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7.7: Conclusion

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    278471
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    What We've Learned

    Cognitive and language development are vital aspects of a child's growth, significantly impacting their academic performance and social interactions. Recognizing the characteristics and milestones associated with different age groups allows educators and caregivers to support children's learning effectively and create an environment conducive to cognitive and language development.


    References

    1. Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207–245.
    2. Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman.
    3. Buckley, D., & Budzyna, D. (2017). The Whole Child: Development in the Early Years. Retrieved from CC BY-NC-SA License.
    4. Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70(3), 636–644.
    5. Bialystok, E., Craik, F. I. M., & Freedman, M. (2007). Bilingualism as a protection against the onset of symptoms of dementia. Neuropsychologia, 45(2), 459–464.
    6. Bialystok, E., Martin, M. M., & Viswanathan, M. (2005). Bilingualism across the lifespan: The rise and fall of inhibitory control. International Journal of Bilingualism, 9(1), 103–119.
    7. California Department of Education. (2000). Ages and Stages of Development: Care About Quality.
    8. Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
    9. Cummins, J. (1979). Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question, and Some Other Matters. Working Papers on Bilingualism, No. 19, 121–129.
    10. Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
    11. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251
    12. Kovelman, I., Baker, S. A., & Petitto, L. A. (2008). Bilingual and monolingual brains compared: A functional magnetic resonance imaging investigation of syntactic processing and a possible ‘neural signature’ of bilingualism. Journal of Cognitive Neuroscience, 20(1), 153–169.
    13. Morales, J., Calvo, A., & Bialystok, E. (2013).
      Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187–202.
    14. Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.

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    This page titled 7.7: Conclusion is shared under a CC BY-SA 4.0 license and was authored, remixed, and/or curated by Kerry Diaz & Tenessa Sanchez.