In this article, the authors problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define learning in terms of formal learning (i.e. learning as an outcome of direct instruction and school-based approaches that…

Chinese kindergartens' over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children's development from New Zealand, has swept China with the endorsement from the professional…

This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All-day recordings of caregiver-child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better…

Older interlocutors are more likely than younger ones to make pragmatic inferences, that is, inferences that go beyond the linguistically encoded meaning of a sentence. Here we ask whether pragmatic development is associated with increased activity in brain structures associated with inference-making or in those associated with Theory of Mind. We…

When we consider the ultimate goal of bringing innovation to our education programs, a key consideration is whether or not we are helping our students themselves become innovative, creative thinkers and actors.

Adults with unresolved Adverse Childhood Experiences (ACEs) present a unique opportunity for universities to support students as they strive toward positive change. As marginalized students seek to improve their lives, they often utilize higher education as their means. Traditionally, this path has not been easy to for students to navigate, nor…

Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful…

Although education is a right, it still remains a distant dream for many of India's children (Where knowledge is poor). It is clear that it is not enough to make laws; they need to be augmented by more efforts. Education should be accessible to all if democracy is to succeed. Many communities and groups like disadvantaged castes and women have…

Pivotal response training (PRT) is an intervention that integrates principles of child development with those of applied behavior analysis (ABA). This means that facilitating a PRT interaction involves a simultaneous consideration of the learner with Autism Spectrum Disorder's (ASD's) developmental levels and progression, along with the…

The purpose of this Grounded Theory study was to understand parents of children with autism's perceptions of early intervention involvement, satisfaction, transition into and out of EI, and goals for their children's development. Twenty parents participated in initial interviews and 13 parents participated in follow-up interviews. Data were…

In this book, the author challenges reductive views of emergent literacy prevalent in many of today's kindergarten and pre-K classrooms. As an alternative, Lysaker explains how reading wordless books with young children helps them to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find…

This article aims to look at the intersection of policy and lived experience at the level of the individual child by dissecting how primary education policy in England demands and expects a particular learner subjectivity. The focus is on children in the first years of primary school, and how statutory assessments provide a model of the 'ideal…

Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of…

The main aim of this study is to examine the perceptions of university graduate working mothers who have 36-60 months-old children of the quality of the time spent with their children. In the study, the phenomenology design was used among qualitative research techniques. The study group consisted of 32 mothers selected by using a maximum variation…

Executive Functions (EFs) development is critically affected by stress and trauma, as well as the socioeconomic context in which children grow up (Welsh, Nix, Blair, Bierman, & Nelson, 2010, Journal of Educational Psychology, 102, 43-53). Research in this field is surprisingly lacking in relation to war contexts. This study represents a first…