PSY 210: Child Psychology and Development

Explores language milestones at age one, between one and two, and between two and three.

The interface between neurocognitive science and classroom practice is discussed in this video from LabLearner-The Science of Learning!

Can Understanding Information Processing Theory Help Student Learning? It should. Information Processing Theory uses a computer model to describe human learning. Information comes in, it gets processed, and then it gets stored and retrieved.

Thanks for sharing this resource, Katie! Quizlet has no pre-determined curriculum. Students define what they need to learn, and we provide the tools. We help Art History majors learn paintings, Spanish students learn their verbs, 5th graders learn their spelling words, and new waiters learn the menus of their restaurants. Our aim is to build software that any learner can use, so we make most of our stuff free.

This video is about thinking about how some children play to hide. Good video to look at and open your mind.

Provides information about the New York Longitudinal Scales and Carey Temperament Scales. Includes a temperament newsletter.

Psychologist Mary Ainsworth (1913 - 1999) provided the most famous body of research offering explanations of individual differences in attachment.

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.

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

The United Nations Girls' Education Initiative (UNGEI) is a partnership of organizations committed to narrowing the gender gap in primary and secondary education. It also seeks to ensure that, by 2015, all children complete primary schooling, with girls and boys having equal access to free, quality education.

UNICEF report on how boys have been left behind on academic achievement

On this site you will find up to date research and pertinent information from a wide variety of sources on developmental approaches to Moral Education. The site emphasizes the work of DBME Scholars but also serves as a source for current work in Moral and Character Education.

This resource identifies useful Web sites and federal publications on a variety of youth violence topics.

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/.

Information-processing theory is a psychological theory about how we process and learn information. Clearly, this is a topic that is at the core of the everyday work of a classroom teacher, so let's spend some time exploring this theory and how it applies in the classroom.

Humans process information with amazing efficiency and often perform better than highly sophisticated machines at tasks such as problem solving and critical thinking (Halpern, 2003; Kuhn, 1999). Yet despite the remarkable capabilities of the human mind, it was not until the 20th century that researchers developed systematic models of memory, cognition, and thinking. The best articulated and most heavily researched model is the information processing model (IPM), developed in the early 1950s.

At the very heart of cognitive psychology is the idea of information processing.

Edutopia's list of resources, articles, videos, and links for exploring the connection between education and neuroscience.

The mission of Mind Positive Parenting is to equip parents and communities to raise children and youth who can thrive, meeting the challenges of the 21st Century.

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.