Cognitive development: Child education

Zhenlin WANG, Lamei WANG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Learning is a process of hypothesis testing based on probabilistic models. Children learn through play, observation, and through explicit teaching. The domain-general cognitive abilities of self-regulation and executive function help children succeed in school by setting learning goals, focusing their attention on the learning tasks at hand, resisting temptations, and regulating their emotions. Children's learning strategies show great variability, both within and across individuals. Education should provide children with opportunities of supported exploration and experimentation, intentional demonstration and instruction, as well as guided discovery. Copyright © 2015 Elsevier Ltd. All rights reserved.
Original languageEnglish
Title of host publicationInternational encyclopedia of the social & behavioral sciences
EditorsJames D. WRIGHT
Place of PublicationAmsterdam
PublisherElsevier
Pages38-42
Edition2
ISBN (Print)9780080970875, 9780080970868
DOIs
Publication statusPublished - 2015

Fingerprint

child education
cognitive development
learning
hypothesis testing
cognitive ability
self-regulation
learning strategy
emotion
instruction
Teaching
school
education

Citation

Wang, Z., & Wang, L. (2015). Cognitive development: Child education. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2 ed., pp. 38-42). Amsterdam: Elsevier.

Keywords

  • Bayesian statistics
  • Child education
  • Cognitive development
  • Conceptual change
  • Executive function
  • Mircogenetic methods
  • Observation
  • Overlapping waves theory
  • Play
  • Pretense
  • Probabilistic learning
  • School readiness
  • Self-regulation
  • Teaching and learning
  • Testimony
  • Theory of mind
  • Theory theory