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Relevant bibliographies by topics / Early childhood education|Educational psychology|Cognitive psychology / Journal articles

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Journal articles on the topic 'Early childhood education|Educational psychology|Cognitive psychology'

Author: Grafiati

Published: 9 July 2021

Last updated: 29 July 2025

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1

Xie, Huijin. "Theoretical Research on Educational Psychology in the Field of Early Childhood Education." Journal of Higher Vocational Education 1, no. 3 (2024): 82–90. http://dx.doi.org/10.62517/jhve.202416314.

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This paper aims to conduct an in-depth study on the theoretical aspects of educational psychology in the field of early childhood education. Through literature review and theoretical analysis, the paper explores psychological theories in early childhood education, including children's cognitive development, emotional management, and self-concept formation. Qualitative research methods are used to summarize and analyze the theoretical foundations and practical applications of educational psychology in early childhood education. The research findings indicate that theories in educational psychol

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Hidayat, Bahril, Ary Antony Putra, and Musaddad Harahap. "PENDIDIKAN ANAK USIA DINI MENURUT PSIKOLOGI ISLAMI." Generasi Emas 1, no. 1 (2018): 29. http://dx.doi.org/10.25299/ge.2018.vol1(1).2254.

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The relationship among early childhood education is related to the Islamic Education and Islamic Psychology perspective. Discussion of this article forms of theoretical review and expected to generate scientific reference to formulate explanation and development of science about Islamic Early Childhood Education according to Islamic Psychology. Islamic Education into early childhood as students, not only based on the principles of western Educational Psychology and Psychology of Learning (Psychology Learning and Teaching) from the Western scientist theory, but must be based on Islamic values a

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Muliku, Efron, Dohana Sisilia Maniwu, and Novita Pardamean Sianturi. "PERAN PSIKOLOGI PERKEMBANGAN DALAM DUNIA PENDIDIKAN ANAK USIA DINI DAN KAITANNYA DENGAN PENDIDIKAN KRISTEN." PADAMARA: Jurnal Psikologi dan Sosial Budaya 1, no. 2 (2024): 30–41. http://dx.doi.org/10.70420/qndptm66.

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The role of developmental psychology is very important in early childhood education, because understanding the stages of child development helps educators in designing appropriate and effective curricula. This research examines this role by showing how the principles of developmental psychology can be applied in the context of early childhood education. Apart from that, this research examines the relationship between developmental psychology and Christian education, which emphasizes spiritual and moral values in the care and education of children. This research also examines the problems that

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Bilton, Helen. "Developmental psychology and early childhood education." Early Years 33, no. 2 (2013): 203–4. http://dx.doi.org/10.1080/09575146.2012.716220.

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Yu, Xiang. "Application of Cognitive Development Theory in Early Childhood Chinese Language Teaching." Lecture Notes in Education Psychology and Public Media 100, no. 1 (2025): 14–19. https://doi.org/10.54254/2753-7048/2025.nd23843.

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In an era of evolving educational concepts, the critical importance of early childhood language development, and advancing kindergarten curriculum reforms, exploring how to apply cognitive development theories to young children's Chinese language teaching not only enriches the theoretical system of early childhood education and promotes interdisciplinary integration between psychology and education but also helps teachers optimize educational methods based on children's cognitive characteristics and language development laws, providing direction for innovative educational practices and address

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Safiah, Nur Ain, Ain Sholehah Suhada, Nur Amaliya Aika Rosli, and Nurul Ismiah. "Implementation of effective teaching based on Islamic educational psychology in early childhood." Edusoshum : Journal of Islamic Education and Social Humanities 5, no. 3 (2025): 275–89. https://doi.org/10.52366/edusoshum.v5i3.152.

