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Number Concept and Rhythmic Response in Early Childhood
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Habegger, Laura – Music Education Research, 2010
When observing children playing rhythm echoes with percussion instruments it was noticed that they can repeat a certain number of sounds accurately and that this number increases depending on the children's age and musical experience. It was thought likely that this number has a direct correlation not only with the children's stage of motor…
Descriptors: Music, Repetition, Preschool Children, Numeracy
Spatial Concept Learning in Preschool Children: Motoric Experiences and Verbal Repetition as Adjuncts to Passive Listening.
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And Others; Worthington, R. Kirby – Perceptual and Motor Skills, 1980
Thirty-two preschool children were matched by age, sex, and pretest scores on spatial concept knowledge. Four groups were (1) instruction (see and hear) only, (2) verbal repetition, (3) fine motor treatment (hand manipulation), and (4) gross motor treatment (body movement). There was no difference in performance between groups given instruction…
Descriptors: Age Differences, Concept Formation, Learning Modalities, Motor Development
An Orientation and Mobility Program for Multiply Impaired Blind Children.
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Harley, Randall K.; And Others – Exceptional Children, 1980
The programed instruction was validated with 40 multiply impaired blind children in nine facilities in a 16-week field test. The experimental group using the programed instructional materials demonstrated significant overall performance gains over a control group. (Author/DLS)
Descriptors: Blindness, Concept Formation, Exceptional Child Research, Motor Development
Piagetian Object Permanence in Severely Mentally Retarded Adults.
Brekke, Beverly; And Others – 1977
The measurability of sensorimotor development in 60 severely retarded, institutionalized adults was studied, using the Piagetian concept of object permanence in a delayed recall paradigm that involved special apparatus. Results suggested, among other things, that severely retarded, institutionalized adults learn most efficiently when trained with…
Descriptors: Adults, Cognitive Processes, Concept Formation, Learning Processes
Development of an Orientation and Mobility Program for Multiply Impaired Low Vision Children.
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Harley, Randall K.; Merbler, John B. – Journal of Visual Impairment and Blindness, 1980
To test a programed instruction in orientation and mobility, 44 multiply impaired low vision children and young adults (ages 5 to 28) were instructed over a six-week period. Instruction was in the areas of motor development, sensory training, concept development, and mobility skills. The experimental group using the materials showed significant…
Descriptors: Children, Concept Formation, Exceptional Child Research, Field Tests
Motor Deprivation in Young Children. Interim Report 1976-77, Leverhulme Project.
Lewis, Barbara J.; And Others – CORE: Collected Original Resources in Education, 1978
Separate papers discuss: (1) sensory deprivation; (2) effects of high rise housing; (3) clumsy children; (4) screening and labeling "at risk" students; (5) Piaget's conceptual development stages; and (6) movement education. (CP)
Descriptors: Child Development, Concept Formation, Developmental Stages, Elementary Education
Motor Learning in Childhood Education: Curricular, Compensatory, Cognitive.
Humphrey, James H. – 1992
Noting that unilateral definitions of motor learning as separate from ideational learning are inadequate, this book identifies and explores certain branches of specific aspects of motor learning. The book is divided into three parts, dealing with curricular motor learning, compensatory motor learning, and cognitive motor learning. Part I is…
Descriptors: Auditory Perception, Children, Cognitive Development, Concept Formation