Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Cognitive Development | 3 |
| Instructional Effectiveness | 3 |
| Perceptual Development | 3 |
| Learning Processes | 2 |
| Achievement Gains | 1 |
| Art Education | 1 |
| Art Materials | 1 |
| Cognitive Style | 1 |
| Computer Assisted Instruction | 1 |
| Computer Uses in Education | 1 |
| Constructivism (Learning) | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Primary Education | 1 |
Audience
| Administrators | 1 |
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkSwann, Annette C. – Studies in Art Education: A Journal of Issues and Research in Art Education, 2008
This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories…
Descriptors: Constructivism (Learning), Preschool Children, Reggio Emilia Approach, Art Education
Peer reviewedDunn, Rita; And Others – Educational Leadership, 1989
A number of studies conducted during the last decade have found that students' achievement increases when teaching methods match their learning styles--biological and developmental characteristics that affect how they learn. Correlational studies and experimental research studies are reviewed on instructional environments, perceptual preferences,…
Descriptors: Achievement Gains, Cognitive Development, Cognitive Style, Elementary Secondary Education
Peer reviewedMesser, D. J.; Mohamedali, M. H.; Fletcher, B. C. – Educational Psychology, 1996
Summarizes three experiments examining the ways that various forms of feedback influence children's progress in learning to tell time through computer-based training. The experiments compared different forms of feedback as well as delays in their presentations. Reviews related literature and includes statistical and tabular data. (MJP)
Descriptors: Cognitive Development, Computer Assisted Instruction, Computer Uses in Education, Educational Technology
