Adverse childhood experiences (ACEs) can impact an individual physically, emotionally, and socially while also influencing cognitive development and academic outcomes. Mathematics learning requires cognitive clarity and the ability to solve problems and make decisions. Guided by the contemporary theory of trauma, the theory of allostasis, and…

Measurement of early childhood development at the population level has traditionally been neglected in Latin America. In this context, Uruguay stands out for having two population-based protocols: the Nutrition, Child Development and Health Survey (ENDIS), a home survey, and the School Readiness - Child Development Inventory (INDI). This paper…

Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment.…

Psychologists have long debated the role of early experience in social and cognitive development. However, traditional approaches to studying this issue are not well positioned to address this debate. The authors present simulations that indicate that the associations between early experiences and later outcomes should approach different…

Introduction: Relation between constructing complex mental structures and language skills cause delays in development of executive functions of deaf children. When the importance of language skills in development of executive functions and frequency of aggressive behaviours of deaf children are considered, investigation of executive functions of…

The smiles and laughter of an infant form the beginning of the developmental process of interpersonal interaction and socialization. The earliest smiles are automatic expressions of internal states, but soon infants' smiles are communications of pleasure. The developmental changes in smiling and laughing in early infancy reflect the rapidity with…

Examines the assumptions about infant development that underlie infant intervention programs. Focuses on four popular ideas: that environment is the sole determinant of development; that development is linear and continuous; that early experiences carry more weight than later experiences; and that providing a more "stimulating"…

This paper presents a brief overview of the array of neuroscience research as it applies to play and child development. The paper discusses research showing the importance of play for brain growth and child development, and recommends that families, schools and other social and corporate institutions rearrange their attitudes and priorities about…

Discusses the vital importance of the preschool period in educational terms and maintains that early influences are much more effective than later experience; one cannot look upon nursery schools as merely child care services. (MS)

Compared parental perceptions of the use of internal information sources--intuitions, religious beliefs, personal childhood experiences--to use of external sources for information about their toddlers' development. Found that parents perceived the internal sources as being used more frequently and as more useful for information on their child's…

This study examined participation in preschool and its relationship with the cognitive and social development of language-minority students. Although there is a large body of research that demonstrates the cognitive and social benefits of attending preschool (Barnett, 1995; Gorey, 2001; National Research Council, Committee on Early Childhood…

Investigated whether a preschool intervention program for children from single-parent households could be effective in establishing the conditions appropriate for allowing the child to recover from the harmful consequences of divorce and limited adult-child interaction. (Author/DB)

A portion of the Child Care Cost, Quality, and Outcomes study finds that quality of center-based care was positively related to preschool children's concurrent cognitive and socioemotional development. More advantaged children are not necessarily buffered from effects of poor quality care. In addition, stronger positive effects of child care…

This report is a summary statement about a broad-based longitudinal study being conducted by Head Start. It concerns the effects of early school experiences on over 1800 disadvantaged children, ages 4 to 8, and their families who live in four poverty areas. The report (1) raises basic questions about the nature of education, learning, and…

Learning in infancy is based on activity, beginnings, and curiosity, the so-called ABC's. Earliest behavior consists of mass activity, the period from birth to 24 months of sensory-motor development which provides the foundation for all future learning. Adults must provide space, toys, and affectionate care to help infants proceed through…