Tag Archives: childhood

Language Exposure Relates to Structural Neural Connectivity in Childhood

Neuroscience research has elucidated broad relationships between socioeconomic status (SES) and young children’s brain structure, but there is little mechanistic knowledge about specific environmental factors that are associated with a specific variation in brain structure. One environmental factor, early language … Continue reading

Posted in Brain, Childhood, Childhood development, Language, Neural Connectivity | Tagged , , , ,

The development of conscious control in childhood

Developmental data suggest that the growth of executive function in childhood can be understood in terms of the development of consciousness. According to the ‘levels of consciousness’ (LOC) model, there are age-related increases in the highest degree of self-reflection or … Continue reading

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Developmental change and the nature of learning in childhood

How do children acquire humankind’s remarkable cognitive skills? Why are the abilities children acquire readily, such as native-language fluency, harder for adults? Although attitudes to these questions span the continuum from nativism to learning theory, answers remain elusive. We relate … Continue reading

Posted in Childhood, Childhood development, Children's learning | Tagged , ,

Endangered childhoods: how consumerism is impacting child and youth identity

Modern-day children are immersed in cultures of consumption such that every aspect of their lives is touched by a buy-and-consume modality. In particular, children in North America are increasingly experiencing the effects of consumer culture at unprecedented levels of involvement. … Continue reading

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Social Cognition in Childhood

‘Social cognition’ refers in very general terms to thinking about people, knowledge of people, and the social world, as well as to social processes in cognitive development. That is, it is a term that is used to refer both to the nature or content … Continue reading

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Learning Social Conventions in Early Childhood

Adults make inferences about the conventionality of others’ behaviors based on their prevalence across individuals. Here, we look at whether children use behavioral consensus as a cue to conventionality, and whether this informs which cultural models children choose to learn … Continue reading

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Violence in Childhood leads to accelerated aging

Children who suffer abuse are more likely to age faster, while those who endure food insecurity or neglect may develop more slowly, according to new research led by the University of Washington. Violence, psychological or emotional abuse, deprivation and neglect … Continue reading

Posted in Aging, Childhood, Violence | Tagged , ,

The Culture of Childhood: We’ve Almost Destroyed It

Children learn the most valuable lessons with other children, away from adults. I don’t want to trivialize the roles of adults in children’s lives, but, truth be told, we adults greatly exaggerate our roles in our theories and beliefs about … Continue reading

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How Early Academic Training Retards Intellectual Development

In my last post, I summarized research indicating that early academic training produces long-term harm. Now, in this post, I will delve a bit into the question of how that might happen. It’s useful here to distinguish between academic skills and … Continue reading

Posted in Child psychology, Childhood | Tagged ,

Early Academic Training Produces Long-Term Harm

Many preschool and kindergarten teachers have told me that they are extremely upset—some to the point of being ready to resign—by the increased pressure on them to teach academic skills to little children and regularly test them on such skills. … Continue reading

Posted in Child psychology, Childhood | Tagged ,