Article

Child Speech Development at Pre-school and at School: Aspect of Successive Learning

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  • Rīga Teacher Training and Educational Academy
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Abstract

Child Speech Development at Pre-school and at School: Aspect of Successive Learning

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... It is at this age that a child discovers the world and learns to live in it physically, emotionally and socially. For this reason, during the speech development process the choice of learning contents as well as the teaching methodology and the achievement assessment system must be well thought through (Anspoka 2011). ...
Book
Award-winning brain research expert David A. Sousa explains current research on how the brain learns language and provides strategies for teaching English language learners.
Article
How children learn mathematics has been the focus of research for many years. The research base has developed with theories from mathematics education, educational psychology and cognitive psychology (e.g. Geary, 1990; Ginsburg, 1997; Rousselle and Noel, 2007; Wright, 1994). Math educators have used this research to help guide instructional practices and to help them make sound instructional decisions. Recently, brain-imaging technology has brought the field of neuroscience into the study of teaching and learning mathematics. Imaging technologies have allowed scientists to determine which areas of the brain are active when the mind is engaged in mathematics. This technology has given researchers and educators a new piece of the learning puzzle. It is now possible to compare learning theories in mathematics to neurological analyses of how the brain physically functions while it is doing mathematics. In this book David Sousa links research and theory in mathematics teaching and learning to emerging research in neuropsychology. He reviews knowledge of the human brain's evolution and physiology, as well as current theories about teaching and learning and merges that knowledge with new information from brain imaging. In the first two chapters of How the Brain Learns Mathematics, Sousa traces a genetic history of number sense using research from cognitive science and psychology. He begins with the assertion that people have an innate number sense (p.9). He cites experiments, such as infant gaze studies that suggest a basic and innate sense of number. In these gaze studies, babies are shown images of sets of two objects and sets of three objects. The babies consistently look for longer periods of time at the sets of three objects. This finding indicates that babies can detect differences in quantity at very early ages. Mathematics may be viewed as a subject learned in school but this
Article
The purpose of this article is to provide an overview of fluency development and focus on instructional approaches that are intended to improve fluency that go beyond the most frequently recommended strategy of repeated readings. Repeated reading is the most recognized approach for developing fluency, and although repeated readings have shown successful results in developing students' fluency, continual reliance on repeated readings without appropriate guidance and support can lead to diminished student engagement. Providing students with varied opportunities to practice and acquire fluency will enhance their active participation in fluency instruction and engage them in reading for multiple purposes. This article provides an overview of fluency instructional methods that go beyond unassisted and unguided student reading practice.
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  • Professor
Professor, Doctor of pedagogy science (Dr. paed.) Zenta Anspoka Riga Teacher Training and Education Management Academy, Latvia Imantas 7. līnija 1, Riga, phone: +3717808081, zenta.anspoka@rpiva.lv, phone:+371 29184091
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Rēzeknes Augstskolas starptautiskās zinātniskās konferences materiāli. 2. daļa. [Writing Skills At Pre-school and At School: Several Problems and Solutions of Successive Learning. Society. Integration. Education. Rezekne Higher Education Institution
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Dzintere, D., Stangaine, I. (2007) Rotaļa -bērna dzīvesveids. [The Play -A Child' s Lifestyle] Rīga: RaKa. (in Latvian).
). [Child Language and Speech Development at Pre-school and at Early School Age
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Svence, G. (2011). Bērna valodas un runas attīstība pirmsskolas un jaunākajā skolas vecumā. Zinātniski metodisks izdevums TAGAD, 1(6). [Child Language and Speech Development at Pre-school and at Early School Age] (in Latvian).
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Rakstpratība pirmskolā un skolā: dažas pēctecības problēmas un risinājumi. <i>Sabiedrība. Integrācija. Izglītība. Rēzeknes Augstskolas starptautiskās zinātniskās konferences materiāli. 2. daļa.</i> [Writing Skills At Pre-school and At School: Several Problems and Solutions of Successive Learning
  • Z. Anspoka