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Weisberg, Deena Skolnick; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Mind, Brain, and Education, 2013
Decades of research demonstrate that a strong curricular approach to preschool education is important for later developmental outcomes. Although these findings have often been used to support the implementation of educational programs based on direct instruction, we argue that "guided play" approaches can be equally effective at delivering content…
Descriptors: Play, Teaching Methods, Preschool Education, Developmentally Appropriate Practices
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Parish-Morris, Julia; Mahajan, Neha; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Collins, Molly Fuller – Mind, Brain, and Education, 2013
Early experiences with books predict later reading success, and an interactive shared reading style called "dialogic reading" is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the…
Descriptors: Story Reading, Emergent Literacy, Electronic Publishing, Literacy Education
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Miller, Alison L.; Lumeng, Carey N.; Delproposto, Jennifer; Florek, Brian; Wendorf, Kristin; Lumeng, Julie C. – Mind, Brain, and Education, 2013
Mechanisms underlying socioeconomic disparities in school readiness and health outcomes, particularly obesity, among preschool-aged children are complex and poorly understood. Obesity can induce changes in proteins in the circulation that contribute to the negative impact of obesity on health; such changes may relate to cognitive and emotion…
Descriptors: Obesity, Metabolism, Low Income Groups, Preschool Children
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Goldin, Andrea Paula; Calero, Cecilia Ines; Pena, Marcela; Ribeiro, Sidarta; Sigman, Mariano – Mind, Brain, and Education, 2013
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant…
Descriptors: Neurosciences, Play, Young Children, Preschool Education
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Kuhl, Patricia K. – Mind, Brain, and Education, 2011
The last decade has produced an explosion in neuroscience research examining young children's early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of language, the neural signatures of learning can be…
Descriptors: Neurological Organization, Research, Young Children, Language Processing
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Newcombe, Nora S.; Frick, Andrea – Mind, Brain, and Education, 2010
Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form…
Descriptors: Play, Preschool Children, Spatial Ability, Early Childhood Education
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Griffin, Sharon – Mind, Brain, and Education, 2009
Using Central Conceptual Structure theory as an heuristic, learning sequences in the acquisition of number knowledge are described in three forms that bridge theory and practice: as a four-stage theoretical progression, as items on a developmental test created to test the theoretical progression, and as learning objectives in a curriculum designed…
Descriptors: Curriculum Design, Mathematics Education, Mathematics Instruction, Teaching Methods
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Rappolt-Schlichtmann, Gabrielle; Willett, John B.; Ayoub, Catherine C.; Lindsley, Robert; Hulette, Annmarie C.; Fischer, Kurt W. – Mind, Brain, and Education, 2009
The purpose of this research is to explore the dynamics of cortisol regulation in the context of center-based child care by examining the impact of social context (large classroom vs. small group) and relationship quality with caregivers (conflict with mothers and teachers). We extend the research on children's physiologic stress system…
Descriptors: Poverty, Mothers, Conflict, Caregivers
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Kloo, Daniela; Perner, Josef – Mind, Brain, and Education, 2008
In the preschool years, there are marked improvements in theory of mind (ToM) and executive functions. And, children's competence in these two core cognitive domains is associated with their academic achievement. Therefore, training ToM and executive control could be a valuable tool for improving children's success in school. This article reviews…
Descriptors: Academic Achievement, Preschool Children, Brain, Learning Theories