Direct assessments of executive functions (EFs) are increasingly used in research and clinical settings, with a central assumption that they assess “universal” underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness devised Western industrialized countries. We selectively reviewed multidisciplinary evidence theory to identify sets preferences may be at odds implicit assumptions EF assessments. These relate motivation compliance; expectations...

Autistic pupils' full engagement with education can be limited by characteristics of their autism and features the learning environment. We sought to identify which barriers inclusion are most commonly frequently experienced where gaps exist in quantitative literature. In this systematic review, we followed PRISMA guidelines relevant literature used Research Domain Criteria (National Institute Mental Health, 2017) framework synthesise findings. then evaluated strength quality current terms...

Playful learning has garnered supporters and research evidence, also can be seen as nebulous and, therefore, reliant on practitioners' intuitions in early education settings. In this paper, we offer an explicit theoretical account, grounded developmental psychology of how play might support the acquisition broad skills dispositions for lifelong learning. We argue that develops self-regulation motivation, both which child's agency their discuss a culturally inclusive view is distinct from...

Direct assessments of executive function (EF) are increasingly used in research and clinical settings, with a central assumption that they assess “universal” underlying skills. Their use is spreading globally, raising questions about the cultural appropriateness devised Western, industrialized countries. We reviewed multidisciplinary evidence theory to identify sets preferences may be at odds implicit assumptions EF assessments. These relate motivation compliance; expectations for...

Abstract Core knowledge theories advocate the primacy of fundamental principles that constrain cognitive development from early infancy. However, there is concern core object properties does not older preschoolers’ reasoning during manual search. Here we address in detail both failure and success on two well‐established search measures require about solidity. We show poor performance arises an inability to engage appropriate strategy rather than a simple knowledge. Moreover, demonstrate...

Although learning and development reflect changes situated in an individual brain, most discussions of behavioral change are based on the evidence group averages. Our reliance group-averaged data creates a dilemma. On one hand, we need to use traditional inferential statistics. other averages highly ambiguous when understand individual; average pattern may characterize all, some, or none individuals group. Here present new method for statistically characterizing developmental each child...

Abstract Executive functions play an important role in cognitive development, and during the preschool years especially, children's performance is limited tasks that demand flexibility their behavior. We asked whether preschoolers would exhibit limitations when they are required to apply a general rule context of novel stimuli on every trial (the "opposites" task). Two types inhibitory processing were measured: response interference (resistance from competing response) proactive previously...

Background Research on the relationships between parental factors and children's executive function ( EF ) has been conducted mainly in Western cultures. Aim This study provides first empirical test, a non‐Western context, of how maternal parenting behaviours relate to child . Sample South Korean mothers their preschool children N = 95 dyads) completed tasks. Method Two aspects scaffolding were observed during puzzle task: contingency (i.e., adjusting among levels according child's ongoing...

The purpose of this study was to examine Ghanaian stakeholders' beliefs about the role and importance play in early years (3 5 years) children's learning, referred as play-learning beliefs. A survey design adopted order gather data necessary differences among total 292 participants completed survey. Data were collected using a self-developed scale. preliminary comparison mean stakeholders ANOVA indicated that head teachers perceived form learning more favourably than parents. This difference...

This article gives a reflective account of lessons learned from the experiences three cognitive developmental scientists conducting psychological research in educational settings. First, we describe and analyze four key cultural distinctions between traditional approaches to psychology education: 1) different structures, 2) philosophies, 3) time frames, 4) semantics. Valuing understanding rationale behind differing views education is vital for creating effective collaborations. Second, how...

Self-regulation is crucial for children’s development and learning. Almost by convention, it assumed that self-regulation a relatively stable skill, little known about its dynamic nature context dependency. Traditional measurement approaches such as single direct assessments adult reports are not well suited to address questions around variations of within individuals influences from social-contextual factors. Measures relying on child observations uniquely positioned these advance the field...

This paper investigates the practice of using writing as a healing modality with patients traumatized by diagnosis and treatment cancer. Based on clinical experience in an outpatient class, it stressors particular to cancer ways which these may affect inhibition ability disclose. It poses questions: How do we avoid retraumatization when facilitating for this population? does expressive writing—writing that asks patient confront trauma expressing both cognitive emotional aspects...

This study adopted a qualitative approach and analysed interviews from seven parents with children enrolled in nursery kindergarten Ghana. The examined parents' descriptions of play learning how they perceive the value children's learning. findings revealed that generally have doubts about ability bringing forth classroom. In general, hold narrow view as break activity reward for learning, well viewing mutually exclusive. are discussed social cultural perspective, drawing picture...

Abstract Subject comprehension and critical thinking are both key goals of higher education. However, while the former is, on whole, successfully cultivated in undergraduate students, latter is not. Few empirical studies have investigated relationship between subject thinking. In present article we suggest that supporting development not at odds with developing fact, argue plays a role critical-thinking skills. Using an experimental design, demonstrate differing effects intervention...

The manuscript has been accepted for publication. citation is:Eberhart, J., Bryce, D., & Baker, S. T. (2024). Staying self-regulated in the classroom: role of children's executive functions and situational factors. British Journal Educational Psychology, 00, 1–16. https://doi.org/10.1111/bjep.12700Background: Self-regulation is crucial children’s learning development. Several studies have explored inter-individual differences self-regulation, but little known about sources...

This paper provides an overview of the work being conducted at Play in Education, Development and Learning (PEDAL) Research Centre, based Faculty University Cambridge, UK. PEDAL has three main aims, (1) To conduct world-class research, (2) build capacity play research (3) influence policy practice. The present history rationale for PEDAL, followed by some detailed examples foci its work. Exemplar is presented on theme 'Measuring Play'; endeavour that common to many different projects led...

ABSTRACT Participatory approaches to play research emphasise the active engagement of key stakeholders in all aspects research. Ranging from children, parents and educators policy makers, Centre for Research on Play Education, Development Learning (PEDAL) at Faculty University Cambridge, UK, actively engages with a variety stakeholders. The current paper focuses ways PEDAL involves children teachers its studies. It presents literature participatory research, describes methods followed shares...