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This research aims to identify and analyze effective teaching strategies based on Islamic educational psychology for early childhood, in order to address the lack of integration of Islamic values in education. This study is a qualitative literature review examining literature related to early childhood education from an Islamic perspective. The results show that the implementation of effective teaching must consider child developmental psychology, divided into three stages: the infant and toddler stage (0-3 years) focusing on the values of monotheism and sensory stimulation; the preschool stag

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Gumiandari, Septi, Ilman Nafi'a, and Dindin Jamaluddin. "Criticizing Montessori’s Method of Early Childhood Education using Islamic Psychology Perspective." Jurnal Pendidikan Islam 5, no. 2 (2019): 133–48. http://dx.doi.org/10.15575/jpi.v5i2.5835.

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This study examined critically Montessori’s concepts on early childhood education through Islamic Psychology perspective. This research used qualitative methodology with a literature approach. The results showed that (1) Montessori’s method pays more attention to the cognitive aspect of children development while children potential doesn’t only consist of cognitive, affective, and psycho-motoric aspects, but also spiritual one; (2) Reinforcement are not needed in Montessori’s method, while in Islamic Psychology, rewards can increase children's learning and punishment is needed to make children

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Leany, Muhammad, and Dimas Ahnan 'Azzam. "Childhood Education and Popular Islam: Islamic Psychology as a Pattern of Early Childhood Education in the Authoritative Affinity of Popular Islam." Al-Athfal: Jurnal Pendidikan Anak 10, no. 2 (2024): 179–90. https://doi.org/10.14421/al-athfal.2024.102-07.

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Purpose – This study examines how Islamic psychology contributes to early childhood education by integrating spirituality, emotional well-being, and intellectual development, while addressing the impact of globalization and popular Islam on the authenticity of Islamic teachings. Design/methods/approach – The study employs a qualitative methodology centered on conceptual analysis, utilizing systematic reviews of scholarly articles, books, and relevant media. This approach critically examines key concepts such as fitrah (innate nature), nafs (soul dynamics), and their applications in early child

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Cabe Trundle, Kathy, and Mesut Saçkes. "Teaching and learning science during the early years." Journal of Childhood, Education & Society 2, no. 3 (2021): 217–19. http://dx.doi.org/10.37291/2717638x.202123159.

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Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that earl

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Wang, Xinxin. "A Study of Early Childhood Teachers' Professional Development and Teaching Effectiveness Enhancement from the Perspective of Educational Psychology." Contemporary Education and Teaching Research 4, no. 08 (2023): 355–59. http://dx.doi.org/10.61360/bonicetr232014330806.

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Early childhood teachers are the backbone of preschool education, and they play a crucial role in young children's learning and development. However, faced with increasingly complex educational environments and the diverse learning needs of young children, early childhood teachers need to continuously update and develop their professional knowledge and skills to provide the best quality education. In this process, educational psychology provides guidance and support for early childhood teachers through the study of learning, development, and knowledge of psychological processes and environment

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Lubis, Saiful Akhyar, Yusnaili Budianti, and Mhd Noor Sitorus. "MAINTAINING CHILDREN'S LEARNING INTERESTS THROUGH AN ISLAMIC EDUCATIONAL PSYCHOLOGICAL APPROACH." Tadrib 8, no. 2 (2022): 245–64. http://dx.doi.org/10.19109/tadrib.v8i2.13803.

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This research aims to examine and describe the urgency of Islamic education psychology in maintaining interest in early childhood learning. This study also intends to study, propose and compare to conclude the understanding of early childhood according to the perspective of Islamic education. This study also intends to examine and present learning barriers and challenges related to maintaining interest in early childhood learning and also aspects of learning that need to be developed through the principles of Islamic education psychology, which are traced through the verses of the Qur'an, the

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Dr. Neeraj Yadav. "Critique of Montessori's Method of Early Childhood." International Journal of Multidisciplinary Research in Arts, Science and Technology 1, no. 5 (2023): 29–36. http://dx.doi.org/10.61778/ijmrast.v1i5.28.

