mistake/2011/05/23/AFG4569G_blog.html
[Sam: Le Beaumont combines story telling with reading in its playgroups. Parents should cultivate a habit of story time cum reading after dinner with toddlers at home, even for just 15 minutes every day.]
First year's experience predicts a child's behaviour at 5
But what seemed most remarkable, Versele said, is that the ability to predict a child’s behavior at age 5 could come from data on the behavior of the mother during that first year of the child’s life – regardless of the data on attributes of the child.
The Virginia Tech data contributes, though doesn't yet provide airtight evidence, to support the theory that babies need positive emotional bonds with their caregivers to develop strong connections among the neurons of the brain. Among the sample Versele studied, the children with higher executive functioning were the same children who, at 10 months of age, had higher growth in one of the frontal lobes of the brain. The frontal lobe, most neuroscientists say, is the site of the brain’s administrative activity – where the mind does its planning and reasoning.
In the meantime, the research on executive function adds urgency for policymakers to the development of programs that ensure children get a good start from birth on up through childhood.
http://earlyed.newamerica.net/blogposts/2011/study_links_5_year_olds_brain_skills_to_mothers_warmth_during_infancy-51773
[Sam: Babies in the first year learns much faster than a child after 3. Give maximum exposure to your child during the first year. Join Le Beaumont's Gifted Babies Program.]
The Virginia Tech data contributes, though doesn't yet provide airtight evidence, to support the theory that babies need positive emotional bonds with their caregivers to develop strong connections among the neurons of the brain. Among the sample Versele studied, the children with higher executive functioning were the same children who, at 10 months of age, had higher growth in one of the frontal lobes of the brain. The frontal lobe, most neuroscientists say, is the site of the brain’s administrative activity – where the mind does its planning and reasoning.
In the meantime, the research on executive function adds urgency for policymakers to the development of programs that ensure children get a good start from birth on up through childhood.
http://earlyed.newamerica.net/blogposts/2011/study_links_5_year_olds_brain_skills_to_mothers_warmth_during_infancy-51773
[Sam: Babies in the first year learns much faster than a child after 3. Give maximum exposure to your child during the first year. Join Le Beaumont's Gifted Babies Program.]
Quality early education is essential for children
Letters: Quality early education is essential for children
May 24, 2011
Brain connections for higher cognitive thinking and other skills peak before age 5. Many skills we desire in employees are well formed before a child reaches kindergarten. Research from the Center on the Developing Child at Harvard University suggests that the experiences children have before age 5 affect their brain development and learning for life. That is why I support Gov. Corbett's decision to maintain Pennsylvania's early education programs and urge our state leaders to do the same as they begin budget negotiations. Our economic future relies on helping today's young children reach their promise through quality early education now.
James R. Waddington, Jr.
Former board chairman
Economy League of Greater Philadelphia
Gilbertsville
http://articles.philly.com/2011-05-24/news/29578180_1_quality-early-education-preschoolers-graduate-retirement-age
May 24, 2011
Brain connections for higher cognitive thinking and other skills peak before age 5. Many skills we desire in employees are well formed before a child reaches kindergarten. Research from the Center on the Developing Child at Harvard University suggests that the experiences children have before age 5 affect their brain development and learning for life. That is why I support Gov. Corbett's decision to maintain Pennsylvania's early education programs and urge our state leaders to do the same as they begin budget negotiations. Our economic future relies on helping today's young children reach their promise through quality early education now.
James R. Waddington, Jr.
Former board chairman
Economy League of Greater Philadelphia
Gilbertsville
http://articles.philly.com/2011-05-24/news/29578180_1_quality-early-education-preschoolers-graduate-retirement-age
23.5.11
Brain development in the first year
Did you know a newborn's brain is only 25 percent developed at the time of birth? By the age of one, the brain is 75 percent developed. Recent scientific findings indicate that from birth to age 5, the brain is being "wired" into patterns for cognitive, social, and emotional development. A young child's start in life makes a huge impact on happiness, success and healthy attachment.
