The Neurosequential Model in Education (NME) is described as a developmentally sensitive and biologically respectful approach to development and learning. This paper postulates that the NME shares many commonalities with the Montessori Method in that it, too, is developmentally sensitive and adheres to biologically respectful concepts. This paper…

The Early Start Denver Model (ESDM) is a promising early intervention for promoting improved social, cognitive, and communication outcomes for young children with autism spectrum disorder (ASD). However, most studies evaluating group-based delivery of this program have used 15-25 h per week of intervention in specialized ESDM preschools with low…

Approximately 225,000 children from birth to age three are affected by developmental delays, and additionally, 49,000 are affected by a physical disability (U.S. Census Bureau, 2006). Fortunately there are policies and programs that help young children with disabilities achieve positive outcomes in school and live independent lives in the future.…

According to the mental-state reasoning model of suggestibility, 2 components of theory of mind mediate reductions in suggestibility across the preschool years. The authors examined whether theory-of-mind performance may be legitimately separated into 2 components and explored the memory processes underlying the associations between theory of mind…

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test,…

Move sequence analysis revealed that, when presented with problems having subgoals difficult to order, 40 preschoolers between 45 and 70 months of age (1) tended to avoid backup; (2) were sensitive to incremental progress toward a goal; and (3) searched moves ahead for a goal. None of several indices of performance were reliably correlated with…

Presents evidence that human infants possess a mechanism for determining and representing small numbers of entities and procedures for operating on these representations to extract numerical relationships between them. Presents a model for this mechanism and discusses its relation to later numerical knowledge. Contains 42 references. (MKR)

The article describes the Chapel Hill Gifted Handicapped Project (housed at the University of North Carolina) designed to develop a model and field tested curricula for gifted and handicapped preschoolers. (SBH)

This paper presents a system for describing and categorizing various theories of language and thinking. Within this system, theories are described in terms of their position on three basic issues: (1) the direction of dependency between language and cognition, (2) the necessity of that dependency, and (3) the level of specificity at which the…

Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. The role of cognition in imitation learning theory is discussed. (BRT)

Data were generally consistent with the view that preschoolers and elementary schoolers can respond to memory probes by applying arithmetical processing to running gist from recently solved problems. Discussed are two competing interpretations of the development of working memory: fuzzy-trace theory and the generic-resources hypothesis. (Author/RH)

The development of speech and language skills in hearing impaired children at the preschool level is discussed in terms of a model of communication which includes listening, speech and language, social interaction, cognition, and academics. Sample learning activities illustrate the incorporation of multiple objectives into one lesson. (DB)

Preschoolers 4 and 5 years of age were found to use four strategies differing in temporal characteristics as they solved simple addition problems with sums of 10 or less. Three strategies had visible and/or audible aspects, and one was covert, involving retrieval from memory. The harder the problem, the more often the children used an overt…

The failure of compensatory education programs to demonstrate permanent increases in intelligence with early intervention has constituted a basic challenge to the validity of the early experience paradigm. A reconceptualization of the effects of early experience, emphasizing the cumulative and dialectical nature of development, is needed. (KH)

In an attempt to validate the findings of other researchers regarding the development of conceptual perspective taking, this study used Taylor's (1988) 2-tiered model to examine development of perspective taking among 40 3- to 5-year-olds. Participating were 22 males and 18 females from English-speaking backgrounds attending a preschool in…