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This paper critically examines Maria Montessori's method of early childhood education through the lens of Vedic psychology. While Montessori's approach emphasizes child-centered learning and hands-on activities, this study explores its compatibility with Vedic psychology, which includes ancient Indian philosophical and psychological insights. Through an analysis of Montessori's principles alongside Vedic psychology concepts such as the holistic nature of the self and the importance of spiritual development, potential areas of misalignment or improvement within Montessori's framework are identi

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Saracho, Olivia N. "Educational play in early childhood education." Early Child Development and Care 66, no. 1 (1991): 45–64. http://dx.doi.org/10.1080/0300443910660105.

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Saracho, Olivia N. "Cognitive Styles in Early Childhood Education." Journal of Research in Childhood Education 3, no. 1 (1988): 24–34. http://dx.doi.org/10.1080/02568548809594784.

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Li, Yanting, Chenchen Wu, and Jiawen Wang. "Enhancing Early Childhood Education: Integrating Theory and Practice." Communications in Humanities Research 32, no. 1 (2024): None. http://dx.doi.org/10.54254/2753-7064/32/20240071.

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This paper delves into the fusion of educational theories and practical instructional methods within the realm of early childhood education (ECE), emphasizing the creation of enriched learning environments that support holistic development and foster profound learning experiences. It underscores the pivotal role of integrating foundational theories from developmental psychology, constructivism, and socio-cultural perspectives with effective teaching strategies, such as play-based learning and inquiry-based teaching. These pedagogical approaches encourage active exploration, creativity, and cri

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Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. On

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Harris, Mathew A., Caroline E. Brett, John M. Starr, Ian J. Deary, and Wendy Johnson. "Personality and Other Lifelong Influences on Older–Age Health and Wellbeing: Preliminary Findings in Two Scottish Samples." European Journal of Personality 30, no. 5 (2016): 438–55. http://dx.doi.org/10.1002/per.2068.

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Recent observations that personality traits are related to later–life health and wellbeing have inspired considerable interest in exploring the mechanisms involved. Other factors, such as cognitive ability and education, also show longitudinal influences on health and wellbeing, but it is not yet clear how all these early–life factors together contribute to later–life health and wellbeing. In this preliminary study, we assessed hypothesised relations among these variables across the life course, using structural equation modelling in a sample assessed on dependability (a personality trait rela

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Rohmah, Lailatu, and Komareeyah Sulong. "Fostering Early Childhood Attachment: The Impact of Caregiver Relationships in Islamic Boarding School Education." Al-Athfal: Jurnal Pendidikan Anak 9, no. 2 (2023): 103–14. http://dx.doi.org/10.14421/al-athfal.2023.92-03.

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Purpose – This study aimed to explore the role of attachment in the educational context of early childhood students (santri) residing and learning in Pesantren Mambaul Hisan, Indonesia. The research sought to investigate the attachment dynamics between 5- and 6-year-old santri and their caregivers, including its impact on cognitive and socio-emotional development. Design/methods/approach – This research adopted a qualitative case study approach, employing in-depth interviews, participant observation, and careful document analysis. The sample was selected purposively and consisted of 24 early c

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Mo, Fei. "Bridging Psychology and Pedagogy: A Review of Cognitive Development Interventions in Early Education." Frontiers in Humanities and Social Sciences 5, no. 6 (2025): 124–34. https://doi.org/10.54691/86zmrt67.

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This article presents a systematic review of cognitive development interventions in early childhood education, with a focus on game-based, family-centered, and teacher-mediated approaches. It draws on empirical studies published between 2015 and 2025 in both international and Chinese academic databases. It examines how these interventions apply key psychological frameworks—including Piaget’s theory of cognitive development, Vygotsky’s sociocultural theory, and information processing theory—to enhance cognitive skills such as memory, attention, and executive functioning. The review also identif

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Ancapichún, Alejandro, and Tatiana López-Jiménez. "The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations." Journal of Intelligence 11, no. 7 (2023): 134. http://dx.doi.org/10.3390/jintelligence11070134.

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The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998

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Muhamad, Ahmad Adha, and Nur Arina Hazirah. "Art Education Influences Towards Children's Cognitive and Psychology Development." Journal of Education and Literacy Studies (JELS) 2, no. 1 (2023): 22–25. http://dx.doi.org/10.37698/jels.v2i1.192.

