This Teaching and Learning Guide highlights how early childhood teachers can support emotional intelligence and inferential comprehension by drawing children's attention to characters' feelings and by asking students to notice evidence from the illustrations and text. During this read-aloud in Ms. Clark's first grade classroom, we see evidence of…

Children begin to reason about gender and others' gender-typed preferences from early in life, yet not enough is known about whether their reasoning reflects only binary categorization or a more nuanced way understanding of variation in gender. Further, little is known about how children's conception of their own gender affects how they think…

Research Findings: This study used sequential analysis to investigate teachers' use of literal and inferential questions and their relation to children's responses during small-group shared reading in preschool. Participants were 202 dual-language learners (age 3-5 years) and 53 preschool teachers in multiethnic preschool classrooms in Norway.…

Research has shown that children's responses differ depending on the questions asked. These differences alter the questions that can be posed to children in an educational environment and the expectations about their possible responses. Understanding children's questions and the abstract level of their answers is key to support their development…

Purpose: This study examined the relationship between pedagogic inference and the epistemological cognition of pre-school teachers. This paper provides and interests a relationship network with the pedagogy of field by delineating. In accordance with the model of this study, naïve and sophisticated epistemic cognition were determined and…

Analogical reasoning is considered to be a critical cognitive skill in programming. However, it has been rarely studied in a block-based programming context, especially involving both virtual and physical objects. In this multi-case study, we examined how novice programming learners majoring in early childhood education used analogical reasoning…

Much attention has been paid to storybook reading as a context for supporting preschoolers' emergent language and literacy. Inferential thinking is essential to listening comprehension and to reading comprehension. Understanding the story deeply and reasoning about events and characters are central to children's enjoyment and to comprehension…

The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rural schools located in the Sierra Norte of Puebla,…

This article seeks to contribute to an early childhood specific conceptualisation of physics education. The article is a collaboration between a researcher in science education and two preschool teachers and revolves around the teachers' work with 2-4 year old children. Grounded in a posthumanist understanding of the world, we focus on physics…

Research on Theory of Mind (ToM) and reading comprehension is a lively and active field with numerous publications a year. ToM describes a child's ability to identify and reason about the mental states of others (e.g., think, believe, intend, want). The burgeoning findings from this research suggests ToM plays an important role in the reading…

Introduction: The aim of this study is to examine children's moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning…

In this study, the questions asked by 5 preschool teachers during the "question of the day" practice at the beginning of the day and the characteristics of the answers given by 240 children of 4-5-year-old were investigated. Language interactions between teachers and children through 198 questions asked during the "question of the…

The present study investigated whether parent--child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children's first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and…

Probabilities tend to become an integral part of early childhood mathematics curricula. Research has shown that at the age of 4, children indicate basics of probabilistic reasoning and can engage with probabilistic tasks and uncertainty. The aim of this study is to examine whether methodological and design alterations influence children's…

Children who have more opportunities to engage in discourse that reflects the use of inferential language have better outcomes than children who have limited exposure to the use of inferential language. Many interventions that aim to improve children's language and comprehension however continue to focus more on literal language. Many language…