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The Rebirth of Children's Learning
Robert S. Siegler
Vol. 71, No. 1 (Jan. - Feb., 2000), pp. 26-35
Stable URL: http://www.jstor.org/stable/1132214
Page Count: 10
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Learning is a central part of children's lives, but the study of learning is a rather peripheral part of the field of cognitive development. Fortunately, this situation is starting to change; recent theoretical and methodological advances have sparked renewed interest in children's learning. This renewed interest has already yielded a set of consistent and interesting findings regarding how children learn, as well as intriguing proposals regarding the mechanisms that underlie the learning. Increasing our focus on children's learning promises to yield practical benefits as well as a more exciting field of cognitive development.
Child Development © 2000 Society for Research in Child Development