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Sotgiu, Igor – Applied Cognitive Psychology, 2022
Ulric Neisser was the initiator of the contemporary psychology of autobiographical memory, as well as the founder of the ecological approach to human cognition. The present article reviews his empirical and theoretical contributions to an issue which is at the heart of the contemporary debate on autobiographical memory: that is, autobiographical…
Descriptors: Memory, Accuracy, Psychology, Schemata (Cognition)
Nicole Land; Narda Nelson – in education, 2022
In this article, we interrogate how we might manifest early childhood education's Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies…
Descriptors: Early Childhood Education, Social Media, Ethics, Educational Practices
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
Fidyk, Alexandra – LEARNing Landscapes, 2019
In looking back to childhood, and what constituted daily life, a case is made for unique ways of knowing that unfold through play, place, and tradition. A closer look at the relationship between childhood memory and the particularities of place, suggests that adult creativity, a sense of psychological stability, and an attitude of wonder, even…
Descriptors: Play, Children, Child Development, Memory
Tarullo, Amanda R.; Balsam, Peter D.; Fifer, William P. – Infant and Child Development, 2011
Human neonates spend the majority of their time sleeping. Despite the limited waking hours available for environmental exploration, the first few months of life are a time of rapid learning about the environment. The organization of neonate sleep differs qualitatively from adult sleep, and the unique characteristics of neonatal sleep may promote…
Descriptors: Neonates, Sleep, Child Development, Neurological Organization
Franks, Bridget A. – Early Child Development and Care, 2014
Posttraumatic stress disorder (PTSD) was first included in the American Psychiatric Association's "Diagnostic and statistical manual of mental disorders" in 1980. Long used to describe the reactions of soldiers affected by stress in combat situations, PTSD is now recognised as a disorder affecting abused and neglected infants and…
Descriptors: Posttraumatic Stress Disorder, Child Abuse, Child Neglect, Child Development
Petersen, Sandra – Zero to Three (J), 2012
Prenatally and in infants and toddlers, the brain is being constructed as a foundation for all later learning. Positive early experiences contribute to the formation of a brain that is capable, early in infancy, of utilizing and strengthening the basic processes of learning. Throughout a lifetime, a person will repeatedly use these approaches to…
Descriptors: Brain, Early Experience, Infants, Toddlers
Gatti, Patrizia – Journal of Child Psychotherapy, 2011
The author discusses the technical difficulties encountered in clinical work with children who have suffered an early trauma, as is often the case for fostered and adopted children. An account of the first five years of psychotherapy with a nine-year-old boy, who was removed from his birth family at an early age, will be elaborated in some detail…
Descriptors: Adoption, Psychotherapy, Trauma, Children
Mulvaney, Matthew Keefe – Early Child Development and Care, 2011
According to the narrative perspective on personality development, personality is constructed largely by interpreting and representing experience in story format (scripts) over the course of the lifespan. The focus of this paper is to describe briefly the narrative perspective on personality development during childhood and adolescence, to discuss…
Descriptors: Personality, Personality Development, Child Development, Young Children
Quas, Jodi A. – Journal of Cognition and Development, 2011
In this article the author describes challenges associated with integrating physiological measures of stress into developmental research, especially in the domains of memory and cognition. An initial critical challenge concerns how to define stress, which can refer to one or a series of events, a response, the consequence of that response, an…
Descriptors: Expertise, Stress Management, Physiology, Measures (Individuals)
Ostroff, Wendy – ASCD, 2012
Because little kids can't tell you how their minds work and what makes them learn, you need this book about new scientific discoveries that explain how young children learn and what teachers can do to use those findings to enhance classroom teaching. Discover where the desire to learn comes from and what occurs during children's development to…
Descriptors: Memory, Teacher Effectiveness, Student Motivation, Teaching Methods
Petersen, Sandra – Young Children, 2012
If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many…
Descriptors: School Readiness, Lifelong Learning, Brain, Infants
Gredler, Margaret E. – Educational Psychologist, 2009
During the late 1970s and 1980s, as interest in Lev Vygotsky's work was growing rapidly, most of his writings were unavailable in English. Translations of Vygotsky's work that reflect the breadth and depth of his thinking became available in the mid-to late 1990s. However, this work has yet to become an integral part of educational psychology.…
Descriptors: Educational Psychology, Concept Formation, Cognitive Development, Epistemology
Court, Deborah – Religious Education, 2010
This article mingles stories and concepts of young Jewish Israeli children about God, with reflections on the roles of faith, memory, imagination, and cognitive development in children's Religious Education. The stories are meant to illustrate, among other things, the purity and innocence of young children's faith, which is largely untroubled by…
Descriptors: Jews, Religious Education, Cognitive Development, Child Development
Maxwell, Kelly; Ritchie, Sharon; Bredekamp, Sue; Zimmerman, Tracy – FPG Child Development Institute, 2009
Four foundations for young children's development appear to underlie children's competence and predict success in school from pre-kindergarten through third grade--self-regulation, representation, memory, and attachment. If teachers united what they know about child development with quality educational practices, what would school be like for…
Descriptors: Young Children, Educational Practices, Memory, Misconceptions