Integrative commentary I: Do companion animals support social, emotional, and cognitive development of children?

2016 ◽  
pp. 73-86 ◽  
Author(s):  
Kurt Kotrschal
Keyword(s):  
Cognitive Development ◽  
Companion Animals ◽  
Social Emotional

The Oxford Handbook of Deaf Studies in Learning and Cognition

2020 ◽  
Keyword(s):  
Cognitive Development ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Deaf Children ◽  
Deaf Studies ◽  
Social Emotional ◽  
Art Research ◽  
Learning And Cognition ◽  
Hearing Children ◽  
International Experts

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

The Development of Young Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Evelien Dirks
Keyword(s):  
Cognitive Development ◽  
Hard Of Hearing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parent Child Interactions ◽  
Mental State Language ◽  
Early Parent ◽  
Hearing Children ◽  
State Language ◽  
Parent Child

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

School expectations expressed in testimonies of students finishing third grade of primary school

2019 ◽  
Vol 583 (8) ◽  
pp. 40-51
Author(s):  
Edyta Ćwikła
Keyword(s):  
Cognitive Development ◽  
Primary School ◽  
Third Grade ◽  
Social Emotional ◽  
Descriptive Assessment ◽  
School Practice ◽  
The Third ◽  
Comprehensive Development ◽  
School Expectations

Descriptive assesme nt is an important element of school practice. The student’s image adopted by the teacher is very important when formulating a descriptive assessment. Unfortunately, the pattern that emerged during the analysis of the testimonials of students completing the third grade is the pattern of the student as “performer of activities”. Teachers realisticall y translate their expectations into the practice of descriptive assessment, so a good descriptive assessment should show the comprehensive development and progress of the child. During its formulation, a balance should be maintained between social, emotional and cognitive development. Unfortunately, the analysis of the certifi cates showed that evaluation of the achievements of nine-year old childern mainly boils down to cognitive development.

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