Trajectory of Growth: Cognition, Learning, Playing and Child Development

Dear Colleagues,

Children are the hope for the future development of a nation. Cultivating their abilities, character, and values is crucial for the long-term development of the country. Early education plays a key role in this process. High-quality children’s education can stimulate children’s potential, help them develop self-confidence, foster creativity and critical thinking, and develop their social skills, all of which are essential elements for becoming active, contributing members of society in the future. Early education has profound impacts on a child’s lifelong development. However, cognition, learning, playing, and child development are deeply interconnected and crucial for the holistic growth of children.

Cognition refers to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging, and problem solving. These are higher-level functions of the brain and encompass language, imagination, perception, and planning. Learning is the process of acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences. Learning can be formal (structured education) or informal (through play and exploration). It is essential for adapting to new situations and is influenced by both cognitive and environmental factors. Playing is a fundamental activity for children and is critical for their development. It allows them to explore, imagine, and understand the world around them. Through play, children develop cognitive skills (problem solving, creativity), physical abilities (coordination, strength), social skills (cooperation, negotiation), and emotional maturity (self-regulation, empathy). Child development refers to the physical, cognitive, social, and emotional growth of children from infancy through adolescence. It is a holistic process encompassing all aspects of a child’s growth and maturation.

Here is a closer look at each aspect and how they influence one another. Cognitive development through play: Play is a natural and enjoyable method for children to develop cognitive skills. Activities like puzzles, building blocks, and role-playing enhance problem-solving abilities, spatial awareness, and creativity. Learning through play: Play-based learning is a pedagogical approach that uses play as the main mode of learning. It encourages children to explore, discover, and learn at their own pace. This approach fosters a love for learning and helps children develop important skills such as critical thinking and collaboration. Learning promotes children’s cognitive development. Providing a rich learning environment, such as offering various toys, books, and learning materials, stimulates children’s curiosity and desire to explore. Creating a safe and engaging environment allows children to freely explore and learn new things, continuously enhancing their cognitive abilities.

By emphasizing the interconnectedness of cognition, learning, playing, and development, early childhood education can create a nurturing and stimulating environment that supports the overall growth of children. This Special Issue encourages original research articles related to cognition, learning, playing, and child development. The topics include (but are not limited to) the following:

• Practices of cognition, learning, playing, and child development in a region or in a country.
• Comparative study for the practices of cognition, learning, playing, and child development in cross-cultural contexts.
• Innovative pedagogies for cognition, learning, playing, and child development.
• Approaches of learning to develop children’s cognition.
• Approaches of playing to develop children’s cognition.
• Parental involvement: Educating parents about the importance of play and cognitive activities can reinforce learning at home.

We look forward to receiving your contributions.

* Contributions have to follow one of the three categories of papers (article, conceptual paper, or review) for the journal and address the topic of the Special Issue.

Dr. Yi Huang Shih
Dr. Chungchin Wu
Prof. Dr. Liza Lee
Guest Editors

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• cognition
• learning
• playing
• child development