The document discusses research on how infants and young children develop language abilities and how media consumption affects language development. It finds that:
1) Infants have the ability to hear and see from a young age, with vision similar to adults by 6 months and hearing by age 7.
2) Children learn language best through live, positive interaction with caregivers rather than videos alone.
3) Educational TV like Sesame Street can help children learn words, but live interaction is still most effective for language development.
4) The type of media content matters - educational programs support language skills better than adult-oriented content.
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
Preschool Children With Special Needs:communication and language developmentArianny Calcagno
Preschool Children With Special Needs:communication and language development.Presented by:
Gloria Rodriguez * Yessenia Rosario
* Phil Cabasino * Arianny Savinon * Renuka Persaud
Different specialists may have different answers for exactly when a child should start talking. However, research shows that children typically begin producing babbling sounds in infancy. These sounds may be things like "baba" "gaga" "ooh", etc. Then words begin to emerge, many times with things like "mama", "dada", "papa" or "ba-ba" at first.
American kids are out of shape, tuned out and stressed out because they’re missing something essential to their health and development, unstructured time playing outdoors.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Dyslexia: The Disease You Get in SchoolBill McNally
Written by Samuel L. Blumenfeld to explain why the present faulty teaching methods using the 'Whole-Word' or Dick and Jane sight reading produces Dsylexia symptoms! www.SLBLF.com
Different specialists may have different answers for exactly when a child should start talking. However, research shows that children typically begin producing babbling sounds in infancy. These sounds may be things like "baba" "gaga" "ooh", etc. Then words begin to emerge, many times with things like "mama", "dada", "papa" or "ba-ba" at first.
American kids are out of shape, tuned out and stressed out because they’re missing something essential to their health and development, unstructured time playing outdoors.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Dyslexia: The Disease You Get in SchoolBill McNally
Written by Samuel L. Blumenfeld to explain why the present faulty teaching methods using the 'Whole-Word' or Dick and Jane sight reading produces Dsylexia symptoms! www.SLBLF.com
Presenting an overview of the research and history of Every Child Ready to Read @ Your Library and why this early literacy initiative works and should be an essential part of all library storytimes and settings.
The Importance of Children Learning American Sign Language.docxoreo10
The Importance of Children Learning American Sign Language
The Importance of Children Learning American Sign Language
The Importance of Children Learning American Sign LanguageLanguage is a factor that influences all peoples’ lives. It allows people to communicate with one another to create relationships and to relate to one another. It is used for communication, and is necessary for all living people. Understanding and developing a language is very difficult for people when they begin the process too late in life. When children are young they can learn how to speak two languages at the same time, their brains are just beginning to develop. The brain is very flexible in the early stages of life, which is why it is so important that children who are deaf should learn ASL as soon as possible. Having ASL as a primary language helps children later in life because it allows a child to have a solid understanding of the language from the very beginning of language development. Deaf people are not the only one who benefit from ASL, children with disabilities can also learn. Visuals are very important for the learning process because, people with disabilities can’t communicate verbally either, so they use what they have: vision. And lastly, the importance of expression through a native language is the best way to learn because people feel confident and knowledgeable in a language that they can call their own. Learning American Sign Language as a child can lead to improvement in the ability to understand and develop language, appreciate deaf culture, overcome learning disabilities, and allow people to fully express themselves in their native language. Improvements in cognition and language development are some of the benefits that children can receive from learning American Sign Language. Deaf children who study and learn American Sign Language learn to develop language and understand better. The great thing about learning ASL is that the learning process is much more stimulating and straightforward. According to Press, Heyes, Kilner, in their article, ASL is better because: “Experience in which observation of an action is correlated with its execution establishes excitatory links between sensory and motor representations of the same action. The components to this phenomenon are called mirror neurons, “Mirror neurons are a type of brain cell that fires when you do an action, and also when you simply watch someone else doing the same action”(Winerman, 2005). This is significant because the action of pairing a motor movement with a word allows children to make a stronger connection between the two and because of this they understand at a deeper level. When children are young, they learn and retain information very quickly. Language is something most all people learn throughout life. Research has been done that indicates that ASL helps reinforce learning, mainly because of this concept called “mirror neurons” which in their articl ...
