This article introduces a developmental perspective on kindness. The central goal is to posit a new framework for the study of kindness and its development. From an ethical perspective, kindness can be considered a virtue. It reflects emotions, cognitions, and inner states that convey a particular gentleness and benevolence. These orientations can…

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…

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: (1) representing increasingly precisely the magnitudes of non-symbolic…

The integrated theory of numerical development posits that a central theme of numerical development from infancy to adulthood is progressive broadening of the types and ranges of numbers whose magnitudes are accurately represented. The process includes four overlapping trends: 1) representing increasingly precisely the magnitudes of non-symbolic…

There is ample evidence that children born to poorer families do not succeed at the same rate as children born to the middle class. On average, low-income children lag behind on almost every cognitive, behavioral, emotional, and health measure. These gaps start early--some of the newest research suggests that cognitive gaps are detectable in…

Neuroscientists have long believed that there are sensitive periods in development during which the effects of experience play a critical role. And developmental psychologists have argued for the importance of early experience in the first years of life as being critical for brain and behavioral development. Most of the neuroscience research…

Background: Intervention models to promote healthy adolescent development highlight the importance of developmentally appropriate practice (DAP); however, scant resources identifying DAP in relation to the relevant research are available. With the increased professionalization of youth work and the expanding research on adolescent development,…

This study contributes to the understanding of how early parenting interventions implemented in low- and middle-income countries during the first 2 years of children's lives are sustained longitudinally to promote cognitive skills in preschoolers. We employed path analytic procedures to examine 2 family processes--the quality of home stimulation…

Self-control is a skill that children need to succeed academically, socially, and emotionally. Brain regions essential to self-control are immature at birth and develop slowly throughout childhood. From ages 3 to 6 years, as these brain regions become more mature, children show improved ability to control impulses, shift their attention flexibly,…

Over the last few decades, long-term survival rates of children diagnosed with the two most common forms of childhood cancer, acute lymphoblastic leukemia (ALL) and brain tumors have improved substantially. Neurodevelopmental and psychosocial sequelae resulting from these diseases and their treatment have a direct impact on the developing brain…

Jean Piaget's theories of development are reviewed and implications for instruction of mildly and moderately retarded children are drawn. Piagetian research with the retarded is traced, particularly the work of Barbel Inhelder. The research cited concludes that the cognitive development of retarded children follows the same pattern as normal…

A cognitive, theory-based assessment-intervention model of social-communicative development and research to validate the model are described in this document. The model is neo-Piagetian in that it assumes that social-communicative skills are structured by cognitive skills and that these skills follow a five level sequence of stages. The assessment…

This approach is primarily concerned with social reasoning and judgment, with how children reason about social phenomena, not just what they reason. The how of social reasoning is called structure, what is reasoned about, content. Presented at the American Psychological Association, Chicago, 1975. (Author)

Thirty-five maltreated children (mean age 36 months) who received treatment in a therapeutic day program had significantly higher developmental scores in five areas -- fine motor, cognitive, gross motor, social/emotional, and language -- than did maltreated children not receiving the treatment. (Author/DB)

It has long been acknowledged that justificatory speech is linked with both social and cognitive development. Yet many studies suggest that pre-school children might lack the ability or experience to produce such discourse in routine interaction. In contrast, researchers such as Eisenberg and Garvey (1981) have found evidence of pre-schoolers'…