http://www.dcourier.com/main.asp?SectionID=1&SubSectionID=1&ArticleID=94083
[Sam: Brain develops at a phenomenal rate in the first year, from 100 billion neurons to 100 trillion neurons. A memory is formed from the wiring of 2 synapses upon external stimulation. Rich language stimulation during infancy helps brain development, boosts IQ and multilingual skills. It is a race against time. Join Beaumont Gifted Babies program now.]
http://www.dcourier.com/main.asp?SectionID=1&SubSectionID=1&ArticleID=94083
[Sam: Brain develops at a phenomenal rate in the first year, from 100 billion neurons to 100 trillion neurons. A memory is formed from the wiring of 2 synapses upon external stimulation. Rich language stimulation during infancy helps brain development, boosts IQ and multilingual skills. It is a race against time. Join Beaumont Gifted Babies program now.]
NASA provides fascinating satellite images every day
The Moderate Resolution Imaging Spectroradiometer (MODIS) flies onboard NASA's Aqua and Terra satellites as part of the NASA-centered international Earth Observing System. Both satellites orbit the Earth from pole to pole, seeing most of the globe every day. Onboard Terra, MODIS sees the Earth during the morning, while Aqua MODIS orbits the Earth in the afternoon.
http://rapidfire.sci.gsfc.nasa.gov/
http://rapidfire.sci.gsfc.nasa.gov/
22.5.11
Stress and Early Childhood Brain Development
May 17, 2011
The Stanford Center for the Study of Poverty has an interesting article on their website titled "Building a Foundation for Prosperity on the Science of Early Childhood Development, by Jack Shonkoff, M.D. Quoting the article, "Toxic stress refers to strong, frequent, and/or prolonged activation of the body's stress-response systems in the absence of the buffering protection of stable adult support. Major risk factors include recurrent physical and/or emotional abuse, chronic neglect, severe maternal depression, parental substance abuse, and family violence, with or without the additional burdens of deep poverty. Toxic stress disrupts brain architecture, adversely affects other organs, and leads to stress-management systems that establish relatively lower thresholds for responsiveness that persist throughout life, thereby increasing the risk of stress-related disease or disorder as well as cognitive impairment well into the adult years."
http://www.ncfr.org/news/stress-and-early-childhood-brain-development
[Sam: To avoid the risk of chronic neglect, make arrangement for a carer to bring your baby to join Le Beaumont activities an hour a day during weekdays when parents are away at work.]
The Stanford Center for the Study of Poverty has an interesting article on their website titled "Building a Foundation for Prosperity on the Science of Early Childhood Development, by Jack Shonkoff, M.D. Quoting the article, "Toxic stress refers to strong, frequent, and/or prolonged activation of the body's stress-response systems in the absence of the buffering protection of stable adult support. Major risk factors include recurrent physical and/or emotional abuse, chronic neglect, severe maternal depression, parental substance abuse, and family violence, with or without the additional burdens of deep poverty. Toxic stress disrupts brain architecture, adversely affects other organs, and leads to stress-management systems that establish relatively lower thresholds for responsiveness that persist throughout life, thereby increasing the risk of stress-related disease or disorder as well as cognitive impairment well into the adult years."
http://www.ncfr.org/news/stress-and-early-childhood-brain-development
[Sam: To avoid the risk of chronic neglect, make arrangement for a carer to bring your baby to join Le Beaumont activities an hour a day during weekdays when parents are away at work.]
Encouragements Vs Discouragements
Like many others this week, I was struck by the Hart and Risley (2003) study that found vast differences in the language acquisition of children from wealthy families and those from families on welfare. The study described an enormous gap—30 million words at age 3.
As surprised as I was by Hart and Risley’s (2003) 30 million word gap, I was more impacted by what they described next: the fact that wealthy children received on average six encouragements to every discouragement, while children on welfare got twice as many discouragements as encouragements.
http://caitlinannesmith.wordpress.com/tag/language-acquisition/
[Sam: How does Le Beaumont's English and Putonghua Programs differ from centres taking a more structured and traditional approach? Beaumont kids receive on average six encouragements to every discouragement. The traditional approach does not tolerate any mistake. Children only get discouragements. Find out more at the Parenting Seminar on coming Saturday morning.]
