Children’s learning and cognitive development aren’t just affected by what occurs in their development; a crucial factor that is often overlooked is when it happens. The article Promoting Temporal Investigations of Development in Context dives deep into this idea, exploring how the timing, duration, and consistency of social and economic circumstances shape kids’ learning outcomes. Across 75 longitudinal studies conducted between 2000 and 2021, researchers tracked children and families from pregnancy through early adolescence, uncovering how factors like poverty, family stress, and educational opportunity influence cognitive growth over time. The takeaway? Persistent disadvantage during key developmental windows can have lasting effects on learning, while more stable or temporary contexts may decrease these risks. The overarching idea of the article is: timing is everything. This aligns with the findings of other famous studies, such as the Genie Wiley case study. Genie Wiley was lacking verbal attention for the first 12 years of her childhood, so  unfortunately, she never developed the neural pathways to effectively speak. This is an extreme example, however it effectively demonstrates that obstruction or influence on fundamental phases of development can have lasting effects. What makes Promoting Temporal Investigations of Development in Context so compelling is the perspective it takes. To truly understand a child’s development, we can’t just look at where they are now; we have to trace how they got there, and not just what occurred, but when, and how that might influence development. It’s a call for psychologists, educators, and ordinary people alike to think less like photographers and more like filmmakers, to capture not just the moment, but the story unfolding across time.

 

To read this article, click here

Cooper Armogida

UConn KIDS Research Assistant

Sandplay Therapy as an Emerging Intervention for Generalized Anxiety Disorder in Children

Sandplay therapy is a nonverbal, multisensory, psychodynamic treatment approach used with both children and adults. It involves sculpting a landscape in a sandbox using miniature figures and symbolic representations to model personal experiences or emotional struggles. Recent psychological research has identified sandplay therapy as a promising intervention for Generalized Anxiety Disorder (GAD).

GAD affects approximately 2–6% of children worldwide. For those living with this condition, daily life is often filled with excessive worry, which can lead to physical symptoms such as headaches, fatigue, and muscle tension, as well as mental symptoms like restlessness, difficulty concentrating, and irritability. For young children still learning to navigate the world, these symptoms can create chronic stress and limit developmental growth.

Psychological research consistently supports the idea that expressing complex emotions through abstract and creative mediums—such as art, play, and writing—can help individuals externalize internal conflicts and access subconscious material. While not as widely known as journaling or traditional art therapy, sandplay therapy has deep historical roots. Originally influenced by Jungian psychology in the 1920s, this method is gaining renewed attention for its potential to induce neurobiological changes.

For example, in a 2020 case study by M. Foo et al., sandplay therapy produced measurable neurological and psychological changes. Following each session, researchers observed increased activity in the thalamus—a brain region linked to emotional regulation—along with a significant reduction in anxiety symptoms. According to the Hamilton Anxiety Rating Scale, the participant’s anxiety levels improved from “extreme” to “normal.”

This raises an important question: To what extent could sandplay therapy transform the lives of children with GAD?

Research by C. Benjamin et al. (2014) suggests that early, successful interventions—particularly Cognitive Behavioral Therapy (CBT)—offer lasting benefits for anxiety. If sandplay therapy produces similar long-term effects, it may present a valuable alternative for children who do not respond well to traditional CBT.

To explore more about this emerging field, click here.

Cooper Armogida
UConn KIDS, Research Assistant

The answer to last week’s question, “How developed is a child’s brain by age 5?”

Is 90% !!!

This week’s trivia question is:

At what age is the brain fully developed?

A. 8 years old

B. 10 years old

C. 16 years old

D. 20-30 years old

Tune in next week to find out the answer to this week’s question!

Cooper Armogida is a new research assistant for UConn KIDS from Ashford, Connecticut. He is a junior Psychological Sciences major with a goal of eventually becoming a professor and conducting his own research lab! This is Coopers first semester working with us at UConn KIDS and we are so thrilled to welcome him to the team!

He has been passionate about psychology and working with kids for many years, so it’s no surprise he is ecstatic to be a part of our team!

In his free time, Cooper enjoys nature, playing basketball, and spending quality time with his loved ones.