Group items tagged

The work of Lev Vygotsky is increasingly cited as we reconsider the theory and practice of constructivist education. This program introduces the life, vocabulary and concepts of Lev Vygotsky. The video illustrates four basic concepts integral to his work: Children construct knowledge, learning can lead development, development cannot be separated from its social context, and language plays a central role in cognitive development. Elena Bodrova brings an easy familiarity to these concepts. Deborah Leongs commentary and the lively classroom examples enable students, teachers in training, and classroom teachers to incorporate these concepts into their understanding of child development. with deborah Leong, Ph.D. and Elena Bodrova, Ph.D. This is a short clip form the film. Further information is available at www.davidsonfilms.com.

Children grow and develop at different rates. While their pathways through childhood differ, most pass a set of predictable milestones along the way.

The theories of Jean Piaget and Lev Vygotsky have probably had the most influence on our ideas about how young children learn. Although they worked at about the same time, they approached the topic from slightly different perspectives and emphasized different aspects of children's cognitive development.

The website of the Society for Research in Child Development. Provides information about the excellent research journal Child Development. Tells how to become a student member of the society.

This site contains information about Urie Bronfenbrenner and the ecology of human development.

Piaget was the first psychologist to make a systematic study of cognitive development. His contributions include a theory of cognitive child development, detailed observational studies of cognition in children, and a series of simple but ingenious tests to reveal different cognitive abilities.

The work of Lev Vygotsky (1896-1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory.

This link takes you to the Center on the Developing Child at Harvard University.

This bulletin provides basic information on brain development and the effects of abuse and neglect on that development. The information is designed to help professionals understand the emotional, mental, and behavioral impact of early abuse and neglect in children who come to the attention of the child welfare system.

In this section you will learn about the many ways parents and caregivers can help children get off to a good start and establish healthy patterns for life-long learning.

Lawrence Kohlberg (1958) agreed with Piaget's (1932) theory of moral development in principle but wanted to develop his ideas further.

Children Now is the leading, nonpartisan, umbrella research, policy development, and advocacy organization dedicated to promoting children's health and education in California and creating national media policies that support child development. The organization also leads The Children's Movement of California.

"The work of Jean Piaget has become the foundation of current developmental psychology and the basis for changes in educational practice. David Elkind, author of The Hurried Child and Miseducation, and a student of Jean Piaget, explores the roots of Piagets work and outlines important vocabulary and concepts that structure much of the study of child development. Using both archival film of Dr. Piaget and newly shot sequences of Dr. Elkind conducting interviews with children of varying ages, this film presents an overview of Piagets developmental theory, its scope and content. The film can serve either as an introduction to Piagets work or as a review of it. With David Elkind, Ph.D. This is a short clip from the film. Further information is available at www.davidsonfilms.com."

ZERO TO THREE is a national, nonprofit organization that provides parents, professionals and policymakers the knowledge and know-how to nurture early development.

Neurodevelopmental disabilities, including autism, attention-deficit hyperactivity disorder, dyslexia, and other cognitive impairments, affect millions of children worldwide, and some diagnoses seem to be increasing in frequency. Industrial chemicals that injure the developing brain are among the known causes for this rise in prevalence. To view an article, which provides an overview of this study, go to http://www.forbes.com/sites/alicegwalton/2014/02/15/11-toxic-chemicals-afffecting-brain-development-in-children/.

As our society becomes even more technically and socially complex, we cannot afford to continue to allow large numbers of children to miss out on the positive experiences they need in infancy and early childhood; the costs, in terms of lost intellectual potential and increased rates of emotional and behavioral problems, are too high. The new developments in brain research show us what children need; our challenge is to ensure that every child receives it.

Discusses the issues of early-later experience and nature versus nurture.

FRONTLINE reports on new neuroscience research indicating that teenagers brains are still developing, especially in the frontal cortex.

According to Erikson, the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future.