Origin of Intelligence in the Child

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

“…Of those that have taken early childhood education as their focus (for example Bergen 1992;Reddy 2001;Loizou 2007;Hoicka and Akhtar 2011), many adopt a cognitive approach. This dominance of developmental approaches to children's humour reflects the hegemony of developmental discourses across the early years sector (Dahlberg 2000); an emphasis that sits comfortably alongside constructions of children and childhood that characterise children in two ways: firstly, as developing in phases -influenced by the overwhelming weight of Piagetian theory identifying children's capabilities as restricted due to cognitive limitations (Piaget 1953); and secondly, as having an affinity with nature and personifying innocence as (Taylor, 2013).…”

Creating Creative Technologists: Playing With(in) Education

“…Our approach to implementing a playful educational paradigm also draws on an understanding of cognitive development. Again, much of the research in this field draws on childhood development which has emerged as an ongoing area of interest since the work of Piaget [14]. Bruner [15] argues that a child of any age is capable of understanding complex information and explains how this is possible through the concept of the spiral curriculum.…”

The Application of Constructivism to the Teaching of Intercultural Communication

“…Constructivism, a branch of cognitive psychology, originates from the views of several psychologists and their theories, including Piaget's Cognitive Development Theory (Piaget, 1966), Vygotsky's theory of ZPD (Vygotsky, 1978) and Bruner's concept of Discovery Learning (Bruner, 1983). It reveals people's cognitive learning process and has yielded systematic teaching theories and many teaching modes.…”