As surprised as I was by Hart and Risley’s (2003) 30 million word gap, I was more impacted by what they described next: the fact that wealthy children received on average six encouragements to every discouragement, while children on welfare got twice as many discouragements as encouragements.
http://caitlinannesmith.wordpress.com/tag/language-acquisition/
[Sam: How does Le Beaumont's English and Putonghua Programs differ from centres taking a more structured and traditional approach? Beaumont kids receive on average six encouragements to every discouragement. The traditional approach does not tolerate any mistake. Children only get discouragements. Find out more at the Parenting Seminar on coming Saturday morning.]
21.5.11
Education funding must match growth of children’s brains
Government funding for education ignores the years when children’s brains are growing the fastest, according to new research by The Urban Child Institute.
The Urban Child Institute consultant and author of the report, Steve Ross, said: “By the time a toddler has his third birthday, his brain has grown to 80 percent of its adult size. And yet, during this time of the greatest brain growth, only 2.5 percent of the $1.8 billion spent on educating our children is spent during these first three years.”
In other words, when we can have the greatest impact on children and give them a fair start in life, we do just the opposite, said Ross. “We don’t make the smartest investment, which is to make sure that the youngest children are ready for school,” he said. “For many of these children, they start off behind in school and they never catch up.”
Early childhood is a “critical time” for investment in children’s education.
“This is a critical time because children are sponges for knowledge at that time and the more that we put into them, the further they can reach in life,” she said. “Early education is the same as building a house. We need to provide a strong foundation on which we build our children to be lifelong learners.”
http://tri-statedefenderonline.com/articlelive/articles/6209/1/Education-funding-must-match-growth-of-childrens-brains/Page1.html
[Sam: To realize the full potential of a new born child is a race against time. The initial 6 months after birth is critical to brain development. A rich language environment stimulates brain development, with better IQ, EQ and language skills.
Babies who miss this critical period miss it for life. This is especially true to infants born to parents so successful in their careers that they cannot spare sufficient time with their babies every day.
Leverage on the cutting edge R & D and service for infants and toddlers offered by Le Beaumont. Come to the Saturday Parenting Seminar. Talk to young parents who have joined this cutting edged program. Observe how these babies blossom.
The Urban Child Institute consultant and author of the report, Steve Ross, said: “By the time a toddler has his third birthday, his brain has grown to 80 percent of its adult size. And yet, during this time of the greatest brain growth, only 2.5 percent of the $1.8 billion spent on educating our children is spent during these first three years.”
In other words, when we can have the greatest impact on children and give them a fair start in life, we do just the opposite, said Ross. “We don’t make the smartest investment, which is to make sure that the youngest children are ready for school,” he said. “For many of these children, they start off behind in school and they never catch up.”
Early childhood is a “critical time” for investment in children’s education.
“This is a critical time because children are sponges for knowledge at that time and the more that we put into them, the further they can reach in life,” she said. “Early education is the same as building a house. We need to provide a strong foundation on which we build our children to be lifelong learners.”
http://tri-statedefenderonline.com/articlelive/articles/6209/1/Education-funding-must-match-growth-of-childrens-brains/Page1.html
[Sam: To realize the full potential of a new born child is a race against time. The initial 6 months after birth is critical to brain development. A rich language environment stimulates brain development, with better IQ, EQ and language skills.
Babies who miss this critical period miss it for life. This is especially true to infants born to parents so successful in their careers that they cannot spare sufficient time with their babies every day.
Leverage on the cutting edge R & D and service for infants and toddlers offered by Le Beaumont. Come to the Saturday Parenting Seminar. Talk to young parents who have joined this cutting edged program. Observe how these babies blossom.
19.5.11
2011 World Competitiveness Yearbook
Both HK and the US have been ranked the most competitive countries/regions in the world, followed by last year’s winner Singapore, according to the 2011 World Competitiveness Yearbook published by the International Institute for Management Development. China ranks 19, dropped slightly 1 place. 59 countries/regions were assessed in this year’s World Competiveness Rankings which takes into consideration four main factors: economic performance, government efficiency, business efficiency and infrastructure. HK was outstanding in its investment and trading environment, financial market and taxation systems. However the report also mentioned several problems faced by HK: high living costs, a widening wealth gap and slow development pace in technology and infrastructure.
https://mail.google.com/mail/?shva=1#inbox/13006af079b968c9
https://mail.google.com/mail/?shva=1#inbox/13006af079b968c9
The brain is different from early language acquisition
“The whole nature of the brain is different from early language acquisition,” said Dawn Deaton, who heads the foreign language program. “It’s just a tremendous advantage to children all the way around. The more they study the brain, the more compelling the arguments are; the longer you do it, the earlier you start, the more overall benefit you get beyond just learning another language.”
