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Towards a Comprehensive View of Object-Oriented Play
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Wynberg, Elizabeth R.; Boland, Annerieke; Raijmakers, Maartje E. J.; van der Veen, Chiel – Educational Psychology Review, 2022
The exploration and/or manipulation of objects and materials, referred to as object-oriented play (OOP), is one of the most prominent activities children engage in during early childhood. Especially within early childhood education, it is important to be able to assess and understand OOP, its developmental trajectory, and developmental value. This…
Descriptors: Play, Object Manipulation, Young Children, Child Development
Infant Exuberant Object Play at Home: Immense Amounts of Time-Distributed, Variable Practice
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Herzberg, Orit; Fletcher, Katelyn K.; Schatz, Jacob L.; Adolph, Karen E.; Tamis-LeMonda, Catherine S. – Child Development, 2022
Object play yields enormous benefits for infant development. However, little is known about natural play at home where most object interactions occur. We conducted frame-by-frame video analyses of spontaneous activity in two 2-h home visits with 13-month-old crawling infants and 13-, 18-, and 23-month-old walking infants (N = 40; 21 boys; 75%…
Descriptors: Infants, Infant Behavior, Play, Object Manipulation
The Question of Questions: Hasan's Critiques, Vygotsky's Crises, and the Child's First Interrogatives
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Kellogg, David; Ripp, Ashtyn – Early Years: An International Journal of Research and Development, 2020
Previous papers in these pages have dealt empirically with the child's first words, the child's first imitations, and the use of yes/no and wh-questions with infants. In this study, we touch on all these issues, but attempt to place them in a systemic-functional language framework and a cultural-historical learning one. First, we deal with some of…
Descriptors: Criticism, Learning Theories, Language Acquisition, Questioning Techniques
Development of Counting Strategies in Congenitally Blind Children.
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Sicilian, S. P. – Journal of Visual Impairment and Blindness, 1988
Various counting tasks were presented to 24 congenitally, totally blind children, aged 3-13, to determine the behaviors employed to ensure accurate counting. Three dimensions of tactile strategies were found, including "scanning,""organizing," and "partitioning." A developmental progression in the ontogenesis of each…
Descriptors: Blindness, Child Development, Cognitive Development, Computation
A Study on Gross Motor Skills of Preschool Children
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Wang, Joanne Hui-Tzu – Journal of Research in Childhood Education, 2004
The purpose of this study was to investigate the effects of a creative movement program on gross motor skills of preschool children. Sixty children between the ages of 3 to 5 were drawn from the population of a preschool in Taichung, Taiwan. An experimental pretest-posttest control-group design was utilized. The children enrolled in the…
Descriptors: Foreign Countries, Object Manipulation, Play, Preschool Children
Movement Control in Cerebral Palsied Children during a Developmental Test.
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Hallam, Philippa M.; Williams, John G. – 1987
The purpose of the study was to determine whether particular aspects of movement control influenced the performance of 2-year-old children on a standard developmental test, and thus influenced assessments of intellectual progress based on that test. Six cerebral-palsied (CP) children were compared with six children not suffering motor system…
Descriptors: Cerebral Palsy, Child Development, Difficulty Level, Early Childhood Education