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Art education is one of the subjects that helps to develop and build artistic skills through drawing activities, producing crafts, music, dance and so on. Art Education in Malaysia is divided into visual arts, music, and dance. This study aimed to discover how art education affects children's cognitive and psychological development and its importance to learning. The study was conducted on 80 respondents consisting of parents, teachers, and early childhood education students living around the Kuantan district. In addition, this study uses qualitatively through the survey method using a questio

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STOKER, G. JONKER VENTER AND H. G. (HENK). "Young Age Faith in Light of Developmental Psychology." Unio Cum Christo 6, no. 1 (2020): 185. http://dx.doi.org/10.35285/ucc6.1.2020.art11.

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This Article Focusses On The Faith Formation And Ability Of Preschool Children To Defend Their Faith From As Early As The Early Childhood Phase (two To Six Years). The Research Investigates Prominent Psychological Theories That Cover Preschool Children’s Cognitive Development To Determine If Children Within This Age Group Can Constructively Partake In Faith Formation, As Well As The Role That Parents Have In Encouraging And Shaping This Faith Formation And Apologetic Ability. The Article Provides Apologetic Guidelines From The Reformed Tradition To Parents To Assist Them In This Task. KEYWORDS

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Williams, Marian E., Lara Sando, and Tamara Glen Soles. "Cognitive Tests in Early Childhood." Journal of Psychoeducational Assessment 32, no. 5 (2014): 455–76. http://dx.doi.org/10.1177/0734282913517526.

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Catherwood, Di. "New Views on the Young Brain: Offerings from Developmental Psychology to Early Childhood Education." Contemporary Issues in Early Childhood 1, no. 1 (2000): 23–35. http://dx.doi.org/10.2304/ciec.2000.1.1.4.

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This article presents a broad review of recent developments in perspectives and research on early cognition. An overview of methodologies used to explore infant memory and categorisation is provided, with a discussion of the manner in which studies using these procedures have served to overturn Piagetian viewpoints on infant cognitive competence. In addition, research into the way in which the brain grows and responds to early experience is described, with a consideration of how neural networks are established and shaped by early learning. The general conclusion is that there is now available

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Kulic, Nevena, Jan Skopek, Moris Triventi, and Hans-Peter Blossfeld. "Social Background and Children's Cognitive Skills: The Role of Early Childhood Education and Care in a Cross-National Perspective." Annual Review of Sociology 45, no. 1 (2019): 557–79. http://dx.doi.org/10.1146/annurev-soc-073018-022401.

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This review looks at the current state of research on early childhood education and care (ECEC) from a sociological stance. We summarize how children's experiences and benefits from participation in ECEC are related to their families’ socioeconomic position in modern industrial nations. By bringing together child development and intervention research from economics, education, and psychology with a sociological, social stratification perspective, our report focuses on ECEC as a policy strategy for equalization in early childhood. We argue that two major stratifiers, families and country-specif

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Al Iftitah, Ismatul Izza, Annisa Nur Firdausyi, and Noormawanti Noormawanti. "TINJAUAN PENDIDIKAN ANAK USIA DINI DALAM PERSPEKTIF FILSAFAT PENDIDIKAN." Thufulah: Jurnal Ilmiah Mahasiswa 3, no. 2 (2024): 77–84. http://dx.doi.org/10.24127/thufulah.v3i2.7156.

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This study explores the philosophical concepts of early childhood education based on the understanding that children possess inherent potential from the beginning of life that needs to be optimally developed. This perspective aligns with the views of child psychology and ethnopediatrics experts, who emphasize the importance of social, cognitive, and motor development from an early age. The discussion reviews the viewpoints of several prominent philosophers, including Al-Ghazali, Frederich W. Froebel, Ibn Sina, Ki Hajar Dewantara, and John Dewey, each of whom has made significant contributions

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Shipman, Stephanie L. "Limitations of applying cognitive styles to early childhood education." Early Child Development and Care 51, no. 1 (1989): 3–12. http://dx.doi.org/10.1080/0300443890510102.

