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Abstract: Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory

English summary: The periods of life childhood and early childhood have lately been given a lot of attention. What impact does the childhood have on further life? How and when do the various skills develop and how are the differences between human beings formed? What influence do recent insights have on professional work with children? The book provides an introduction to the current status of research and theory on central aspects of child's development from birth to the age of 12 and on possibilities of promoting and intervening in development. The work is an excellent introduction for students. German description: Fruhe Kindheit und Kindheit sind Lebensabschnitte, denen in jungster Zeit wieder viel Aufmerksamkeit gewidmet wird. Welche Bedeutung kommt der Kindheit fur den weiteren Verlauf des Lebens zu? Wie entwickeln sich wann welche Fahigkeiten und wie entstehen Unterschiede zwischen Menschen? Und - was bedeuten gegenwartige Erkenntnisse fur die professionelle Arbeit mit Kindern? Das Buch gibt eine Einfuhrung in den aktuellen Forschungs- und Theorienstand zu zentralen Bereichen kindlicher Entwicklung von der Zeit vor der Geburt bis zum zwolften Lebensjahr und zu Moglichkeiten entwicklungsorientierter Forderung und Intervention. Es eignet sich hervorragend fur Studierende der neuen Bachelorstudiengange.