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Peer reviewedvan Geert, Paul – Human Development, 1995
Argues that what matters is not the difference between learning and development, but the dynamic relationships that form the key to understanding. Examined two models of these relationships: (1) a semantic approach, distinguishing five dimensions along which learning and development can be compared; and (2) a mathematical nonlinear growth model…
Descriptors: Change Agents, Cognitive Development, Cognitive Processes, Developmental Continuity
Peer reviewedJohnson, James E.; Johnson, Karen McChesney – Topics in Early Childhood Special Education, 1992
This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood…
Descriptors: Child Development, Developmental Continuity, Developmental Programs, Developmentally Appropriate Practices
