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Thompson, Ross A. – National Institute for Early Education Research, 2008
The past decade has seen an upsurge in public understanding of early brain development. News reports, statements by policymakers, and commercial marketing of products for infants and young children have all contributed to a widespread understanding of the explosive growth of the brain in the early years and that stimulation acts as a catalyst to…
Descriptors: Brain, Scientific Research, Child Development, Stimulation
DiPietro, Janet A.; Novak, Matthew F. S. X.; Costigan, Kathleen A.; Atella, Lara D.; Reusing, Sarah P. – Child Development, 2006
Concern exists that a constellation of negative maternal emotions during pregnancy generates persistent negative consequences for child development. Maternal reports of anxiety, pregnancy-specific and nonspecific stress, and depressive symptoms were collected during mid-pregnancy and at 6 weeks and 24 months after birth in a sample of healthy…
Descriptors: Anxiety, Depression (Psychology), Pregnancy, Child Development
Eliot, Lise – 1999
Drawing upon the burgeoning research in neurology, as well as stories of real children, this book charts the brain's development, from conception through the critical first 5 years of life. In examining the many factors that play crucial roles in that process, the book explores the evolution of the senses, motor skills, social and emotional…
Descriptors: Brain, Cognitive Development, Emotional Development, Hearing (Physiology)
Languis, Marlin; Naour, Paul – 1985
For the individual, gender difference falls along the feminine-masculine continuum with strong neurodevelopmental influences at various points throughout the lifespan. Neurodevelopmental influences are conceptualized in a vector model of sex difference. Vector attributes, direction and magnitude, are influenced initially by differences in levels…
Descriptors: Behavior Development, Cognitive Development, Cognitive Style, Developmental Stages

Sluder, Linda C.; And Others – Childhood Education, 1997
Stresses need for early childhood educators to be prepared for prenatal drug exposed children, who may exhibit multiple disabilities in many areas. Suggests that cognitive and behavioral extremes preclude a list of best practices with this population. Recommends small, stable learning environments. Discusses need for educators and care providers…
Descriptors: Behavior Development, Cognitive Development, Developmental Delays, Drug Abuse