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Understanding babies’ minds: University of Toronto researcher examines how infants learn language
Pedagogy
Results 1 - 4 of 4.
Pedagogy - 13.12.2021
The gift of technical literacy: researchers advise educating children this holiday season
Researchers at SFU's School of Interactive Arts and Technology (SIAT) urge parents and guardians to educate their children on the potential risks associated with biowearable technology devices when gifting this holiday season. Biowearable technology devices, or biowearables, are interactive smart devices worn on-body, such as smart watches and fitness trackers.
Pedagogy - 20.10.2021
Children’s screen time surged during pandemic: study
Children have been spending almost triple the recommended amount of screen time during the COVID-19 pandemic, according to a new Western-led study. Published in the Journal of Affective Disorders Reports, the research found that, on average, children had nearly six hours of screen time each day. Some children in the study were on their screens even longer, at a staggering 13 hours a day.
Pedagogy - 15.09.2021

For more than 20 years, the University of Toronto's Elizabeth Johnson has studied the ways babies and children acquire language: How do children begin learning the meaning of words? How do they cope with unfamiliar languages and voices? How do they learn language so quickly? Now, with the support of the Canadian Foundation for Innovation's John R. Evans Leaders Fund , the professor of psychology and director of the Child Language and Spe
Pedagogy - 09.09.2021
Helping children with autism and hyperlexia learn to understand what they read
Hyperlexia is a condition where preschool children display an intense early interest in letters in a way that is very advanced for their age. They can decode words accurately, but without understanding their meaning. It is most common among children with autism spectrum disorder (ASD) - with approximately 6-20% of children with autism demonstrating hyperlexia.