Sentences with phrase «cognitive learning within»

We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings.

Not exact matches

In addition to revealing the functions of different areas within the prefrontal cortex, studies have also demonstrated the flexibility of the region, which has helped experts optimize cognitive therapy techniques to enable patients with brain damage to learn new skills and compensate for their impairments.

Reif discusses how findings from cognitive science can help improve teaching and learning, especially science education (and, within that, physics education).

We must work within the constraints of human cognitive architecture, or human memory, because otherwise, we are not helping them learn.

Research on cognitive and non-cognitive learning gains, spatial reasoning, self - efficacy, and social networks within makerspaces

Knowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher's core knowledge base.

In the present study, I investigate: 1) How children develop the ability to consider the nature of knowledge within the context of conversation; 2) Whether improved epistemological understanding supports children's critical thinking in informal social learning; 3) Whether cognitive self - control and verbal IQ moderate or mediate epistemological development; and 4) Whether individual differences in epistemological understanding relate to parent characteristics.

Within the category of self - appraisal, we discuss how teachers can analyze their own learning styles, evaluate their own understanding, and model cognitive monitoring.

Consequently, Amanda is comfortably placed to provide in - depth expertise on the challenges emerging administrators face when cultivating leadership themes and meta - cognitive approaches within school teams in order to collectively improve the learning capability of every individual student.

Web / CD - Based Learning Cognitive load in technology Multimedia - based instruction & learning Social Media within ELearning Cognitive load in technology Multimedia - based instruction & learning Social Media within Elearning Social Media within Education

• Encourage the craving for learning among young pupils through creative lesson planning and implementation • Maintain individual progress files and portfolios for each pupil • Devise and perform interesting side learning activities to facilitate cognitive and psycho social development • Communicate progress reports to parents and guardians, ensuring that any areas of concern are concentrated on • Create and implement metrics for student behavior within the classroom, ensuring that any unruly behavior is handled according to protocol

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

The idea that parents and caregivers might proactively build the rudiments of resilience is not without precedent.67, 68 Vygotsky suggested that the role of parents, caregivers, and teachers is to work within the child's zone of proximal development so the child will learn to master skills that were previously beyond their independent ability.69 This is the theory behind both Reach Out and Read70, 71 and more recent efforts to decrease obesity by nurturing the foundational motor skills needed for an active lifestyle.72 — 74 The current challenge, then, is for pediatricians, home visitors, and early educators to collaboratively increase the capacity of caregivers and communities to nurture those rudimentary but foundational SE, language, and cognitive skills as they emerge developmentally.

«Academic learning» happened within the context of developing a wide range of social / emotional and cognitive skills in children.

This study has been designed to demonstrate genuine transfer of skills beyond task - specific learning, a limitation often identified within the cognitive training literature.

NFP is based on a number of psychological theories, such as theories of cognitive development [25], attachment theory [26] and social learning theory [27, 28], organised within an ecological framework.

Implications for elevated levels of social evaluative anxiety are discussed within a social cognitive theory perspective and for maternal psychological control within a social learning theory perspective.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].