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Yanaoka, Kaichi; Saito, Satoru – Developmental Psychology, 2019
A wealth of developmental research suggests that preschoolers are capable of reporting, imitating, and performing sequential actions they engage in routinely. However, few studies have explored the developmental and cognitive mechanisms required for learning how to perform such routines. A previous computational model of routines argued that a…
Descriptors: Repetition, Preschool Children, Age Differences, Child Development
Hayati, Riza Sativani; Subali, Bambang; Paidi – International Journal of Instruction, 2021
An evaluation of the national curriculum by practitioners suggests that learning materials across school levels still overlap, are irrelevant to student development phases and competencies required, too challenging for students to learn, too broad in terms of topics, and lacking in depth. This evaluation encourages the needs for special studies…
Descriptors: Biodiversity, Science Instruction, Instructional Effectiveness, Sequential Approach
Bailey-Watson, Will – Teaching History, 2019
When planning a Key Stage 3 curriculum with his department, Will Bailey-Watson began to question some of the common sense orthodoxies regarding chronological sequencing and curriculum design. Drawing on pre-existing debates about curricular structuring in the history education community both in England and internationally, Bailey-Watson identified…
Descriptors: History Instruction, Genealogy, Foreign Countries, Secondary School Students
Siu, Tik-Sze Carrey; Cheung, Him – International Journal of Behavioral Development, 2019
This study establishes a sequence of developing mental state understandings in infants. We used three violation-of-expectation paradigms to assess fifty-seven 16-month-olds' ability to (a) infer an actress's intention from her prior repeated approaches to an object, (b) recognize her emotion by watching her facial-emotional display, and (c) deduce…
Descriptors: Infants, Child Development, Beliefs, Intention
Wass, Sam V.; Cook, Clare; Clackson, Kaili – Developmental Psychology, 2017
Previous research has suggested that early development may be an optimal period to implement cognitive training interventions, particularly those relating to attention control, a basic ability that is essential for the development of other cognitive skills. In the present study, we administered gaze-contingent training (95 min across 2 weeks)…
Descriptors: Infants, Metabolism, Physiology, Training
Walter, Shawna Lee – Online Submission, 2016
The purpose of this qualitative research assignment was to explore experiences with the early implementation stages of the Neurosequential Model in Education (NME) in an elementary classroom setting. Data gathered from four participant interviews, three elementary teachers and one educational assistant, revealed three categories surrounding the…
Descriptors: Sequential Approach, Brain, Qualitative Research, Program Implementation