Jan. 28, 2012
The science and the data are too compelling to ignore: 90 percent of the brain is fully formed by the time kids enter kindergarten. If we’re trying to improve outcomes for children, we have to become much more serious about their first years of life.
http://news.cincinnati.com/article/20120128/EDIT03/301280075/Closing-the-gap-in-early-learning
29.1.12
Struggling pupils don't catch up
26 January 2012
The government data published as part of secondary school league tables suggests the majority of schools are failing struggling pupils.
As expected, those from disadvantaged backgrounds (classed as those on free school meals or in local authority care) do less well.
Only a third (34%) of these children achieve the government's benchmark of five GCSEs - or equivalent qualifications - graded A* to C, including English and maths.
In 909 schools, not one low-attaining pupil (those who did not reach Level 4 at the end of primary school) reached this threshold.
At the other end of the spectrum, 95% of pupils who started school "ahead" for their age (achieving Level 5 at the end of primary school) got five good GCSEs, including English and maths.
[When you can afford it, build a good foundation for your child right from the start. Sam]
http://www.bbc.co.uk/news/education-16721884
The government data published as part of secondary school league tables suggests the majority of schools are failing struggling pupils.
As expected, those from disadvantaged backgrounds (classed as those on free school meals or in local authority care) do less well.
Only a third (34%) of these children achieve the government's benchmark of five GCSEs - or equivalent qualifications - graded A* to C, including English and maths.
In 909 schools, not one low-attaining pupil (those who did not reach Level 4 at the end of primary school) reached this threshold.
At the other end of the spectrum, 95% of pupils who started school "ahead" for their age (achieving Level 5 at the end of primary school) got five good GCSEs, including English and maths.
[When you can afford it, build a good foundation for your child right from the start. Sam]
http://www.bbc.co.uk/news/education-16721884
25.1.12
Language Acquisition Resource Center
Dr. Gail Robinson, (Ph.D., Stanford) is an internationally known expert in crosscultural understanding. She founded LARC at San Diego State University as one of the first three National Language Centers funded by Congress through the U.S. Dept of Education, bringing innovative research to language and culture learning with particular attention to media use.
http://larc.sdsu.edu/drgailrobinson/
http://larc.sdsu.edu/drgailrobinson/
Early Brain Changes May Indicate Dyslexia
Jan 23, 2012
MRI images show brain activity of children with and without family history of dyslexia.
A group of researchers say they may be close to finding a way to resolve what’s known as the “dyslexia paradox”: the fact that the earlier a child is diagnosed with dyslexia, the easier it is to treat, but because the disorder is characterized by difficulty in reading and speaking, it is not typically diagnosed until a child reaches third grade, which many experts consider to be late.
Many children diagnosed with dyslexia exhibit insufficient brain activities in the rear left side of the brain, which is responsible for the development of language skills, according Nadine Gaab, associate professor of pediatrics at Children’s Hospital in Boston and co-author of the study. Children with a family history of the condition are at higher risk to develop dyslexia.
The children were followed until they reached third grade, and those with a family history of the condition showed less brain activity in the back left side of the brain compared to those with no family history of dyslexia.
http://abcnews.go.com/blogs/health/2012/01/23/children-brain-changes-may-detect-dyslexia/
MRI images show brain activity of children with and without family history of dyslexia.
A group of researchers say they may be close to finding a way to resolve what’s known as the “dyslexia paradox”: the fact that the earlier a child is diagnosed with dyslexia, the easier it is to treat, but because the disorder is characterized by difficulty in reading and speaking, it is not typically diagnosed until a child reaches third grade, which many experts consider to be late.
Many children diagnosed with dyslexia exhibit insufficient brain activities in the rear left side of the brain, which is responsible for the development of language skills, according Nadine Gaab, associate professor of pediatrics at Children’s Hospital in Boston and co-author of the study. Children with a family history of the condition are at higher risk to develop dyslexia.
The children were followed until they reached third grade, and those with a family history of the condition showed less brain activity in the back left side of the brain compared to those with no family history of dyslexia.
http://abcnews.go.com/blogs/health/2012/01/23/children-brain-changes-may-detect-dyslexia/
24.1.12
Shaping a child’s future
Early childhood is a critical phase of an individual’s life. It is during this period that the brain undergoes intensive development that affects the cognitive, social and emotional growth.
The experiences during these early years will influence or shape one’s attitude towards learning and set the foundation for his or her entire life’s course.
The World Health Organisation (WHO) defined early childhood as the period from prenatal development to eight years of age.