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Lopez Boo, Florencia. "Socio-economic status and early childhood cognitive skills." International Journal of Behavioral Development 40, no. 6 (2016): 500–508. http://dx.doi.org/10.1177/0165025416644689.

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This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool attendance, early nutrition, caregiver’s education, and primary school attendance are discussed. Overall, the SES gradient is reduced but persists in most countries even when controlling for all the mediators. The mediational analysis shows that, while ur

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Meireles Santos da Costa, Natália, Joana de Jesus de Andrade, and Aline Patrícia Campos Tolentino de Lima. "Babies in the corporeal turn: The cognitive embodiment of early motor development and exploration in the Brazilian context of early childhood education." Europe’s Journal of Psychology 20, no. 2 (2024): 104–15. http://dx.doi.org/10.5964/ejop.12143.

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The corporeal turn in developmental psychology has rekindled interest regarding how early motor development contributes to and enhances cognitive development across the first years of life. By highlighting embodied perceptual-motor engagement with the world, embodied cognitive learning emphasizes the importance of experience and perceptual-motor mechanisms in modulating the development of person-environment systems. The field currently calls for research that combines such conceptual frameworks with the complex everyday material and sociocultural landscapes that resource infants' developmental

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Prisma Mahendra, Juandra, Musafir Musafir, Fitriani Rahayu, and Lani Syahnia. "Pengenalan Psikologi Anak Dalam Pembentukan Karakter di PAUD Insan Kaamil Teniga Kabupaten Lombok Utara." Jurnal Pengabdian Masyarakat Sains Indonesia 5, no. 1 (2023): 35–37. https://doi.org/10.29303/jpmsi.v5i1.583.

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This article discusses the importance of introducing child psychology in character formation in Insan Kaamil Teniga Early Childhood Education (PAUD), North Lombok Regency. This service aims to explore how understanding child psychology can influence teaching methods and social interactions in educational institutions. Using a qualitative approach, data was collected through interviews, observation and documentation studies. The results of the service show that a good understanding of child psychology contributes to the development of positive character in children, as well as improving the qua

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Mahmud, Salami, Nurul Fajri Ulfah, Syiva Fitria, and Fatmawati Fadli. "Phases of human development: Comparing Western and Islamic theories and the implication in Islamic education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 52–67. http://dx.doi.org/10.32505/atfaluna.v6i2.7192.

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The physical, cognitive, and socio-emotional development determine every aspect of human life, including education. Providing appropriate education for children is determined by the child's developmental stage. The current study aims to describe the stages of human development according to Western and Islamic concepts and their implications in Islamic education. To ensure a comprehensive investment in human beings, attention to religious education and introducing religious instruction from the prenatal stage is deemed necessary, as this period forms the foundation for further development. The

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Ailwood, Jo. "Governing Early Childhood Education through Play." Contemporary Issues in Early Childhood 4, no. 3 (2003): 286–99. http://dx.doi.org/10.2304/ciec.2003.4.3.5.

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Play serves as a significant nodal point in the discursive relations of early childhood education. The aim of this article is to ask how play has come to appear so necessary to early childhood educational settings and how this perceived necessity governs the behaviour of both adults and young children. To do this the author make use of concepts provided through Foucault's notion of governmentality, or the conduct of conduct. The article begins with a thematic overview of some of the dominant discourses of play. It then considers some critiques of play discourses in early childhood education. F

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Ozola, Aija. "Latvian Teachers’ Perspectives on Early Childhood Educational Practice." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 332. http://dx.doi.org/10.26417/ejser.v11i2.p332-339.

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The Education Law of Latvia recognizes early childhood education as an educational level in which multi-dimensional development of the child as an individual, strengthening of health and preparation for the acquisition of primary education takes place. Currently, early childhood education is undergoing considerable transformations and transition to a competence-based approach. Teachers’ perspectives serve as significant indicators for analysis of current educational situation and therefore highlight the core areas for enhancing early childhood educational practice. The design of the study is b

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Kelley, Michael F. "Collaboration in Early Childhood Education." Journal of Educational and Psychological Consultation 7, no. 3 (1996): 275–82. http://dx.doi.org/10.1207/s1532768xjepc0703_6.

