Children personally construct explanations of natural phenomena, some of which differ from currently accepted scientific explanations. The replacement of personal explanations with scientific explanations, as well as the development of concrete, formal, and post-formal reasoning patterns, requires self-regulation in which alternative explanations…

BASED ON EXPERIMENTATION EXAMINING THE THINKING CAPACITIES OF DEAF CHILDREN, THIS PAPER REPORTS FINDINGS ABOUT THE RELATIONSHIP OF ABILITY TO LINGUISTIC EXPERIENCE. PERFORMANCE OF DEAF CHILDREN ON TASKS INVOLVING CONCEPT FORMATION AND LOGICAL THINKING WAS FOUND TO BE COMPARABLE TO THAT OF MATCHED HEARING SUBJECTS WHEN VERBALIZATION WAS NOT…

This longitudinal study of children's drawings is designed to indicate important aspects of the socialization process through analysis of changes in children's drawings. The Draw-A-Classroom (DAC) Test was administered to 100 students between 1961 and 1966. Data was available from a total of eight test administrations, given in the period between…

Considered the need for involving teachers in the long range benefits of developing musicality in children. (Author/RK)

This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new…

The growth model of intelligence; i.e. intelligence is the product of genetics plus environment (I.Q.=G+E), is discussed and questioned. If the growth model is discarded, formulating the problem of the development of intelligence in different ways and thinking of different possible technologies for changing intelligence can begin. The child…

Several themes relevant to the personality development and intellectual functioning of children are presented in this position paper. Inferences for the education of Nigerian children are also drawn. Among general factors considered influential in children's intellectual development, three are emphasized: the way in which intelligence is defined,…

This report by the Schools Council Project in England examines questions and responses of children aged 8-16, and in particular, the role that curiosity and questions can play in learning. Chapter 1 compares comments of various government-sponsored reports. The second chapter reviews ideas and evidence about both curiosity and questions and the…

The purpose of this fastback is to help teachers find out how children acquire a second language and explore the linguistic foundations on which sound English as a Second Language (ESL) curricula can be developed. It is intended for the regular classroom teacher, not the ESL specialist. Central findings in research on second language learning…