Skills Promoted to Aid Learning Amid Adversity

Autor/in	Sparks, Sarah D.
Titel	Skills Promoted to Aid Learning Amid Adversity
Quelle	In: Education Week, 32 (2013) 19, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Disadvantaged Youth; Stress Variables; Family Problems; Poverty; Child Neglect; Learning Processes; Context Effect; Agency Cooperation; Resilience (Psychology); Self Control; Cognitive Processes; Problem Solving; Cognitive Science; Executive Function; Holistic Approach; Child Development; Early Childhood Education; Models; Government School Relationship; Theory Practice Relationship; At Risk Persons; Washington + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Familienkrise; Armut; Kindesvernachlässigung; Learning process; Lernprozess; Selbstbeherrschung; Cognitive process; Kognitiver Prozess; Problemlösen; Kognitionswissenschaft; Holistischer Ansatz; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analogiemodell; Theorie-Praxis-Beziehung; Risikogruppe
Abstract	Poverty, neglect, or family stress can make it especially difficult for young children to develop the self-discipline and habits of mind they will need to succeed in the classroom and beyond. Armed with research and a commitment to the whole child, Washington state has transformed the way its agencies work together and in partnership with researchers to address the effects of early adversity on learning and to help disadvantaged children build resiliency and other so-called executive-function skills they need to learn and grow. In the process, officials hope to create a national model for rapidly translating new research in fields like cognitive and neuroscience into usable practice. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10