Abstract:Cognitive ability and educational success predict positive outcomes across the lifespan, from higher earnings to better health and longevity. The shared positive outcomes associated with cognitive ability and education are emblematic of the strong interconnections between them. Part of the observed associations between cognitive ability and education, as well as their links with wealth, morbidity and mortality, are rooted in genetic variation.The current review evaluates the contribution of decades of behaviou… Show more
“…Quality early education increases educational success and adult productivity, allowing for society's development [6][7][8]. One of the aspects that defines quality early education is teachers being able to adapt their practices to the needs of children [21,22,82]. As reflected in the T-patterns detected in our study, children have distinct and ever-changing trajectories and needs that require specific instruction and support to enable optimal growth [22,29].…”
Section: Discussionmentioning
confidence: 65%
“…Nevertheless, if education program do not respect their characteristics and differences, they may experience continuous failure and their keenness for learning can be "turned off". This results in the need for pedagogical work more sensitive to the individual differences [21]. Therefore, to be able to offer the education practice more suitable for each children taken into account their differences, including their different genetic propensity to learn, reason and solve problems, is a pending challenge.…”
Section: Discussionmentioning
confidence: 99%
“…So, "it describes genetic or environmental effects that are conditional upon each other-for example, the effects of genetic variation that become apparent only in the presence of specific environmental conditions, or the effects of social contexts that are more or less potent depending on the underlying genotype of the individual who experiences them" [20] (p. 65). It means that there is a difference in the effect of a given relevant environment on individuals depending on their genotypes for that trait [19,21]. "This is because during gene-environment interactions, genetically different individuals have different experiences (i.e., pay attention to, absorb, or respond differently) to the same environmental stimulation" [19] (p. 9).…”
Section: Early Childhood Educationmentioning
confidence: 99%
“…"This is because during gene-environment interactions, genetically different individuals have different experiences (i.e., pay attention to, absorb, or respond differently) to the same environmental stimulation" [19] (p. 9). In the educational framework, it involves that the same education program does not necessarily produce the same effects in all students given their genetic differences for intelligence [21]. Therefore, establishing effective environments and experiences that facilitate infant abilities requires deep knowledge about the characteristics of each child in each moment of their development and knowledge about the formative dynamics that come with this.…”
Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning.
“…Quality early education increases educational success and adult productivity, allowing for society's development [6][7][8]. One of the aspects that defines quality early education is teachers being able to adapt their practices to the needs of children [21,22,82]. As reflected in the T-patterns detected in our study, children have distinct and ever-changing trajectories and needs that require specific instruction and support to enable optimal growth [22,29].…”
Section: Discussionmentioning
confidence: 65%
“…Nevertheless, if education program do not respect their characteristics and differences, they may experience continuous failure and their keenness for learning can be "turned off". This results in the need for pedagogical work more sensitive to the individual differences [21]. Therefore, to be able to offer the education practice more suitable for each children taken into account their differences, including their different genetic propensity to learn, reason and solve problems, is a pending challenge.…”
Section: Discussionmentioning
confidence: 99%
“…So, "it describes genetic or environmental effects that are conditional upon each other-for example, the effects of genetic variation that become apparent only in the presence of specific environmental conditions, or the effects of social contexts that are more or less potent depending on the underlying genotype of the individual who experiences them" [20] (p. 65). It means that there is a difference in the effect of a given relevant environment on individuals depending on their genotypes for that trait [19,21]. "This is because during gene-environment interactions, genetically different individuals have different experiences (i.e., pay attention to, absorb, or respond differently) to the same environmental stimulation" [19] (p. 9).…”
Section: Early Childhood Educationmentioning
confidence: 99%
“…"This is because during gene-environment interactions, genetically different individuals have different experiences (i.e., pay attention to, absorb, or respond differently) to the same environmental stimulation" [19] (p. 9). In the educational framework, it involves that the same education program does not necessarily produce the same effects in all students given their genetic differences for intelligence [21]. Therefore, establishing effective environments and experiences that facilitate infant abilities requires deep knowledge about the characteristics of each child in each moment of their development and knowledge about the formative dynamics that come with this.…”
Strengthening of early schooling enhances Equal and Inclusive Education (Sustainable Development Goal 4). Early education protects infant development and learning, especially for children suffering from pathologies and risk factors, such as twin birth weight discordance (BWD). These children—particularly the lighter twin—frequently show disadvantages in their cognitive skills. However, research about this issue is particularly scarce. The aims of this study were to (1) analyze the development of cognitive skills in each type of birth weight discordant twins (heavier and lighter ones) at 18, 21, and 24 months; and (2) discover whether there were differences between the two groups of twins in their cognitive skills. A nomothetic, follow-up, and multidimensional observational design was used. The cognitive skills of 32 birth weight discordant twins were observed while they played at 18, 21, and 24 months. The T-pattern analysis was performed using Thème software (Reykjavík, Iceland) to detect the sequential and temporal structure of infant behavior; indicative of cognitive skills. Results showed: (1) longitudinal intra-group differences in both groups of twins; and (2) some inter-group differences, mainly favoring the heavier twins. These results must be considered for designing early educational practices that allow all twins to be prepared for successful future learning.
“…Recent studies on PGS in educational settings have shown that currently, PGS can predict a composite academic achievement measure, educational attainment, and reading comprehension abilities with up to 10%, 15%, and 5% accuracy, respectively 13 , 25 – 27 . As molecular genetics methods get better and reference sample sizes get bigger, the predictive power of PGS to educationally relevant outcomes are expected to substantially increase, with some research estimating predictive limits as high as about 50% in student outcomes 13 , 28 . However, adding to the complexity of testing the incremental value of using PGS as part of personalized education, the current and hypothesized future predictive values of PGS are currently debated.…”
Can genetic screening be used to personalize education for students? Genome-wide association studies (GWAS) screen an individual’s DNA for specific variations in their genome, and how said variations relate to specific traits. The variations can then be assigned a corresponding weight and summed to produce polygenic scores (PGS) for given traits. Though first developed for disease risk, PGS is now used to predict educational achievement. Using a novel simulation method, this paper examines if PGS could advance screening in schools, a goal of personalized education. Results show limited potential benefits for using PGS to personalize education for individual students. However, further analysis shows PGS can be effectively used alongside progress monitoring measures to screen for learning disability risk. Altogether, PGS is not useful in personalizing education for every child but has potential utility when used simultaneously with additional screening tools to help determine which children may struggle academically.
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