Living and Learning with Down Syndrome

Chapter 7 - Religion and Guilt in Childhood

Artistic culture as a foundation for the spiritual and cognitive development of students.

Youth dress, influenced by commercialism, impacts students' attitudes and behaviors in public schools. This article reports quantitative data and qualitative data on Black educators' views on student dress and behavior, including the use of uniforms. Findings indicate that educators support the use of school uniforms because they believe that uniforms reduced the risk of both psychological harm and school related problems. Younger students (sixth graders) agreed with the educators while the older students disagreed. These findings generally reflect the views of many educators who are grappling with effective strategies to reduce dress-related problems among youth in public schools. Children and adolescents are socialized around dress across several settings such as the family, school, marketplace, workplace, and others. Research has been conducted on dress socialization and its influence on children's development and has identified many dress-related challenges and problems within these various contexts (LaPoint, Alleyne, Lee, & Mitchell, 2003). Many public schools, especially at the elementary and middle school levels, have begun to implement student uniforms in an effort to promote student health and safety (Lopez, 2003). Very little empirical research exists on the effectiveness of school uniforms on student achievement and social competence. Moreover, little research exists in educators' views on the nature of dress-related problems at school, especially the views of educators of color (LaPoint et al., 2003). This article reports qualitative and quantitative data on Black educators' views on dress and behavior in a public middle school in a large Northeastern city. It is part of a larger study on youth dress and behavior and includes data collected from students (LaPoint et al., 2003). The article includes a literature review, a description of the study including the sample and methods, analysis and findings, and implications for further research, policies, and programs relating to the use of uniforms in public schools. LITERATURE REVIEW While literature on student dress and behavior in public schools often cites educators' views on youth dress and behavior in public schools, it is often anecdotal (LaPoint et al., 2003). The literature generally focuses on educators' (e.g., teachers, administrators, staff) views of challenges of youth dress to classroom and school behaviors and the solutions to theses challenges, including the use of uniforms (King, Walker, & Minor, 2002; King, 1998; LaPoint et al., 2003; Lopez, 2003; Mitchell & Knechtle, 2003). Research and reports are inconclusive about the positive impact of uniforms on various academic and academic-related behaviors (Brunsma & Rockquemore, 1998; LaPoint et al., 2003). Moreover, some research indicates mixed support for the use of uniforms in public schools (National Association of Elementary School Principals, 1998) even though the federal government issued guidelines encouraging the use of uniforms in public schools (U.S. Department of Education, 1996). Finally, the literature, generally does not relate commercialism influences on youth dress in schools to broader commercialism influences in other settings (LaPoint & Alleyne, 2001; LaPoint et al., 2003). The present study provides empirical data, both quantitative and qualitative, on educators' views on the use student uniforms in one public middle school. It also provides data on educators' views about commercial influences on students' attitudes and dress in the school and other socialization settings. THE RESEARCH STUDY The study used two approaches to obtain educators' views on student dress and behavior in a public middle school in a northeastern U.S. city. The first was a survey that examined Black educators' attitudes toward dress and behavior among students. These data were compared with the data obtained from all students in the school (grades 6, 7, and 8). …

This research examines English vocabulary acquisition among kindergarten students through nursery rhymes within the Indonesian educational context, integrating psycholinguistic theories including Chomsky's Universal Grammar, Krashen's Input Hypothesis, and Piaget's Cognitive Development Theory. The study addresses two primary questions: (1) What types of vocabulary are acquired by Al-Azhar Kindergarten children through nursery rhymes? (2) How are certain vocabulary types more frequently acquired through nursery rhymes? The research objectives are to identify and categorize vocabulary types acquired and indicate vocabulary acquisition patterns related to children's cognitive development stages. Employing a qualitative approach, this study observed 25 kindergarten students aged 5-7 years from Al-Azhar Syifa Budi Parahyangan Kindergarten, Padalarang, West Bandung, using purposive sampling. Data collection utilized observational protocols, video recordings, and post-test assessments conducted over four weeks, with each week introducing a different nursery rhyme: "Vegetable Song," "I'm Thirsty!" "Fruit Song," and "Open Shut Them." Songs were presented during daily circle time, with supplementary learning activities on Tuesdays and post-test evaluations on Fridays using flashcard-based verbal identification. Results demonstrate distinct acquisition patterns aligned with Piaget's Preoperational stage framework. Concrete nouns representing tangible objects (vegetables, fruits, beverages) and action verbs achieved significantly higher acquisition rates, compared to abstract adjectives which require more complex cognitive processing. Kinesthetic approaches, particularly in "Open Shut Them," proved exceptionally effective, achieving high mastery by pairing linguistic input with physical actions, thereby transforming abstract vocabulary into embodied learning experiences. The study concludes that nursery rhymes' melodic structure, rhythmic patterns, and repetitive nature provide comprehensible input at students' "i+1" level, facilitating subconscious language acquisition through multisensory engagement. Vocabulary development is significantly influenced by environmental exposure, experiential learning, instructional tempo, and developmental appropriateness. These findings validate music-based pedagogical strategies that leverage repetition, physical engagement, and contextual relevance for optimizing vocabulary retention among young English learners in Indonesian kindergarten contexts. Keywords: Vocabulary acquisition, Nursery Rhymes, Second language acquisition, Psycholinguistic

