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students were given parental permission to participate in the study. Of them, 77 (39 males and 38 females; mean to see if the effect of different non-cognitive and cognitive factors have on reading varies as a function of orthographic consistency. They measure three viable, general cognitive abilities, phonological sensitive, and letter knowledge. The Results indicated that direct teaching of letter names and sounds at home was associated with better letter knowledge in both languages.
Eunice Zuo
http://www.sciencedirect.com.proxy.lib.iastate.edu:2048/science?_ob=ArticleURL&_udi=B6W4B-4X1XD74-1&_user=716796&_coverDate=03%2F31%2F2010&_rdoc=7&_fmt=high&_orig=browse&_srch=doc-info(%23toc%236538%232010%23999749998%231571252%23FLA%23display%23Volume)&_cdi=6538&_sort=d&_docanchor=&_ct=10&_acct=C000040078&_version=1&_urlVersion=0&_userid=716796&md5=e61ea997d6ff85a2ad537f48ee4590bd
This study was done on eighty 4-and5-year olds who are English as second lanuage learners. 42 were males, 38 were females. They all came from a family who immigrated from a Portuguese speaking country some time in their family history. They were tested on how much English they learned from being read outside of the classroom for three weeks. The study showed that the children who were read to at home learned English a lot quicker and better than children who just sat in the classroom and heard it there.
If you have any quetions just read the article or ask me. :)
Megan Lane

Pre-operational Stage: Piaget's 2nd stage, extending from about 2-7 years in which rapid growth in representation take place but thought is not yet logical. Language is developed. Children are termed to be egocentric during this stage, in which they are not able to understand the point of view of another person. Children more often use objects meant to symbolize something else due to an increase in pretending and playing.
To further prove egocentricism in children during this stage, Piaget constructed an experiement. Children were to view a 3-D display of a mountain scene and were then asked to choose a picture that best represented the scene. Most of the children in this experiment were able to do this. Then they were asked to choose a picture that best represented someone else's point of view from a different viewpoint. Because most children in this stage are unable to understand another person's point of view, most chose a picture representing what they would see instead of what someone else would see.
Operational Stage beginning around age 7 and ending around age 11, and is when Operational Stage: Begins at about 12 years of age and continues through adulthood (occurs during adolescence). The ability

Sensorimotor Stage
Sensorimotor Stage: Piaget's sensorimotor equipment. TheseThrough the sensorimotor stage, the child will learn about himself and his surroundings. Thoughts develop from the child's sensation and movement. The child will learn by the end of this stage that certain aspects of his environment exist even when they aren't in sight, which is referred to as object permanence. Sensorimotor ways of interaction aren't only used in this stage but are used throughout life even as adults.
These are the
Reflex activity (0-1 month)-refinement of inborn reflexes such as sucking
Primary Circular Reactions (1-4 months)-repetition of interesting acts centered on childs own body (sucking thumb)
Circular Reaction: provides a special means of adapting their first schemes. The reaction is circular because as the infant tries to repeat the event again and again, a sensorimotor response that originally occurred by chance becomes strengthened into a new scheme.
As children grow, they gain a purpose for performing tasks, because they have a goal and they want to achieve it.
not yet logicallogical. Language is developed. Children are termed to be egocentric during this stage, in which they are not able to understand the point of view of another person. Children more often use objects meant to symbolize something else due to an increase in pretending and playing.
To further prove egocentricism in children during this stage, Piaget constructed an experiement. Children were to view a 3-D display of a mountain scene and were then asked to choose a picture that best represented the scene. Most of the children in this experiment were able to do this. Then they were asked to choose a picture that best represented someone else's point of view from a different viewpoint. Because most children in this stage are unable to understand another person's point of view, most chose a picture representing what they would see instead of what someone else would see.
Concrete Operational Stage
this is when reasoning becomes logical, andlogical. During this stage, children beginstart to learn to think abstractly. They develop reversibility: children begin to understand that the amount of something remains the same even after the appearance changes, thisobjects can be changed and returned to their original state. This stage also classes and sub-classes but cannot think abstract yet.sub-classes, known as classification, where a child is able to identify an object through it's appearance, size, shape, color, etc.
Formal Operational Stage
TheStage: The ability to it means.
Formal Operational Stage
Capacity Capacity for abstract, systematic thinking. enablesEnables children to are confirmed. theyThey evaluate logic world circumstances.
mental Mental representations of familiar, large-scale spaces.spaces (school, neoghborhood)neoghborhood).

