Children reach milestones in how they play, learn, speak, act, and move. You see children reach milestones every day. Though all children develop at their own pace, most children reach developmental milestones at or about the same age. View Transcript ».
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Time and Causality View all 5 Articles. Humans, even babies, perceive causality when one shape moves briefly and linearly after another. Motion timing is crucial in this and causal impressions disappear with short delays between motions. However, the role of temporal information is more complex: it is both a cue to causality and a factor that constrains processing. It affects ability to distinguish causality from non-causality, and social from mechanical causality. Here we study both issues with 3- to 7-year-olds and adults who saw two computer-animated squares and chose if a picture of mechanical, social or non-causality fit each event best. Prior work fit with the standard view that early in development, the distinction between the social and physical domains depends mainly on whether or not the agents make contact, and that this reflects concern with domain-specific motion onset, in particular, whether the motion is self-initiated or not. The present experiments challenge both parts of this position. In Experiments 1 and 2, we showed that not just spatial, but also animacy and temporal information affect how children distinguish between physical and social causality. In Experiments 3 and 4 we showed that children do not seem to use spatio-temporal information in perceptual causality to make inferences about self- or other-initiated motion onset.
Associations between reading and mathematics: genetic, brain imaging, cognitive and educational perspectives View all 10 Articles. One hundred children 44 boys participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement.
Click Here To Register. Through specially designed instruction in the least restrictive environment, students with disabilities will have access to a rigorous curriculum that is meaningful, challenging, and is aligned to grade level standards. The Services for Exceptional Children Department ensures the instruction of students with disabilities is grounded in grade-level standards, specially designed to meet the individual needs of each students and tailored to promote growth and learning. We do so by:. The belief that all students with disabilities are capable of accessing grade level content. The desire to utilize grade level materials, instructional best practices, and student data in the planning of and facilitation of daily instruction will foster multi-faceted approaches and strategies for learning that indistinguishably engage and support students with disabilities in growth and independence. The belief that all students with disabilities have strengths that enable them to learn and grow academically, socially and independently. The desire to seek out student strengths to leverage in the planning and instruction of students with disabilities will assist students with disabilities in developing skills to independently use their strengths and learned strategies across all academic and non-academic activities.