Active Learning from Infancy to Childhood

Social Motivation, Cognition, and Linguistic Mechanisms

  • Megan M. Saylor
  • Patricia A.  Ganea

Table of contents

  1. Front Matter
    Pages i-xiii
  2. Foundations of Active Learning

    1. Front Matter
      Pages 1-1
    2. Megan M. Saylor, Patricia A. Ganea
      Pages 3-11
    3. Catherine S. Tamis-LeMonda, Yana Kuchirko, Daniel D. Suh
      Pages 39-53
  3. Cognitive and Linguistic Skills that Enable Active Learning

    1. Front Matter
      Pages 55-55
    2. David M. Sobel, Susan M. Letourneau
      Pages 57-74
    3. Sofia Jimenez, Yuyue Sun, Megan M. Saylor
      Pages 75-93
    4. Judith H. Danovitch, Candice M. Mills
      Pages 95-112
    5. Justin T. A. Busch, Aiyana K. Willard, Cristine H. Legare
      Pages 113-127
  4. Epistemic Trust: Selectivity in Children’s Learning

    1. Front Matter
      Pages 129-129
    2. Katherine E. Ridge, Annelise Pesch, Sarah Suárez, Melissa A. Koenig
      Pages 131-146
    3. Haykaz Mangardich, Mark A. Sabbagh
      Pages 147-166
    4. Ian L. Campbell, Kathleen H. Corriveau
      Pages 167-185
  5. Active Learning in Diverse Contexts

    1. Front Matter
      Pages 187-187
    2. Jennifer L. Jipson, Danielle Labotka, Maureen A. Callanan, Susan A. Gelman
      Pages 189-212
    3. Elizabeth Bonawitz, Ilona Bass, Elizabeth Lapidow
      Pages 213-231
    4. Georgene L. Troseth, Jeannette Mancilla-Martinez, Israel Flores
      Pages 233-259
  6. Catherine S. Tamis-LeMonda, Yana Kuchirko, Daniel D. Suh
    Pages E1-E1
  7. Back Matter
    Pages 261-265

About this book


This book presents new findings on the role of active learning in infants’ and young children’s cognitive and linguistic development. Chapters discuss evidence-based models, identify possible neurological mechanisms supporting active learning, pinpoint children’s early understanding of learning, and trace children’s recognition of their own learning. Chapters also address how children shape their lexicon, covering a range of active learning practices including interactions with parents, teachers, and peers; curiosity and exploration during play; seeking information from other people and their surroundings; and asking questions. In addition, processes of selective learning are discussed, from learning new words and trusting others in acquiring information to weighing evidence and accepting ambiguity. 

Topics featured in this book include:
  • Infants’ active role in language learning.
  • The process of active word learning.
  • Understanding when and how explanation promotes exploration.
  • How conversations with parents can affect children’s word associations.
  • Evidence evaluation for active learning and teaching in early childhood.
  • Bilingual children and their role as language brokers for their parents.
Active Learning from Infancy to Childhood is a must-have resource for researchers, clinicians and related professionals, and graduate students in developmental psychology, psycholinguistics, educational psychology, and early childhood education. 


Early communication between mothers and infants Early language acquisition and development Early pragmatic language development Infant preferences and language development Infants’ understanding of speech Knowledge acquisition in infancy and early childhood Language acquisition in infancy and early childhood Language and social interaction in infants and young children Language development in infancy and early childhood Language development in preschoolers Language disorders in early childhood Lexical gaps in preschoolers Picture book reading in early childhood Question-asking behaviors in preschoolers Shared book reading with preschoolers Specific language impairment in preschoolers Social cognition in infants and young children Social motivational components of early communication Social motivation in infancy and early childhood Teaching infants and young children

Editors and affiliations

  • Megan M. Saylor
    • 1
  • Patricia A.  Ganea
    • 2
  1. 1.Department of Psychology and Human DevelopmentVanderbilt UniversityNashvilleUSA
  2. 2.Department of Applied Psychology & Human DevelopmentUniversity of TorontoTorontoCanada

Bibliographic information