This paper is an attempt to place Piaget into an historical context. Underlying this attempt is the assumption that one's total grasp of Piaget's theory depends upon a consideration of those cultural, historical and philosophical forces influencing him. It is a look at “Piaget, the phenomenon” as opposed to “Piaget, the man.” Beginning with classical philosophical dichotomies and moving to modern world views, the article posits that Piaget's theory is a synthesis of the evolutionary - dialectical continuum. Man's vision of the world and of the idea of change is dealt with so as to arrive at what might be called the “general influences” on Piaget. The author realizes the pitfalls inherent in inferring the influences a particular philosopher, psychologist — or any other person for that matter — has on some other. While the author does not summarily presume that history has determined Piaget's theory, he does suggest with substantiation that it is not unreasonable to place Piaget within the context of the history of ideas. After discussing those influences, the author describes specific elements of Piaget's stage concept of development and how Piaget, as a philosopher, psychologist and biologist, promulgates those stages. The final section of the article poses the possibility that Piaget's abstract operational stage (Stage IV) need not be the final stage of cognitive development.

Prior research with the Shifting Boundaries (SB) prevention program suggests that it can prevent adolescent relationship abuse and sexual harassment. We assessed the relative impact of a combined set of SB classroom (SBC) and SB building (school-wide; SBS) interventions on adolescent relationship abuse and sexual harassment outcomes when the program is delivered to all three grades in a middle school (full saturation) compared to when only two or one of the three grades receive it. We randomly assigned 23 middle schools (1,764 students) in New York City to varying saturation levels of SB: 6th grade only, 6th and 7th grade, or 6th, 7th, and 8th grade. Providing SB to only one grade level does just as well at preventing peer violence and adolescent relationship abuse as treating multiple grades. However, there was evidence that additional saturation led to sexual harassment reductions. Schools that delivered SB to 6th and 7th graders (compared to just 6th graders) reduced sexual harassment victimization 6 months post-treatment. The results largely support a minimalist approach, in that SB may be effective in preventing peer violence and adolescent relationship abuse outcomes by delivery to one grade level. However, there is a need for more research to continue exploring the potential benefits of a saturated delivery of SB across all grades, building on our finding that 6th and 7th grade implementation of SB was more effective at reducing sexual harassment than 6th grade only implementation.

The problem background of this article discusses progress in human life and other organisms, from the beginning of life to changes in the life cycle. The term cognition Refers to mental processes in the human mind, important for understanding the world and interactions with the environment. Jean Piaget highlighted how children build understanding through stages of cognitive development. The Independent Curriculum and Christian religious education provide a relevant context for discussing education and holistic individual development. The method used in this article is library research, namely collecting data from various literature related to research. The stages of literature study include preparing equipment, making a bibliography, managing time, and reading and recording research materials. Data was collected through searching for sources from various media such as books, journals and previous research, with critical and in-depth explanations to support arguments and ideas. The result of this article is that cognitive development is influenced by different stages. Children think differently at each stage, for example from sensorimotor to formal operational. The Freedom to Learn curriculum can integrate Piaget's theory in Christian religious education with a focus on direct experience, critical questions, constructive activities, and stages of cognitive development. This helps students understand and process information better.

Abstract
 The purpose of this paper is to identify Riley’s cognitive development and the factors that influence the process. Riley was the main character of Pete Docter’s movie: “Inside Out” where the researcher took data from. This is an animated movie that describes the development process and way of thinking of every human being so that it will form a character and action. In this qualitative study, the researcher used the Psychology of The Child theory by Jean Piaget (1969). The data used in this study is a movie script and the movie. The researcher found that the main character, Riley Andersen, has several stages of cognitive development based on her actions and experiences. Furthermore, there are factors that influence the cognitive development process in Riley. Finally, the researcher found four stages and factors that influence Riley’s cognitive development process. The process of cognitive development can be seen from Riley’s actions when she was born until she grew as a good child.
 
