scholarly journals The Home Learning Environment of Primary School Children with Down Syndrome and those with Williams Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 733
Author(s):  
Erica Ranzato ◽  
Andrew Tolmie ◽  
Jo Van Herwegen
Keyword(s):  
Down Syndrome ◽  
Learning Environment ◽  
Williams Syndrome ◽  
School Children ◽  
Learning Activities ◽  
Primary School Children ◽  
Home Learning Environment ◽  
Children With Down Syndrome ◽  
Home Learning ◽  
And Mathematics

Background and aims: Research on typically developing (TD) populations has shown that the home learning environment plays a significant role in cognitive development and learning, but very little is known about the home learning environment of children with Down syndrome (DS) or children with Williams syndrome (WS). The present study examined and compared, for the first time, the home learning environment of children diagnosed with DS and children diagnosed with WS to investigate whether different cognitive profiles were reflected in their home literacy and number experiences. Methods and procedures: Quantitative and qualitative data were collected through a web-based survey from 58 parents and one foster parent of primary school children with DS (n = 35) and WS (n = 24) mostly based in the UK. The survey targeted the children’s general level of functioning and academic skills; type, format, and frequency of home learning activities; parents’ expectations for their child’s academic outcomes; parents’ attitudes towards literacy and mathematics; children’s interest towards mathematics; and the use of technology to support home learning activities. Outcomes and results: Our results showed that, overall, the home learning environment of children with DS and children with WS were similar but changed based on the child’s cognitive profile. Comparative analyses showed that parents of children with DS engaged more often in activities supporting counting than parents of children with WS, despite both groups reporting difficulties with this skill. Moreover, our results indicated that literacy-based activities occurred more often than mathematics-based activities and that the home numeracy environment was characterized by activities supporting different mathematical skills such as counting, arithmetic, and numeracy. Parents in both groups engaged with their child in both formal and informal literacy and mathematics-based activities, but informal activities occurred more often when supporting counting and number recognition skills. Conclusions and implications: The current study provides evidence that the home learning environment of children with DS and children with WS include different literacy- and mathematics-based activities and that the home learning environment changes on the basis of the child’s strengths and weaknesses. The findings are discussed in relation to previous studies and the impact on parental interventions.

Pathways to language: a naturalistic study of children with Williams syndrome and children with Down syndrome

2012 ◽  
Vol 40 (1) ◽  
pp. 106-138 ◽  
Author(s):  
YONATA LEVY ◽  
ARIELA EILAM
Keyword(s):  
Down Syndrome ◽  
Data Collection ◽  
Williams Syndrome ◽  
Language Delay ◽  
Typically Developing ◽  
Naturalistic Study ◽  
Children With Down Syndrome ◽  
Network Properties ◽  
Development Of Language ◽  
Language Onset

ABSTRACTThis is a naturalistic study of the development of language in Hebrew-speaking children with Williams syndrome (WS) and children with Down syndrome (DS), whose MLU extended from 1·0 to 4·4. Developmental curves over the entire span of data collection revealed minor differences between children with WS, children with DS, and typically developing (TD) controls of similar MLU. Development within one calendar year showed remarkable synchrony among the variables. However, age of language onset and pace of acquisition departed significantly from normal timing. It is argued that in view of the centrality of genetic timing and the network properties of cognition, normal schedules are crucial determinants of intact development. Consequently, with respect to neurodevelopmental syndromes, the so-called ‘language delay’ is indicative of deviance that is likely to impact development in critical ways.

Quality of the home learning environment during preschool age – Domains and contextual conditions

2013 ◽  
Vol 21 (3) ◽  
pp. 420-438 ◽  
Author(s):  
Katharina Kluczniok ◽  
Simone Lehrl ◽  
Susanne Kuger ◽  
Hans-Guenther Rossbach
Keyword(s):  
Learning Environment ◽  
Preschool Age ◽  
Home Learning Environment ◽  
Home Learning

scholarly journals Assessing adaptation capabilities in primary school children attending schools with different educational processes

2021 ◽  
Vol 100 (5) ◽  
pp. 495-500
Author(s):  
Olga A. Maklakova ◽  
Darya A. Eisfeld ◽  
Nina V. Zaitseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Teaching And Learning ◽  
Educational Process ◽  
Primary School Children ◽  
Adaptation Mechanism ◽  
Nervous Systems ◽  
Adaptation Mechanisms ◽  
Educational Processes ◽  
And Mathematics

Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

scholarly journals The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

2021 ◽  
Vol 6 ◽  
Author(s):  
Stefanie Vanbecelaere ◽  
Kanako Matsuyama ◽  
Bert Reynvoet ◽  
Fien Depaepe
Keyword(s):  
Learning Environment ◽  
Math Anxiety ◽  
First Grade ◽  
Cognitive Outcomes ◽  
Unique Contribution ◽  
Home Learning Environment ◽  
Holistic View ◽  
Reading Outcomes ◽  
Reading Anxiety ◽  
Home Learning

The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

The prevalence of ENT disorders in pre-school children with Down Syndrome

2007 ◽  
Vol 32 (6) ◽  
pp. 510-510
Author(s):  
E. Barr ◽  
J. Dungworth ◽  
K. Hunter ◽  
M. McFarlane ◽  
H. Kubba
Keyword(s):  
Down Syndrome ◽  
School Children ◽  
Children With Down Syndrome ◽  
Ent Disorders
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