Babies and TV both have to be kept apart until the babies reach a certain age. Be cautious and aware, there are many programs which babies wish to watch
https://www.babyrecipes.org/babies-and-tv/
This presentation contains the discussion of the different school of thoughts which speaks about how human beings acquired the language we speak of today. Leaving this here as aid to those who need it. Enjoy! :)
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
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Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
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Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
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In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
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Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
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JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
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Session Overview
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During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
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2. Eyes and Ears
• A reminder of when we begin to develop our sense of eyesight and hearing.
Of course each child is unique, so the times given are just to have a general
idea of the time period.
• Vision-Born with the ability, and by 6 months
old, developed as well as an adult’s.
Occipital lobe
• Hearing-ability to hear before birth, but not as
acutely as adults. By age 7 children can hear as
well as adults.
Temporal lobe
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
3. Language
More Review
• A lot of different areas of the brain are used to understand and form
language. The left hemisphere plays the biggest role in a majority of
people.
• By 3 months old, babies have the ability to distinguish spoken sounds
• Around 10 years old, children lose the ability to relearn sounds that the
brain has gotten rid of
Moon, Christine. “Sensory Power Point”. Online Power Point. angel.spscc.edu. June 2012.
4. Television and the Zombie Effect
• “The Zombie Effect”- Jane M. Healy posited that “when children are faced with content that is difficult or
confusing, they may be ‘physiologically compelled to space out’”(Guernsey, p. 27)
• Another similar opinion comes from Marie Winn. Saying that while children are watching television there
is very little intellectual activity going on in their brains.
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
5. Refuting the “Zombie Effect”
• Most research shows that exactly the opposite is happening while children are watching television, that
they are engaged in what they are watching. And that “children do look away from television, as much as
150 times per hour”(Guernsey, p.34) The content of what they are watching does play a role.
• One study was done where 2, 3 ½, and 5 year olds were shown altered versions of Sesame Street along
with the original. One version being broken up random segments of the show, another in Greek, and
another in which all speech was heard backwards. “The theory was that, if children paid more attention
to the regular programing, it was near certainty that they were watching because they found some
meaning in what they saw”(Guernsey. P34). And the outcome was that children preferred the original.
While the altered versions were being viewed, they complained that the TV was broken and looked away
more.
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
6. Video learning
• Video Deficit- Under the same learning conditions, it has been shown that children will learn more from a live speaker
opposed to a video
One story, from the book Into the Minds of Babes, tells of a boy whose parents were both deaf. The parents did not have any
friends that could hear or family near to where they lived. The mother was told by doctors not to use sign language with her
child, and he did not have any hearing friends. The only language that the boy was exposed to came from children’s shows on
television. Around the age of 4, in 1971, the boy ended up in the speech clinic at the University of Connecticut. At the clinic they
found his understanding and expression of language to be far below what it should have been. The following are some example
of his speech:
“Look at all the plane.”, “Can open that plane?”, “Where the wheels plane? Take it off.”, “This not take off plane. This is how a
plane.”
One of the things he was missing from just watching television to learn to speak was the live interaction and how things
relate to one another and himself. Another thing he wasn’t learning was grammar. From an article in Infant and Child
Development Alan L. Mendelsohn et al. writes that “Extensive literature has documented strong positive impacts of parent–child
verbal interactions on early child language development, self-regulation, school readiness and later achievement”.
• Language, speech, and television-Research was done in 2000 at the University of Connecticut on 3-4 year olds,
including the quantity of television watched. “They found that no correlation to any skill related to language development,
save one: the children who watched the most television performed worse in tests of grammar than the other children in the
sample”(Guernsey, p. 148).
-Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
-Mendelsohn, Alan L.Brockmeyer, Carolyn A.Dreyer, Benard P.Fierman, Arthur H.Berkule-Silberman, Samantha B.Tomopoulos, Suzy. "Do Verbal Interactions With Infants During Electronic Media
Exposure Mitigate Adverse Impacts On Their Language Development As Toddlers?." Infant & Child Development 19.6 (2010): 577-593. Psychology and Behavioral Sciences Collection. Web. 18 Aug.
