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Gul, Showkeen Bilal Ahmad – Online Submission, 2023
Education is a lifelong endeavour that starts in the womb and lasts until death. It helps the individual to develop full potential by allowing to control the environment of his/her own successful life and living. The foundation of education begins in one's very early childhood and lays the foundation for later stages of educational progression.…
Descriptors: Early Childhood Education, Child Care, Young Children, Games
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Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V. – International Journal of Environmental and Science Education, 2016
Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…
Descriptors: Cognitive Development, Preschool Children, Foreign Countries, Personality Development
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Tatlilioglu, Kasim – Educational Research and Reviews, 2017
The aim of this work is to investigate whether literature has effect on the personality development of individuals or not. This works aims to provide answers to the following research questions: "Does literature have effect on individuals' general harmony level, their social cohesion levels, personal harmony level, self-actualization level,…
Descriptors: Personality Development, Predictor Variables, Literature, Secondary School Students
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Oesterdiekhoff, Georg W. – Intelligence, 2012
The essay integrates the psychometric intelligence approach with the cognitive-developmental approach or the stage theory erected by Piaget and his disciples. The latter led to Piagetian Cross-Cultural Psychology and the accumulation of an immense body of data. It shows that different IQ levels are indicative of the peculiar stages of cognitive…
Descriptors: Educational Philosophy, Anthropology, Intelligence Quotient, Personality
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Thompson, Carol C. – Educational Forum, 2012
Non-formal learning for urban youth has a long history in the United States; it remains a source of innovation. This essay draws on literature about organizations that use community ties to encourage cognitive development and identity formation. It then describes how one youth organization in Camden, New Jersey uses presentations to the community…
Descriptors: Urban Youth, Cognitive Development, Nonformal Education, Personality Development
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Laycraft, Krystyna – Roeper Review, 2009
Dabrowski's theory of positive disintegration describes patterns and explains mechanisms of human development and has been successfully applied to understanding of gifted individuals. This article shows how the concepts of chaos theory and self-organization such as the sensitivity to initial conditions, positive and negative feedback, bifurcation…
Descriptors: Gifted, Personality, Adjustment (to Environment), Depression (Psychology)
Compton-Lilly, Catherine – Wisconsin Center for Education Research (NJ3), 2008
A case study of one child, Alicia, is used to explore how children's identities as readers are constructed across time as they move thorough school. Attention to time helps us attend to how students draw on ongoing, familial, and historical resources in ways that are both recursive and future-oriented as they construct themselves as readers across…
Descriptors: Literacy, Reading Instruction, Case Studies, Longitudinal Studies
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Hoff, Erika – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2006
Researchers in the fields of cognitive and language development have made less use of large-scale longitudinal designs and of person-centered approaches to data analysis than have researchers in the fields of social and personality development. It is argued that differences among domains of developmental psychology in the research methods employed…
Descriptors: Research Methodology, Personality, Data Analysis, Developmental Psychology
Gottfried, Allen W.; Gottfried, Adele Eskeles; Guerin, Diana Wright – Journal for the Education of the Gifted, 2006
The Fullerton Longitudinal Study is a contemporary prospective investigation that spans approximately a quarter of a century. Commencing at age 1, children and their families were systematically followed every 6 months from infancy through preschool and annually at ages 5 through 17. They were again assessed at age 24. The course of development…
Descriptors: Longitudinal Studies, Gifted, Learning Motivation, Young Children