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Images of the Young Child in History: Enlightenment and Romance.
Peer reviewed Peer reviewed
Kennedy, David – Early Childhood Research Quarterly, 1988
From the ancient mythological motif of the divine child to the perspectives of Freud and Piaget, this historical inquiry traces the philosophical images of the young child in Western thought. (Author/BB)
Descriptors: Christianity, History, Mythology, Piagetian Theory
Developmental Level and Children's Responses to the Explosion of the Space Shuttle Challenger.
Peer reviewed Peer reviewed
Monaco, Nanci M.; Gaier, Eugene L. – Early Childhood Research Quarterly, 1987
Children at three different developmental levels were given a brief presentation by their classroom teacher regarding the Space Shuttle Challenger disaster, one day after the explosion. Conversations and comments were recorded and analyzed according to the cognitive developmental levels of the learner, employing primarily a Piagetian perspective.…
Descriptors: Developmental Stages, Elementary Secondary Education, Piagetian Theory, Student Reaction
A Description of Teacher and Child Language in Two Preschool Programs.
Peer reviewed Peer reviewed
Lawton, Joseph T.; Fowell, Nancy – Early Childhood Research Quarterly, 1989
Investigates the language used by teachers and 35 children of 4 years in Ausubelian (AP) and Piagetian (PP) preschool programs. Both groups of teachers used closed questions more often than open-ended questions. Children in AP performed significantly better than children in PP on tasks involving process operations. (RJC)
Descriptors: Child Language, Classroom Techniques, Oral Language, Outcomes of Education
"You Can't Be Grandma; You're a Boy": Events within the Thematic Fantasy Play Context That Contribute to Story Comprehension.
Peer reviewed Peer reviewed
Williamson, Peter A.; Silvern, Steven B. – Early Childhood Research Quarterly, 1992
Examined the contribution of play, metaplay, and productive language competence in the thematic-fantasy play context to kindergartners' comprehension of familiar and unfamiliar stories. Results indicated that metaplay and productive language competence are independent constructs and both contribute to comprehension, whereas play does not. (GLR)
Descriptors: Comprehension, Fairy Tales, Kindergarten Children, Language Acquisition
An Alternative View of Appropriate Practice in Early Childhood Education.
Peer reviewed Peer reviewed
Fowell, Nancy; Lawton, Joseph – Early Childhood Research Quarterly, 1992
Presents a view of developmentally appropriate practice that differs from that of the National Association for the Education of Young Children (NAEYC). A program that incorporates this view is described in terms of its theoretical perspectives and classroom practices and compared to the NAEYC description of appropriate and inappropriate practice.…
Descriptors: Child Development, Comparative Analysis, Developmentally Appropriate Practices, Early Childhood Education
The Emergence of Social Play in Infancy: A Proposed Developmental Sequence of Infant-Adult Social Play.
Peer reviewed Peer reviewed
Whaley, Kimberlee Kiehl – Early Childhood Research Quarterly, 1990
Suggests that play begins with infant-adult interaction soon after birth rather than with much later peer interactions. Proposes a developmental sequence of infant play that reverses the sequences of the Howes peer play scale, and cites pertinent literature to support that proposal. (BC)
Descriptors: Attachment Behavior, Behavior Development, Child Caregivers, Child Development
Piagetian and Post-Piagetian Conceptions of Development and Their Implications for Science Education in Early Childhood.
Peer reviewed Peer reviewed
Inagaki, Kayoko – Early Childhood Research Quarterly, 1992
Discusses the differences between Piagetian and post-Piagetian conceptions of intellectual development and the implications of these differences for science education in early childhood. (GLR)
Descriptors: Cognitive Development, Developmental Psychology, Early Childhood Education, Intellectual Development
A Planning and Problem-Solving Preschool Model: The Methodology of Being a Good Learner.
Peer reviewed Peer reviewed
Casey, M. Beth – Early Childhood Research Quarterly, 1990
Children in a model preschool designed to develop planning and problem-solving abilities scored higher than children in comparison preschools on measures constructed to assess planning and problem-solving skills. (BB)
Descriptors: Cognitive Ability, Cognitive Measurement, Comparative Analysis, Demonstration Programs
Playing and Working in Kindergarten: Cognitive Coconstruction in Two Educational Situations.
Peer reviewed Peer reviewed
Leseman, Paul P. M.; Rollenberg, Linda; Rispens, Jan – Early Childhood Research Quarterly, 2001
Compared the influence of free play and work lessons on kindergartners' cognitive co-construction as a means of testing the value of a sociocultural model of early childhood education. Measures of active participation, intersubjective cooperation, and cognitive distancing showed that both child-related and situation-related factors influenced…
Descriptors: Class Activities, Cognitive Development, Comparative Analysis, Early Childhood Education
Alternative Perspectives on Early Childhood Education.
Peer reviewed Peer reviewed
Kessler, Shirley A. – Early Childhood Research Quarterly, 1991
Examines developmentally appropriate versus inappropriate practices in terms of curriculum studies. Discusses problems with the justification of child-centered practices based on developmental theory; philosophical, historical, and political dimensions of a curriculum based on appropriate practices; and an alternative model based on early…
Descriptors: Behaviorism, Child Development, Curriculum Development, Democratic Values