 Keywords: Child psychology, Jean Piaget Psychology of The Child, Cognitive Development, The Stages of Cognitive Development

684 LANGUAGE, VOLUME 74, NUMBER 3 (1998) A Russian-English collocational dictionary of the human body. By Lidua Iordanskaya and Slava Paperno; English equivalents by Lesli LaRocco and Jean Mackenzie; ed. by Richard L. Leed. Columbus, OH: Slavica Publishers , 1996. Pp. xxvii. 418. This dictionary contains 73 entries in 418 pages. The aim 'is to present all the information necessary for the correct use of the ... Russian words and expressions' (v). While the primary audience is people learning Russian, it should also be of interest to researchers in Russian and to lexicographers. Sixty-five headwords refer to body parts, including external body parts (e.g. 6edpo 'hip', auuji 'face'', pyica 'arm, hand'), external phenomena (e.g. ôopoda 'beard', eoAOCbt 'hair'), bones (KAK>Huu,a 'clavicle', AonamKa 'shoulder blade'), and organs (cepdufi 'heart', oxenydoK 'stomach'). Three describe emissions (¡cpoeb 'blood', nom 'sweat', cne3a 'tear' ), three describe 'emissions of emotional states' (cMex 'laughter', yAbtÔKa 'smile', xoxom 'loud laughter') and two describe the voice (zoaoc 'speaking voice', zoaoc 'singing voice'). Each entry begins with the headword, translation equivalents, and examples followed by comments on 'Style' when not neutral (e.g. colloquial, rude, technical ). Next come 'Semantics', 'Morphology', and 'Syntax' sections. 'Semantics' presents a basic definition , uses of the word with animals, and related meanings (including metaphorical meanings). 'Morphology ' includes morphophonemic and morphological information. 'Syntax' includes information on use with possessors and restrictive modifiers. These are followed by 'Lexical relationships' and finally by 'Sample texts' . 'Lexical relationships' is the core of each entry. This section begins with related forms including synonyms , diminutives, augmentatives, syntactic derivatives (usually adjectival forms), hypernyms (parts of x), and hyponyms (what ? is a part of). These are followed by collocations listed under general headings like 'appearance, conditions and sensations', and 'movements'. Individual collocations frequently include comments or examples. A preface and foreword provide a good introduction to the dictionary as well as to general problems faced by lexicographers and how many can be resolved by collocational information. The dictionary is ofparticular use to those learning Russian. Itindicates, for example, that axydoe nuup is a 'thin face' while xydbie ôedpo are 'bony hips'; a 'bony face' is KocmnHeoe Auup. A ?µa,? can also be moAcmoe 'fat', MÏÏcucmoe 'fleshy' or nyxAoe 'plump'. For lexicographers, the dictionary shows how collocational information can help differentiate synonyms . For example, while 6K)cm 'breast' refers specifically to outward appearance, zpydb 'breast' has a more general meaning as shown by the collocation KopMumb zpydbR) 'to breastfeed' (*Kopjnumb 6K)cmoM). This emphasis on collocations explains the decision to differentiate headwords like naneu,1 'finger' and naneu} 'toe': they exhibit different collocational relationships. It probably also explains the inclusion of technical words like Kucmb 'hand' which is synonymous with the more common pyica 'arm, hand' but is used in far fewer collocations. My criticisms are minor. Examples of different types of restrictive modifiers (relative clauses, participles , adjectives) in 'Syntax' are apparently random. Some of the choices of headwords seem idiosyncratic . Forexample, muKonomrca 'ankle' is included while the more common nodbiXKa 'ankle' is not. The headwordnodotuea 'sole' is a synonym ofcmynniP ·, not cmynnH^. Some of die text in the foreword (xix) has been omitted. These problems, however, should not detract from its value to students of Russian and to lexicographers. [John M. Clifton, University ofNorth Dakota/Summer Institute ofLinguistics .] Language in cognitive development: The emergence of the mediated mind. By Katherine Nelson. Cambridge: Cambridge University Press, 1996. Pp xiv, 432. Cloth $49.95, paper $19.95. Nelson's central argument is that as the young child leams to master the full range of representational and communicative uses of language, she progresses through different stages of cognitive development. N's theoretical approach to cognitive development is experiential. Within this approach, the child is viewed as an 'acting and interacting person ' (4) who derives knowledge 'from action in the world, from perception, from biological dispositions to organize patterns of experience in specific ways, from social interactions and activities, and from cultural arrangements' (6). Based on findings from her own research and that of others, N shows that cognitive development is crucially dependent on the acquisition of specific linguistic categories and concepts, and speech genres. According to N, children begin constructing...

