Intellectual Development and Learning at Early Age. A Theoretical Perspective

  • Valerica Anghelache "Dunărea de Jos" University, Teacher Training Department, Galați, Romania
Keywords: intellectual development, cognitive mechanisms, early education, education, learning


The intellectual development at early agesoccupies large spaces in the specialized literature. However, there are many issues that have remained unknown or insufficiently explained. In this sense, the present paper aims to illustrate the relation between the characteristics of the child's intellectual development and the learning process at early ages. It is about a theoretical approach by which we have tried to argue the necessity of knowing these particularities of the child's development, as well as the imperative necessity to reconsider the formal learning process. The analysis of the experimental research in the field indicates the existence of clear correlations between the changes that take place at this stage in the architecture of the intellectual development and variables such as: the previous experiences the child had to face with, the quality of the socio-family environment, the parents’ educational level, the way the child plays, the degree of leadership of the game-based activities.Moreover, by its content, the paper aims to draw attention upon the importance and complexity of this issue and can be considered a good starting point for the experimental investigation of the changes taking place at the age of intellectual development.


[1] Anghelache V, Bentea CC. Integrated teaching – the new curricular design of pre-primary educational system in Romania. Procedia - Social and Behavioral Sciences. 2012; 51:125-129.
[2] Bulgarelli D, Molina P. Social Cognition in Preschoolers: Effects of Early Experience and Individual Differences. 2016; Front. Psychol. 7:1762.
[3] Early D, Iruka I, Ritchie S, Barbarin O, Winn D. et al. How do prekindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Child Research Quarterly. 2010; 25:177–193.
[4] Fox SE, Levitt P, Nelson CA. How the timing and quality of early experiences influence the development of brain architecture. Child Development. 2010; 81(1):28–40.
[5] Fuller B, Bein E, Bridges M, Kim Y, Rabe-Hesketh S. Do academic preschools yield stronger benefits? Cognitive emphasis, dosage, and early learning. Journal of Applied Developmental Psychology. 2017; 50:1-11.
[6] Lillard AS, Lerner MD, Hopkins EJ, Dore RA, Smith ED, Palmquist CM. The impact of pretend play on children's development: A review of the evidence. Psychological Bulletin. 2013, 139(1):1–34. Available from:
[7] Piaget J. Psihologia inteligenţei [The psychology of intelligence]. București: Editura Ştiinţifică; 1965. 169.
[8] Piaget J.Naşterea inteligenţei la copil [The birth of intelligence to the child]. București: Editura Didactică şi Pedagogică; 1973. 11.
[9] Phillips-Silver J, Daza MT. Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool. Front. Educ. 2018; 3:106.
Available from:
[10] Scharer JH. Supporting Young Children’s Learning in a Dramatic Play Environment. Journal of Childhood Studies. 2017; 42(3): 66-69. Available from:
[11] Soheir SA, Tawfik MAM, Barseem NF, Elatabany AMM. Assessment of intellectual development in preschool children in the East of Menoufia Governorate, Egypt. Menoufia Medical Journal. 2017; 30:741–747.
[12] Sylva K. School Influences on Children's Development. Journal of Child Psychology and Psychiatry. 1994; 35(1):135-170.
[13] Vîgotski L.S. Pensée et language. Paris: Editions Sociales; 1985.
[14] Zlate M. Psihologia mecanismelor cognitive [Psychology of cognitive mechanisms]. Iași: Editura Polirom; 1999. 267 p.
How to Cite
Anghelache, V. (2020). Intellectual Development and Learning at Early Age. A Theoretical Perspective. LUMEN Proceedings, 12, 10-19.