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Owen, Kay; Barnes, Christopher – Early Child Development and Care, 2021
Despite receiving scant attention, the evolution of categorization in early childhood is of central importance, not only in clarifying the child's understanding of the world but in terms of refining cognitive organization and augmenting the development of semantic memory. In this review, we outline how categorization develops and is made manifest…
Descriptors: Classification, Early Childhood Education, Semantics, Memory
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Tudge, Jonathan R. H.; Navarro, Jessica L.; Merçon-Vargas, Elisa A.; Payir, Ayse – Early Child Development and Care, 2021
Urie Bronfenbrenner is almost certainly best known for his theoretical writings about the ecology of human development. His interest in theory was not, however, separate from his practical concerns, particularly those related to early education and care of children and the families and teachers who interact with them. From the role that he played…
Descriptors: Early Childhood Education, Child Care, Child Development, Low Income Groups
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Saracho, Olivia N.; Evans, Roy – Early Child Development and Care, 2021
Major developmental theories been a resource to early childhood education researchers and educators. They help to explain how child development unfolds, sources of vulnerability and protection that influences child development, and how the course of development may be altered by prevention and intervention efforts. Understanding factors which may…
Descriptors: Learning Theories, Child Development, Early Childhood Education, Prevention
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Joubert, Ina; Harrison, Giulietta Domenica – Early Child Development and Care, 2021
The importance of a Piagetian approach is recognized in South African early childhood educational practices and teacher training, but the reality of the implementation of teaching and learning in the domain of early years opposes his philosophy in many ways. Our Early Childhood Education policies strongly advocate a Piagetian approach such as the…
Descriptors: Child Development, Early Childhood Education, Educational Practices, Teaching Methods
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Smolucha, Larry; Smolucha, Francine – Early Child Development and Care, 2021
According to Lev S. Vygotsky (1896-1934), the highest levels of abstract thinking and self-regulation in preschool development are established in "pretend play using object substitutions." An extensive research literature supports Vygotsky's empirical model of the internalization of self-guiding speech (social speech > private speech…
Descriptors: Learning Theories, Early Childhood Education, Abstract Reasoning, Self Control
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Sherry, Kate; Draper, Catherine E. – Early Child Development and Care, 2013
Early childhood development (ECD) has gained substantial recognition in South Africa (SA) as a key issue to be addressed, but inequities and deficits remain evident, despite progressive policy and widespread effort by a range of role players in the non-governmental sector. ECD in SA requires far more attention if these are to be rectified, and…
Descriptors: Foreign Countries, School Readiness, Developing Nations, Psychomotor Skills
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Fisher, Robert – Early Child Development and Care, 2007
This paper explores the important relationship between dialogue and cognitive and metacognitive development in young children. The characteristics of dialogue are identified and a case is presented for involving young children in talking to think through philosophical discussion. The paper provides a theoretical context for kinds of metacognitive…
Descriptors: Teaching Methods, Young Children, Metacognition, Classroom Research
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White, Margaret H. – Early Child Development and Care, 1993
Learning to imagine is a crucial step in symbol-making in early childhood. Uses examples of children's symbol-making to illustrate the process by which children understand the world around them. Considers how effectively aspects of children's learning environments facilitate children's exploration and their development of imagination. (MDM)
Descriptors: Aesthetic Education, Art Education, Childhood Attitudes, Children
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Driva, A.; And Others – Early Child Development and Care, 1985
Describes a pilot study, involving 48 institutionalized infants and toddlers, which aimed to treat iron deficiency anemia and to discover other factors contributing to the problem. Results indicate improvement in cognitive development after the administration of iron among three groups, while no significant differences were observed in psychomotor…
Descriptors: Anemia, Behavior Problems, Cognitive Development, Infants
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Andrews, Jean F.; Zmijewski, Glenda – Early Child Development and Care, 1997
Describes a model home literacy program at the Indiana School for the Deaf. Reviews six case studies of young deaf children in order to explore and describe sign language behaviors which help deaf children grasp reading skills. Claims that sign language and finger spelling can be closely related to early reading and writing at home. (MOK)
Descriptors: Cognitive Development, Deafness, Educational Environment, Family Involvement
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Neuman, Susan B. – Early Child Development and Care, 1997
Describes intervention approach designed to enhance intersubjectivity between adolescent mothers and children. Proposes that model based on the theory of guided participation enhances mothers' sensitivity to children's learning processes. Based on observation during implementation of the model, claims that engaging parents and children in mutual…
Descriptors: Child Development, Cognitive Development, Early Intervention, Early Parenthood
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Fowler, William – Early Child Development and Care, 1993
Provides a detailed, month-by-month account of a child's accelerated development from birth to age three. The parents and nannies followed a combined socially interactive and cognitively oriented language enrichment program that was developed to have significant, long-term effects on verbal, social, and cognitive competencies from infancy through…
Descriptors: Acceleration (Education), Age Differences, Case Studies, Child Development
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Lowenthal, Barbara – Early Child Development and Care, 1997
Describes three types of functional assessment of young children with special needs: play-based, family interviews, and the evaluation of multiple intelligences. Claims that all three types are useful for planning developmentally appropriate interventions and are positive because the emphasis is on the children's and their families' strengths…
Descriptors: Child Development, Cognitive Development, Developmentally Appropriate Practices, Early Childhood Education