“A successful foreign language program needs to stand on its own merit, but it also has to be connected to our curriculum in a way that our youngsters are getting a double dose of learning,” Roberts said. “An example I often use is if in math we are studying cardinal and ordinal numbers, why wouldn’t we also learn cardinal and ordinal numbers in Spanish class?”
Studies show that students who learn a second language early in life have a much easier time picking up a third, or even a fourth, as they grow older.
http://triblocal.com/oak-park-river-forest/2011/05/18/foreign-language-program-set-for-improvements/
“A successful foreign language program needs to stand on its own merit, but it also has to be connected to our curriculum in a way that our youngsters are getting a double dose of learning,” Roberts said. “An example I often use is if in math we are studying cardinal and ordinal numbers, why wouldn’t we also learn cardinal and ordinal numbers in Spanish class?”
Studies show that students who learn a second language early in life have a much easier time picking up a third, or even a fourth, as they grow older.
http://triblocal.com/oak-park-river-forest/2011/05/18/foreign-language-program-set-for-improvements/
17.5.11
Attention deficiency and communication development problems in babies
Researchers from the University of East London are working on a cutting-edge way to tackle the issue. Taking the latest eye-tracking technology directly into local children's centres, the academics are investigating whether it's possible to identify attention deficiency and communication development problems in babies as young as six months
With studies suggesting that as many as 10% of British children are suffering from language difficulties by the time they start school, Professor Derek Moore, the lead researcher at UEL's institute for research in child development, says his findings could have a significant impact on children, schools and local communities.
He points out that research in both the US and UK suggests spending money on early intervention in children's health can trigger ten-fold returns in cost savings.
http://www.guardian.co.uk/education/2011/may/16/research-babies-eye-movements
With studies suggesting that as many as 10% of British children are suffering from language difficulties by the time they start school, Professor Derek Moore, the lead researcher at UEL's institute for research in child development, says his findings could have a significant impact on children, schools and local communities.
He points out that research in both the US and UK suggests spending money on early intervention in children's health can trigger ten-fold returns in cost savings.
http://www.guardian.co.uk/education/2011/may/16/research-babies-eye-movements
14.5.11
Brain development through movement
By Hayley Wielgus
Many parents feel helpless when their child is developing slowly, but some health professionals use therapy that involves physical techniques to aid in mental development.
A specialist will be in Tyler Friday to teach parents more about these programs. There's an Early Childhood Symposium at Green Acres Baptist Church. A renowned neurophysiologist will discuss why physical movement is crucial to a growing brain and how parents can help their child overcome learning blocks.
Tyler mom, Monica Penkilo, said these techniques have worked wonders for her daughter. Several years ago, Monica started to notice her five-year-old daughter, Ava, wasn't developing normally.
She said at age two, Ava had extreme anxiety, wasn't social and was having trouble learning. They started a therapy program, called Brain Gym, with instructor MaryAnn Girard. The program incorporates simple, relaxing movements, such as crossing your arms and ankles.
Monica said the program sparked a transformation in Ava.
"Now over the last couple of years, she is miss social butterfly; she talks to everybody," Monica said. "She is able to learn and develop and grow. Her body has organization and her brain is doing what it needs to do."
http://www.cbs19.tv/story/14636909/symposium-to-explore-brain-development-through-movement
Many parents feel helpless when their child is developing slowly, but some health professionals use therapy that involves physical techniques to aid in mental development.
A specialist will be in Tyler Friday to teach parents more about these programs. There's an Early Childhood Symposium at Green Acres Baptist Church. A renowned neurophysiologist will discuss why physical movement is crucial to a growing brain and how parents can help their child overcome learning blocks.
