Neurocognitive Development in Preschoolers

Insights from fNIRS Studies
1. Auflage 2026
ISBN: 978-1-041-13379-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 134 Seiten, Format (B × H): 156 mm x 234 mm

The book investigates cognitive development in young children through a series of functional near-infrared spectroscopy (fNIRS) studies conducted by the author and his team.

It explores the neural correlates of cognitive processes, such as mental rotation, inhibitory control, and joint attention, shedding light on the mechanisms underlying these processes in preschoolers. Methodological advancements in fNIRS research, including multivariable and multiscale sample entropy analysis, are highlighted to demonstrate cutting-edge approaches in studying neurocognitive development. Furthermore, the book examines the influence of sociocultural and linguistic factors on cognitive processes. Through a multidisciplinary approach that integrates developmental psychology, neuroscience, and education, it offers a comprehensive perspective on neurocognitive development in preschoolers, contributing to the evolving discourse on early childhood cognitive functioning and laying the groundwork for future research directions.

The book will appeal to scholars of developmental psychology, neuroscience, and education. It also provides practical implications for educators, policymakers, and practitioners working with preschoolers.

Zielgruppe

Academic, Postgraduate, and Professional Reference

Autoren/Hrsg.

Li, Hui

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Kindergarten & Vorschule
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Biologische Psychologie, Neuropsychologie

Inhaltsverzeichnis

1 Introduction  2 Neural Correlates of Cognitive Processes in Preschoolers  3 Advances in fNIRS Research Methods and Data Analysis  4 Sociocultural and Linguistic Influences on Neurocognitive Development  5 From Neuroscience to Practice: Evidence-Based Strategies for Supporting Preschool Cognitive Development  6 Neuro-informed Early Childhood Education: A Prototype

Über Autor(innen)

Hui Li is Chair Professor of Early Childhood Education and Assistant Vice President (Regional Outreach) at The Education University of Hong Kong (EdUHK). He is also the Director of AI, Brain and Child Research Centre of EdUHK. His research interests span educational neuroscience, developmental psycholinguistics, early literacy and bilingualism, curriculum and pedagogy, educational policy, school leadership, and teacher education. He has secured major competitive funding and is ranked among the World's Top 1% Highly Cited Scientists by Stanford/Scopus in 2025.