Write about the Annotated Bibliography Early Childhood Care for Psychology.
Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232.
This paper by Castel et al (2013) discusses that human beings are provided with more information than one can remember and the retention of this information is usually dependant on the ability of the individual to remember. Individuals remember information selectively based on their interest.. The crux of this paper is to examine the retention abilities among the older and the younger generation through the selective review of information in the face of unrestricted choices in the form of time allocation through a novel self-regulating paradigm. It has been found that self-paced studies are entailed in enabling the people to structure how long they will be engaged in the study. On the other hand, there is self-regulated study that informs the people to select the kind of information that is needed to do the study and determines the length of the study. It has been argued by the authors that in the real world the way we imbibe new information is usually under our control. This is redolent of the importance of human agency in controlling and monitoring our memory regarding the kind of information that we wish to retain. Given there is additional or supplementary study time, it can increase learning and minimize the age-related deficits in the performance of memory. Younger adults and the older adult study the selection of word pairs that have different range in terms of difficulty for learning following the participants had examined and engaged in formative judgments of learning concerning these word pairs. In case of the older adults it was found that they took greater time to remember the word pair compared to the younger adults. However, both took a considerable amount of time to study the word pairs. Although there has been a large number of study has focused on the aspect of the differences in age in self-in terms of the paced learning concerning remembering the difficult items, there has been limited research concerning the age-related differences in terms of self-regulated learning. The main idea that has lingered with the author is whether the older adults are equally capable of remembering and retrieving information given the age-deficit. The authors further discuss about the characteristics of self-regulated learning. It has been found that self-regulated learning is concerned with the less constrained learning environment that would allow people to select about how they long they would need to study. Studies in this thread have found that older adults are engaged in the selective optimization with compensation as a strategy to retrieve high-value information. It has been argued by the authors motivational factor selectively involve emphasizing on the high-value information at the same time obstructing access to the lower value information or subordinate information as against more peripheral information. Older adults have the capability of retrieving more high value information and metacognitive learning abilities are evident in case of the adults. The highlight of the study is important as it allowed to understand the time taken by the older adults to retrieve information and the significance if the compensatory processes and strategic processes that enable the adults to retrieve information in the face of age-deficit. The authors exhorted that older adults require a compatible learning environment that would promote their learning process and facilitate in the retention. One shortcoming of the study is concerning with the ethical issue of paying the participants to elicit data for the research. This paper will be particularly helpful in understanding the memory retrieval among the older adults as compared to the younger adults.
Shonkoff, J. P., Duncan, G. J., Fisher, P. A., Magnuson, K., & Raver, C. (2011). Building the brain’s “air traffic control” system: how early experiences shape the development of executive function. Contract, 11.
This paper is concerned with the understanding of air traffic and the skills that are developed though practice and are fostered through experience. The activities of being able to focus on something, retain, process the information and work with the information and simultaneously filter distractions is analogous to having an air control traffic. As argued by the authors, the air control traffic in our brain is known the executive system. It embodies arrange of skills that enables in focusing on multiple sources of information during the same, keep a tab on the errors, adopt decisions that in the face of available information and the revision of the plans in case there are unnecessary components . Another aspect of the executive function is that it helps in eliminating frustration or exasperation and prevent the brain from seeking hasty decisions. The authors emphasize the need to strengthen these aspects on executive function as it contributes to the building block of development of the early years of childhood. It further provides the opportunity to foster these rudimentary capacities with the aim of healthy and critical development during the adolescence and middle childhood. Some of the dimensions of executive functions are a working memory, inhibitory control, and cognitive or mental flexibility. Working memory connotes the capacity to hold and manipulate the information for a limited period of time. It provides a platform or base for placing the information so that those could be utilized later in the everyday activities of the individual. The highlight of the working memory is that it enables children to retrieve the information and link information of one paragraph to the next. The second element of the executive function is inhibitory control that is concerned with the ability of mastering the skills to master and filter the information with the aim of resisting the impulses, avoiding distractions and adopting habits to pause and reflect. Inhibitory control makes it possible to control and focus , sustain attention and engage in prioritization during action. The children to take decisions on waiting when they are called during the situation when they are aware about the answer deploy these skills. The third elements of executive functions are cognitive or mental flexibility which refers to the capacity of the brain to switch gears and adapt to the changing demands, perspectives and priorities. This third element is concerned with the ability to stay on track. As per the findings and views of the author, children who has experienced trauma or had a difficult childhood are prone to be deficit in executive functions. Neglect during childhood and abuse have been understood as important reasons for contributing to the rupture in the development of executive functions. For example, children who became a victim of substance abuse during childhood have greater tendency for the low development of executive functions. The authors argue that the healthy development of executive functions can be supported by skills and specialized training. Pre-school interventions can be effective in fostering the development of executive functions. The methodology for this study is critical review of literature. The highlight of the study is that the authors recommend suggestions that help in the development of executive functions. Kindergarten and the early elementary school teachers can play an instrumental role in this endeavor. The shortcoming of the study is that it completely relies on secondary data research and the deployment of primary data research could have been more insightful to understand about elementary functions. This paper will be useful in understanding the role of executive functions in the early childhood learning.
