David Elkind’s Theories on Child Development and Cognition

David Elkind's Theories on Child Development and Cognition

A Comprehensive Guide for Early Years Professionals and Students

David Elkind’s theories provided a new perspective on understanding of child development. His work on cognitive growth, the ‘Hurried Child Syndrome’, and adolescent egocentrism impacts Early Years practice. Elkind’s ideas shape curriculum design, classroom management, and family engagement strategies worldwide.

Key concepts include:

  • Expansion of Piaget’s cognitive development stages
  • The ‘Hurried Child Syndrome’
  • Adolescent egocentrism and the ‘imaginary audience’

These theories offer practical applications for Early Years settings. They guide the implementation of play-based learning, stress reduction techniques, and developmentally appropriate practices. Understanding Elkind’s work enhances children’s learning experiences and supports their overall well-being.

This comprehensive guide covers:

  • Elkind’s background and major theories
  • Practical applications in Early Years settings
  • Comparisons with other influential theorists
  • Critiques and ongoing relevance of Elkind’s work
  • Frequently asked questions

For Early Years professionals and students, this article provides essential insights into Elkind’s enduring influence on child development theory and practice. Dive in to discover how these ideas can enrich your understanding and enhance your work with young children.

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Table of contents

Introduction and Background to David Elkind’s Work

David Elkind’s work has improved our understanding of child development and education. His theories on cognitive growth and the impact of societal pressures on children have influenced Early Years practice in some respects. This article explores Elkind’s key concepts, practical applications, and any enduring relevance in contemporary education.

Born in Detroit, Michigan, in 1931, Elkind’s journey into child psychology began early. He earned his PhD from the University of California, Los Angeles, in 1955, specialising in child development (Elkind, 1998). His academic career flourished at the University of Rochester and later at Tufts University, where he served as professor emeritus.

Elkind’s work emerged during a pivotal time in developmental psychology. The 1960s and 1970s saw a surge in research on cognitive development, with Jean Piaget’s theories at the forefront. Elkind, deeply influenced by Piaget, expanded on these ideas, applying them to contemporary issues facing children and adolescents (Elkind, 1967).

Key influences on Elkind’s work include:

  • Jean Piaget’s cognitive development theory
  • Erik Erikson’s psychosocial development stages
  • The rapidly changing social landscape of post-war America

Elkind’s observations of children in clinical settings and his own experiences as a parent shaped his perspectives. He witnessed firsthand the increasing pressures on children to grow up quickly, sparking his interest in the concept of the ‘hurried child’ (Elkind, 1981).

David Elkind’s Main Concepts and Theories

Elkind is best known for:

  1. The ‘Hurried Child Syndrome’
  2. Egocentrism in adolescence
  3. Stress in young children
  4. Developmentally appropriate practice

Elkind’s work on the ‘Hurried Child Syndrome’ highlighted the detrimental effects of pushing children to mature too quickly. His research on adolescent egocentrism provided crucial insights into teenage behaviour and development (Elkind, 1967). These theories have shaped some of our approaches to Early Years education and child-rearing practices.

Hurried Child Syndrome

The ‘Hurried Child Syndrome’ is perhaps Elkind’s most well-known contribution to child development theory. This concept describes the phenomenon of children being rushed through childhood due to societal pressures (Elkind, 1981).

Academic pressure: Increased expectations for academic achievement at younger ages

  • Children face growing pressure to perform academically earlier in life, often at the expense of play-based learning. This can lead to stress and anxiety in young learners.
  • Example: A five-year-old being enrolled in after-school tutoring to prepare for standardised tests, reducing their time for free play and exploration.

Overscheduling: Heavily structured lives with little free time for play and exploration

  • Many children have tightly packed schedules filled with extracurricular activities, leaving little time for unstructured play. This can lead to burnout and reduced creativity.
  • Example: A seven-year-old attending school, followed by piano lessons, football practice, and language classes, with no time for self-directed play.

Early exposure to adult content: Exposure to mature themes and information before developmental readiness

  • Children are often exposed to complex or mature content through media and technology before they have the emotional or cognitive capacity to process it. This can lead to confusion and anxiety.
  • Example: A six-year-old watching news reports about global conflicts and expressing fear about their safety, despite living in a peaceful area.

Elkind argued that hurrying children through their developmental stages can lead to stress, anxiety, and a loss of childhood joy. He emphasised the importance of allowing children to develop at their own pace and preserving time for unstructured play.