Tyler mom, Monica Penkilo, said these techniques have worked wonders for her daughter. Several years ago, Monica started to notice her five-year-old daughter, Ava, wasn't developing normally.
She said at age two, Ava had extreme anxiety, wasn't social and was having trouble learning. They started a therapy program, called Brain Gym, with instructor MaryAnn Girard. The program incorporates simple, relaxing movements, such as crossing your arms and ankles.
Monica said the program sparked a transformation in Ava.
"Now over the last couple of years, she is miss social butterfly; she talks to everybody," Monica said. "She is able to learn and develop and grow. Her body has organization and her brain is doing what it needs to do."
http://www.cbs19.tv/story/14636909/symposium-to-explore-brain-development-through-movement
12.5.11
Global Talent Index
Overall Talent Index
1 US 52.8 [0]
2 UK 47.7 [+2]
3 Canada 47.5 [-1]
4 Netherlands 46.0 [-1]
5 Sweden 44.7 [0]
6 China 43.8 [+2]
7 Germany 43.6 [-1]
8 Australia 43.3 [-1]
9 France 42.8 [0]
10 India 40.6 [0]
11 Spain 37.3 [0]
12 Malaysia 37.1 [0]
13 South Korea 36.6 [+2]
14 Japan 35.8 [+2]
15 Poland 34.9 [-2]
16 Italy 34.2 [-2]
17 Ukraine 34.1 [+2]
18 Russia 33.9 [0]
19 Mexico 33.0 [+2]
20 Greece 32.5 [0]
21 Argentina 32.1 [-4]
22 Thailand 29.8 [0]
23 South Africa 29.8 [+1]
24 Egypt 29.5 [+1]
25 Brazil 29.2 [-2]
26 Turkey 29.0 [0]
27 Saudi Arabia 25.6 [+1]
28 Nigeria 22.7 [-1]
29 Indonesia 22.3 [0]
30 Iran 20.5 [0]
The Global Talent Index for 2012 shows broad stability in the rankings. China improves by two places, as does Mexico. Russia, stays stable overall, but this masks a gradual erosion in the quality of its educational system, which has been steadily falling since the collapse of the Soviet Union in 1991. This is likely to have an adverse impact on the country's ability to develop its talent resources over the longer term. Two slightly weakening performers are Germany and Australia, but their fall in the rankings by one place is more the result of faster improvements in China than in any deterioration of their talent pool.
http://www.weknowglobaltalent.com/gti/print/gti/all/1/2012/
1 US 52.8 [0]
2 UK 47.7 [+2]
3 Canada 47.5 [-1]
4 Netherlands 46.0 [-1]
5 Sweden 44.7 [0]
6 China 43.8 [+2]
7 Germany 43.6 [-1]
8 Australia 43.3 [-1]
9 France 42.8 [0]
10 India 40.6 [0]
11 Spain 37.3 [0]
12 Malaysia 37.1 [0]
13 South Korea 36.6 [+2]
14 Japan 35.8 [+2]
15 Poland 34.9 [-2]
16 Italy 34.2 [-2]
17 Ukraine 34.1 [+2]
18 Russia 33.9 [0]
19 Mexico 33.0 [+2]
20 Greece 32.5 [0]
21 Argentina 32.1 [-4]
22 Thailand 29.8 [0]
23 South Africa 29.8 [+1]
24 Egypt 29.5 [+1]
25 Brazil 29.2 [-2]
26 Turkey 29.0 [0]
27 Saudi Arabia 25.6 [+1]
28 Nigeria 22.7 [-1]
29 Indonesia 22.3 [0]
30 Iran 20.5 [0]
The Global Talent Index for 2012 shows broad stability in the rankings. China improves by two places, as does Mexico. Russia, stays stable overall, but this masks a gradual erosion in the quality of its educational system, which has been steadily falling since the collapse of the Soviet Union in 1991. This is likely to have an adverse impact on the country's ability to develop its talent resources over the longer term. Two slightly weakening performers are Germany and Australia, but their fall in the rankings by one place is more the result of faster improvements in China than in any deterioration of their talent pool.
