Reasoning is the process of thinking used to make claims and reach conclusions. It is among the first skills that should be taught to students in mathematics lessons and contributes to the creation and development of mathematical foundations. This study identifies evolution and trends in research on mathematical reasoning over the last four…

Developmental scientists are often interested in subgroups of people who share commonalities in aspects of development; these subgroups often cannot be captured directly but instead must be inferred from other information. Mixture models can be used in these situations. Two specific types of mixture models, latent profile transition analyses and…

This book provides a fresh approach to motivation in primary school children by exploring the role of metaphor and symbol in language and art as a means of expressing insights developed through learning. The book investigates and transcends Piaget's dominant child developmental theories and considers alternative theories from psychiatry, not least…

"Making Assessment Work: Ten Practitioner Beliefs" was developed by the National Practitioner Advisory Group on Using Data to Inspire SEL Practice (NPAG), a group of social and emotional learning (SEL) practice leaders convened to provide insights on SEL. Educators, program leaders, and policymakers recognize the value of holistically…

Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs "Montessori," yet implementations vary widely, leading to…

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and…

A social development theory of self is introduced as a framework for developmental psychopathology. Built on some of Piaget's principles, the theory is taken into the social domain and used to define the movements of self and important others throughout life. (PCB)

David Carr (2002) has argued against the use of developmental theories as a basis for curriculum development in moral education. Although we find common ground with some aspects of Carr's arguments, we disagree with several of his criticisms of the cognitive-developmental approach to moral education. He confuses romantic ideology (as espoused by…

Evaluation of the Kent Scoring Adaptation, which determines developmental ages in several domains based on an infant's performance on the Bayley Scales of Infant Development, with 27 at-risk infants supported the concurrent validity of the cognitive, language, and, to a degree, social domains of the Kent procedure but not the fine and gross motor…

Two approaches that apply Piaget's theory of cognitive development to the study of child psychopathology are presented. (PCB)

Compares two types of semantic development (the acquisition of disappearance words and success-failure words) to performance on two types of cognitive tasks (object-permanence and means-ends tasks) among infants. (HOD)

Investigates a proposed four-stage developmental sequence that describes how children explain changes in sad and angry feelings and how their ability to understand is related to their theories of how feelings change. (HOD)

Factors which aid an individual's progression from one stage of moral reasoning to another remain a mystery. Theorists suggest that intraception, defined as a predominance of feeling, fantasy, and aspirations (connoting a humanistic outlook and an ability to develop role-taking skills) as opposed to a down-to-earth, skeptical attitude, may be an…

Examines the reactions of children in grades 3-4, 7-8, and 11-12 to boys and girls whose behavior was either masculine-stereotyped or feminine-stereotyped along the dimensions of steadiness/excitability, adventurousness/timidity, and rudeness/politeness. (Author/HOD)

Describes two experiments that examined children's understanding of the distinction between real and apparent emotion. Discusses the findings in relation to research concerning children's concept of mind, their grasp of the appearance-reality distinction; their ability to produce complex, embedded justifications; and their ideas about emotion.…