Egocentrism in Adolescence

Elkind’s work on adolescent egocentrism provides valuable insights into teenage behaviour and development. He identified two key aspects of adolescent egocentrism:

The imaginary audience: The belief that one is the focus of everyone’s attention

  • Adolescents often feel as if they’re constantly being observed and judged by others. This can lead to heightened self-consciousness and anxiety about appearance and behaviour.
  • Example: A teenager spending an excessive amount of time getting ready for school, convinced that everyone will notice and judge any small imperfection in their appearance.

The personal fable: The belief in one’s uniqueness and invulnerability

  • Teenagers may develop an inflated sense of their own importance and believe that they are immune to the risks that affect others. This can lead to risk-taking behaviours.
  • Example: A young driver believing they can safely text while driving because they’re ‘better at multitasking’ than others, despite knowing the general dangers of distracted driving.

These concepts help explain many typical adolescent behaviours, such as self-consciousness and risk-taking. Elkind’s work in this area has implications for Early Years practice, as it highlights the importance of fostering self-awareness, self-belief and resilience skills from a young age (Elkind, 1967).

Relationships Between Concepts and Theories

Elkind’s theories are interconnected, providing a comprehensive view of child development. His work on cognitive development underpins his understanding of the Hurried Child Syndrome and adolescent egocentrism. For example, a child’s ability to consider multiple perspectives (a cognitive skill) relates to their capacity to overcome egocentrism.

Developmental Progression

While Elkind didn’t propose a specific set of developmental stages, his work emphasises the importance of respecting children’s natural developmental progression. He argued that children need to master certain cognitive skills before moving on to more complex ones.

Elkind’s view on developmental progression:

  • Early childhood: Focus on sensory experiences and concrete thinking.
  • Middle childhood: Development of logical thinking and understanding of conservation.
  • Adolescence: Emergence of abstract thinking and self-reflection.

Elkind stressed that this progression is not rigid and can vary between individuals. He advocated for educational practices that recognise and support each child’s unique developmental journey.

David Elkind’s Contributions to the Field of Education and Child Development

Impact on Educational Practices

David Elkind’s theories have influenced educational practices, leading to a more child-centred approach to education, and emphasising the importance of developmentally appropriate practices.

Key impacts include:

  • Play-based learning: Elkind’s emphasis on the importance of play has led to increased integration of play-based learning in Early Years curricula (Elkind, 2007). For example, many nurseries now incorporate ‘free play’ periods where children can explore and learn at their own pace.
  • Stress reduction: Recognition of the ‘Hurried Child Syndrome’ has prompted educators to reassess the pressure placed on young children. Some schools have responded by reducing homework for young children and increasing time for unstructured activities.
  • Cognitive development focus: Elkind’s work on cognitive development has influenced teaching methods. For instance, teachers now often use conservation tasks to assess and support children’s cognitive development, such as showing children the same amount of water in differently shaped containers.

Shaping our Understanding of Child Development

Elkind’s theories have deepened our understanding of child development, particularly in cognitive and social-emotional areas.

Key contributions include:

  • Adolescent egocentrism: Elkind’s concept of the ‘imaginary audience’ has helped educators and parents better understand and support teenagers’ self-consciousness and risk-taking behaviours (Elkind, 1967).
  • Cognitive development stages: His expansion on Piaget’s work has provided a more nuanced understanding of how children think and learn. This has led to more age-appropriate educational materials and teaching methods.
  • Importance of play: Elkind’s emphasis on play as crucial for development has influenced both parenting and educational practices. Many Early Years settings now prioritise unstructured play time as essential for learning and development.

Relevance to Contemporary Education

Elkind’s ideas remain highly relevant in contemporary education, particularly as society grapples with technological advancements and changing childhood experiences.

Current applications include:

  • Digital literacy: Elkind’s work on cognitive development informs approaches to teaching digital literacy. Educators use his insights to design age-appropriate technology education programmes (Elkind, 2016).
  • Mindfulness in schools: The concept of the ‘Hurried Child’ has contributed to the introduction of mindfulness practices in schools to help children manage stress and improve focus.
  • Personalised learning: Elkind’s emphasis on individual developmental trajectories supports the trend towards personalised learning. Many schools now use adaptive learning technologies that adjust to each child’s pace and level.

Recent research continues to build on Elkind’s work. For example, studies on the impact of screen time on child development often reference Elkind’s theories on the importance of play and face-to-face interaction (Radesky et al., 2015).

