While it is accepted that there are "sensitive" and "critical" periods of life during which certain human capabilities are more readily acquired, and where the multiplied returns on our investment in human capability building are more significant, it is also argued that there are place-based contexts (society, nature, culture,…

In this study, we showed that it is feasible to employ observational methods in description of social status; thereby allowing inclusion of children with insufficient cognitive ability to make valid judgement of social role, and evading the validity issues concerning teacher and parent report. We observed presence on social arenas and social…

Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a…

The educational objective of the Russian "Development" curriculum for children ages 3-7 is the development of creative and intellectual abilities. Theoretical foundations for the curriculum include the works of Vygotsky, Venger, Leontev, and Zaporozhets, which offer ideas such as: (1) child development is the unity of affective and…