With the growing availability of human and infrahuman evidence it is becoming increasingly clear that the early experience of the or ganism is quite important for cognitive-intellectual development (Hunt, 1961; Uzgiris, 1973). Accepting the importance of early ex perience, recent research, particularly with humans, has turned to the question of what aspects of the early environment are most rele vant for subsequent cognitive-intellectual development. Most of the available evidence has been concerned with the relationship of inter personal or mother-child interaction variables upon subsequent de velopment (Bayley & Schaefer, 1962; Stern, Caldwell, Hersher, Lip ton & Richmond, 1969; Clarke-Stewart, 1973). In contrast, there is relatively little evidence on the relationship of the physical, inanimate environment to early cognitive-intellectual development. What evi dence is available suggests that physical environmental parameters such as availability of stimulus material (Moore, 1968) short term variety of stimulus material (Yarrow, Rubenstein, & Pedersen, 1975), a "match" between organismic level and stimulus complexity (Yar row, 1963; Elardo, Bradley, & Caldwell, 1975; Bradley & Caldwell, 1976) and responsivity of the physical environment (Yarrow et al., 1975; Wachs, 1976, 1978; Riksen-Walraven, Note 1) are positively related to subsequent cognitive-intellectual development. In contrast, the presence of noise-confusion in the home (Wachs, Uzgiris, & Hunt,

Cognitive and Mental Development in the First Five Years of Life. A Review of Recent Research.

Proximal Experience and Early Cognitive-Intellectual Development: The Physical Environment.

First, what do we mean by the term “peer”? The term connotes equivalence between individuals, equivalence of developmental level or behavioral complexity (Lewis & Rosenblum, 1975). In most research on early peer relations, the term “peer” also implies same-age, since the context in which the children are studied is usually a graded classroom, a same-age situation (Hartup, 1980b). In history (Barker & Wright, 1955) and evolution (Konner, 1975), same-age peer relations during childhood are a recent development of advanced industrial states.

Early Peer Relations

How Adult/Child Ratios Influence Infant Development.

The literature on the socialization of children is reviewed. It is concluded that a major factor contributing to conduct problems in children is the lack of effective child caring at home. The special adult-child relationship which differentiates “biological” from “psychological” parenting is described. Implications for the residential treatment of children are discussed.

The need for “psychological parents” by children in residential treatment

The effects of day care on the social and emotional development of infants, toddlers and preschoolers

/pdf/cognitive-and-mental-development-in-the-first-five-years-of-4aglubtk21.pdf

Cognitive and Mental Development in the First Five Years of Life. A Review of Recent Research.

Citations

Proximal Experience and Early Cognitive-Intellectual Development: The Physical Environment.

Early Peer Relations

How Adult/Child Ratios Influence Infant Development.

The need for “psychological parents” by children in residential treatment

The effects of day care on the social and emotional development of infants, toddlers and preschoolers

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