Research

Research from the National Cancer Institute suggests that eating large quantities of soy-based foods as a child leads to a reduced risk of developing breast cancer later in life. Results show a nearly 60 percent decrease in risk.

"Childhood soy intake was significantly associated with reduced breast cancer risk in our study, suggesting that the timing of soy intake may be especially critical," said lead investigator, Larissa Korde, from the NCI's Clinical Genetics Branch.

This reduced risk is asscociated with the presence of soy isoflavones.

Although many studies suggest that soy consumption is highly beneficial in all age groups for reducing cancer risk, Korde states that positive results were seen more strongly and consistently with childhood intake.

The underlying reason for these results is unknown, but researchers suggest that soy isoflavones cause changes in the breast tissue that may increase resistance to carcinogens later on.

Current research in the U. S. education system shows that kindergartners in public schools show equal or greater learning gains as compared to those who are privately educated.

The results of this University of Notre Dame study were a surprise to William Carbonaro, the research leader, because of the financial advantages and other major factors benefiting private schools.

The same study at higher academic levels show opposite effects. "... private school students still have substantially higher test scores at the end of kindergarten than public school students," Carbonaro said.

Carbonaro believes that public school systems should launch all-day kindergarten in order to catch up with private achievement levels.

This study was published in the November issue of the American Journal of Education.

How important are gestures in communication? Is body language as important as verbal communication?

"Gesturing is not merely hand-waving. It conveys substantive information — thoughts that often are not conveyed in words," said Susan Goldin-Meadow, a professor of psychology at the University of Chicago.

"People naturally tend to rely heavily on nonverbal communication when they are learning a foreign language," said Lewis Johnson, the director of the Information Sciences Institute of the University of Southern California.

A recent study provides insight into the relationship between verbal and non-verbal communication. The study conducted by Simone Pika at the University of Alberta, Canada observed a group of bilingual individuals as they described a cartoon in their two languages. The subjects spoke either French or Spanish (a gesture-rich language) as their mother tongue, and English (a gesture-poor language) as their second.

Technology is becoming more of a focus in education, noted by university research, Web sites and other sources.

“Computers, multimedia tools, peripherals and applications, satellite downloads and the World Wide Web are becoming more common in schools and classrooms,” according to research posted on California State University’s Web site in 1999. “That infusion of the technologies into schools across the country has created substantial new expectations in K-12 education.”

Computers can help students meet test scores and other expectations early-on, Northwest Regional Educational Library suggests.

“Computers allow representation and actions not possible in the physical world. For example, children can manipulate variables such as gravity or speed and discover the resulting effects,” the Oregon-based nonprofit stated on its Web site in 2001. “Technology offers additional ways to learn and to demonstrate learning. For some children who have unique learning styles, computers can reveal hidden strengths. At the computer, children can approach learning from a variety of perspectives and follow various paths to a goal.

Besides encouraging cognitive skills, technology can help your child develop physically.
Northwest Regional Educational Laboratory suggests tips to help writing skills.

“Fine and gross motor skills develop at varying rates, and learning to write can be tedious and difficult as children learn to form letters,” the Oregon-based nonprofit published on its Web site in 2001. “A word processor allows them to compose and revise text without being distracted by the fine motor aspects of letter formation.”

QuickSource also lists activities to develop qualities such as hand-eye coordination.
One suggests preschoolers paint their own version of a well-known painting.

“Tape the print up for all of the children to see. Discuss the name of the painting and the artist,” the educational resource states on its Web site (www.teacherquicksource.com) “Great artistic masterpieces are stored in museums all over the world. Take this opportunity to bring the most famous works of art to life in the classroom, while encouraging children to explore and reproduce shapes.”

Technology can help children develop language skills, encouraging them to raise their hand in class more often.

“Language empowers children to participate in both the cognitive and affective parts of the educational program,” the Northwest Regional Educational Laboratory posted on its Web site in 2001. “Everyday, playful experiences in print-rich environments expose children to the processes of reading and writing for real purposes. Technology has a place in this environment; language and literacy development are major strengths of technology use with young children through the opportunities and motivation it provides.”

The nonprofit is funded through the U.S. Department of Education and advocates making computers part of every child’s development.

Tape recorders and video cameras are other helpful tools, according to the Northwest Educational Technology Consortium.

While there are many tools to help children learn, technology can accelerate the process, Northwest Regional Educational Laboratory published on its Web site in 2001.

The nonprofit funded through the U.S. Department of Education focused research on how technology fosters social, language, physical, general and cognitive development.

“Children can be successful learners in many different ways,” the organization states. “Properly used, however, computers and software can serve as catalysts for social interaction and conversations related to children’s work.”

Its Web site suggests not only making computers part of any young classroom, but placing them close together to encourage sharing, putting them in a middle area or setting up two chairs in front of each computer so children can easily work together.

Although creativity is enhanced by artistic activities such as painting, drawing, scultping, and playing music, being creative is more than just making pretty pictures. Creative thinking, as Lynda K. Fowler of the Ohio State University Extension explains, “is the ability to see things in a new way, to see problems that no one else may even realize exist, and then come up with new, unique, and effective solutions to these problems.”

One of the most interesting innovations to emerge in second language education during the last three decades is the language immersion program. In this method of language instruction, the regular school curriculum is taught through the medium of a second language. The first immersion programs were developed in Canada to provide English-speaking students with the opportunity to learn French, Canada's other official language. Since that time, immersion programs have been adopted in many parts of North America, and alternative forms of immersion have been devised. In the United States, immersion programs can be found in a number of languages, including French, German, Spanish, Japanese, and Chinese.

With the purpose of highlighting the lessons to be learned from immersion, this Digest presents selected findings from research carried out to evaluate the effectiveness of immersion programs in Canada and the United States. These lessons are related to the importance of (1) integrating language with content instruction, (2) creating classroom environments that are discourse-rich, and (3) systematically planning language instruction along with content instruction.

During the 1960s, the idea of introducing foreign languages in the elementary school was a popular one, and elementary school foreign language programs were numerous. Interest in early language programs has resurfaced in recent years, and the number of programs being implemented is increasing. Many states are requiring the study of a foreign language at the elementary level. Louisiana, for example, has mandated that foreign language study begin in grade 4.

For a local school or community seeking to implement elementary school language programs, it is important that a rationale--reasons why the program should be incorporated into the curriculum--be developed to meet the needs and priorities of the particular area or institution the program(s) will serve. "School boards and parents organizations need reasons and evidence before making a commitment of time and resources to a new program" (Curtain, & Pesola, 1988, p. 1). A rationale should address benefits of language learning, the choice of languages to be taught, and the type of instruction to be used. A convincing rationale will help secure a place for foreign language education in the elementary school.