There are long-held concerns regarding the impact of screen media on children's cognitive development. In particular, fast pace and fantastical events have been theorized to deplete children's cognitive resources, leading to reductions in their attention and executive functions (EF). To date, however, empirical tests of short-term effects of media…

Given the hegemony of developmentalism in early childhood education and care, this article uses a poetic juxtapositional approach to bewilder Piaget's theory of cognitive development. Critical consideration of how the theory of cognitive development has contributed to the imagining of a universal, ahistorical child and childhood(s) are discussed…

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students' cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This…

If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use…

Proposes an account of the development of temporal understanding, linking it with episodic memory development. Distinguishes between ways of representing time in terms of frameworks involved; describes perspectival and nonperspectival frameworks and those representing recurrent sequences or particular times. Describes emergence of new kinds of…

In full-day kindergarten, the teacher has the time to regularly assess each child's progress, to diagnose deficiencies, and to alter the instruction accordingly. (Author)

This study focused on an analysis of teachers' perception of the concept of on-task in order to understand better how research results are interpreted and utilized by classroom teachers. Results suggest that ways of thinking about the concept of "on-task" may be cognitive-developmental in character. (Author/MT)

This report systematically reviews research on the outcomes of programs that teach young children in a group setting before they begin kindergarten. Study inclusion criteria included the use of randomized or matched control groups, evidence of initial equality, and study duration of at least 12 weeks. Studies included valid measures of language,…

Studies relating time (in four ranges--years, days, hours, and minutes) to educational outcomes are reviewed. The need to include time as one factor in a theory of educational productivity is discussed. (Author/JD)

The literature on how and when children acquire temporal concepts is reviewed in the context of the acquisition of time concepts by deaf children. The stages at which children acquire concepts of clock, calendar, historical time, and chronology, and effects of language acquisition are discussed. A more formal structure of temporal concepts in the…

Summarizes recent trends in French developmental psychology, including those regarding (1) cognitive development as it relates to Piaget's theory, (2) psycholinguistics in preschool children, (3) social interaction, and (4) the structuring of time and space by infants and toddlers. (Author/RH)

Delineates the continuing controversy between development and learning, and notes the evidence accumulating for some type of continuum in the processes. Introduces 10 research papers on reconceptualizing the intersection of the two processes and states the arguments for debate and presentation. (ET)

The effects of massed, distributed, and spaced trials sequencing on the learning of handicapped and nonhandicapped individuals for both cognitive and motor tasks are discussed. Implications for the application of the research findings to the classroom for the severely handicapped individual are presented. (Author)

The article examines the reflective versus the impulsive cognitive styles and the implications of these styles for special education teachers. (PHR)

Suggests that the study of microdevelopment offers a potentially powerful way to relate learning and development where similar changes occur but in differing time frames. Microdevelopment analyzes short-term changes as developmental functions. Individuals and groups function at widely different developmental levels and grow in diverse nonlinear…