Elkind’s contributions provide a valuable framework for addressing current educational challenges. His theories remind us of the importance of respecting each child’s unique developmental journey in an increasingly fast-paced and digital world.

Criticisms and Limitations of David Elkind’s Theories and Concepts

David Elkind’s work has influenced child development theory and practice. However, his ideas have faced criticisms and limitations. Understanding these critiques provides a more comprehensive view of Elkind’s theories and their application in Early Years settings.

Criticisms of Research Methods

  • Limited sample diversity: Elkind’s studies often involved middle-class, Western children, potentially limiting the generalisability of his findings to diverse populations (Rogoff, 2003).
  • Observational bias: Some critics argue that Elkind’s interpretations of children’s behaviour might have been influenced by his preconceived notions about cognitive development stages.
  • Cross-cultural applicability: The universality of Elkind’s developmental stages has been questioned, particularly in non-Western cultures (Rogoff, 2003).

Challenges to Key Concepts or Theories

  • Oversimplification of the ‘Hurried Child’ concept: Critics argue that Elkind’s ‘Hurried Child Syndrome’ might oversimplify the complex factors influencing child stress and development (Lynott & Logue, 1993).
  • Rigidity of developmental stages: Some researchers suggest that cognitive development is more fluid than Elkind’s stage-based model implies (Gopnik et al., 2001).
  • Overemphasis on egocentrism: Critics argue that Elkind’s focus on adolescent egocentrism might underestimate teenagers’ capacity for empathy and perspective-taking (Lapsley, 1993).

Contextual and Cultural Limitations

  • Socioeconomic factors: Elkind’s work has been criticised for not fully addressing how socioeconomic status influences child development and the ‘hurrying’ phenomenon (Lareau, 2011).
  • Cultural variations: The concept of the ‘Hurried Child’ might not apply equally across all cultures, particularly those with different educational priorities and child-rearing practices (Rogoff, 2003).
  • Historical context: Some argue that Elkind’s theories don’t fully account for how changing societal norms and technological advancements impact child development (Livingstone, 2009).

Addressing the Criticisms and Limitations in Practice

Despite these criticisms, Elkind’s work remains valuable for Early Years professionals. Practitioners can address these limitations by:

  • Culturally responsive application: Adapting Elkind’s ideas to suit diverse cultural contexts and individual children’s needs.
  • Flexible interpretation of stages: Viewing developmental stages as guidelines rather than rigid categories, allowing for individual variations in cognitive development.
  • Holistic approach: Combining Elkind’s theories with other perspectives to create a more comprehensive understanding of child development.
  • Contextual consideration: Acknowledging the impact of socioeconomic factors, cultural norms, and technological advancements on children’s development and experiences.

By critically engaging with Elkind’s work and addressing its limitations, Early Years professionals can leverage his insights while providing inclusive, context-sensitive care and education.

Practical Applications of David Elkind’s Work:

Applying Elkind’s theories in Early Years settings enriches children’s learning experiences, by using his ideas to inform curriculum design, classroom management, and family engagement. Implementing these concepts promotes holistic child development and creates supportive learning environments.

Application in Curriculum and Lesson Planning

  • Play-based learning: Incorporate unstructured play periods into daily routines. This aligns with Elkind’s emphasis on play as crucial for cognitive development (Elkind, 2007).
  • Cognitive challenge activities: Design activities that gently challenge children’s thinking. For example, use conservation tasks with 5-7 year olds to support their developing understanding of quantity.
  • Balanced curriculum: Create a mix of child-initiated and adult-guided activities. This approach respects children’s developmental needs while providing necessary structure.
  • Project-based learning: Implement long-term projects that allow children to explore topics in depth, supporting their developing cognitive abilities.

Strategies for Classroom Management and Interaction

  • Stress reduction techniques: Introduce simple mindfulness activities, such as guided breathing exercises, to help children manage stress and anxiety.
  • Peer interaction opportunities: Facilitate group activities that encourage children to consider others’ perspectives, addressing Elkind’s concept of egocentrism.
  • Individualised approach: Recognise and respond to each child’s unique developmental pace, avoiding the ‘hurried child’ syndrome.
  • Emotional literacy: Use stories and role-play to help children identify and express emotions, supporting their social-emotional development.

