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ABSTRACT 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...
ABSTRACT The relation between short‐term and long‐term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct...
ABSTRACT This article discusses challenges educators face when attempting to sequence moral education. Two factors are identified as primary sources hindering efforts to engage in effective moral education: (a) the premature application of research findings from developmental psychology to...
ABSTRACT This article presents a model featuring two types of emotion regulation—reactive and deliberate—and discusses the developmental trajectory of both types. We argue that the later‐developing capacity for deliberate control builds on and coevolves with earlier‐developing reactive control....
ABSTRACT What does contemporary neuroscience offer educational practice? The promise seems immense, as we come to understand better how the brain learns. However, critics caution that only a few concrete implications for practice have emerged, nowhere near a rewrite of the craft of teaching and...
ABSTRACT Neuroscience has the potential to make some very exciting contributions to education and pedagogy. However, it is important to ask whether the insights from neuroscience studies can provide “usable knowledge” for educators. With respect to literacy, for example, current neuroimaging...
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