Tag Archives: Developmental psychology
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Rebecca R. Garte
My favorite moments as a teacher were when I would pause and surveil my classroom, my eyes flitting from one child to the next, all equally engrossed in serious tasks, the quiet hum of experimentation, problem solving and collaboration filling the air above their small forms. These deeply satisfying observations showed a busy, engaged classroom […]
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Ross A. Thompson
Science informs public understanding on everything from climate change to cancer treatments to child development. But how does it do so, and who determines what the public learns? Does science infiltrate public awareness from the work of science journalists reporting on new discoveries in places like the New York Times or the BBC? Or from the efforts of […]
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Jeffrey J. Lockman, Catherine S. Tamis-LeMonda
When we decided to serve as Editors of the forthcoming Cambridge Handbook of Infant Development, we did not want to assemble just a traditional handbook volume. Sure, we wanted to gather together many of the world’s leading experts on infant development and have them review current findings and foundational theory in their research area. And […]
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Kathleen H. Corriveau, Samuel Ronfard, Lucas Payne Butler
Anyone who has been around young children knows that they are inquisitive. They are constantly exploring and trying new things. They ask a lot of questions – indeed some research has shown that by the time they are in preschool, they ask about 72 questions per hour – or over one per minute! Young children’s […]
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David Olson
Implausible as it may seem, while all speakers of a language have knowledge of language, they often have little knowledge about language. Their knowledge of their spoken language, remains, as we say, implicit, unavailable to consciousness. A literate education is largely responsible for making that implicit knowledge explicit, something to think about. And that, the […]
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Rebecca R. Garte
My favorite moments as a teacher were when I would pause and surveil my classroom, my eyes flitting from one child to the next, all equally engrossed in serious tasks, the quiet hum of experimentation, problem solving and collaboration filling the air above their small forms. These deeply satisfying observations showed a busy, engaged classroom […]
Read More
-
Ross A. Thompson
Science informs public understanding on everything from climate change to cancer treatments to child development. But how does it do so, and who determines what the public learns? Does science infiltrate public awareness from the work of science journalists reporting on new discoveries in places like the New York Times or the BBC? Or from the efforts of […]
Read More
-
Jeffrey J. Lockman, Catherine S. Tamis-LeMonda
When we decided to serve as Editors of the forthcoming Cambridge Handbook of Infant Development, we did not want to assemble just a traditional handbook volume. Sure, we wanted to gather together many of the world’s leading experts on infant development and have them review current findings and foundational theory in their research area. And […]
Read More
-
Kathleen H. Corriveau, Samuel Ronfard, Lucas Payne Butler
Anyone who has been around young children knows that they are inquisitive. They are constantly exploring and trying new things. They ask a lot of questions – indeed some research has shown that by the time they are in preschool, they ask about 72 questions per hour – or over one per minute! Young children’s […]
Read More
-
David Olson
Implausible as it may seem, while all speakers of a language have knowledge of language, they often have little knowledge about language. Their knowledge of their spoken language, remains, as we say, implicit, unavailable to consciousness. A literate education is largely responsible for making that implicit knowledge explicit, something to think about. And that, the […]
Read More
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