Optimize Performance

The O-Optimize performance phase of the VECTOR process is where implementation occurs. In this chapter, the authors tell the story of a child learning how to do a basketball layup as a concrete example for everything that is required in this phase. Additionally, the authors unpack the psychology of working toward a goal, the power of data, and why feedback and progress monitoring are essential during this phase. Finally, there are practical suggestions for how to do the work as a virtual coach during this phase, including questions to ask and how video-based observations play a key role for the coach and coachee to stay focused on the goal.

Gerakan Informatika Cerdas Berliterasi "berinovasi membangun peradaban diera 4.0 dengan budaya literasi"

Literacy ability teaches students to be diligent in reading and writing. In this case, teacher creativity is needed in determining effective and efficient ways. Elementary school is the basis for learning literacy because elementary school is the beginning of a child learning to read and write. Due to the current situation of Covid-19, students have not been able to study at school effectively and regularly. The teaching-learning process is carried out online, and students are asked to understand the use of information technology such as Android cell phones. The students moved to provide teaching by increasing the literacy culture of students with the help of technology as a medium to support their learning, without having to forget the importance of reading and writing from their textbooks. The resulting activities are digital literacy activities and learning while playing, where students are tasked with connecting information to their group members. The results obtained by the students became more enthusiastic and interested in learning such as reading and writing lessons because they were presented attractively on the display of media and learning videos.

Editorial: Shifting from teacher education to child learning

No abstract available.

Fatores que Ocasionam as Dificuldades de Aprendizagem das Crianças / Factors that Cause Children's Learning Difficulties

Resumo: A aprendizagem das crianças pode apresentar algumas dificuldades que retardam o seu processo, podendo ser ocasionada por fatores internos ou externos, e que pode resultar no comprometimento de uma ou mais áreas do conhecimento, dificultando, por exemplo, o desenvolvimento cognitivo da criança. Nesse sentido o artigo pretende discorrer sobre os fatores externos que podem resultar no surgimento das D.A, além de buscar discutir a importância da identificação dessas dificuldades pelo professor, para que assim possa ser possível trabalha-las, permitindo que todos os alunos desenvolvam sua aprendizagem de maneira sadia e no tempo correto. Para realização do trabalho, fez se uso do método indutivo/dedutivo, sendo uma pesquisa bibliográfica de cunho qualitativo, que utilizou de autores como Correia (2004), Pain (1989) e Silva (2003) para constituir a base teórica. A escolha do tema se justifica no entendimento de que a educação precisa fornecer todos os aparatos para que os estudantes desenvolvam da melhor forma sua capacidade de aprender, e assim deve se incluir o trabalho com as D.A, desde a sua identificação ao tratamento com profissionais capacitados, bem como a adequação dos planejamentos em sala de aula pelo professor, para que assim possa facilitar sua aprendizagem. A partir do exposto no artigo, é possível verificar que as Dificuldades de Aprendizagem não se tratam de um problema apenas da criança, mas também de todo o meio social do qual faz parte, uma vez que quando as dificuldades são ocasionadas por fatores psicológicos ou sociais, denota se que são reflexos do ambiente ao qual a criança esta inserida, e que podem estar contribuindo para que o seu potencial intelectual não se desenvolva corretamente.Palavras-Chave: Criança; Dificuldades de Aprendizagem; Fatores Externos. Abstract: The learning of the children may present some difficulties that delay its process, which may be caused by internal or external factors, and may result in the compromise of one or more areas of knowledge, hindering, for example, the child's cognitive development. In this sense, the article intends to discourse the external factors that can result in the emergence of LA (learning difficulty), beyond to seeking to discuss the importance of identifying these difficulties by the teacher, so that it can be possible to work on them, allowing all students to develop their learning of healthy way and at the right time. For realization of the work, the inductive method was used, with a qualitative bibliographic research, that utilizes authors as Correia (2004), Pain (1989) and Silva (2003) to constitute the theoretical basis. The choice of theme is justified on the understanding that the education needs to provide all the apparatus for students to best develop their ability to learn, and so work with L.A (learning difficulty) must be included, from their identification to treatment with trained professionals, as well as the adequacy of planning in the classroom by the teacher, so that you can facilitate your learning. It is concluded from the exposed in the article, that the Learning Difficulties is not just a problem of the child, but also of the entire social environment of which it is part, once when the difficulties are caused by psychological or social factors, it denotes that they are reflections of the environment in which the child is inserted, and that they may be contributing to their intellectual potential does not developed correctly.Keywords: Child; Learning difficulties; External factors;

Assessing Parent Implementation of Behavior Support Strategies and Self-Monitoring to Enhance Maintenance

Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, age 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.

Variation awaiting bias: Substantively biased learning of vowel harmony variation

This article examines whether children alter a variable phonological pattern in an artificial language towards a phonetically-natural form. We address acquisition of a variable rounding harmony pattern through the use of two artificial languages; one with dominant harmony pattern, and another with dominant non-harmony pattern. Overall, children favor harmony pattern in their production of the languages. In the language where harmony is non-dominant, children's subsequent production entirely reverses the pattern so that harmony predominates. This differs starkly from adults. Our results compare to the regularization found in child learning of morphosyntactic variation, suggesting a role for naturalness in variable phonological learning.

http://habibiaislamicus.com/index.php/hirj/article/view/180

This study probes the relationship between Iqbal’s concept of khudi and experiential learning during early childhood. This qualitative and exploratory study employs Colaizzi’s method for content analysis to extract hermeneutical interpretations and exegetically decipher the allegorical connotations from Iqbal’s Persian anthology of poems, Asrar-i-Khudi. The thematic deduction draws Iqbal’s ideas of the development of khudi in an environment of experiential learning. Iqbal’s ideas have also been extracted from his other works. Historical and contemporary literature related to child learning psychology and education is also reviewed. The study concludes that the creative and curious mind of every child continuously develops hypotheses and tests them through experiences. The main aim of education is the realization of a strong ‘Khudi’ through experiential learning to create self-awareness, and self-realization to unleash an individual’s potentials. It is recommended that early childhood education in Pakistan ensures individuality development through experiential learning by applying Iqbal’s educational thoughts. It is also recommended that further research is undertaken to explore the functional aspects of Iqbal’s concept of experiential learning approach to bring the desired change in the early childhood education system.