http://www.weknowglobaltalent.com/gti/print/gti/all/1/2012/
10.5.11
Dramatic advances in our understanding of early brain development
Early childhood experiences - and the environments in which they occur - strongly affect the healthy development of every child. Dramatic advances in our understanding of early brain development, the critical importance of social environments that stimulate and nurture, and the consequences when such environments are absent or inconsistent have taught us that the developmental trajectory towards positive mental health begins early and affects health across the lifecourse. We know what can and MUST be done to ensure that ALL infants and young children receive what they need from their caregiving environments to develop into happy, healthy individuals, both physically and emotionally, and to optimize their opportunities for happiness and physical and emotional health.
http://www.miph.org/events/2011-public-health-symposium-promoting-early-childhood-mental-health
[Beaumont Gifted Babies offers the most stimulating, caring and learning environment for your infant and toddler, to grow up a happy, confident, intelligent child, highly gifted in languages. Don't miss the golden opportunity. Sam]
http://www.miph.org/events/2011-public-health-symposium-promoting-early-childhood-mental-health
[Beaumont Gifted Babies offers the most stimulating, caring and learning environment for your infant and toddler, to grow up a happy, confident, intelligent child, highly gifted in languages. Don't miss the golden opportunity. Sam]
4.5.11
Physically active in childhood could protect against depression later in life
Deakin University researchers have found that being physically active in childhood could protect against depression later in life.
In a study of self-reported levels of physical activity and depression in 2152 women and men from south-eastern Australia, the researchers found that those reporting low physical activity levels as a child were 35 per cent more likely to report depression in adulthood compared to those reporting higher levels of physical activity in childhood. This association was apparent even after taking adult physical activity levels into account.
Dr Felice Jacka, a researcher with Deakin’s School of Medicine based at Barwon Health in Geelong, said that being physically active as a child may be important to adult mental health.
“The results of our study suggest that physical activity may protect against the development of depression and supports the encouragement of regular physical activity in children,” Dr Jacka said.
“Childhood is a period of rapid brain development and physical activity in early life may have beneficial effects on the developing brain through its impact on important brain proteins and oxidative stress.
“Involvement in sport is also known to influence the development of important coping and stress management skills in children and adolescents and has been shown to be associated with greater emotional wellbeing in adolescents.
“Conversely, low levels of physical activity are linked with lower levels of social support in young adults which may influence risk factors for depression over one’s life.”
http://www.healthcanal.com/mental-health-behavior/16718-Active-kids-less-likely-develop-depression-adults.html
[Sam: Infants taking an active part in our program grow up with a much more positive attitude and outlook in life.]
In a study of self-reported levels of physical activity and depression in 2152 women and men from south-eastern Australia, the researchers found that those reporting low physical activity levels as a child were 35 per cent more likely to report depression in adulthood compared to those reporting higher levels of physical activity in childhood. This association was apparent even after taking adult physical activity levels into account.
Dr Felice Jacka, a researcher with Deakin’s School of Medicine based at Barwon Health in Geelong, said that being physically active as a child may be important to adult mental health.
“The results of our study suggest that physical activity may protect against the development of depression and supports the encouragement of regular physical activity in children,” Dr Jacka said.
“Childhood is a period of rapid brain development and physical activity in early life may have beneficial effects on the developing brain through its impact on important brain proteins and oxidative stress.
“Involvement in sport is also known to influence the development of important coping and stress management skills in children and adolescents and has been shown to be associated with greater emotional wellbeing in adolescents.
“Conversely, low levels of physical activity are linked with lower levels of social support in young adults which may influence risk factors for depression over one’s life.”
http://www.healthcanal.com/mental-health-behavior/16718-Active-kids-less-likely-develop-depression-adults.html
[Sam: Infants taking an active part in our program grow up with a much more positive attitude and outlook in life.]
Autism before the age of 2
According to Dr. Joseph Piven, a psychiatrist and director of the Carolina Institute for Developmental Disabilities, and a senior author of the study, “This study strongly suggests that much of the enlargement in the brains of children with autism takes place before the age of two. And the results suggest a mechanism not thought of before in autism, that there is increased production of neurons in the [cerebral cortex] of the brain.”
http://www.healthnews.com/Categories/Family-Health/Early-Brain-Overgrowth-Linked-to-Autism
[Sam: Le Beaumont Language Centre offers special discounts for infants diagnosed with developmental problems, including autism and language impairment.]
http://www.healthnews.com/Categories/Family-Health/Early-Brain-Overgrowth-Linked-to-Autism
[Sam: Le Beaumont Language Centre offers special discounts for infants diagnosed with developmental problems, including autism and language impairment.]
