Bridging Psychology and Pedagogy: A Review of Cognitive Development Interventions in Early Education

Abstract

This article presents a systematic review of cognitive development interventions in early childhood education, with a focus on game-based, family-centered, and teacher-mediated approaches. It draws on empirical studies published between 2015 and 2025 in both international and Chinese academic databases. It examines how these interventions apply key psychological frameworks—including Piaget’s theory of cognitive development, Vygotsky’s sociocultural theory, and information processing theory—to enhance cognitive skills such as memory, attention, and executive functioning. The review also identifies key implementation challenges, including disparities in resource allocation, cultural misalignments, and the absence of longitudinal outcome assessments. Based on the synthesis of findings, this paper proposes a multidimensional framework for future research and practice, highlighting the importance of culturally responsive, context-sensitive, and theory-informed interventions for improving cognitive outcomes in early childhood education.