During this time, young learners possess the essential skills for making meaning of these social identities and have increased interactions with peers and educators that contribute to Identity development.
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193–212.
Sanden, S. (2014). Out of the shadow of SSR: Real teachers' classroom independent reading practices. Language Arts, 91(3), 161.
Educators can support inhibitory endurance through games that practice these skills, and discussing and modeling these skills.
Abo-Zena, M. M., & Mardell, B. (2015). When the children asked to study God, what did the parents say: Building family engagement around sensitive topics. Religion & Education, 42(3), 289-307.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Nagy, W., Berninger, V., Abbott, R., Vaughan, K., & Vermeulen, K. (2003). Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers. Journal of Educational Psychology, 95(4), 730-742.
Approximately 77% of deaf students learn in general education classrooms; educators can help support students with hearing loss through relationship-building (providing critical Social Supports), and can scaffold engagement though multiple modes of Communication.
Shield, B., Greenland, E., & Dockrell, J. (2010). Noise in open plan classrooms in primary schools: A review. Noise and Health, 12(49), 225-234.
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