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Pearce, Nicole; Davis, Jill – Dimensions of Early Childhood, 2021
A key factor in a child's healthy development is resilience, which allows a child to have an adaptive response to hardships even when exposed to a toxic environment or adversity. Resilience is the interplay between a child's positive environment and adaptive and coping skills outweighing risk factors and adverse experiences to create a positive…
Descriptors: Resilience (Psychology), Executive Function, Child Development, Teaching Methods
K. Ann Renninger; Gertraud Benke; Ricardo Böheim; Julien Corven; Maria Consuelo De Dios; Maeve R. Hogan; Moe Htet Kyaw; Ana G. Michels; Marina Nakayama; Pablo E. Torres; Helena Werneck; Feven Yared – Frontline Learning Research, 2025
Collaborative problem solving (CPS) has been shown to both engage and benefit students' learning of mathematics. However, there is evidence that group work is not always easy to facilitate, in part because educators lack details about learners' engagement during group work: the processes of problem solving involved, and how these are engaged. In…
Descriptors: Cooperative Learning, Middle School Students, Problem Solving, Mathematics Education
Watanabe, Nobuki – International Electronic Journal of Mathematics Education, 2023
The role of executive function training in supporting child development has been increasingly studied. Executive function is largely related to the prefrontal cortex. The anterior portion of the prefrontal cortex, which is area 10 on the Brodmann map, is essential for the emergence of higher-order executive functions. Accumulating evidence…
Descriptors: Mathematics Instruction, Teaching Methods, Alphabets, Numbers
Vogelaar, Bart; Veerbeek, Jochanan; Splinter, Suzanne E.; Resing, Wilma C. M. – Journal of Computer Assisted Learning, 2021
This study aimed to investigate children's potential for reasoning by analogy utilizing a newly-developed computerized dynamic test, and the potential differential influence of executive functions (cognitive flexibility, attention, and planning) on static and dynamic measures of analogical reasoning. Participants included 64 children (mean age =…
Descriptors: Thinking Skills, Executive Function, Computer Assisted Testing, Children
Upshur, Carole C.; Wenz-Gross, Melodie; Rhoads, Christopher; Heyman, Miriam; Yoo, Yeonsoo; Sawosik, Gail – Grantee Submission, 2019
A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds…
Descriptors: Preschool Education, Early Intervention, Preschool Curriculum, Preschool Children
Carl Sumi; Michelle Woodbridge; Elisa Garcia; Xin Wei; Patrick Thornton; Jennifer Nakamura – Society for Research on Educational Effectiveness, 2021
Background: Students who do not acquire social and emotional skills are at risk for a range of negative outcomes that include emotional and behavioral disabilities, lower school achievement and school failure, peer rejection, substance abuse, and school dropout (Downer & Pianta, 2006; Riggs et al., 2006 Quinn & Poirier, 2004). Tools for…
Descriptors: Teaching Methods, Social Emotional Learning, Cognitive Restructuring, Behavior Modification
Silvia, Paul J. – Educational Psychology Review, 2015
This article reviews the history of thought on how intelligence and creativity, two individual differences important to teaching and learning, are connected. For decades, intelligence and creativity have been seen as essentially unrelated abilities. Recently, however, new theories, assessment methods, and statistical tools have caused a shift in…
Descriptors: Intelligence, Creativity, Correlation, Problem Solving
Vogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M. – Psychology in the Schools, 2017
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…
Descriptors: Gifted, Problem Solving, Figurative Language, Educational Practices
Viterbori, Paola; Traverso, Laura; Usai, M. Carmen – Journal of Cognition and Development, 2017
This study investigated the roles of different executive function (EF) components (inhibition, shifting, and working memory) in 2-step arithmetic word problem solving. A sample of 139 children aged 8 years old and regularly attending the 3rd grade of primary school were tested on 6 EF tasks measuring different EF components, a reading task and a…
Descriptors: Role, Executive Function, Short Term Memory, Arithmetic
Jõgi, Anna-Liisa; Kikas, Eve – British Journal of Educational Psychology, 2016
Background: Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. Aims: The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and…
Descriptors: Word Problems (Mathematics), Problem Solving, Nonverbal Ability, Structural Equation Models
Teaching Mathematical Problem-Solving with the Brain in Mind: How Can Opening a Closed Problem Help?
Ambrus, András – Center for Educational Policy Studies Journal, 2014
In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have…
Descriptors: Mathematics Instruction, Teaching Methods, Brain, Problem Solving
Morris, Pamela; Mattera, Shira K.; Castells, Nina; Bangser, Michael; Bierman, Karen; Raver, Cybele – MDRC, 2014
Low-income preschool children face risks to their social-emotional development that can affect them later on. Although there are promising approaches to promoting preschoolers' social-emotional skills, the evidence base is limited, particularly on their effectiveness when implemented at scale. The Head Start CARES demonstration evaluated the…
Descriptors: Preschool Children, Low Income Groups, Teacher Education, Faculty Development

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