The Impact of Music Education on Children’s Cognitive Development:From Traditional Classrooms to Modern Digital Platforms

Music education has long been debated for its influence on children’s cognitive development,particularly regarding their thinking methods and adaptability.This article synthesizes research data to examine the cognitive benefits of music instruction,including increased IQ,language proficiency,memory,and attention.Traditional face-to-face training,while personalized and socially interactive,faces limitations such as budget constraints and accessibility.Modern digital platforms offer individualized learning paths with AI-driven feedback but may lack necessary interpersonal interaction.This paper proposes a hybrid approach to music education,integrating traditional and digital methods to maximize cognitive gains.Further research is recommended to explore the implementation of these integrated learning strategies in varied educational settings.

Research on Creation Strategies of Picture Books for Children’s Cognitive and Imaginative Development

This paper discusses the creation strategies of picture books for children’s cognitive and imaginative development,and proposes that picture book creation should closely focus on the needs of children’s cognitive and imaginative development.Through analysis,this paper summarizes the effective strategies in the creation of picture books,aiming to provide theoretical reference and practical guidance for the design of children’s picture books,and further promote the comprehensive development of children’s cognitive and imaginative abilities.

Low Blood Lead Concentrations and Cognitive Development of Primary School Children from Three Areas in Malaysia

A study on to identify the relationship between blood lead and cognitive development was conducted on primary school children in Malaysia. About 413 children aged 62^/1 - 82^/1 years from urban （236）, rural （80） and industrial areas （97） were studied. Blood lead was analyzed using the Atomic Absorption Spectrophotometer （GFAAS）. Cognitive development was measured by the ＇McCarthy Scales of Children＇s Abilities Test＇ （MSCA）. Significant differences found in the mean cognitive scores between the urban （94.40）, industrial （102.90） and suburban children （101.24） （p 〈 0.001）, with the blood lead between the urban （3.66 p.g/dL）, industrial （3.54 μg/dL） and suburban children （3.04μg/dL） （p = 0.022）. Significant inverse correlations between blood lead and cognitive scores found for all groups （p 〈 0.001）, urban （p 〈 0.001） and suburban children （p 〈 0.001）. Low blood lead significantly influenced the cognitive development for all children after adjusting for confounders （p _〈 0.001）. The urban children＇s cognitive scores were significantly influenced by blood lead levels and household income （p 〈 0.001）. However, for the suburban children, the cognitive score were significantly influenced by the blood lead levels, the mothers＇ education, number of siblings, sequence in the family and the household income （p 〈 0.001 ）. Blood lead below 10μg/dL influenced the cognitive development. Urban children had higher blood lead but suburban children with lower blood lead were also vulnerable to the effect of lead on their cognitive development.

Exploration of Children's Language Acquisition and Teaching Based on Piaget's Theory of Cognitive Development

This paper explores children's language acquisition process and its application in educational practice based on Piaget's theory of cognitive development.Piaget's theory emphasizes that children's cognitive abilities develop progressively through different stages,from sensorimotor to concrete operational stages.Children's language acquisition progresses from simple to complex and from concrete to abstract during these stages.The paper integrates theoretical discussions on how to design effective language teaching strategies according to children's cognitive development characteristics to promote their language proficiency and overall cognitive development.

Understanding and Explaining CLIL and CLIL in China

English, now being an international communication medium, has been promoted as the most important foreign language in school curricula in many countries. As English competence is regarded as a new kind of literacy that enables the "world citizens" to participate in the global community, various educational reforms in many countries have been implemented and new teaching approaches are introduced, aiming to provide quality English instruction for school children (Cha and Ham, 2008). Among them is a bilingual model-"content and language integrated learning (CLIL)", which serves as the umbrella term for approaches that give emphasis both on language learning and subject knowledge learning. This paper aims to start with a brief discussion of the global role of English in terms of its impact on school curricula and language policy making in EFL and ESL contexts. In the next section, further examination on sociolinguistic and cultural issues of bilingual education in EFL context will be presented and specific reference will be made to English education in China. After that, major concepts of CLIL and cognitive development theories will be drawn on to explore the benefits and potentially problematic areas in bilingual education.