During early childhood, children undergo rapid growth that is highly influenced by their environment. The more stimulating the early environment, the more a child develops and learns.
http://www.khaleejtimes.com/uaeedufocus.asp?xfile=/data/education/2012/January/education_January18.xml§ion=education
The experiences during these early years will influence or shape one’s attitude towards learning and set the foundation for his or her entire life’s course.
The World Health Organisation (WHO) defined early childhood as the period from prenatal development to eight years of age.
During early childhood, children undergo rapid growth that is highly influenced by their environment. The more stimulating the early environment, the more a child develops and learns.
http://www.khaleejtimes.com/uaeedufocus.asp?xfile=/data/education/2012/January/education_January18.xml§ion=education
23.1.12
It's never too early to start.
Research has shown that when it comes to education, it's never too early to start. Brain development is ongoing from birth, and it is important that learning begins long before the traditional age of kindergarten.
http://www.battlecreekenquirer.com/article/20120122/OPINION01/201220305/No-time-cut-back-Funding-early-education-now-will-pay-off-later?odyssey=mod%7Cnewswell%7Ctext%7CFrontpage%7Cs
http://www.battlecreekenquirer.com/article/20120122/OPINION01/201220305/No-time-cut-back-Funding-early-education-now-will-pay-off-later?odyssey=mod%7Cnewswell%7Ctext%7CFrontpage%7Cs
18.1.12
Language Development For Infants Includes Lip Reading
January 17, 2012
A new study published in the journal Proceedings of the National Academy of Sciences (PNAS) may give researchers new understanding in language development among infants and may even assist in diagnosing autism spectrum disorders in the future.
The study indicates that infants may be learning language not only through sound, as previously assumed, but also through lip reading, Mikaela Conley reports for ABC News.
Four-month-old infants, along with adults, spend more time looking at the speaker’s eyes when being spoken to, At age 6 months however, babies are known to begin shifting from the eye gaze to studying mouths when people talk to them.
It is during that stage when a baby’s babbling shifts from seemingly random noises into syllables and eventually into that first “mama” or “dada.”
David Lewkowicz, an expert on infant perceptual development at Florida Atlantic University and lead author of the study explains, “By this time at 12 months, babies are already producing their first words and have mastered the first sounds and structures of the language.”
“They no longer have to lip-read as they ramp up their first speech patterns and they are free to shift back to the eyes, where you find a great deal of social information. The eyes are the window to the brain, and by looking at the eyes, we are able to know what the other person is thinking and what they want, their desires,” he told Mikaela Conley of ABC News.
The new research offers more evidence that quality face time with your tot is very important for speech development, writes Associated Press (AP) reporter Lauran Neergaard.
http://www.redorbit.com/news/health/1112456602/language-development-for-infants-includes-lip-reading/
A new study published in the journal Proceedings of the National Academy of Sciences (PNAS) may give researchers new understanding in language development among infants and may even assist in diagnosing autism spectrum disorders in the future.
The study indicates that infants may be learning language not only through sound, as previously assumed, but also through lip reading, Mikaela Conley reports for ABC News.
Four-month-old infants, along with adults, spend more time looking at the speaker’s eyes when being spoken to, At age 6 months however, babies are known to begin shifting from the eye gaze to studying mouths when people talk to them.
It is during that stage when a baby’s babbling shifts from seemingly random noises into syllables and eventually into that first “mama” or “dada.”
David Lewkowicz, an expert on infant perceptual development at Florida Atlantic University and lead author of the study explains, “By this time at 12 months, babies are already producing their first words and have mastered the first sounds and structures of the language.”
“They no longer have to lip-read as they ramp up their first speech patterns and they are free to shift back to the eyes, where you find a great deal of social information. The eyes are the window to the brain, and by looking at the eyes, we are able to know what the other person is thinking and what they want, their desires,” he told Mikaela Conley of ABC News.
The new research offers more evidence that quality face time with your tot is very important for speech development, writes Associated Press (AP) reporter Lauran Neergaard.