Engaging Families and Communities

  • Parent education: Organise workshops on Elkind’s concepts, such as the importance of play and the risks of overscheduling.
  • Home-learning activities: Provide families with simple, play-based activities they can do at home to support their child’s development.
  • Cultural responsiveness: Encourage families to share their cultural perspectives on child-rearing, integrating diverse viewpoints into classroom practices.
  • Regular communication: Use newsletters or digital platforms to share information about children’s developmental milestones, framed within Elkind’s theories.

Overcoming Challenges and Barriers to Implementation

  • Resource constraints: Utilise low-cost, open-ended materials for play-based learning activities. For example, cardboard boxes can become anything from spaceships to castles.
  • Time pressures: Integrate Elkind’s ideas into existing routines. For instance, turn transitions between activities into opportunities for mindfulness practice.
  • Conflicting priorities: Educate stakeholders about the long-term benefits of play-based learning and stress reduction for children’s overall development.
  • Adaptation to local context: Modify Elkind’s ideas to suit your specific setting. For example, in a multi-age classroom, older children can mentor younger ones, supporting cognitive development for both groups.

By creatively applying Elkind’s theories, Early Years professionals can create enriching environments that support children’s natural development. These practical strategies honor children’s individual needs while fostering their cognitive, social, and emotional growth.

Comparing David Elkind’s Ideas with Other Theorists

Understanding Elkind’s theories in relation to other child development theorists enriches our comprehension of early childhood education. This comparison explores Elkind’s ideas alongside those of Jean Piaget, Lev Vygotsky, and Erik Erikson. Examining these perspectives helps Early Years professionals develop a more nuanced approach to child development.

Comparison with Jean Piaget

Piaget’s cognitive development theory significantly influenced Elkind’s work. Both theorists focus on how children’s thinking evolves over time.

Similarities:

  • Stage-based development: Both Elkind and Piaget propose that children’s cognitive abilities develop in stages (Elkind, 1967; Piaget, 1936).
  • Constructivist approach: They emphasise children’s active role in constructing their understanding of the world.

Differences:

  • Focus on social pressures: Elkind’s ‘Hurried Child’ concept addresses societal influences on development, an aspect less prominent in Piaget’s work (Elkind, 1981).
  • Adolescent egocentrism: Elkind expands on Piaget’s ideas about egocentrism, particularly in adolescence (Elkind, 1967).

Read our in-depth article on Jean Piaget here.

Comparison with Lev Vygotsky

Vygotsky’s sociocultural theory offers a different perspective on child development compared to Elkind’s cognitive focus.

Similarities:

  • Importance of social interaction: Both recognise the role of social interactions in learning, though Vygotsky emphasises this more strongly (Vygotsky, 1978).
  • Developmental progression: Both acknowledge that children’s abilities develop over time.

Differences:

  • Cultural context: Vygotsky places greater emphasis on cultural and historical context in shaping development (Vygotsky, 1978).
  • Zone of Proximal Development: This concept, central to Vygotsky’s theory, is not a focus in Elkind’s work.

Read our in-depth article on Lev Vygotsky here.

Comparison with Erik Erikson

Erikson’s psychosocial development theory provides a complementary perspective to Elkind’s cognitive focus.

Similarities:

  • Stage-based approach: Both propose that development occurs in stages throughout the lifespan (Erikson, 1950; Elkind, 1967).
  • Identity formation: Both address the importance of identity development, particularly in adolescence.

Differences:

  • Psychosocial focus: Erikson emphasises emotional and social development more than cognitive aspects (Erikson, 1950).
  • Lifespan perspective: Erikson’s theory extends throughout the entire lifespan, while Elkind focuses more on childhood and adolescence.

Read our in-depth article on Erik Erikson here.

Synthesis and Implications for Practice

Comparing these theories reveals the complexity of child development. Early Years professionals benefit from integrating multiple perspectives:

  • Combine Elkind’s emphasis on play with Vygotsky’s scaffolding concept to create supportive, play-based learning environments.
  • Use Erikson’s psychosocial stages alongside Elkind’s cognitive development ideas to address children’s emotional and intellectual needs holistically.
  • Apply Elkind’s ‘Hurried Child’ concept while considering Vygotsky’s cultural context to create developmentally appropriate practices that respect diverse backgrounds.

