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Anjie Cao; Molly Lewis; Sho Tsuji; Christina Bergmann; Alejandrina Cristia; Michael C. Frank – Developmental Science, 2025
Developmental psychology focuses on how psychological constructs change with age. In cognitive development research, however, the specifics of this emergence is often underspecified. Researchers often provisionally assume linear growth by including chronological age as a predictor in regression models. In this work, we aim to evaluate this…
Descriptors: Language Acquisition, Infant Behavior, Age Differences, Developmental Stages
Orr, Edna – Early Child Development and Care, 2022
For the current study, a multi-measure, micro-analytic approach was used to prospectively explore the role of preliminary symbolic play with single and multi-objects in language milestone development and vice versa. Fourteen infants followed up in monthly one hour sessions between the ages of 8 and 16 months. Their spontaneous play acts and vocal…
Descriptors: Play, Language Acquisition, Infants, Cognitive Development
Kretch, Kari S.; Marcinowski, Emily C.; Hsu, Lin-Ya; Koziol, Natalie A.; Harbourne, Regina T.; Lobo, Michele A.; Dusing, Stacey C. – Developmental Science, 2023
The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in…
Descriptors: Psychomotor Skills, Motor Development, Cognitive Development, Language Acquisition
Babik, Iryna; Galloway, James Cole; Lobo, Michele A. – Developmental Psychology, 2022
Early exploratory behaviors have been proposed to facilitate children's learning, impacting motor, cognitive, language, and social development. This study related the performance of behaviors used to explore oneself to behaviors used to explore objects, and then related both types of exploratory behaviors to motor, language, and cognitive measures…
Descriptors: Child Behavior, Child Development, Cognitive Development, Motor Development
Singh, Leher; Rajendra, Sarah J.; Mazuka, Reiko – Child Development Perspectives, 2022
Over the past 50 years, scientists have made amazing discoveries about the origins of human language acquisition. Central to this field of study is the process by which infants' perceptual sensitivities gradually align with native language structure, known as "perceptual narrowing." Perceptual narrowing offers a theoretical account of…
Descriptors: Infants, Cognitive Development, Child Development, Language Acquisition
Liu, Xueman Lucy; Lee, Wendy; Rolfhus, Eric; Hutchings, Teresa; Yao, Liqun; Xie, Jingqiu; Xu, Yaqing; Peng, Yongmei; Villiers, Jill de – International Journal of Language & Communication Disorders, 2023
Objective: This study was designed to produce a new parent-report measure, the Diagnostic Receptive Expressive Assessment of Mandarin-Infant Toddler Assessment of Communication and Language (DREAM-IT) in order to provide norms for the developmental skills of children aged 0-36 months in four areas: expressive language, receptive language,…
Descriptors: Language Acquisition, Infants, Toddlers, Expressive Language
Rosa Vilaseca; Magda Rivero; David Leiva; Fina Ferrer – Journal of Developmental and Physical Disabilities, 2023
Parenting is a key factor for the development of children with intellectual and developmental disabilities. Therefore, early intervention programs should target parenting behaviors to improve children's developmental outcomes. The present study analyzed the effect of parental behaviors and other family factors on the cognitive and linguistic…
Descriptors: Parenting Styles, Parent Child Relationship, Mothers, Fathers
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
Samantha Butler; Catherine Ullman Shade; Laura Wood; Alexandra Roseman; Emily Berry; Erin Walecka; Katherine Engstler; Hope Dickinson; Anjali Sadhwani – Infants and Young Children, 2025
Children with complex congenital heart defects often show delays and deficits in cognitive, language, motor, and social-emotional functioning. As such, the American Academy of Pediatrics and the American Heart Associated recommend ongoing monitoring and support of development. In conjunction with the formal therapeutic supports frequently…
Descriptors: Child Development, Heart Disorders, At Risk Persons, Intervention
Woods, Adell; Mannion, Arlene; Garrity, Sheila – Child Care in Practice, 2022
Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as "infant classes" in the Irish context. This article shares the…
Descriptors: Early Childhood Education, Preschool Curriculum, Curriculum Development, Foreign Countries
Rifkin-Graboi, Anne; Khng, Kiat Hui; Cheung, Pierina; Tsotsi, Stella; Sun, He; Kwok, Fuyu; Yu, Yue; Xie, Huichao; Yang, Yang; Chen, Mo; Ng, Chee Chin; Hu, Pei Lin; Tan, Ngiap Chuan – Learning: Research and Practice, 2019
We suggest that prior to school entry, our earliest "teachers" and "learning settings" --that is, our parents, caregivers, and homes--provide signals about our environmental conditions. In turn, our brains may interpret this information as cues indicating the types of environments we will likely face and adapt accordingly. We…
Descriptors: Foreign Countries, Early Experience, Cognitive Development, Brain
Ferreira, Rachel de Carvalho; Alves, Claudia Regina Lindgren; Magalhães, Lívia de Castro – Early Child Development and Care, 2022
The aim was to evaluate the effects of a family-focused early intervention programme on the cognitive, motor, and language development of infants exposed to social and biological risks in the first year of life. Quasi-experimental randomized controlled trial (RBR-6ct969), with intervention (IG; n = 72) and control (CG; n = 170) groups. IG mothers…
Descriptors: Infants, Early Intervention, Family Involvement, Neurodevelopmental Disorders
Bordenave, Diane; McCune, Lorraine – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The purpose of this study was to investigate the relationship of the grunt vocalizations to cognitive and expressive language status in children with disabilities. Children with typical development produce communicative grunts at the onset of referential word production and comprehension at 14-16 months of age and continue to use this…
Descriptors: Nonverbal Communication, Communication Skills, Children, Disabilities
Potter, Christine E.; Lew-Williams, Casey – Developmental Psychology, 2019
Learning always happens from input that contains multiple structures and multiple sources of variability. Though infants possess learning mechanisms to locate structure in the world, lab-based experiments have rarely probed how infants contend with input that contains many different structures and cues. Two experiments explored infants' use of two…
Descriptors: Infants, Linguistic Input, Cues, Language Acquisition
Ferry, Alissa; Nespor, Marina; Mehler, Jacques – Developmental Psychology, 2020
To learn a language infants must learn to link arbitrary sounds to their meaning. While words are the clearest example of this link, they are not the only component of language; morphological regularities (e.g., the plural -s suffix in English) carry meaning as well. Comprehensive theories of language acquisition must account for how infants build…
Descriptors: Infants, Child Language, Comprehension, Morphology (Languages)