Contraceptive decision-making in urban, black female adolescents: its relationship to cognitive development

Traditional reinforcement learning (RL) models like Deep Q-Networks (DQNs) often lack human-like capabilities such as multi-timescale memory, adaptive plasticity, and cognitive developmental stages. We introduce ARDNS-P-Quantum, an enhanced version of the Adaptive Reward-Driven Neural Simulator with Piagetian Developmental Stages (ARDNS-P), integrating quantum computing to improve action selection. Using a 2-qubit quantum circuit with RY rotations and 16 shots, ARDNS-P-Quantum leverages a dual-memory system and Piaget's developmental stages to achieve superior performance in a 10×10 grid-world. Over 20,000 episodes, ARDNS-P Quantum attains a 99.2% goal-reaching success rate (vs. 91.9% for ARDNS-P and 84.5% for DQN), reduces steps to goal to 33.3 (vs. 149.2 for ARDNS-P and 72.1 for DQN), and increases mean rewards to 9.1169 (vs. 9.12 for ARDNS-P and 3.2207 for DQN) in the last 100 episodes. The quantum circuit design, with fewer shots and optimized depth, enhances exploration efficiency. This framework bridges RL, neuroscience, developmental psychology, and quantum computing, offering a scalable approach for human-like learning in dynamic environments.

Moral and prosocial behavior determines our relations with other people. Martin L. Hoffman’s concept of the link between empathy and the universal stages of moral development focuses on the development of empathy, guilt and moral internalisation. Hoffman claims that cognitive development is closely linked to the development of empathy and to the development of moral sentiments in particular. Semantic processing requires more skills than mimicry, association or conditioning. There are five stages in the parallel cognitive and empathy development in children: a newborn’s reactive cry, egocentric empathic distress, quasi-egocentric empathic distress, veridical emphatic distress and empathy for another’s experience beyond the immediate situation. Role-taking provides a substitute emotional experience by putting oneself in the other’s place. The role-taking ability is the social-cognitive process which indicates that a given person is able to enter into another’s thoughts, feelings and intentions. The activity is based on the observation of real life (culture) and the scenarios help understand sociocultural conventions. Drama in education offers an opportunity for children to understand and recognize the emotions and mental states of other people. The most valuable feature of drama is that it helps develop theory of mind and children can learn to narrate and dialogue. As a result, a game takes on a new significance.

This study examined three issues in adult moral development: (a) the relationship between cognitive and moral development; (b) the relationship between social experiences and rate of moral development; and (c) sex differences in moral orientations. Participants were university employees and their spouses. These 62 adults completed a questionnaire regarding social experiences in various areas of their lives. Later they were interviewed to determine their stages of cognitive and moral development and their moral orientation. The results indicated that cognitive development is a necessary but not sufficient condition for moral development. The social experiences that best predicted moral maturity were level of education and extent of joint household decision-making. Little support was found for the notion of sex-related orientations to morality

Gender-stereotyped toy design has long influenced children's cognitive development and socialization processes. Grounded in Piaget's cognitive development theory and Vygotsky's sociocultural theory, this study systematically examines the theoretical foundation, design principles, and social value of gender-neutral toy design. Through literature review, we analyze the relationship between children's cognitive development stages and toy design. Case studies of internationally renowned toy brands provide practical insights, while surveys and in-depth interviews capture feedback from parents, educators, and children regarding gender-neutral toys. The research identifies four core principles for gender-neutral toy design: 1) developmental stage appropriateness, 2) open-ended play functionality, 3) neutral sensory experience, and 4) inclusive narrative design. Empirical evidence demonstrates that toys incorporating these principles significantly expand children's play options, enhance comprehensive cognitive development, and foster gender equality awareness. However, the study also highlights practical challenges including market inertia and parental cognitive biases that must be addressed for widespread adoption. This research provides both theoretical framework and practical guidance for innovative toy design, offering substantial implications for promoting educational equity and advancing the toy industry's transformation toward greater inclusivity.

This study aimed to investigate the longitudinal effects of teacher characteristics on students’ achievement goals through the mindset of students in the transition period from elementary to middle school. Data from 6414 students from KELS 2013 years 1-3 were used. Preliminary analysis and structural equation modelings were conducted to test the hypothesized model. The results showed that, first, teacher support and teacher enthusiasm perceived by 5th grade had a positive effect on growth mindset and a negative effect on fixed mindset in 6th grade. Second, teacher support perceived by 5th grade directly affected the mastery and performance approach goals of 1st grade of middle school, and teacher enthusiasm directly affected only the mastery approach goal. Third, growth mindset in 6th grade had a positive effect on mastery and performance approach goals of 1st grade of middle school, and fixed mindset had a negative effect on mastery approach goal and a positive effect on performance approach goal. Fourth, the mindset partially mediated the effect of teacher support and teacher enthusiasm perceived by 5th grade on the achievement goals of 1st grade of middle school. This stud y identified the importance of positive teacher characteristics in the school setting and expanded the understanding about performance approach goal factor, which has been inconsistent views.