2012.
7. Video learning cont.
• Fast Mapping- “learning and using new words after only limited exposure to those
words”(Allen, p. 650).
• Most infants and children have been found to be able to learn new words from a live
speaker. However, as Allen and Scofield quote “Krcmar et al. found that only the older
toddlers(22-24 months) were able to learn words in the video conditions(i.e. the adult-
on-television and the Teletubbies conditions)….when learning words from a live
speaker, children quickly begin using those words to help figure out the meanings of the
other words”(Allen, p. 650)
Allen, Rebekah Scofield, Jason. "Word Learning From Videos: More Evidence From 2-Year-Olds." Infant & Child Development 19.6 (2010): 649-661. Psychology and Behavioral Sciences Collection. Web. 17 Aug. 2012.
8. Content
• Educational content vs. Adult programming- A lab study was done by Mendelsohn et al. on 6 month old
infants coming from low-income families. They were exposed to more adult oriented programming
instead of infant-directed learning content. They found that there could be an association made between
the amount of time an infant is exposed to adult oriented programming and a lesser ability to learn
language at around 14 months of age.
• The best- It seems that Sesame Street, Dora the Explorer, Blue’s Clues, Arthur, and Clifford and others that
are similar are the best for children to learn new words.
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
Mendelsohn, Alan L.Brockmeyer, Carolyn A.Dreyer, Benard P.Fierman, Arthur H.Berkule-Silberman, Samantha B.Tomopoulos, Suzy. "Do Verbal Interactions With Infants During
Electronic Media Exposure Mitigate Adverse Impacts On Their Language Development As Toddlers?." Infant & Child Development 19.6 (2010): 577-593. Psychology and
Behavioral Sciences Collection. Web. 18 Aug. 2012.
9. Comprehension Test and mixed up Teletubbies
• Attentional Inertia- “the major mechanism by which a young child will
continue to pay attention to the program even when the content is
difficult for that child to understand”(Guernsey, p. 35-36).
• It has been found that when children and infants are engaged in viewing a
program that their heart rate slows and are less distractible.
• In one experiment, the show Teletubbies was used in the original uncut
version and in cut-up segments that did not make any sense. The videos
were shown to a variety of age groups, from 6 month old to 24 month old
children, to see if they would show a preference between the different
versions. And they found that it depended on the age of the children. The
24 month olds preferred the uncut original version and so did 18 month
old children. But in the 6-12 month old age range they found that the
children were not showing any preference between the two versions.
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
10. Conclusion
• There are a variety of studies on infants and learning language from video, and with contradictory
conclusions. Some finding that children cannot learn anything from watching television and others the
opposite. The majority seem to say that children can learn words from video, but not usually until they
are around two years of age. And it seems that co-viewing with a parent or caregiver to interact with
while viewing can help also. Most researchers agree on one thing. That the best way for children to learn
is with live, positive, nurturing interaction with their parents , family, and caregivers.
11. Works Cited
Allen, Rebekah Scofield, Jason. "Word Learning From Videos: More Evidence From 2-Year-Olds." Infant & Child Development 19.6
(2010): 649-661. Psychology and Behavioral Sciences Collection. Web. 17 Aug. 2012.
Barr, Rachel Linebarger, Deborah L. "Special Issue On The Content And Context Of Early Media Exposure." Infant & Child
Development 19.6 (2010): 553-556. Psychology and Behavioral Sciences Collection. Web. 17 Aug. 2012
Guernsey, Lisa. Into the Minds of Babes: How Screen Time Affects Children From Birth to Age Five. New York: Basic Books, 2007.
Mendelsohn, Alan L. Brockmeyer, Carolyn A. Dreyer, Benard P.Fierman, Arthur H.Berkule-Silberman, Samantha B.Tomopoulos, Suzy.
"Do Verbal Interactions With Infants During Electronic Media Exposure Mitigate Adverse Impacts On Their Language
Development As Toddlers?." Infant & Child Development 19.6 (2010): 577-593. Psychology and Behavioral Sciences Collection.
Web. 18 Aug. 2012
Moon, Christine. “Sensory Power Point”. Online Power Point. angel.spscc.edu. June 2012.