Developmental psychologist Stella Lourenco invites us to see babies not as blank slates, but as little thinkers: even before they can talk, babies are actively reasoning about the world. She shows how scientists use clever, nonverbal experiments to uncover what’s going on in babies’ minds — how they perceive objects, quantities, space, and even social relationships.

One example: infants as young as 10 months can make transitive inferences about dominance (if A dominates B, and B dominates C, then A should dominate C) — something once thought to emerge much later. Lourenco argues this reveals that babies are not just absorbing facts, but forming predictions, ruling out possibilities, and trying to make sense of cause and effect in their social world.

Ultimately, the talk reminds us that babies are deeply curious, reasoning creatures — and that understanding their hidden thought processes can help us appreciate how thinking and knowledge emerge from our earliest days.

This study tested whether teaching parents specific ways to play, talk, and interact with their children could improve early development and behavior. The program they used, called the Care for Child Development guideline, was offered through group sessions to pregnant mothers in Iran and followed their children for the first 18 months of life. The idea was to give parents practical tools—like looking into the baby’s eyes, responding to sounds, using toys, playing peek-a-boo, and naming objects—so they could support their child’s learning and emotional growth from birth onward.

When the researchers compared children whose parents received the training to those who did not, they found only small differences. Specifically, children in the program showed slightly better scores in cognitive development (thinking and learning) and a small reduction in anxiety or depression-related behaviors. However, there were no significant improvements in other areas like language, motor skills, or most behavioral problems. One possible reason is that many children in the study were already developing well, so there was less room to see noticeable changes. Another factor was the limited number of training sessions, especially because the COVID-19 pandemic disrupted participation.

Even though the effects were modest, the study is important because it shows that group-based parenting programs are possible in resource-limited settings and may provide some benefits at relatively low cost. The researchers conclude that while the program didn’t dramatically change development outcomes, it still highlights the value of supporting parents with guidance and practical activities. With more sessions, larger studies, and broader involvement (such as including fathers), these interventions might play a bigger role in helping young children thrive, especially in communities with fewer resources.

 

If you want to read more, click here! 

Erin Mulroy  

UConn KIDS Research Assistant 

For children, play isn’t just fun–it’s brain-building, and the simplest everyday interactions with kids matter more than flashcards or fancy toys. Jesse Ilhardt reflects on her own experience as a preschool teacher–once focused on checklists of letters, numbers, and shapes–and explains why real learning comes through play and interactions. Research shows that playful back-and-forth interactions between children and adults actually build the brain’s architecture, especially the prefrontal cortex, which is responsible for problem-solving, planning, and emotional regulation.

But many parents and teachers still avoid play because they want quick results (like memorizing letters) or feel unsure how to play. The talk highlights how simple, everyday moments, like using measuring cups and sponges at bath time instead of traditional bath toys, can become powerful brain-building opportunities. The takeaway: kids don’t need fancy toys or endless worksheets. What they need most is time to play, and caring adults who join in.

Every parent wonders: Does the way I raise my child really shape who they become? There are 4 main parenting styles, defined by the ways parents interact with and set rules for their kids: Authoritative (parents are warm and caring, but also set clear rules and expect children to follow them), Authoritarian (parents have strict rules, demand obedience, and show less warmth), Permissive (parents are loving and kind but don’t enforce many rules or expectations), and Neglectful (parents show low warmth and don’t set many rules or monitor the child much). Each style shows how each one can affect a child’s emotions, school success, friendships, and behavior. 

The findings suggest that the “sweet spot” is being both caring and structured. Kids raised with warmth and clear rules tend to thrive the most. But it’s not that simple–culture, family resources, stress, and even technology all change how parenting styles play out in real life. What works well in one family or culture may not in another. Being too permissive might feel loving but can leave the kids struggling with self-control. In today’s world, questions about digital media and modern family life add even more layers. 

This article opens up an important conversation: not just about which style is “right,” but about how parents, communities, and societies can better support their children so they have the chance to thrive no matter their circumstances!

 

If you want to read more, click here!

Erin Mulroy

UConn KIDS, Research Assistant

Erin is a research assistant for UConn KIDS from Shelton, CT. She is a sophomore Physiology and Neurobiology major and Spanish minor. She is happy to be a part of UConn KIDS because it gives her the opportunity to become more involved with children and the various research opportunities at UConn.

After graduating, she plans on attending medical school where she will pursue pediatric neurology. In her free time, she enjoys hiking, running, painting, and spinning for the UConn Color Guard!