Not exact matches
Although children
acquire most aspects of oral language
during early childhood, their language learning lasts well into adolescence and adulthood.
Poverty in
early (preschool)
childhood has been emphasised as especially detrimental to development, 22 23 as this is a crucial time for brain development and may disrupt the many core cognitive and social competencies being
acquired during this time.
Through our research, we address questions about the interpersonal, cognitive and neurobiological mechanisms that are responsible for the increasingly complex behaviors that children may
acquire during infancy,
early childhood, and into adolescence.
The «grammar» of attachment, the «internal working models» of the attachment system, is primarily
acquired during a sensitive period of
early childhood based on the child's relationship interactions with parental caregivers.
And while the specific underlying patterns of language are
acquired during a time - limited sensitive period of
early childhood, we nevertheless use these underlying patterns of language throughout our lifespans to regulate our emotions, behavior, and social interactions.
The science of
early childhood development confirms that infancy and toddlerhood are times of intense intellectual engagement.1
During this time — a remarkable 36 months — the brain undergoes its most dramatic development, and children
acquire the ability to think, speak, learn, and reason.
However, within this population, there is variation, with a significant fraction of teen parents» children
acquiring adequate preparation for school entry
during early childhood.