Using Bloom’s Taxonomy Questioning to Extend Preschoolers’ Thinking | NAEYC. (2018). Naeyc.org. Retrieved 26 April 2018, from https://www.naeyc.org/resources/pubs/tyc/oct2015/using-blooms-taxonomy-questioning
In this paper, Mufson and Strasser discuss about the adoption of Bloom’s taxonomy in pushing the boundaries of pre-school thinking. The authors argue that it is imperative to ask important questions to children so that they are compelled to push their thinking horizon and support them in learning and thinking critically. Enquiring about basic information would compel children to retrieve the information. As per the argument of the authors, remembering the information should be the foundation for the children. Before remembering the information, the children needs to understand the core if the information. This can be done through creating a solid base that would comprise of knowledge. However, in case of pre-schoolers learning, the process of learning is complex. The authors have deployed Bloom’s Taxonomy that includes six levels of questioning-These are remembering, analyzing, applying, synthesizing and evaluating. Bloom’s taxonomy was revised in the year 1990s and it has made more relevant in the 21st c. for the learners. Bloom’s taxonomy was revised in the 1990s and is now known as the Revised Bloom’s Taxonomy which is considered to be more relevant for the learners. The team of this taxonomy have added a new level of creating, questioning and synthesizing. The method used in the Bloom’s taxonomy involves asking students high-level questions and documentation of each of the answers. It is important to enquire from the child, the strategy she or he has used in understanding a concept. Towards the end of the year, the children are asked the same questions. This enables the teacher to think about their growth as well as hers. The teacher then engage in the introspection regarding the progress of the children’s studies and this enables the teacher to reflect on the growth and holistic development of the child. This type of high-level thinking enable the teacher to understand herself better. It is important for the teacher to ask questions that promotes the higher level of thinking. Firstly, it is important to write questions on the index cards at each level. This is to be followed by colour-coding each of these levels. The idea is to select children’s favourite stories and create questions deploying the Bloom levels of questioning. The highlight of the Bloom’s taxonomy is that at each level the questions become difficult and demands deeper and reflective thinking for the child before s/he can respond. The authors argue that most the 3 year old are concrete thinkers that indicate their speech and the range of their thinking is quite literal at this stage. According to this concept, many 3-year old and 4-year old will be able to understand the abstract concepts that consist of the higher levels of learning like questioning, analyzing, creating and evaluating. The shortcoming of the study is that it completely relies on review of literature. It could have made use of primary data research to provide a more insightful understanding. This paper is important for raising awareness about the ways in which children learn and the techniques of fostering critical thinking among children.
All these articles argue about memory retention and the ways to enhance progression in children from lower to the higher order of thinking. The central feature of executive function si to allow the people to filter, focus and concentrate on objects. Research has demonstrated that people have the ability to retrieve high-value information and it is usually more prominent in the older adults. These control-processes are informed by the goals and objectives of the individual. There has also been discussions on the agenda-based self-regulated learning. Older adults demonstrate the capability to retrieve high value words through index, selective memory of high-value words and placing lower importance to lower value words. Older adults are likely to retrieve less information, however they are more likely adopt strategic processes that involve the technique of metaognition in the study of appropriate numbers and allocation of adequate time for the retention of high-value words that are associated with the aspects of self-regulate learning. Older adults may find difficulty in retrieving in case they are not aware of the sufficient time required for the study.To promote the development of executive functions, children should be nurtured in a creative and constructive environment. As neglect has been identified as a cause of the rupture of executive functions, it is important fror the kindergarten teachers to ensure that the children are apid attention and are proptery taken care of. In addition, to promote abstract think and foster the seed of critical thinking in children it is important for the teachers to ask questions to children and increase the difficulty of the questions on a gradual basis. There can be self-related learning that takes place in a compatible environment. Since older adults take more time to learn, therefore, it is important to foster the development of executive functional learning among children so that they are able engage in critical thinking and eliminate the barriers that impede in their process of ascertaining and deciphering the environment, concept and contents of a module.
References
Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232.
Shonkoff, J. P., Duncan, G. J., Fisher, P. A., Magnuson, K., & Raver, C. (2011). Building the brain’s “air traffic control” system: how early experiences shape the development of executive function. Contract, 11.
Using Bloom’s Taxonomy Questioning to Extend Preschoolers’ Thinking | NAEYC. (2018). Naeyc.org. Retrieved 26 April 2018, from https://www.naeyc.org/resources/pubs/tyc/oct2015/using-blooms-taxonomy-questioning
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