When it comes to helping infants learn to talk, it’s not just how much parents say, but how they say it. A new study from the University of Washington’s Institute for Learning & Brain Sciences (I-LABS) shows that parents who learn how and why to speak parentese can have a direct impact on their children’s vocabulary.
One of the global pioneers behind the science of early childhood learning and development, Ellen Galinsky, chief science officer at the Bezos Family Foundation and executive director of Mind in the Making, discusses her landmark book, Mind in the Making: The Seven Essential Life Skills Every Child Needs, as well as her next project, which includes exploring the mind of the adolescent.
What role can the arts play in early childhood learning? The National Endowment for the Arts recently hosted a 90-minute webinar titled “New Research on the Arts & Early Childhood: A Symposium.”
“There are lots of common misconceptions about how young children engage in STEM learning.” What are they? Read on…
Whether it’s baby talk, singing while changing a diaper, describing the food during meal time, or just plain chatter, parents and caregivers who talk to their infants can make a real difference for their children.
New research provides excellent recommendations for delivering key knowledge to new parents “with direct implications for programs, policy, and practice.”
Parenting is hard. First time parents have it even harder, given that these parents have never done it before. New research shows that helping first-time parents better understand parenting skills translate into improved outcomes for children and society.
In the roundup: Asking toddlers questions while reading helps with their development; new early learning case studies for superintendents; and in Tennessee, an education group encourages gubernatorial hopefuls to boost early childhood learning
The Marshmallow Test has sparked debate and inspired replication for more than 40 years. Is it a true measurement of executive function skills and therefore predictive of life success for all children or not so for less advantaged children?