This manual contains the information needed to conduct the Quick Interactive Language Screener™ (QUILS™) effectively in early childhood settings with children ages 3 through 5 years. The QUILS™ is fun and fast web-based screening tool that helps evaluate whether children are making language progress appropriate for their age group.

Understanding the development of spatial skills is important for improving overall success in STEM (science, technology, engineering, and mathematics) fields. This monograph delves into questions surrounding early spatial development, and explores ways to provide young children with rich early spatial experiences.

In just a few years, today’s children and teens will forge careers that look nothing like those that were available to their parents or grandparents. While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that “content is king,” neglecting other skills that 21st century citizens sorely need.
Becoming Brilliant offers solutions that parents can implement right now. Backed by the latest scientific evidence and illustrated with examples of what’s being done right in schools today, this book introduces the “6Cs” collaboration, communication, content, critical thinking, creative innovation, and confidence along with ways parents can nurture their children s development in each area.

Playful learning engages and motivates children in ways that support better developmental outcomes and strategies for live-long learning.  If we hope to groom intelligent, socially skilled, creative thinkers for the global workplace of tomorrow, we must return play to its rightful position in children’s lives today.

In Play = Learning, top experts in child development and learning contend the following: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children’s development.

This volume enters the relatively uncharted waters of early verb learning, focusing on the universal, conceptual foundations for verb learning, and how these foundations intersect with the burgeoning language system.

There’s much to see and celebrate in children’s scribble–much more than meets the eye. What appear to be random, accidental marks are rich in meaning, both for the children creating them and for the adults who proudly display their colorful scribbles on office walls and refrigerator doors.

This monograph offers a hybrid view of word-learning, called the emergentist coalition theory, which combines cognitive constraints, social-pragmatic factors, and global attentional mechanisms to arrive at a balanced account of how children construct principles of word learning.

Conceived as an opportunity for in-depth dialogue and discussion on current topics of concern to researchers in psychology, education, child development, linguistics, and neuroscience, each volume consists of three or four extensive chapters by researchers representing key points of view on a particular topic.

The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade.

This edited volume is based on a view that communication is of central importance to the development of the individual and to the structure of the interactions, relationships, groups and communities that comprise the environment of human growth. The volume’s contributions are divided into sections on the affective beginnings and early relationships involved in communication, theoretical and methodological issues in the study of communication development, and finally, using and thinking about language, the ultimate form of human communication.

This volume, based on a conference held at the University of Delaware, grapples with how preverbal communication is functionally related to the subsequent acquisition of language. Contributors to the volume were asked to consider a common set of questions, including the following: What constitutes communication in the prelinguistic child? How, if at all, does research on preverbal communication illuminate our understanding of language acquisition, and is the development of language a continuous or discontinuous process with prior communication development?