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Tan, Mei, Hechmi Kilani, Ilia Markov, Sascha Hein, and Elena L. Grigorenko. "Assessing Cognitive Skills in Early Childhood Education Using a Bilingual Early Language Learner Assessment Tool." Journal of Intelligence 11, no. 7 (2023): 143. http://dx.doi.org/10.3390/jintelligence11070143.

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In this article, we propose that basic cognitive skills may be fostered and assessed in early childhood educational (pre-K) settings using a technology-based approach to assessment. BELLA (Bilingual English Language Learner Assessment), designed for use with both monolingual (English or Spanish speaking) and bilingual (English and Spanish speaking) children, is designed to attend to cognitive skill development in addition to (pre-)academic knowledge. Specifically, BELLA assesses analytical, creative, and practical thinking in 3–5-year-old children through unique item content and delivery. BELL

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Blaise, Mindy. "Contextualising early Childhood Education." Australasian Journal of Early Childhood 31, no. 3 (2006): ii. http://dx.doi.org/10.1177/183693910603100301.

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Gratz, Rene R. "Epidemiology in early childhood education." Early Child Development and Care 102, no. 1 (1994): 71–80. http://dx.doi.org/10.1080/0300443941020105.

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Nilsen, Ann Christin E. "The expansion of early childhood development services and the need to reconceptualize evidence." Contemporary Issues in Early Childhood 18, no. 3 (2017): 269–80. http://dx.doi.org/10.1177/1463949117731021.

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The provision of early childhood development services is expanding in developing countries. The rationale behind this expansion is rooted in developmental psychology, socio-economic and human rights narratives. However, there are some limitations to this rationale, which are in particular related to the implicit universalism it assumes. This article outlines how early childhood development interventions imply a policing of families and childhood, which calls for a stronger consideration of context. As a consequence, the scope of what counts as evidence in early childhood development research n

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Stamopoulos, Elizabeth. "Reframing early childhood leadership." Australasian Journal of Early Childhood 37, no. 2 (2012): 42–48. http://dx.doi.org/10.1177/183693911203700207.

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RAPID CHANGES IN AUSTRALIAN education have intensified the role of early childhood leaders and led to unprecedented challenges. The Australian Curriculum (ACARA, 2011), mandated Australian National Quality Framework (NQF) for Early Childhood Education & Care (DEEWR, 2010b) and the National Early Years Learning Framework (EYLF) (DEEWR, 2009) have heightened the need for leaders to guide and move the profession forward. Leaders need to build professional knowledge, pedagogical capacity and infrastructure in the early childhood education and care (ECEC) workforce in order to deliver reforms a

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Sahreen Gul and Mamona Yasmin Khan. "Learning through Rhymes in Early Childhood Education: A Cognitive Stylistics Approach." Critical Review of Social Sciences Studies 3, no. 2 (2025): 2436–45. https://doi.org/10.59075/bc7jkr73.

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Nursery rhymes are an integral part of child early education and are influential in making perception of young children. The study aims to investigate the role of language on reading skills of children using cognitive stylistic approach to see how children perceive, process, and respond to language emotionally. Cognitive Poetics or Cognitive Stylistics is the most suitable framework by (Stockwell, 2002) and Text World Theory ( Gavins 2007) for this study because it blends literary analysis with cognitive psychology and linguistics, offering rich tools for exploring the charm, structure, and le

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Varela Londoño, Sandra Patricia, Aurora Bernal Martínez de Soria, and Sonia Rivas. "Early Childhood Development and Education: Theoretical Convergences and Divergences." International Education Studies 12, no. 7 (2019): 1. http://dx.doi.org/10.5539/ies.v12n7p1.

