Guided play activities were developed so that coding clubs could promote computational thinking skills in preschool children. The clubs involved fifteen children aged between 2 and 4 years, including a group of children with communication difficulties. The children took part in an action-research scoping study over three coding clubs involving six…

Objective: To examine illogical thinking in children from low-income families with and without histories of child maltreatment. Method: Maltreated (n = 91) and nonmaltreated (n = 43) school-age children individually participated in a story game designed to elicit speech samples. Children were instructed to listen to two recorded stories and…

Three theories of deafness and cognition are summarized, and the problem of deaf children's lagging cognitive development in concrete nonverbal logical problems is considered. It is suggested that this delay may be caused by the difficulty hearing people have communicating to the deaf, and educational implications of this speculation are noted.…

Presents a theoretical account of how speakers interpret that which is taken for granted in messages. Discusses research concerning enthymemes, argument theory, indirect speech acts, conversational maxims, pragmatic implication and other areas. Provides a framework for a model of how speakers interpret unspoken portions of utterances. (JMF)

Given the wide range of possible interactions between families and social practitioners, communication problems, although undesirable, are to some extent unavoidable. How to preserve the social practitioner's mental health while being able to accompany the family members toward a psychosocial change in the helping process? How to pass from a logic…

This manual provides a comprehensive approach to problem solving; it is written in narrative style with numerous examples. The guide is organized in eight sections that cover the following topics: (1) problem-solving overview (with suggested readings and recommendations for schools); (2) a five-step model for solving problems; (3) strategies for…

THE BEGINNING WRITER NEEDS BOTH ENCOURAGEMENT AND DIRECTION. ONCE A STUDENT, NONVERBAL OR FLUENT, HAS EXPRESSED AN OPINION, SIGNIFICANT OR TRIVIAL, THE PUMP CAN BE PRIMED BY ASKING HIM "WHY," AND HIS FLOW OF "BECAUSES" CAN BE CONTROLLED BY CHANNELING THEM INTO A SIMPLE PATTERN. THE NONVERBAL STUDENT IS ENCOURAGED TO WRITE WHEN HE LEARNS THAT A…

This study examined the following issues: (a) If vocabulary effects are minimized, will there be SES differences in the use of conditional forms by Caucasian children who have reached the fifth grade? (b) Even if SES differences occur in the use of recognizable conditional forms, will children within the same SES be able to transmit conditional…