This book, now in its second edition, explores how physical education (PE) and learning through movement can be best enacted in schools in order to optimise children's wellbeing and subsequent academic learning. Drawing together extensive data from school communities around the globe, the author examines multiple dimensions of child health in…

This book provides the first comprehensive overview of young children's language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

Cognitive development is a cultural process. More experienced cultural members and the practices, institutions, and artifacts of the culture provide support and guidance for children as they develop knowledge and thinking skills. In this article, the authors describe the value that is added to our understanding of cognitive development when…

In this article, the authors aim to make accessible the careful application of a method called instrumental variables (IV). Under the right analytic conditions, IV is one promising strategy for answering questions about the causal nature of associations and, in so doing, can advance developmental theory. The authors build on prior work combining…

This book is a rare peek into the divergent--and at times contentious--points of view among world's leading researchers on what the condition of mental retardation is and how it should be defined, measured, and implemented in the 21st century. It is a candid and insightful collection of essays from experts on issues ranging from whether mental…

Progress in developmental/social psychology has occurred in three major areas: (1) knowledge of cognitive development, (2) knowledge involving the various concepts related to the self, and (3) knowledge of how to take explicit account of social context. These areas can be integrated by taking a "life course approach," which emphasizes the…

Adolescence is a time when formal abstract thought becomes possible, enabling the individual to work through the highest stages of morality. Adolescents' understanding of religion and their commitment to it seem to differ sharply from those of children. It has been proposed that adolescents are likely to change, expand, or abandon their religious…

This response to Norman Bray (EC 609 160) analyzes the methodology and findings of the original study and concludes that studies of strategy production must look at not only the mentally retarded child's cognitive capacities in problem solving but also the social and contextual conditions that affect the child's representation and use of…

From a large sample of seven-year-olds in Dunedin, New Zealand, a group of 52 boys and 32 girls with stable behavior problems was selected and compared with the remainder of the sample. Content concerns perinatal histories, family background characteristics, and developmental status, with particular reference to cognitive development. (RH)

Despite considerable work concerning relationships between cognition and language in the second year of life, these relationships remain obscure. Clarification depends on resolution in at least three major areas. First, studies should be expanded beyond the scope of cognitive prerequisite models that have been difficult to conceptualize and that…

Examines the relation between dyadic synchrony and child compliance during the toddler period. Demonstrates that children are more likely to comply with synchronous caregiver instructions than with asynchronous instructions. Discusses results in light of both cognitive and emotional factors of toddlers. (Author/RWB)

Study One examined Swedish and American children's understanding of what constitutes fair criteria for the distribution of goods (i.e., distributive justice). Study Two compared children's distributive justice in family and peer contexts, and Study Three attempted a longitudinal assessment of distributive justice reasoning in two different…

Study aimed to understand how home and school factors either facilitate or impede children's adaptation to school by examining longitudinal data on cognitive performance for a large and diverse sample of youngsters over grades one and two in Baltimore City Public Schools. (JRC)

Reports on a longitudinal study of cognitive and motor development among infants born to adolescent and adult mothers when race, parity, socioeconomic status and prenatal care were controlled and home environment evaluated. (HOD)