Dr. Yanrong Zhu is an emerging scholar in the field of early childhood education, with her research focusing on cognitive development, inclusive pedagogy, and the learning processes of children with autism spectrum disorders (ASD). Her scholarly work integrates developmental psychology, educational neuroscience, and inclusive teaching strategies to explore how children acquire deep learning skills through play-based and interactive learning environments. Her notable publication, “Do Children with Autism Spectrum Disorders (ASD) Have Deep Learning Ability? An Exploratory Research in Inclusive Play” (Journal of Intelligence, 2025), provides valuable insights into the mechanisms of learning engagement and knowledge retention among neurodiverse children. Dr. Yanrong Zhu’s research bridges theoretical understanding and practical educational innovation, emphasizing the design of inclusive learning frameworks that foster critical thinking, emotional intelligence, and adaptive learning abilities in early education settings. Through her contributions, she highlights the significance of inclusive play as a foundation for cognitive and social development, promoting equal learning opportunities for all children. Her research advances the global dialogue on inclusive education, offering empirical evidence and conceptual models that support educators and policymakers in creating more responsive, child-centered, and inclusive early learning systems aligned with contemporary developmental and educational psychology standards.
Profile: Sci Profile
Featured Publications
• Zhu, Y., & Su, X. (2023). Do children with autism spectrum disorders (ASD) have deep learning ability? An exploratory research in inclusive play. Journal of Intelligence, 13(11), 135. https://doi.org/10.3390/jintelligence13110135
