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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
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Related Experiment Video

Updated: Jun 19, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Professional Development in Early Childhood Programs: Process Issues and Research Needs.

Susan M Sheridan1, Carolyn Pope Edwards, Christine A Marvin

  • 1Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska - Lincoln.

Early Education and Development
|October 8, 2009
PubMed
Summary

This study outlines research directions for effective professional development in early childhood education. It emphasizes empirical studies to improve practitioner skills and enhance educational experiences for children.

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Last Updated: Jun 19, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

  • Early Childhood Education
  • Professional Development Research
  • Educational Psychology

Background:

  • Current policy demands complex understanding from early childhood educators.
  • High accountability and limited resources necessitate evidence-based professional development.
  • The field requires empirical studies to guide professional development practices.

Purpose of the Study:

  • To offer research directions for professional development processes in early childhood education.
  • To identify areas needing investigation to inform practice.
  • To guide how professional development influences practitioner skills, behaviors, and dispositions.

Main Methods:

  • Review of professional development literature.
  • Identification of research gaps and future directions.
  • Discussion of broad issues in professional development research.

Main Results:

  • Highlights various forms and approaches of professional development.
  • Proposes an agenda for future research on the professional development process.
  • Discusses participant characteristics, relationships, and sustainability in research.

Conclusions:

  • Empirical research is crucial for effective professional development in early childhood education.
  • Further investigation is needed into the processes and outcomes of professional development.
  • Research should consider participant factors and long-term sustainability for meaningful change.