Top 5 Autism-Related Organizations
Top 5 Autism-Related Organizations
By Susan Brady, Health News, Last updated on April 29, 2011
http://www.healthnews.com/en/Categories/Family-Health/Top-5-Autism-Related-Organizations
National Autism Association
http://www.nationalautismassociation.org/
Autism Speaks
http://www.autismspeaks.org/
U.S. Autism and Asperger Association
http://www.usautism.org/
Autism Society of America
http://www.autism-society.org/
Center for Autism and Related Disorders
http://www.centerforautism.com/
By Susan Brady, Health News, Last updated on April 29, 2011
http://www.healthnews.com/en/Categories/Family-Health/Top-5-Autism-Related-Organizations
National Autism Association
http://www.nationalautismassociation.org/
Autism Speaks
http://www.autismspeaks.org/
U.S. Autism and Asperger Association
http://www.usautism.org/
Autism Society of America
http://www.autism-society.org/
Center for Autism and Related Disorders
http://www.centerforautism.com/
Critical period
There is a specific period during which children can acquire language easily without the aid of any formal language instruction. Eric Lenneberg (1967) first proposed that the ability to learn a language develops within a fixed period, from birth to puberty. The notion of critical age is true in many species and seems to pertain to species-specific, biologically triggered behavior. Ducklings, for example, during the period from nine to twenty-one hours after hatching, will follow the first moving object they see, whether or not it looks like a duck. Such behavior is not affected by conscious decision, external force or intense practice (Fromkin & Rodman, p. 342). Goodluck maintains that human's ability to learn a language is "significantly impaired" beyond the critical period (p. 141).
http://www.let.uu.nl/~wim.zonneveld/personal/phonologyinnateug.htm
[Sam: The critical period for the development of voice recognition system appears to be from birth to the 9th month. Beyond this period, the infant is no longer able to input foreign sounds into one's voice recognition system automatically. However, the child can still do it with the help of a native teacher. The efficiency drops with age.]
http://www.let.uu.nl/~wim.zonneveld/personal/phonologyinnateug.htm
[Sam: The critical period for the development of voice recognition system appears to be from birth to the 9th month. Beyond this period, the infant is no longer able to input foreign sounds into one's voice recognition system automatically. However, the child can still do it with the help of a native teacher. The efficiency drops with age.]
3.5.11
A child’s IQ is not fixed from birth
Dr. Jill Stamm, an internationally renowned expert in early brain development and its connection to later learning and academic achievement, is the author of, Bright from the Start, The Simple, Science-backed Way to Nurture Your Child's Developing Mind from Birth to Age 3. Most importantly, she is also a mother. Dr. Stamm began her lecture sharing her journey from young mother to neuroscientist. Her first daughter, Jenny, was born prematurely with significant developmental disabilities inspiring Jill to understand her daughter’s unique brain functioning and provide the best care for her. Her second daughter, Kristin, followed in her mother’s footsteps to also become a neuroscientist. Jenny has flourished with her mother and sister’s understanding and support.
“A child’s IQ is not fixed from birth. At birth, the human brain has about 100 billion nerve cells, yet most of them are unconnected,” Stamm shared. “By three years old, a child's brain is about 90 percent of its adult size,” The neuroscientist showed how new technology of PET scans and MRIs has made it possible for researchers to finally ‘look inside the brain’ while it is at work at different stages of development and actually see how the brain processes information. “The visual system is the first system to 'wire up' and develops primarily in infancy,” she demonstrated. Following her science backed approach, the ABC’s of Attention, Bonding and Communication, parents and caregivers can learn how to interact with children to increase their ability to pay attention, be securely bonded and lay the foundations for language and literacy. “Critical studies show you cannot spoil an infant by being attentive,” she reassured the audience. “Human contact and touch promotes a sense of security and encourages healthy brain development.”
