1662). A research project published in the journal the Future of Children reports that people who begin drinking alcohol at age fourteen or younger are approximately "four times as likely to become alcohol dependent as are those who begin drinking at age twenty or older" (Escobar-Chaves, et al
, conducted, 4,880 boys and 5,028 girls from Early Childhood Longitudinal Study-Kindergarten Class were part of a study. The dependent variables were "TV time during weekdays and weekends" and the predictor variables at the first level were "child-body mass index status, ethnicity, physical activity, motor skills" (Foley, et al
In another study, this one involving a survey that was completed by 365 pediatricians in the American Academy of Pediatrics (AAP), revealed that first of all, most pediatricians agreed with and were familiar with the three AAP recommendations. Those three are: a) limit children's media time; b) discourage any television viewing for children under the age of 2 years; and c) "encourage alternative entertainment for children" (Gentile, et al
Levermore writes in the Forensic Examiner that violent video games should be brought into the discussion as well. When it comes to terribly violent video games like "Mortal Combat" and "Grand Theft Auto: Vice City" the goal is always "murder and theft" and the skill level that these games teach children is based on a criminal code of ethics "that purports specific rules and norms" (Levermore, p
The researchers reviewed 50 sporting programs (the NFL, Olympics, NBA, NCAA College Basketball, the Rose Bowl, among other sporting events). The survey's ground rules were broken down into categories including the product that was being advertised, and "unsafe behavior" was defined as "any action that could have harmful consequences or that contravened the injury prevention recommendations of national organizations" (Tamburro, 2004, p
These programs work the child's cognitive abilities and skills in ways that help them to meet play challenges, to overcome them, and to learn the art of mastering their skills. Angela Anning and Anne Edwards (1999) say that these programs are responsive to the needs of parents whose own ability to motivate their children through the learning processes, and reflect, too, modern understanding of children and their abilities to learn (Anning and Edwards, 17)
For this reason, it becomes imperative that studies continue to go on to understand childhood development, and even before birth, the relationship between the child and the parent and, or, primary caretaker(s). Much progress has been made in the area of fetus development, and it has been established that the environment of the fetus in the womb, and external to it as it develops in the womb, have an impact on the development of the fetus (Blank, Robert H
This early prenatal relationship establishes the basis for the relationship that the parents and the child will have. Attachment Styles Attachment, says David Messer (1993), in his book, Mastery Motivation in Early Childhood: Development, Measurement, and Social Processes, begins when the child feels secure (Messer, 13)
Roskos and James F. Christie (2000) say that a child's cognitive ability lends itself to a perspective on play, on those elements of play involving how they approach it, solve the challenges that are presented to them in play, and processing information leads to mental processes that build literacy, and actually build the skills that child will rely upon in reading and writing (Roskos and Christie, 1)
"Since independence, early childhood education (ECE) in Kenya has expanded rapidly throughout the country, in the spirit of Harambee." (Myers, G
This essay will examine whether there is more recent evidence supporting a significant interaction between parenting styles and early childhood development. Contemporary Parenting Styles and Early Childhood Development An increasingly common phenomenon is families with working parents, regardless of whether the home has one or two parrents (Tong et al
Section 1 Comparing and Contrasting Educational Theories Given the significance of educational theories, this brief overview will assess, compare and contrast educational theories as underscored by Jean Piaget, Lev Vygotsky and Erik Erickson. Jean Piaget Cognitive Development Theory Jean Piaget born in Neuchatel Switzerland in 1896 was a key epistemologist (Bruno, 2008)
In this stage, the infant is conscious of the environment around him/her but the ability to be conscious of him/her self. Nevertheless, in this stage, the infant reacts instinctively to any incentive that is put to test him (Coon & Mitterer, 2008)
This is the most crucial stage in a child's life because a child who cultivates trust is free to discover and develop. The growth of trust takes place in this stage, and the trust development is founded on quality and dependability of caregivers (Cross, 2005)
Maturationists observe that there can be achievement of school readiness practices when all healthy children hold the potential to carry out activities such as counting and alphabet recitation. Encompassment of these activities is in learning of more intricate errands such as arithmetic or reading (Lenz-Taguchi, 2010)
Furthermore, Lev developed the idea of an individual's (ZPD) "zone of proximal development." Through the zone of proximal development, educators observe, look forward to and stand prepared to assist a child in her quest to become skilled at the next vital life lesson (Marsh, 2007)
In this stage, children interact with others, and it is through social interactions that children develop pride in their abilities and achievements (Bruno, 2008). Children who are commended and acclaimed by teachers and parents build up proficiency in their skills (McAdams, 2005)
Between the ages of 4 to 5 years, children obtain a sense of principle while his/her initiative is supported. During this state, a child strives to emphasize their control and power over their environment through social interactions (Miller, 2009)
Piaget theory of cognitive development affirms that a child's intellectual ability frequently advances through four diverse stages. Each stage of development passes on new aptitudes besides exceptional means of information processing and dispensing (Nevid, 2008)
The second theme in Lev education theory is MKO (More Knowledgeable Other). The More knowledge other is anyone who holds a better understanding or advanced aptitude as compared to the learner (Parke & Clarke-Stewart, 2010)