Category Archives: Early childhood

Promoting Self-Regulation in the First Five Years: A Practice Brief

Early childhood is a period of rapid brain development that paves the way for growth of self-regulation skills. This brief builds on reviews of the theoretical and intervention literature to provide early childhood leaders such as program administrators with guidelines for promoting … Continue reading

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The Hungry Mind: The Origins of Curiosity in Childhood

Despite American education’s mania for standardized tests, testing misses what matters most about learning: the desire to learn in the first place. Susan Engel offers a highly readable exploration of what curiosity is, how it can be measured, how it … Continue reading

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Culture and Early Childhood Learning

During the period from birth to 5 years of age, children undergo massive transformations in size, biological organization, behavioral capacities, and the social organization of experience that greatly complicate our understanding of the relation between culture and their learning processes. … Continue reading

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The Resilient Brain and its crucial role in Human Development

Did you know that investments in early childhood are crucial for achieving the brain’s full developmental potential and resilience? Jim Heckman, Nobel Laureate in economics, and his collaborators have shown that strong foundational skills built in early childhood are crucial … Continue reading

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A Computational Model of Early Cognitive Development as a Creative Process

This paper describes a computational model named Dev E-R (Developmental Engagement-Reflection) that, inspired by Piaget’s theory, simulates the assimilation-accommodation adaptation process. It is implemented with a new extended version of the computational model of creativity known as Engagement-Reflection. That is, … Continue reading

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Why is it bad to make a Mess? Preschoolers’ conceptions of Pragmatic Norms

A common type of transgression in early childhood involves creating inconvenience, for instance by spilling, playing with breakable objects, or otherwise interfering with others’ activities. Despite the prevalence of such pragmatic transgressions, little is known about children’s conceptions of norms … Continue reading

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