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An Investigation of Cognitive Tempo and Its Effects on Evaluating Kindergarten Children's Academic and Social Competencies.
Peer reviewed Peer reviewed
Gullo, Dominic F. – Early Child Development and Care, 1988
Investigated differences in achievement of 221 kindergartners with different cognitive tempos. Results suggest that kindergartners who exhibit an impulsive cognitive tempo may be judged by teachers as being less academically and socially competent than other kindergartners. (RJC)
Descriptors: Academic Achievement, Cognitive Development, Cognitive Style, Conceptual Tempo
Relationship between Young Children's Cognitive Style and Their Play.
Peer reviewed Peer reviewed
Saracho, Olivia N. – Early Child Development and Care, 1995
Children ages 3 to 5 were tested for their cognitive style (field dependence independence) and their play behaviors were observed and recorded. Results suggest that recognition of distinct play elements that have strong relationships with cognitive style can motivate and guide the development of optimal environments for young children's play and…
Descriptors: Child Behavior, Child Development, Childhood Attitudes, Cognitive Development
"You Can't Have a Cake unless It's Written Down": Semiotic Activity and Authentic Learning in Play as a Potential Tool for Analysis.
Peer reviewed Peer reviewed
Cook, Deirdre M. – Early Child Development and Care, 2001
Explores young children's mark-making in a domestic play setting. Suggests mark-making indicates aspects of the relationship between semiotic and conceptual development. Focuses on contexts in which mark-making occurs and on the authenticity of the learning events in which children participate. (DLH)
Descriptors: Associative Learning, Child Development, Cognitive Development, Cognitive Structures