Cognitive Development in Early Childhood Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 15 July 2024 | Viewed by 402
Special Issue Editors
Interests: child development and its applicability; especially in early childhood education; ethics and the role of digital technologies on development and pedagogy
Interests: designing learning environments to promote conceptual and procedural understanding of science concepts; phenomena and skills and utilising cognitive science and neuroscience to improve educational practice
Special Issue Information
Dear Colleagues,
Early childhood generally refers to the period from birth through to age five, where cognitive development plays an important role. Cognitive development seeks to understand how humans acquire, organise and learn to use knowledge. Two key questions are central to cognitive psychology: “what develops”, meaning the content of knowledge (which can be physical, social, emotional, logico-mathematical, or conventional arbitrary knowledge), and “how knowledge develops”. The processes of memory, attention, problem solving, reasoning, executive functions and language are under examination in order to gain an understanding of how knowledge is developed. This Special Issue aims to explore the multifaceted landscape of cognitive development in childhood education and calls for empirical research papers that focus on the various dimensions of cognitive development among children, including but not limited to the following:
- Cognition and play;
- The impact of social, environmental factors and crisis (e.g., war, climate change, pandemics, etc.) on young children’s cognitive development;
- Cognition and wellbeing;
- The impact of technologies in cognition;
- Neurodivergence and cognition;
- Educational interventions that promote cognitive development.
We welcome abstracts of a maximum 500 words that address the following:
- Rationale of the research;
- Clear research aims;
- Methods, participants and ethics;
- Key findings;
- Indicative conclusions;
- Key references (not included in the word count).
Dr. Ioanna Palaiologou
Dr. Maria Tsapali
Dr. Cathryn Knight
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- cognition
- early childhood
- development
- play
- wellbeing
- special needs
- atypical development
