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Puzzlemaking and Part-Whole Perception of Two-Year-Old and Four-Year-Old Children
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Montford, Emily I. Purvis; Readdick, Christine A. – Early Child Development and Care, 2008
The relationship between preschoolers' puzzlemaking strategies and part-whole perception was investigated in the present study. Forty-eight two year olds and 48 four year olds were randomly selected from eight licensed childcare centers. Puzzlemaking strategies (image, form, color, and trial and error) were measured by performance in the…
Descriptors: Preschool Children, Geometric Concepts, Language Acquisition, Perception
Thinking About Thinking: Developing Metacognition in Children.
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Fisher, Robert – Early Child Development and Care, 1998
Explores the nature, importance, and development of child metacognition, arguing for the assisted development of metacognitive awareness in young children. Identifies factors that enhance metacognitive development and thus assist the transfer of learning. Suggests that metateaching strategies can help mediate the metacognitive strategies of…
Descriptors: Child Development, Cognitive Development, Early Childhood Education, Learning Strategies
Children as Apprentices to Number.
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Ewers-Rogers, Jennifer; Cowan, Richard – Early Child Development and Care, 1996
Investigated understanding and use of numerals in 48 children ages 3 and 4. Found that children rarely noticed the absence of numbers if they were not able to explain their purpose. They used several methods to represent number on notes for the milkman, party invitations, and labels. Results suggest that understanding preceded use of numerals.…
Descriptors: Child Psychology, Cognitive Development, Communication (Thought Transfer), Learning Activities
"You Can't Have a Cake unless It's Written Down": Semiotic Activity and Authentic Learning in Play as a Potential Tool for Analysis.
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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