Recent decades have seen an upsurge of research with and about young children, their families and communities. The Handbook of Early Childhood Research will provide a landmark overview of the field of early childhood research and will set an agenda for early childhood research into the future. It includes 31 chapters provided by internationally recognized experts in early childhood research. The team of international contributors apply their expertise to conceptual and methodological issues in research and to relevant fields of practice and policy. The Handbook recognizes the main contexts of early childhood research: home and family contexts; out-of-home contexts such as services for young children and their families; and broader societal contexts of that evoke risk for young children. The Handbook includes sections on: the field of early childhood research and its key contributions new theories and theoretical approaches in early childhood research collecting and analysing data applications of early childhood research This Handbook will become the valuable reference text for students, practitioners and researchers from across the social sciences and beyond who are engaged in research with young children.
Chapter 27: Cognitive Research in Developing Countries
Cognitive Research in Developing Countries
‘Cognitive development’ refers to the improvement in perception, memory, reasoning, problem-solving, language, and self-regulatory skills with increasing age (Gupta and Richardson, 1995). It is particularly important that children make the expected levels of progress in language, thinking, and understanding during the preschool period, as age-appropriate development of cognitive skills is critical for school readiness and, in turn, for school success. Early cognitive development predicts school progress, and if a child fails to reach his/her developmental potential, this may lead to a vicious cycle of low educational attainment and the intergenerational transmission of poverty (Grantham-McGregor et al., 2007).
Contemporary basic research on cognitive development has focused on the following questions: (1) Do all cognitive ...