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 language | English |
|---|---|
| Title of host publication | International encyclopedia of the social & behavioral sciences |
| Editors | James D. WRIGHT |
| Place of Publication | Amsterdam |
| Publisher | Elsevier |
| Pages | 38-42 |
| Edition | 2 |
| ISBN (Print) | 9780080970875, 9780080970868 |
| DOIs | |
| Publication status | Published - 2015 |
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