This book proposes a new theory on children's thinking (cognitive) development. According to this theory, the stages of said development should be divided into four stages: first, the stage of animalistic thinking (birth--before possessing basic language ability); second, the stage of elementary thinking (beginning to possess basic language…

A systematic review was carried out to examine the use of robots in early childhood and lower level education. The paper synthesizes the findings of research studies carried out in the last ten years and looks at the influence of robots on children and education. Four major factors are examined--the type of studies conducted, the influence of…

In countries where English is a second language, there has been a movement over the last 60 years from supporting indigenous languages over foreign language--English--to the present one where, with globalization and market demands, English is beginning to be seen as an indigenous language in itself. The teaching of English from Grade 1 about five…

Two hypotheses concerning children's treatment of "less" as a synonym of "more" were tested with 4- and 5-year-olds. It was hypothesized: (1) that the "less"-"more" distinction can be taught; and (2) that conservation is dependent on the capacity to distinguish "more" and "less". (Author/CS)

A review of research reveals that explicit knowledge of language is not always desirable; instead, children should be exposed to language and have experiences which provoke language use. (DD)

Children aged 5, 7, and 9 were tested on two different tasks to assess their understanding of sentences containing the connectives "when,""as soon as,""before,""after,""if,""if not,""unless," and "unless not." (Author/SB)

Results of measures in the cognitive-social areas of communicative intent, tool use, imitation, and play and in language comprehension demonstrated uneven development for the autistic subjects. A functional analysis of communicative behaviors indicated a relatively homogeneous profile of communicative functions both quantitatively and…

A discussion of dramatic play and its implementation. (CH)

Reviews research studies, available through the ERIC system, on the interaction of cognitive, social, and language development, drawing implications for language arts instruction. (DD)

This study examined language ability in children of the same mental age who differed in their level of cognitive development. Subjects were 68 first-graders, 33 male, 35 female, from a predominantly middle-class elementary school. (Author/SB)

Profoundly retarded 3-10 year olds (N=24) were divided into three groups: two cognitive training programs--object permanence or means-end--and language only. Results of pre- and posttests revealed that the cognitive training approaches were successful in enabling the majority of Ss to learn to use speech. (CL)

The present studies were designed to test the role of descrepancy between existing cognitive structures and current input and the amount of pleasure derived from successful processing of that input with respect to children's appreciation of humor. (Author/SB)

Involving students in discussion groups tends to develop their language and cognitive abilities. (JH)

Analyzes the developmental patterns in the production of analogy by second-, fourth-, and sixth-grade students to determine whether children use different types of analogy as they achieve linguistic maturity. (HOD)