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Voutsina, Chronoula; George, Lois; Jones, Keith – Educational Studies in Mathematics, 2019
A key aim of mathematics teaching is for children to develop appropriate and efficient strategies for solving tasks. The analysis presented in this paper moves beyond the exploration of changes in the strategies that children employ to solve tasks and extends to observation and exploration of changes that occur when their overall solving approach…
Descriptors: Young Children, Attention, Arithmetic, Problem Solving
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Flückiger, Bev; Dunn, Julie; Stinson, Madonna – Australian Journal of Education, 2018
This article reports on a study investigating young children's views about learning. The researchers engaged 200 Australian children from 3 to 8 years of age in conversations about how they liked to learn. In an attempt to privilege children's voices, the direct words of the participating children are used in the reporting of results. The children…
Descriptors: Foreign Countries, Young Children, Student Attitudes, Early Childhood Education
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Nielsen, Mark – Infant and Child Development, 2013
Past research has shown that children will copy the actions of adults with high fidelity, even actions that are obviously causally irrelevant to the modelled outcome. However, this phenomenon has always been documented in cases where a clear functional outcome has been brought about (e.g. getting a box open to retrieve a toy). Here, we demonstrate…
Descriptors: Young Children, Imitation, Socialization, Experiments
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Levy, S. T.; Mioduser, D. – International Journal of Computers for Mathematical Learning, 2010
This study investigates how young children master, construct and understand intelligent rule-based robot behaviors, focusing on their strategies in gradually meeting the tasks' complexity. The wider aim is to provide a comprehensive map of the kinds of transitions and learning that take place in constructing simple emergent behaviors, particularly…
Descriptors: Play, Investigations, Young Children, Kindergarten
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Pappas, Christine C. – Discourse Processes, 1991
Describes several distinctive discourse features of typical information books written for young children by comparing them to book language in typical storybooks. Analyzes four kindergartners' repeated "pretend readings" of three typical information books to reveal the strategies by which these children learn the characteristic…
Descriptors: Discourse Analysis, Kindergarten Children, Learning Processes, Learning Strategies
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Ghatala, Elizabeth S.; And Others – Journal of Experimental Child Psychology, 1986
Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components.…
Descriptors: Cognitive Processes, Comparative Analysis, Grade 2, Information Utilization
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Broadhead, Pat – British Educational Research Journal, 2006
Pupil observation and educator?pupil discourse have recognised relevance within early years practitioners' repertoires, with long traditions of practice in England and elsewhere. Observation is now enshrined within the Foundation Stage Curriculum for 3?5 year-olds (England) (soon to become part of the Early Years Foundation Stage for Birth?5) and…
Descriptors: Foreign Countries, Observation, Learning Processes, Play
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Grote, Irene; And Others – Journal of Experimental Child Psychology, 1997
When taught to link sorting to self-instruction ("I'm looking for blue triangles") children show perfect accuracy in sorting. This study investigated if this performance would generalize to new stimuli. One participant showed near-perfect generalization to all new stimulus sets (shapes, letters, pictures); two had difficulty with…
Descriptors: Classification, Cognitive Development, Cognitive Processes, Generalization
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Sodian, Beate; And Others – Journal of Experimental Child Psychology, 1986
Tested 32 4-year-olds and 32 6-year-olds for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed them for their metamemory of the efficacy of conceptual and perceptual sorting strategies. Younger children recalled more items under sort-and-remember, whereas no recall differences were found for the…
Descriptors: Age Differences, Classification, Cognitive Development, Concept Formation
Reeve, Robert A. – 1985
Two experiments were conducted to determine whether children remembered information more efficiently if they were provided with an explicit purpose for learning. In the first experiment, 96 5-year-old children watched a simple science demonstration and were told either to remember the names of the depicted items from pictures for a memory test…
Descriptors: Behavior Patterns, Educational Research, Learning Processes, Learning Strategies
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Lonka, Kirsti; Hakkarainen, Kai; Sintonen, Matti – European Early Childhood Education Research Journal, 2000
Presents evidence that early and primary school learning exhibits features that previously were thought typical of adult learners only. Reconceptualizes child-centered primary education in light of theories on expertise, conceptual change, and epistemological development. Explores a theoretical approach to learning called progressive inquiry…
Descriptors: Age Differences, Computer Uses in Education, Constructivism (Learning), Educational Practices
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Anning, Angela – Education 3-13, 2004
The focus of this article is the role of drawings in the journeys of young children towards literacy. The argument is that young children learn from home contexts a wide range of approaches towards literacy. At school their flexibility in using these approaches is reshaped into narrow versions of literacy based on learning to read, write and…
Descriptors: Informal Education, Early Childhood Education, Young Children, Freehand Drawing
Hsu, Yuehkuei – 1994
The case study of a 5-year-old Taiwanese child, newly arrived in the United States with no English skills, focuses on the effect that parent and teacher expectations have on the child's acquisition of English literacy skills. Data were gathered in home and classroom visits, in formal and semi-structured interviews, and from samples of the child's…
Descriptors: Bilingualism, Case Studies, Chinese, English (Second Language)