Limitations and Challenges of Comparing Theorists

Comparing theorists requires careful consideration:

  • Historical context differs: Elkind’s work is more recent than Piaget’s or Erikson’s, reflecting different societal norms.
  • Cultural perspectives vary: Vygotsky’s emphasis on cultural context highlights the need to consider diverse viewpoints.
  • Oversimplification risks: Comparisons might overlook nuances in each theorist’s work.

Early Years professionals should approach these comparisons critically, recognising that integrating multiple perspectives offers a richer understanding of child development.

David Elkind’s Legacy and Ongoing Influence

David Elkind’s work continues to shape child development research, educational policy, and Early Years practice. His insights into cognitive development, the pressures of modern childhood, and the importance of play remain highly relevant. Understanding Elkind’s legacy helps Early Years professionals apply his theories effectively in contemporary settings.

Impact on Contemporary Research

Elkind’s ideas have inspired numerous studies in child development:

  • Digital childhood: Recent research explores how Elkind’s ‘Hurried Child’ concept applies to children’s use of technology (Radesky et al., 2015).
  • Adolescent egocentrism: Studies continue to investigate Elkind’s theories on adolescent thinking, examining how social media impacts the ‘imaginary audience’ concept (Chua & Chang, 2016).
  • Play and learning: Elkind’s emphasis on play has inspired research into its role in cognitive development and academic achievement (Whitebread et al., 2017).

These studies provide new insights into children’s experiences in the digital age, informing approaches to technology use in Early Years settings.

Influence on Educational Policy and Curriculum

Elkind’s theories have influenced educational policies and curricula:

  • Play-based learning: Many national Early Years frameworks, such as the UK’s Early Years Foundation Stage, emphasise the importance of play, reflecting Elkind’s ideas (Department for Education, 2017).
  • Developmentally appropriate practice: Elkind’s work has contributed to guidelines promoting age-appropriate expectations in early education (NAEYC, 2020).
  • Stress reduction: Some schools have implemented policies to reduce homework and increase unstructured time, addressing Elkind’s concerns about the ‘Hurried Child’ (Galloway et al., 2013).

These policy changes aim to create more balanced, child-centred learning environments in Early Years settings.

Ongoing Relevance for Professional Practice

Elkind’s theories continue to inform Early Years practice:

  • Cognitive challenge activities: Practitioners design activities that gently challenge children’s thinking, based on Elkind’s work on cognitive development (Edwards et al., 2020).
  • Mindfulness practices: Some settings have introduced simple mindfulness activities to help children manage stress, addressing Elkind’s concerns about childhood pressure (Flook et al., 2015).
  • Parent education: Many Early Years settings now offer workshops on the importance of play and the risks of overscheduling, drawing on Elkind’s ideas (Ginsburg, 2007).

These practices demonstrate how Elkind’s theories can be adapted to address contemporary challenges in Early Years education.

Current Developments and Future Directions of Elkind’s Work

While Elkind’s legacy is significant, ongoing debates inform future research:

  • Cultural relevance: Researchers are exploring how Elkind’s theories apply across diverse cultural contexts (Rogoff, 2003).
  • Digital play: Studies are investigating how Elkind’s emphasis on play translates to digital environments (Marsh et al., 2016).
  • Neuroscience connections: Emerging research is examining links between Elkind’s theories and neuroscientific findings on brain development (Immordino-Yang et al., 2019).

These developments encourage Early Years professionals to engage critically with Elkind’s ideas, adapting them to meet the evolving needs of children in diverse, technology-rich environments.

Conclusion

David Elkind’s work on cognitive development, the ‘Hurried Child Syndrome’, and adolescent egocentrism provides valuable insights into children’s experiences and needs.

  • Cognitive development: Elkind expanded on Piaget’s work, deepening our understanding of children’s thinking processes.
  • Hurried Child Syndrome: This concept highlights the impact of societal pressures on children’s well-being and development.
  • Adolescent egocentrism: Elkind’s theories on the ‘imaginary audience’ and ‘personal fable’ inform our approach to supporting teenagers.

Elkind’s ideas have implications for Early Years practice, guiding curriculum design, classroom management, and family engagement strategies.

  • Play-based learning: Incorporating unstructured play supports cognitive development and reduces stress.
  • Developmentally appropriate practice: Tailoring activities to children’s cognitive stages enhances learning outcomes.
  • Parent education: Sharing Elkind’s insights helps families create balanced, supportive environments for children.

Critical engagement with Elkind’s theories is essential. While his work offers valuable guidance, practitioners should consider its limitations and potential adaptations.

