The Starling Research Center

This collection of studies, articles, and books represents just some of the 30+ years of university research that influenced the creation of the Starling.

Sensing in the Womb

Jacqueline Palmer

Given that there are many disparate and specialized sources about what fetuses can sense at various points in the gestation period, Jacqueline Palmer consolidates information on what fetuses can sense in the womb. so this article consolidates highlights in one place. Palmer’s intention is to make fetal development easier to teach to students.

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Sharing Books with Infants and Toddlers: Facing the Challenges

Barbara Kupetz & Green Elise Jepson

Kupetz and Green discuss common challenges parents face when trying to read to their child and provide possible solutions to these challenges in an attempt to make reading feel like an easier task for families. It speaks to a parental audience instead of the purely scientific community and includes tips for selecting appropriate books for infants and toddlers.

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How Parents Read to Children

Barry Guinagh & Jester Emile

Guinagh and Emile discuss how beneficial parental engagement through reading is for early childhood development. They challenge the conventional binary metric of measuring the reading patterns that young children are exposed to and develop the PARS (Parent As Reader Scale)—an instrument that rated the parent-child interaction as the parent showed the child a story book.

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Learning Through Interaction: Volume 1: The Study of Language Development

Gordon Wells

The authors' central argument is that conversation provides the natural context of language development and that the child learns through exploring his world of interaction with other people. The model of language development presented here will make stimulating and challenging reading for a wide range of sociologists, psychologists and educationalists.

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Interrelations of language and cognitive development

Gedeon O. Deák

There is ample evidence of robust relations between language abilities and cognitive development, dating from the earliest research on child language in the 1970s. This article explores whether specific cognitive or learning abilities evolved on the coattails of language evolution or whether language emerged as a coevolutionary by-product of hominin cognitive capacities.

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Assessment of Cognitive and Language Abilities Through Play

Carol Westby

This article presents a symbolic-play language scale that describes ten stages in the development of symbolic play abilities and relates the language concepts and structures associated with each developmental play stage. The authors discuss the use of this scale for evaluation and remediation planning.

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Becoming Brilliant. What science tells us about raising successful children

Roberta Michnick Golinkoff & Kathy Hirsh-Pasek

Authors Roberta Michnick Golinkoff and Kathy Hirsh-Pasek provide a science-based framework for how we should be educating children in and outside of school. Most stories about the failures of our educational system stop after pointing out the problems but Becoming Brilliant goes beyond complaining to offer solutions that parents can apply right now.

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The Effects of Noise on Children at School: A Review

Bridget Shield & Julie Dockrell

Shield and Dockrell discuss the results of prior investigations of the impact of sound on children, with the primary finding that chronic environmental noise has a particularly detrimental effect on their reading ability. The studies they reviewed found that the younger the child, the greater the detrimental effect of noise and reverberation.

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Economic Deprivation and Early Childhood Development

Greg Duncan et. al

This study measures the effects of poverty on early childhood development, and whether or not those effects are mitigated by other factors like the parents’ education level or ethnicity. The study concludes that poverty noticeably impacts brain development, regardless of a child’s other unique circumstances.

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