http://www.informaworld.com/smpp/content~db=all?content=10.1080/03054980902934597
-MacKenzie Quame
Measuring the developmental appropriateness of kindergarten teachers beliefs and practices
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4B-4HMGVTR-1&_user=10&_origUdi=B6W4B-45HVTSM-18&_fmt=high&_coverDate=12%2F31%2F1993&_rdoc=1&_orig=article&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=9096195cfa68eb7ba41aa863d78752df
the future.
-Sandra Schroeder

http://www.informaworld.com/smpp/content~db=all?content=10.1080/03054980902934597
-MacKenzie Quame
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4B-4HMGVTR-1&_user=10&_origUdi=B6W4B-45HVTSM-18&_fmt=high&_coverDate=12%2F31%2F1993&_rdoc=1&_orig=article&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=9096195cfa68eb7ba41aa863d78752df
The study that I choose to do was given to kindergarten teachers in a classroom setting. They were each given a questionnaire to measure their beliefs and practices based on the guidelines for developmentally appropriate practice of the National Association for Education of Young Children (NAEYC). The participants in this study were the kindergarten teachers. 204 Kindergarten teachers were being observed to see if the practices they teach in their classroom were appropriate or inappropriate. The measures that were used in this study were a questionnaire that would measure the beliefs and practices of kindergarten teachers based on NAEYC accreditation process. This study confirmed that the responses to the questionnaire could be used to determine whether a teacher is using more developmentally appropriate practice rather than inappropriate. There was also the chance to determine what teachers use more developmentally inappropriate than developmentally inappropriate tools for learning. This study also showed that the findings in this study could be used on researching the beliefs and practices of kindergarten teachers more in depth in the future.
-Sandra Schroeder

This study analyzed the effects that overcrowding in homes and different types of maternal responsiveness has on young children’s cognitive development. Researches already suspected a close link in between overcrowding and slower cognitive development, but researches connected all three of these variables in this study.
http://eab.sagepub.com.proxy.lib.iastate.edu:2048/cgi/content/abstract/42/1/135
Brooke Reinhart
Arts enrichment and school readiness for children at risk
This article talks about the use of art in the preschool curriculum and how that is a improvement in the development of young children, helping them develop social skills and helping them develop communication skills that might other wise be hindered with in traditional mainstream education.
http://www.sciencedirect.com.proxy.lib.iastate.edu:2048/science?_ob=ArticleURL&_udi=B6W4B-4X0MKC3-1&_user=716796&_coverDate=03%2F31%2F2010&_rdoc=9&_fmt=high&_orig=browse&_srch=doc-info%28%23toc%236538%232010%23999749998%231571252%23FLA%23display%23Volume%29&_cdi=6538&_sort=d&_docanchor=&_ct=10&_acct=C000040078&_version=1&_urlVersion=0&_userid=716796&md5=c1132ba35257f4d52a7c240338045da2
Kevin Foster

​Cognitive Development:
Preschoolers' search for Explanatory Information Within Adult-
^ So, here's the thing. I have absolutely no idea how I got the PDF file to my article, I think it was a freak accident and now I can't find it. So, the above is the link to an awesome abstract, and if you're really desperate to read my article (hehe) e-mail me (mlbutton@iastate.edu) or Amanda. Sorry.
Megan Button
Crowding and Cognitive Development The Mediating Role of Maternal Responsiveness Among 36-Month-Old Children
This study analyzed the effects that overcrowding in homes and different types of maternal responsiveness has on young children’s cognitive development. Researches already suspected a close link in between overcrowding and slower cognitive development, but researches connected all three of these variables in this study.
http://eab.sagepub.com.proxy.lib.iastate.edu:2048/cgi/content/abstract/42/1/135
Brooke Reinhart