Journal
SCIENCE
Volume 337, Issue 6102, Pages 1623-1627Publisher
AMER ASSOC ADVANCEMENT SCIENCE
DOI: 10.1126/science.1223416
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Funding
- NSF [BCS-1023875]
- James S. McDonnell Causal Learning Collaborative
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New theoretical ideas and empirical research show that very young children's learning and thinking are strikingly similar to much learning and thinking in science. Preschoolers test hypotheses against data and make causal inferences; they learn from statistics and informal experimentation, and from watching and listening to others. The mathematical framework of probabilistic models and Bayesian inference can describe this learning in precise ways. These discoveries have implications for early childhood education and policy. In particular, they suggest both that early childhood experience is extremely important and that the trend toward more structured and academic early childhood programs is misguided.
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