http://www.redorbit.com/news/health/1112456602/language-development-for-infants-includes-lip-reading/
15.1.12
港大的啟發
2012.1.14 (星期六)
香港大學應如何定位？走什麼路？東山嬰幼應如何定位？走什麼路？
下午在港大Senate Room的Convocation Forum，和校董會主席梁智鴻醫生、前財政司梁錦松、前嶺南校長陳鈞耀教授、及前教育學院院長程介明教授，和一眾港大舊生，及Ronnie Chim和郭新教授，探討港大未來一百年的路向。
大家有很多共識：
(1)港大應研究及育才並重；從研究追求突破，教學培育人才。
(2)優質老師，要有愛心、有承擔、有成績；肯鑽研，有突破。
(3)知識的壽命愈來愈短。學習過程、方法，比課程內容重要。
(4)培養對知識追求的興趣和方法，重視探索，從實踐中學習。
(5)為配合經濟全球化，培養國際視野和意識，加強語言能力。
對時下幼稚園及中小學教育，未能啟發學習的興趣、獨立思維和握殺創意，影響大學入學時學生質素，大家亦不勝唏噓。大環境、小環境，息息相扣。梁錦松提及哈佛和耶魯大學，財政來自基金投資回報，有更大的學術自由，和財政的穩定性。以每年開支60多億計算，港大私有化約需800億的基金。
＜東山語言中心＞發展的『東山嬰幼』計劃，針對時弊，以私募基金形式，提供一個獨立研究及教學平台，招攬各國人才，培訓嬰幼，現進入第八年。研究計劃，旨在探討嬰幼早期腦部發育，和智能、語言、性格發展的關係。在知識的領域，謀求新突破。為家長、為社會，培訓人才，培育明日領袖。
『東山嬰幼』是全球首個根據腦神經及跨界別研究、提供跨文化、跨語言、從實踐中學習的優質嬰幼培訓計劃。通過語言，提升智能、培養樂觀性格、和學習能力。東山多項突破，將徹底改變後城市化的育嬰方法和學前教育，提升全民質素。並希望能推動正規教育的反思，重視教師的選拔培訓去留。東山重視研究，重視老師質素，和重視師生關係。啟發學童對學習的興趣，觀察力和分析能力，自幼引入數學概念，培養獨立思考、創意和表達能力。
『東山嬰幼』有多項重要發現：
(1)視覺、語言、思維腦細胞發育早，到第3個月、9個月和3歲告一段落。
(2)腦細胞神經愈用愈發達；未應用的腦細胞神經，發育期過後大幅枯萎。
(3)大口環復康會的大量弱智及語障兒童，父母多曾受高深教育及事業有成，但缺乏和孩子嬉戲的時間，証明遺傳因子不可恃，成長環境定智愚。
(4)語言、智商及性格，到頭來還是發育的問題，語言環境，影響一生。
(5)嬰幼和人接觸愈多，語言愈豐富，發育愈好，智能及學習能力愈高。
(6)嬰幼和人接觸愈少，語言愈貧乏，發育愈差，智能及學習能力愈低。
(7)育兒重責，首重時機，次重資源分配，三要排除時間安排上的困難。
(8)父母不應將育兒重責，完全交托給缺乏教育、缺乏專業訓練的外佣。
(9)上班的日子，應安排孩子參加優質遊戲組，刺激智能和語言的發展。
由2005年開始，『東山嬰幼』見證了大量幼兒的成長，不少已經7歲。
結果令人震撼，參加5語培訓，3歲能說5國語言，6歲智商超過130分。
參加單語或雙語培訓，比同齡孩子稍勝，但遠不及5語訓練的孩子聰明。
嬰幼培訓，影響孩子一生。資優兒是不怕勞苦四處奔走父母的心血結晶。
新育兒課程，4堂一千元，總結最新研究，由資優兒父母分享親身經驗。
請選擇最佳上課時間、地點及提供聯絡電話。電郵enq@beaumont.hk
歡迎分享你的意見。
周東山
香港大學應如何定位？走什麼路？東山嬰幼應如何定位？走什麼路？
下午在港大Senate Room的Convocation Forum，和校董會主席梁智鴻醫生、前財政司梁錦松、前嶺南校長陳鈞耀教授、及前教育學院院長程介明教授，和一眾港大舊生，及Ronnie Chim和郭新教授，探討港大未來一百年的路向。
大家有很多共識：
(1)港大應研究及育才並重；從研究追求突破，教學培育人才。
(2)優質老師，要有愛心、有承擔、有成績；肯鑽研，有突破。
(3)知識的壽命愈來愈短。學習過程、方法，比課程內容重要。
(4)培養對知識追求的興趣和方法，重視探索，從實踐中學習。
(5)為配合經濟全球化，培養國際視野和意識，加強語言能力。
對時下幼稚園及中小學教育，未能啟發學習的興趣、獨立思維和握殺創意，影響大學入學時學生質素，大家亦不勝唏噓。大環境、小環境，息息相扣。梁錦松提及哈佛和耶魯大學，財政來自基金投資回報，有更大的學術自由，和財政的穩定性。以每年開支60多億計算，港大私有化約需800億的基金。
＜東山語言中心＞發展的『東山嬰幼』計劃，針對時弊，以私募基金形式，提供一個獨立研究及教學平台，招攬各國人才，培訓嬰幼，現進入第八年。研究計劃，旨在探討嬰幼早期腦部發育，和智能、語言、性格發展的關係。在知識的領域，謀求新突破。為家長、為社會，培訓人才，培育明日領袖。
『東山嬰幼』是全球首個根據腦神經及跨界別研究、提供跨文化、跨語言、從實踐中學習的優質嬰幼培訓計劃。通過語言，提升智能、培養樂觀性格、和學習能力。東山多項突破，將徹底改變後城市化的育嬰方法和學前教育，提升全民質素。並希望能推動正規教育的反思，重視教師的選拔培訓去留。東山重視研究，重視老師質素，和重視師生關係。啟發學童對學習的興趣，觀察力和分析能力，自幼引入數學概念，培養獨立思考、創意和表達能力。
『東山嬰幼』有多項重要發現：
(1)視覺、語言、思維腦細胞發育早，到第3個月、9個月和3歲告一段落。
(2)腦細胞神經愈用愈發達；未應用的腦細胞神經，發育期過後大幅枯萎。
(3)大口環復康會的大量弱智及語障兒童，父母多曾受高深教育及事業有成，但缺乏和孩子嬉戲的時間，証明遺傳因子不可恃，成長環境定智愚。
(4)語言、智商及性格，到頭來還是發育的問題，語言環境，影響一生。
(5)嬰幼和人接觸愈多，語言愈豐富，發育愈好，智能及學習能力愈高。
(6)嬰幼和人接觸愈少，語言愈貧乏，發育愈差，智能及學習能力愈低。
(7)育兒重責，首重時機，次重資源分配，三要排除時間安排上的困難。
(8)父母不應將育兒重責，完全交托給缺乏教育、缺乏專業訓練的外佣。
(9)上班的日子，應安排孩子參加優質遊戲組，刺激智能和語言的發展。
由2005年開始，『東山嬰幼』見證了大量幼兒的成長，不少已經7歲。
結果令人震撼，參加5語培訓，3歲能說5國語言，6歲智商超過130分。
參加單語或雙語培訓，比同齡孩子稍勝，但遠不及5語訓練的孩子聰明。
嬰幼培訓，影響孩子一生。資優兒是不怕勞苦四處奔走父母的心血結晶。