  • Cultural context: Apply Elkind’s ideas flexibly, considering diverse cultural perspectives on childhood and education.
  • Technological advancements: Adapt Elkind’s concepts to address children’s experiences in the digital age.
  • Ongoing research: Stay informed about current studies that build upon or challenge Elkind’s theories.

Early Years professionals are encouraged to apply Elkind’s ideas creatively in their practice. Share experiences, ask questions, and contribute to the ongoing dialogue in the field.

  • Reflective practice: Use Elkind’s theories as a starting point for ongoing reflection and improvement.
  • Collaborative learning: Engage with colleagues to explore innovative applications of Elkind’s ideas.
  • Continuous development: Commit to lifelong learning to enhance your understanding and application of child development theories.

Elkind’s work continues to inspire and guide Early Years practice. By engaging critically and creatively with his theories, practitioners can create enriching environments that support children’s holistic development.

Frequently Asked Questions

What Was David Elkind’s Theory?

David Elkind’s theory encompasses several key concepts:

  • Cognitive development: Elkind expanded on Piaget’s stages of cognitive development, focusing on how children’s thinking processes evolve (Elkind, 1967).
  • Hurried Child Syndrome: This concept highlights the negative effects of rushing children through developmental stages due to societal pressures (Elkind, 1981).
  • Adolescent egocentrism: Elkind proposed that adolescents experience a heightened sense of self-consciousness and belief in their own uniqueness (Elkind, 1967).

What Is David Elkind Famous For?

David Elkind is renowned for:

  • His book “The Hurried Child”, which critiques the pressure on children to grow up too quickly (Elkind, 1981).
  • Expanding on Piaget’s cognitive development theory, particularly in relation to adolescence.
  • Advocating for play-based learning and developmentally appropriate practices in early childhood education.

Who Is David Elkind?

David Elkind is an American child psychologist and educator:

  • Born in 1931, he earned his PhD from UCLA in 1955.
  • He served as a professor at Rochester University and later at Tufts University.
  • Elkind has authored numerous books on child development and education, influencing both academic research and popular understanding of childhood.

How Does Elkind’s Work Apply to Technology Use in Early Childhood?

Elkind’s concepts can be applied to technology use in several ways:

  • Hurried Child Syndrome: Excessive screen time might contribute to rushing children through developmental stages (Radesky et al., 2015).
  • Play-based learning: Digital play should complement, not replace, traditional forms of play (Marsh et al., 2016).
  • Cognitive development: Age-appropriate digital content should align with children’s cognitive abilities and developmental stages.

Early Years practitioners should balance technology use with other developmentally appropriate activities, ensuring it supports rather than hinders children’s natural development.

How Can Elkind’s Ideas Help Address Childhood Anxiety?

Elkind’s work offers insights for managing childhood anxiety:

  • Reducing pressure: Implementing Elkind’s concept of the ‘Hurried Child’ can help create less stressful environments for children (Elkind, 1981).
  • Play therapy: Elkind’s emphasis on play supports its use as a therapeutic tool for anxious children (Whitebread et al., 2017).
  • Developmentally appropriate expectations: Understanding cognitive development stages helps set realistic expectations, potentially reducing anxiety-inducing pressures.

Practitioners can use these ideas to create supportive, low-stress environments that respect children’s developmental needs.

How Does Elkind’s Work Relate to Modern Parenting Practices?

Elkind’s theories have significant implications for modern parenting:

  • Overscheduling: His ‘Hurried Child’ concept warns against filling children’s lives with too many structured activities (Elkind, 1981).
  • Academic pressure: Elkind’s work supports a balanced approach to early education, cautioning against excessive academic expectations for young children.
  • Technology use: His theories can guide parents in making decisions about screen time and digital media exposure.

Practitioners can use Elkind’s ideas to educate parents about developmentally appropriate expectations and the importance of unstructured play time.

How Can Elkind’s Theories Inform Inclusive Practices in Early Years Settings?

Elkind’s work supports inclusive practices in several ways:

  • Individual differences: His emphasis on developmental stages recognises that children develop at different rates.
  • Play-based learning: This approach allows for diverse expressions of learning and development, supporting inclusion of children with varying abilities.
  • Reducing stress: Elkind’s ideas on reducing pressure can help create more inclusive environments for children with additional needs.

Practitioners can use these concepts to design flexible, inclusive learning environments that accommodate diverse needs and abilities.

