cognitive development middle childhood

concrete operational stage

active and appropriate use of logic, able to decenter

metalinguistic awareness

understanding of ones own use of language

bilingual language development

greater cognitive flexibility, solve problems with more creativity and versatility, higher self-esteem

adults support second language development

provide consistent language exposure, encourage practice/interaction, create positive and supportive learning environment

2 way immersion

students taught in both native and target language

full immersion

surrounded by target language in every aspect of life

partial immersion

day divided by native and target language

emotional intelligence

set of skills that underlie the accurate assessment, evaluation, expression, regulation of emotions

does being older benefit child’s learning

no

evidence school matters

school cut-off technique, children learn more during school year than summer

skills for reading

alphabet/vocab knowledge, engagement persistence, background knowledge, narrative structure, letter-sound correspondence, phonological awareness, print concepts

up to 1st grade reading

prerequisites for reading

1-2nd grade reading

foundational knowledge to sound out words/blend letters together

2-3rd grade reading

read aloud fluently, may still work on meaning

4-8th grade reading

use reading as means to learn

whole language approach

learn to read through exposure, guess meaning of word, sight words

code-based approach (research backed)

print has meaning, phonics important until children become fluent readers, reading should be intentionally taught

teacher expectancy effect

what teachers communicate to students is related to ways they behave

assimilation

melting pot unified culture

multicultural

pluralistic society, bicultural identity