新育兒課程，4堂一千元，總結最新研究，由資優兒父母分享親身經驗。
請選擇最佳上課時間、地點及提供聯絡電話。電郵enq@beaumont.hk
歡迎分享你的意見。
周東山
12.1.12
Top 10 Language Acquisition Videos
The field of Second Language Acquisition (SLA) in Linguistics has only been around for about 90 years, which makes it a newborn baby compared to “more traditional” areas of science and psychology. Though it’s a relatively new player on the scientific school yard, SLA has already garnered mountains of research, insights into learning, and cunning theories that unravel some of the mysteries of language. Today, we present our top picks for most interesting and stimulating videos on SLA and Language Learning.http://voxy.com/blog/index.php/2012/01/top-10-language-videos/
9.1.12
Investing in Early Childhood
January 7, 2012, 4:33 PM
By NICHOLAS KRISTOF, The New York Times
We have to start early. By the time a child reaches kindergarten, it’s not exactly too late. But it’s certainly harder.
My Sunday column looks at new evidence of the importance of early childhood and pregnancy on life outcomes. I’ve been increasingly impressed by the research that suggests that biological mechanisms — such as the way cortisol floods a small child under stress, disrupting brain development — appear to lay the groundwork for social disadvantage later. But I was looking for a peg to write about this, and then the American Academy of Pediatrics provided it by issuing a landmark policy statement endorsing this new science of toxic stress.
One thing I should clarify. I think the evidence is pretty good that investments early on get the most bank for the buck, and that’s one reason I’m a huge fan of early childhood education (and of earlier interventions, such as Nurse-Family Partnership, that support vulnerable women in pregnancy). But that’s not to say that school isn’t important, too. There’s no silver bullet to addressing these issues, only silver buckshot. We need to do more in early interventions, but also more in school — and at every stage thereafter.
Your thoughts?
http://kristof.blogs.nytimes.com/2012/01/07/investing-in-early-childhood/
By NICHOLAS KRISTOF, The New York Times
We have to start early. By the time a child reaches kindergarten, it’s not exactly too late. But it’s certainly harder.
My Sunday column looks at new evidence of the importance of early childhood and pregnancy on life outcomes. I’ve been increasingly impressed by the research that suggests that biological mechanisms — such as the way cortisol floods a small child under stress, disrupting brain development — appear to lay the groundwork for social disadvantage later. But I was looking for a peg to write about this, and then the American Academy of Pediatrics provided it by issuing a landmark policy statement endorsing this new science of toxic stress.