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This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hen

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Palmero, Yuritza Gonzalez, Aracelis Parada Quintana, and C. Mirtha García Pérez. "Impact of educational psychology on professional development and language stimulation." Open Access Journal of Science 8, no. 1 (2025): 15–18. https://doi.org/10.15406/oajs.2025.08.00240.

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Educational psychology plays a fundamental role in professional development and language stimulation, especially in the Cuban context. This article explores how the principles of this discipline can be applied to improve these aspects, considering the theories of contemporary Cuban educators. Professional development is vital for teacher growth, as it allows for the updating of knowledge and methodologies through meaningful learning that connects with educators' prior experiences. In a constantly changing world marked by economic, political, and social innovations, education becomes a key comp

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Stipek, Deborah. "Characterizing early childhood education programs." New Directions for Child and Adolescent Development 1991, no. 53 (1991): 47–55. http://dx.doi.org/10.1002/cd.23219915308.

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Sun, Tian, and Yiyan Zhang. "An Empirical Analysis of the Final Examination Papers in Educational Psychology Course for Undergraduates in Different Educational Majors under the Background of Teaching Reform." Journal of Contemporary Educational Research 9, no. 3 (2025): 204–9. https://doi.org/10.26689/jcer.v9i3.9926.

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In the context of the continuous advancement of teaching reform, the optimization of the curriculum evaluation system has become a key issue in the field of education. This study focuses on the course of educational psychology, using the final examination papers and scores of the 2022 Physical Education Major and 2024 Early Childhood Education Major undergraduate students at Yunnan Technology and Business University as samples. Basic statistical analysis methods are employed to conduct an in-depth investigation. The results show that the overall difficulty of the exam papers is moderate (0.7),

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Donohue, W. Anthony, Karin Borgh, and W. Patrick Dickson. "Computers in Early Childhood Education." Journal of Research in Childhood Education 2, no. 1 (1987): 6–16. http://dx.doi.org/10.1080/02568548709594918.

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Grey, Anne. "Cybersafety in Early Childhood Education." Australasian Journal of Early Childhood 36, no. 2 (2011): 77–81. http://dx.doi.org/10.1177/183693911103600210.

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Hart, Jennifer L., and Michael C. Nagel. "Including Playful Aggression in Early Childhood Curriculum and Pedagogy." Australasian Journal of Early Childhood 42, no. 1 (2017): 41–48. http://dx.doi.org/10.23965/ajec.42.1.05.

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THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young childre

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Minette, Sophie. "Freedom of Expression and Promoting Tolerance: Learning Experiences from Early Childhood." Religion and Human Rights 9, no. 2-3 (2014): 181–91. http://dx.doi.org/10.1163/18710328-12341267.

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Starting from the important question ‘Is it really impossible or dangerous to speak about religion?’ in the first part this article highlights the importance of dialogue in education. It demonstrates how implementation of dialogical education can be beneficial for children and young people who learn to take up and face the challenge posed by multiculturalism and multi-religiosity in our modern societies. In the second part, this article provides a brief discussion of research in educational psychology about religious education and the ‘Philosophy for Children’ method, or ‘community of enquiry’

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Yuzhakova, S. A. "Comprehensive Assistance to Families Raising Early Age Children with Developmental Problems in the “Path of Childhood” Program." Вестник практической психологии образования 20, no. 3 (2023): 22–38. http://dx.doi.org/10.17759/bppe.2023200302.

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<p>The article, created on the basis of the &ldquo;Path of Childhood&rdquo; program, examines the problems of early comprehensive assistance to children with disabilities and their social adaptation into society, which are currently recognized as extremely relevant in the field of education and healthcare. Also, the authors talk about the existence of a socially significant problem associated with the need for early prevention of developmental disorders in a more expanded form than what is currently used, and also requires other technological solutions than those implemented by h

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Gray, Colette. "Childhood in society. For early childhood studies." International Journal of Early Years Education 18, no. 3 (2010): 269–70. http://dx.doi.org/10.1080/09669760.2010.521301.

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