Study of the affective interaction in college English teaching

Affect plays a significant role in college English teaching and learning, in which teachers, learners, tasks and contexts or environments interact with each other, developing a system of affective interaction. In the system, the teacher is a facilitator and mediator and the learner is the subject of English learning. In a harmonious and friendly classroom environment, with the knowledge transmission blending in well with the cultivation of affect, attitudes and values, students＇ cognitive and emotional development can be promoted. The experimental results of the present study indicated that students in the affective college English classroom did significantly better （p〈 .05） in cognition than before. Furthermore, the analyses of the two surveys showed that attention to affective interaction in college English teaching helped students enhance their interest in college English learning, cross-cultural awareness, self-confidence, interpersonal intelligence, and so forth. Therefore, our conclusion is that attention to affective interaction in college English classroom teaching is conducive to students＇ personal growth and a more holistic development.

An Empirical Study on Problems and Strategies of Spoken English Teaching in Primary Schools——A Case Study of No.3 Primary School in Huanglong

The basic view of Piaget's cognitive development theory is that children's psychological development is the result of the interaction between their inner state of minds and the objective outside world. Based on the theory, the study mainly adopts the ways of empirical research, literature reference and questionnaire survey to explores teachers' and students' problems in elementary school oral English teaching process and puts forward corresponding countermeasures. The paper puts 80 fourth graders No.3 Primary School in Wenzhou Huanglong as subjects, find teachers' teaching problems currently existing in primary English class and pupils' problems they met like negative transfer of mother tongue and low interest in oral English learning through questionnaire survey and analysis data. The study, according to Piaget's cognitive development theory, puts forward advice through careful analysis of the problems to improve the present situation of teachers' teaching and students' oral English learning, to help teachers improve the quality of oral English teaching and to ultimately improve pupils' oral English communication.

The Impact of Bilingual Education on Minority Students’Language Skills and Cultural Identity

This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative interviews,the research provides a comprehensive analysis of the effects of bilingual education.The results indicate that bilingual education significantly enhances students’proficiency in both their native and second languages,while also fostering a strong sense of cultural identity and pride.The qualitative data reveal that bilingualism serves as a bridge between cultures,allowing students to integrate elements from both cultures into their identities.Despite the observed benefits,challenges such as language attrition and societal pressures towards assimilation are discussed.The study concludes with recommendations for policy and educational practices to maximize the potential of bilingual education,emphasizing the importance of linguistic and cultural diversity in fostering inclusive educational environments.Future research directions are suggested to explore long-term outcomes and the role of technology in bilingual education.

Is there a difference in cognitive development between preschool singletons and twins born after intracytoplasmic sperm injection or in vitro fertilization？

Objective： To explore whether there exist differences in cognitive development between singletons and twins born after in vitro fertilization （IVF） or intracytoplasmic sperm injection （ICSI）. Methods： A total of 566 children were recruited for the study, including 388 children （singletons, n=175; twins, n=213） born after IVF and 178 children （singletons, n=87; twins, n=91 ） born after ICSI. The cognitive development was assessed using the Chinese-Wechsler Intelligence Scale for Children （C-WISC）. Results： For all pre-term offspring, all the intelligence quotient （IQ） items between singletons and twins showed no significant differences no matter if they were born after IVF or ICSI. There was a significant difference in the cognitive development of IVF-conceived full-term singletons and twins. The twins born after IVF obtained significantly lower scores than the singletons in verbal IQ （containing information, picture ＆ vocabulary, arithmetic, picture completion, comprehension, and language）, performance IQ （containing maze, visual analysis, object assembly, and performance）, and full scale IQ （P〈0.05）. The cognitive development of full-term sin- gletons and twins born after ICSI did not show any significant differences. There was no significant difference between the parents of the singletons and twins in their characteristics where data were collected, including the age of the mothers, the current employment status, the educational backgrounds, and areas of residence. There were also no consistent differences in the duration of pregnancy, sex composition of the children, age, and height between sin- gletons and twins at the time of our study although there existed significant differences between the two groups in the sex composition of the full-term children born after ICSI （P〈0.05）. Conclusions： Compared to the full-term singletons born after IVF, the full-term twins have lower cognitive development. The cognitive development of full-term singletons and twins born after ICSI did not show any significant differences. For all pre-term offspring, singletons and twins born after IVF or ICSI, the results of the cognitive development showed no significant differences.