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Modules 6,7 & 8

  Module 6 Article Summary: Emotional Intelligence and Child Development The article I reviewed is The Emotional Intelligence of Preschool Children: Associations with Social–Emotional Competence by Denham et al. (2012). The article discusses how emotional intelligence develops in young children and how it relates to their ability to interact socially, manage emotions, and build relationships with peers and adults. Emotional intelligence refers to the ability to recognize, understand, express, and regulate emotions in oneself and others. The authors explain that children who develop stronger emotional intelligence skills tend to show higher levels of social competence and better emotional regulation. One of the main ideas presented in the article is that emotional intelligence plays a major role in children’s social interactions. Children who can recognize emotions in themselves and others are more likely to respond with empathy and communicate more effectively with peers. For exam...
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Module 4 & 5

   Module 4 Article Article: Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83 (5), 1762–1774. https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2012.01805.x Summary: This study examined how both the amount and quality of language that parents use when speaking to children influence vocabulary growth. The findings showed that while the quantity of words children hear matters early on, the quality of language, such as diverse vocabulary and complex sentence structure, becomes increasingly important for later vocabulary development. Connection to Chapters 6 & 7: In Chapter 6 , Siegler et al. (2024) explain that language development depends heavily on environmental input, particularly child-directed speech. This article directly supports that idea by showing that the richness of parental language influences vocabulary expansion. The textbook also discusses f...
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Module 3 Article

  1. Purpose of the Study The study investigates how infants’ own motor experiences (their ability to act) influence their perception of others’ actions . Specifically, the researchers asked whether allowing 3-month-old infants to perform reaching movements would improve their ability to understand goal-directed actions in other people (Sommerville, Woodward, & Needham, 2005). 2. Methodology Participants: 3‑month-old infants Experimental design: Some infants were given “action training” with Velcro mittens to reach and grasp objects, while others did not receive this training. Measurement: Researchers observed whether infants showed goal understanding by tracking looking times when they watched others reach for objects. 3. Key Findings Infants who had the motor experience (mitten training) were better able to perceive the intentions behind someone else’s reaching actions . Infants without prior action experience did not show the same understanding. This suggests that experi...
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Module 2 Article

 Article Module 2-  Article Breakdown: Preterm Birth and Long-Term Cognitive Outcomes 1. Purpose of the study The article examines how being born moderately preterm (before 34 weeks of gestation) affects cognitive development as children grow. The goal is to see if early birth has lasting effects on skills like language, memory, and problem-solving at school age. 2. Key findings Children born preterm are more likely to experience cognitive challenges compared to children born full-term. Difficulties include working memory deficits, slower language development, and general learning delays . These effects are long-term , persisting into elementary school years. 3. Biological explanation Brain development accelerates in the last weeks of pregnancy, particularly in areas like the prefrontal cortex and hippocampus , which are important for memory, planning, and attention. Being born early interrupts this development, which explains why preterm children may struggl...
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Analyzing a Research Article

Article Title: Young Children’s Transmission of Information Following Self-Discovery and Instruction Authors: Karadağ, D., Bazhydai, M., & Westermann, G. Year:  2025 Journal: Frontiers in Developmental Psychology Purpose of the Study: The purpose of this study was to examine whether young children are more likely to pass on information they learned through self-discovery or information that was directly taught to them. The researchers also wanted to see if this preference changes with age. Participants: The study included 82 children from the United Kingdom. There were two age groups: 41 two-year-olds and 41 five-year-olds. All children were typically developing. Method: Children were introduced to novel objects (wooden boxes) that had different functions. They learned how the objects worked in two different ways: either by exploring the object on their own or by watching an adult demonstrate how it worked. Afterward, the children were asked to teach a new person how the obj...
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Article Scrapbook Entry #1

  Article Summary Karadağ, D., Bazhydai, M., & Westermann, G. (2025). Young children’s transmission of information following self-discovery and instruction. Frontiers in Developmental Psychology This research article examines how young children (ages 3–6) share and transmit information they have learned either through self‑discovery or through adult instruction . The study compares how well children remember and communicate new information depending on how they first encountered it,either on their own or via guidance. The results showed that both self‑discovery and instruction can lead to effective information transmission, but patterns varied depending on the type of task and context. Overall, the study suggests that learning contexts shape not only what children learn, but also how they communicate what they’ve learned to others .
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