“Implementing simple strategies so that children become successful early learners eliminates the need for expensive downstream remediation,” Dr. Stamm continued. “Public investment in education is lowest in early childhood, creating a mismatch between the investments made and the opportunity for improvement. As a result, there is a great demand for expensive remedial programs to address learning and behavior problems in later years when change is far more difficult to achieve.”
http://www.betterbiz1.com/lake/lake-drive-foundation-hosts-early-brain-development-symposium-for-370-parents-and-professionals/
“A child’s IQ is not fixed from birth. At birth, the human brain has about 100 billion nerve cells, yet most of them are unconnected,” Stamm shared. “By three years old, a child's brain is about 90 percent of its adult size,” The neuroscientist showed how new technology of PET scans and MRIs has made it possible for researchers to finally ‘look inside the brain’ while it is at work at different stages of development and actually see how the brain processes information. “The visual system is the first system to 'wire up' and develops primarily in infancy,” she demonstrated. Following her science backed approach, the ABC’s of Attention, Bonding and Communication, parents and caregivers can learn how to interact with children to increase their ability to pay attention, be securely bonded and lay the foundations for language and literacy. “Critical studies show you cannot spoil an infant by being attentive,” she reassured the audience. “Human contact and touch promotes a sense of security and encourages healthy brain development.”
“Implementing simple strategies so that children become successful early learners eliminates the need for expensive downstream remediation,” Dr. Stamm continued. “Public investment in education is lowest in early childhood, creating a mismatch between the investments made and the opportunity for improvement. As a result, there is a great demand for expensive remedial programs to address learning and behavior problems in later years when change is far more difficult to achieve.”
http://www.betterbiz1.com/lake/lake-drive-foundation-hosts-early-brain-development-symposium-for-370-parents-and-professionals/
Theories of language acquisition
There are 4 main theories of language acquisition,viz imitation,innateness, cognition and motherese. None of these theories, however, can explain the whole picture.
http://www.scribd.com/doc/54434346/Theories-of-Language-Acquisition-1-1225480010904742-8
http://www.scribd.com/doc/54434346/Theories-of-Language-Acquisition-1-1225480010904742-8
2.5.11
Make the most of mistakes in parenting, esp with a teenager
You can only do your best to love, respect, and teach your child. The rest is up to them. Every single one of us, children and adults alike, is perfectly imperfect. Our mistakes are necessary for personal growth and development, thus they are of extreme value to us.
If you do something that you regret, apologize and use it as an opportunity to teach your child that we all make mistakes and there is no shame in saying “I’m sorry.” If your child does something that you don’t understand or approve of, open the door of communication so that you may better relate to one another.
http://blog.self-improvement-saga.com/2009/08/ideas-parenting/
If you do something that you regret, apologize and use it as an opportunity to teach your child that we all make mistakes and there is no shame in saying “I’m sorry.” If your child does something that you don’t understand or approve of, open the door of communication so that you may better relate to one another.
http://blog.self-improvement-saga.com/2009/08/ideas-parenting/
1.5.11
Early experience can have lasting effects on behavior
Studies of how the environment can turn genes on and off—a field called epigenetics—are providing clues to how early experience can have lasting effects on behavior, even across generations. Epigenetic changes are likely to be involved in the effects of the environment on development of the nervous system. Knowledge of epigenetic processes may offer targets for the development of new medications.
http://menanddepression.nimh.nih.gov/health/publications/brain-development-during-childhood-and-adolescence/index.shtml
[Sam: If "early experience can have lasting effects on behavior, even across generations," supportive, stimulating and rewarding experience during infancy through interactive playgroups should have a chance to repair and alter the architecture of a damaged brain. In any way, an enjoyable childhood in the company of other children and a highly energetic playgroup teacher would have lasting positive effect on the genes.]
http://menanddepression.nimh.nih.gov/health/publications/brain-development-during-childhood-and-adolescence/index.shtml
[Sam: If "early experience can have lasting effects on behavior, even across generations," supportive, stimulating and rewarding experience during infancy through interactive playgroups should have a chance to repair and alter the architecture of a damaged brain. In any way, an enjoyable childhood in the company of other children and a highly energetic playgroup teacher would have lasting positive effect on the genes.]
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