Neuroscientists say that the noggin power required to play tea party – or any other kind of pretend play – is very complex. Here’s what it takes: The desire to play nicely with friends. The skills to follow the social “rules” of the party. The ability to communicate. And last but certainly not least, the willingness […]
Shawna’s daughter Riley was one of those perfect, easy babies – she slept through the night, only cried when she needed something, and loved for grandma to read her The Very Hungry Caterpillar. Shawna thought she had this parenting thing figured out. Then Riley turned 10 months old – and everything changed. Riley screamed at […]
By Dr. Pam Schiller Critical thinking is defined as analyzing and evaluating information or evidence in order to guide decision making. It is literally thinking about thinking. The term critical thinking is often co-mingled with creative thinking, higher order thinking, and even, problem solving. It is a function of all of these or better put—all […]
By Dr. Heather Wittenberg Learning to read is a huge milestone for your child, making it possible to learn about any subject under the sun. And so we dutifully read, read, read to our kids, hoping that one day the skill will “click”. I’ve got a great shortcut. Summer’s the time for fun and games, […]
By Joan Lessen-Firestone, Ph.D. Marshmallows played a central role in a classic study of young children’s ability to control their impulses and regulate their behavior. Four-year-olds were given the choice of eating one marshmallow immediately or waiting about fifteen minutes to get two. Not surprisingly, only about a third of the children were able to […]
By Pam Schiller, Ph.D. The first three years of life lay the foundation for lifelong learning. During this critical time, a child’s brain is busy wiring the foundation for vision, emotional stability, language development, motor development, thinking skills and much more. By age 3, a child’s brain is two and a half times more active […]
A study finds that young children who had more early reading knowledge were slightly better readers when they entered middle school, but preschoolers’ general knowledge of the world was found to be a much stronger predictor of their later success in reading.