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Saksri Suebsing; Supimol Boonphok; Nithinath Udomson – Higher Education Studies, 2024
The goal of this study is to use creative learning to establish a learning management model for primary teachers in the Roi Et Province. Early childhood educators and students from Roi Et Province's Department of Early Childhood Education comprise the sample group. This was acquired using a basic random sampling technique (simple random sampling)…
Descriptors: Early Childhood Teachers, Educational Innovation, Early Childhood Education, Foreign Countries
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Liu, Chenchen; Hwang, Gwo-Jen – Interactive Learning Environments, 2023
The use of touchscreen mobile devices in early childhood education has gained considerable attention. Several studies have been conducted to investigate the impacts of touchscreen mobile devices on children's cognitive and affective development. Researchers have further indicated the need to probe in which contexts children can learn effectively…
Descriptors: Handheld Devices, Computer Oriented Programs, Technology Uses in Education, Early Childhood Education
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Grzyb, Beata J.; Nagai, Yukie; Asada, Minoru; Cattani, Allegra; Floccia, Caroline; Cangelosi, Angelo – Developmental Science, 2019
Young children sometimes attempt an action on an object, which is inappropriate because of the object size--they make scale errors. Existing theories suggest that scale errors may result from immaturities in children's action planning system, which might be overpowered by increased complexity of object representations or developing teleofunctional…
Descriptors: Error Patterns, Young Children, Cognitive Processes, Semantics
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Shafto, Patrick; Eaves, Baxter; Navarro, Daniel J.; Perfors, Amy – Developmental Science, 2012
A core assumption of many theories of development is that children can learn indirectly from other people. However, indirect experience (or testimony) is not constrained to provide veridical information. As a result, if children are to capitalize on this source of knowledge, they must be able to infer who is trustworthy and who is not. How might a…
Descriptors: Trust (Psychology), Models, Familiarity, Inferences
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Ethridge, Elizabeth A.; Branscomb, Kathryn R. – Teaching and Teacher Education: An International Journal of Research and Studies, 2009
Experiential learning has become an essential part of many educational settings from infancy through adulthood. While the effectiveness of active learning has been evaluated in youth and adult settings, few known studies have compared the learning processes of children and adults within the same project. This article contrasts the active learning…
Descriptors: Active Learning, Experiential Learning, Learning Processes, Comparative Analysis
Vujicic, Lidija; Cepic, Renata; Papak, Petra Pejic – Online Submission, 2010
Contemporary scientific cognizance on the development of children and the possibilities of their education has altered the image of the child to such an extent that the majority of scholars speak of a New Paradigm. This paradigm defines the child as a unique, singular, complete and complex being who realizes his personality through…
Descriptors: Preschool Education, Models, Young Children, Preschool Teachers
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Macfarlane, Kym; Cartmel, Jennifer – Australian Journal of Early Childhood, 2008
In the early childhood education and care (ECEC) sector there has been a plethora of literature about practice with children in the birth to five age group (Arthur, Beecher, Dockett, Farmer, Richards, 1995; Dockett & Fleer, 1999; Fleer, 2003, 2005; Hutchins & Sims, 1999; Grieshaber & Cannella, 2001; Press & Hayes, 2000; Stonehouse,…
Descriptors: Age, Early Childhood Education, Young Children, Playgrounds
Clark, Ann-Marie – 2000
This paper examines the rationale of the spirit, material, and method of education behind the Project Approach. The paper describes some of the conditions and opportunities offered by project work that support childrens dispositions to become lifelong learners. Also presented is a model of three avenues of engagement--curiosity, creativity, and…
Descriptors: Classroom Environment, Learning Processes, Lifelong Learning, Models
Fisch, Shalom M. – 1999
Many studies have shown that children of various ages learn from educational television, but the studies have not explained how children extract and comprehend educational content from these television programs. This paper proposes a model, the "capacity model," that focuses on children's allocation of working memory resources while…
Descriptors: Audience Response, Cognitive Processes, Educational Television, Learning Processes
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Bergan, John R.; And Others – Journal of Educational Psychology, 1984
Results from a study of 485 young children provided evidence that the development of counting skills is an evolving process in which parts of a relatively simple rule are replaced by features that enable the child to perform an increasingly broad range of counting tasks. (Author/BW)
Descriptors: Computation, Learning Processes, Mathematics Skills, Models
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Marcus, Gary F. – Cognition, 1998
Demonstrates that connectionist models described in "Rethinking Innateness" (Elman, et al., 1996) depend on innately assumed representations and do not offer a genuine alternative to nativism. Presents simulation results showing that the models are incapable of deriving genuine abstract representations that are not presupposed. Maintains…
Descriptors: Cognitive Development, Constructivism (Learning), Learning Processes, Learning Theories
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Boyd, Elizabeth – Journal of Research and Development in Education, 1973
Two theoretical models of visual attention and contingent learning were presented to provide a framework for the consideration of how observed individual differences in infant behavior may interact with nonsocial stimuli and caretaker-mediated stimuli to influence the individual's development of patterns of visual attention and contingency…
Descriptors: Cognitive Ability, Educational Research, Individual Differences, Infants
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Fleer, Marilyn – Australian Journal of Early Childhood, 1996
Examines paradigm shifts in the conceptualization of representational play, and implications for children's learning. Argues that children's play is culturally defined, valued, and interpreted and therefore, theories of play should be culturally specific. Advocates ethnographic research to avoid deficit models for non-Western children, and more…
Descriptors: Cross Cultural Studies, Cultural Influences, Early Childhood Education, Ethnography
Mason, Jana M.; Sinha, Shobha – 1992
That the emergent literacy perspective is gaining influence in the United States as a way of studying children's literacy acquisition. This report interprets emergent literacy research in light of the Vygotskian theory of learning and development. First, the report compares the emergent literacy perspective to the more traditional reading…
Descriptors: Cultural Influences, Early Childhood Education, Emergent Literacy, Language Acquisition
Sokolov, Jeffrey L. – 1984
Research on the grammatical cues that guide comprehension of a language and that children are most sensitive to, particularly in Hebrew, is reviewed as an introduction to the first phase of a study conducted with 20 native Hebrew-speaking children aged 4 to 9 in southern California and a group of adults to provide comparative data. The study…
Descriptors: Adults, Child Language, Comparative Analysis, Comprehension
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