One thing I should clarify. I think the evidence is pretty good that investments early on get the most bank for the buck, and that’s one reason I’m a huge fan of early childhood education (and of earlier interventions, such as Nurse-Family Partnership, that support vulnerable women in pregnancy). But that’s not to say that school isn’t important, too. There’s no silver bullet to addressing these issues, only silver buckshot. We need to do more in early interventions, but also more in school — and at every stage thereafter.
Your thoughts?
http://kristof.blogs.nytimes.com/2012/01/07/investing-in-early-childhood/
What's old is new again?
Thirty-odd years ago, my mother gave me Dr. Burton White's "The First Three Years of Life" and Margaret Ribble's "The Rights of Infants." Both books affirmed then essentially what the research Mr. Kristof writes about is affirming now; and the compassionate, intelligent guidance both books gave me had a huge, positive effect on the growth and development on my three children.
Jan. 9, 2012 at 8:50 a.m.
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http://www.blogger.com/post-create.g?blogID=816787280757930789
Jan. 9, 2012 at 8:50 a.m.
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http://www.blogger.com/post-create.g?blogID=816787280757930789
WHAT WE ARE LEARNING FROM BABIES ABOUT LANGUAGE ACQUISITION
By Janet Werker, Director, UBC Infant Studies Centre, Professor, Department of Psychology
One of the greatest joys for new parents is to hear their baby utter that first word. “Mama,” “Dada,” or even “juju” (the name of the family dog) are each greeted with enthusiasm and pride. These first spoken words were already preceded by understanding. For example, by six months babies recognize highly frequent words such as their name. But even the achievement of word recognition is not the beginning of language acquisition; it has begun several months earlier, even in the womb.
http://www.publicaffairs.ubc.ca/2012/01/03/look-who%E2%80%99s-talking-what-we-are-learning-from-babies-about-language-acquisition/
One of the greatest joys for new parents is to hear their baby utter that first word. “Mama,” “Dada,” or even “juju” (the name of the family dog) are each greeted with enthusiasm and pride. These first spoken words were already preceded by understanding. For example, by six months babies recognize highly frequent words such as their name. But even the achievement of word recognition is not the beginning of language acquisition; it has begun several months earlier, even in the womb.
http://www.publicaffairs.ubc.ca/2012/01/03/look-who%E2%80%99s-talking-what-we-are-learning-from-babies-about-language-acquisition/
4.1.12
Early childhood education must be priority
If Kentucky would deny children the kind of care and support they need in their earliest years, they won’t be ready for kindergarten, and children who start kindergarten behind their peers usually fall behind even further. Their chances of succeeding in school and later in life are slim.
Quality care is critically important to children’s healthy development and their being ready to learn and succeed in school. Quality is the key. Recent advances in brain research clearly demonstrate that children’s brains are most formative in the first three years of life. The more they are engaged in conversation and positive human interaction, the more their brains develop and the more their brains develop, the more they learn and the more they learn, the better prepared they are for kindergarten and the better they do in kindergarten the better they perform in school.
http://www.kyforward.com/our-town-square/2012/01/mike-hammons-looking-to-new-year-early-childhood-education-must-be-priority/
Quality care is critically important to children’s healthy development and their being ready to learn and succeed in school. Quality is the key. Recent advances in brain research clearly demonstrate that children’s brains are most formative in the first three years of life. The more they are engaged in conversation and positive human interaction, the more their brains develop and the more their brains develop, the more they learn and the more they learn, the better prepared they are for kindergarten and the better they do in kindergarten the better they perform in school.
http://www.kyforward.com/our-town-square/2012/01/mike-hammons-looking-to-new-year-early-childhood-education-must-be-priority/
School grades hit by lack of routine
Children who grow up without a daily routine of set bedtimes and mealtimes do worse at school, a report suggests.
http://www.bbc.co.uk/news/education-16354869
http://www.bbc.co.uk/news/education-16354869
2.1.12
Healthy Peninsula Brings Together Communities to Support Early Childhood Development
Posted on December 29, 2011 by Amy Vaughn
The rapidly growing science of how early brain development and childhood experiences influence a child’s lifelong health and success is providing an important focus for local communities that want to support young families during their children’s early years.
http://www.blogger.com/post-create.g?blogID=816787280757930789
The rapidly growing science of how early brain development and childhood experiences influence a child’s lifelong health and success is providing an important focus for local communities that want to support young families during their children’s early years.
http://www.blogger.com/post-create.g?blogID=816787280757930789
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