Background and Context: Recognizing that digital technologies can enable economic transformation in Africa, computing education has been considered a subject relevant for all within the compulsory level of education. The implementation of the subject in many schools is, however, characterized by a myriad of challenges, including pedagogical…

The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As…

The book synergizes research on number across two disciplines--mathematics education and psychology. The underlying problem the book addresses is how the brain constructs number. The opening chapter frames the problem in terms of children's activity, including mental and physical actions. Subsequent chapters are organized into sections that…

Examines hypotheses and strategies used by children at the kindergarten, second-, fourth- and sixth-grade levels in making proportional judgements. The task involved 36 trials in which the child had to choose between two groups to obtain a target-color "chip." Results generally conformed to the developmental sequence proposed by Piaget…

Reports seven studies of the acquisition of knowledge about the appearance-reality distinction and suggests some conclusions about the course of conceptual development in this area from early childhood (3 years) to adulthood. (Author/NH)

Examines the development of conceptual preference for complementary versus taxonomic relationships in children, 3 to 17 years of age. The triads procedure was used with picture pairings familiar to the younger age group. The data revealed a preference for complementary pairs for all age groups. (Author/BB)

A total of 12 three, four, five, seven, and nine year olds and 12 adult control subjects were asked 20 questions about two exemplars of each of 16 categories of animate beings and inanimate objects. Children's responses indicated that animism is not a pervasive phenomenon and does not appear to be the most primitive mode of conceptualization.…

Examines the development of a general event representation and the relationship between general and specific event memories among kindergarten children who were interviewed about the school-day routine four times during the first three months of school. (Author/RH)

Tested the hypothesis that young children's tendency to draw horizontal or vertical objects perpendicularly to an oblique surface reflects their preference for perpendicular drawings as conceptually correct depictions. (Author/RH)

The normative rule began to predominate at age 10 and was the only rule employed by 13-year-olds. In contrast, almost all 7-year-olds simplified the equalization task to an ordinal level. Four different nonalgebraic rules were identified. Neither young children's tendency to simplify nor older children's capacity to quantify could be detected in…

A total of 50 children between 6 and 13 years of age were tested for a predicted, eight-step sequence of family role concepts. Dolls representing typical roles were used as props, and each child was asked questions concerning role explanations and increasingly abstract family definitions. The sequence was found to be scalable and age-related.…

Discusses five- and six-year-old children's conceptions of life and death. Children were questioned about animals, plants, and inanimate objects. The most errors occurred when children judged inanimate objects; the fewest when they judged animals. The order of questions about either life or death significantly influenced children's responses. (NH)

Four experiments investigated three- and four-year-old children's knowledge of projective size-distance and projective shape-orientation relationships. Results indicated that preschool children's understanding of these relationships seems at least partly cognitive rather than wholly perceptive, providing further evidence for the acquisition of…

The purpose of present experiments with subjects approximately three, five, and seven years of age was to provide additional evidence for the obviousness of the generative transmission principle and to provide initial evidence for the secondary principles of absence and facility. Empirical support was found for each of these selection principles,…

A theory of the assignment of moral responsibility and punishment for harm was tested with 5- to 11-year-old children. Results indicated sophisticated use of moral concepts from 5 years. Developmental trends suggested increasing sensitivity to these concepts, greater tolerance for harm doing, and more emphasis on restitution than punishment.…