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Exploration in 4-Year-Old Children Is Guided by Learning Progress and Novelty
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Francesco Poli; Marlene Meyer; Rogier B. Mars; Sabine Hunnius – Child Development, 2025
Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity-driven exploration remain unclear. We investigated the computational principles guiding 4-year-old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle-class, data collected in the Netherlands from…
Descriptors: Foreign Countries, Young Children, Learning Motivation, Discovery Learning
Object Exploration Is Facilitated by the Physical and Social Environment in Center-Based Child Care
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Ine H. van Liempd; Ora Oudgenoeg-Paz; Paul P. M. Leseman – Child Development, 2025
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables,…
Descriptors: Foreign Countries, Toddlers, Preschool Children, Object Manipulation
Goal-Directedness Enhances Letter-Speech Sound Learning and Consolidation in an Unknown Orthography
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Verwimp, Cara; Snellings, Patrick; Wiers, Reinout W.; Tijms, Jurgen – Child Development, 2023
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability…
Descriptors: Phoneme Grapheme Correspondence, Speech Communication, Language Acquisition, Reading Processes
Using a Group-Centered Approach to Observe Interactions in Early Childhood Education
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van Schaik, Saskia D. M.; Leseman, Paul P. M.; de Haan, Mariëtte – Child Development, 2018
This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to…
Descriptors: Classroom Observation Techniques, Play, Cooperative Learning, Educational Quality