References

  • Whitebread, D., Neale, D., Jensen, H., Liu, C., Solis, S. L., Hopkins, E., Hirsh-Pasek, K., & Zosh, J. M. (2017). The role of play in children’s development: A review of the evidence. The LEGO Foundation.
  • Chua, T. H. H., & Chang, L. (2016). Follow me and like my beautiful selfies: Singapore teenage girls’ engagement in self-presentation and peer comparison on social media. Computers in Human Behavior, 55, 190-197.
  • Department for Education. (2017). Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. Crown Copyright.
  • Edwards, S., Skouteris, H., Rutherford, L., & Cutter-Mackenzie, A. (2020). Young children learning about well-being and environmental education in the early years: A funds of knowledge approach. Educational Studies, 46(3), 299-317.
  • Elkind, D. (1967). Egocentrism in adolescence. Child Development, 38(4), 1025-1034.
  • Elkind, D. (1976). Child development and education: A Piagetian perspective. Oxford University Press.
  • Elkind, D. (1981). The hurried child: Growing up too fast too soon. Addison-Wesley.
  • Elkind, D. (1998). All grown up and no place to go: Teenagers in crisis. Da Capo Press.
  • Elkind, D. (2007). The power of play: Learning what comes naturally. Da Capo Lifelong Books.
  • Elkind, D. (2016). Touchscreens and young children: Benefits and risks. Young Children, 71(1), 90-93.
  • Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
  • Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44-51.
  • Galloway, M., Conner, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510.
  • Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
  • Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2001). The scientist in the crib: What early learning tells us about the mind. HarperCollins Publishers.
  • Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). The brain basis for integrated social, emotional, and academic development. The Aspen Institute.
  • Lareau, A. (2011). Unequal childhoods: Class, race, and family life. University of California Press.
  • Lapsley, D. K. (1993). Toward an integrated theory of adolescent ego development: The “new look” at adolescent egocentrism. American Journal of Orthopsychiatry, 63(4), 562-571.
  • Livingstone, S. (2009). Children and the Internet. Polity.
  • Lynott, P. P., & Logue, B. J. (1993). The “hurried child”: The myth of lost childhood in contemporary American society. Sociological Forum, 8(3), 471-491.
  • Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2016). Digital play: A new classification. Early Years, 36(3), 242-253.
  • NAEYC. (2020). Developmentally appropriate practice (DAP) position statement. National Association for the Education of Young Children.
  • Piaget, J. (1936). Origins of intelligence in the child. Routledge & Kegan Paul.
  • Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad, and the unknown. Pediatrics, 135(1), 1-3.
  • Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Further Reading and Research

Recommended Articles

  • Elkind, D. (2008). The power of play: Learning what comes naturally. American Journal of Play, 1(1), 1-6.
  • Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443-463.
  • Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful learning in preschool: Presenting the evidence. Oxford University Press.
  • Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3), e20182058.

Recommended Books

  • Elkind, D. (2007). The power of play: Learning what comes naturally. Da Capo Lifelong Books.
    • This book explores the critical role of play in child development and learning.
  • Elkind, D. (2001). The hurried child: Growing up too fast too soon (3rd ed.). Da Capo Press.
    • An in-depth examination of the pressures faced by modern children and their impact on development.
  • Elkind, D. (1998). Reinventing childhood: Raising and educating children in a changing world. Modern Learning Press.
    • This book offers insights into adapting childhood education to meet the challenges of a rapidly changing world.
  • Gopnik, A. (2016). The gardener and the carpenter: What the new science of child development tells us about the relationship between parents and children. Farrar, Straus and Giroux.
    • A thought-provoking exploration of parenting and child development in the modern era.

Recommended Websites

  • National Association for the Education of Young Children (NAEYC)
    • Offers resources, articles, and professional development opportunities related to early childhood education.
  • Zero to Three
    • Provides information on infant and toddler development, including resources based on current research.
  • The Gesell Institute of Child Development
    • Offers insights into child development stages and developmentally appropriate practices.
  • Child Development Institute
    • Provides articles, tips, and resources on various aspects of child development and parenting.
  • American Psychological Association (APA) – Developmental Psychology
    • Offers access to research, articles, and resources related to developmental psychology.

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Early Years TV David Elkind’s Theories on Child Development and Cognition. Available at: https://www.earlyyears.tv/david-elkinds-theories-on-child-development-and-cognition (Accessed: 09 November 2024).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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Kathy Brodie