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Children, Objects, and Relations: Constructivist Foundations in the Reggio Emilia Approach
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Swann, Annette C. – Studies in Art Education: A Journal of Issues and Research in Art Education, 2008
This article examines how children's construction of relationships in exploring materials helps to explain the constructivist foundations of the Reggio Emilia approach. A quasi-naturalistic study of 12 preschool children, ages 3 and 4 years, individually exploring different kinds of collage papers reveals a range of constructivist categories…
Descriptors: Constructivism (Learning), Preschool Children, Reggio Emilia Approach, Art Education
The Acquisition of Colour Terms.
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Andrich, Gail Rex; Tager-Flusberg, Helen – Journal of Child Language, 1986
Reports two studies which investigated the acquisition of color terms by preschool children. The first was designed to clarify the role of certain conceptual factors in the acquisition of color terms. The second explored how input may interact with these conceptual factors and help to guide the acquisition of color words. (SED)
Descriptors: Child Language, Color, Comprehension, Concept Formation
Developmental Changes in the Perception of Inverted Triangular Forms: Closure and Order Effects
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Landers, W. F.; And Others – Perceptual and Motor Skills, 1971
Descriptors: Age Differences, Child Development, Cognitive Development, Learning Processes
Young Children's Conceptualization of Pretense: Action or Mental Representational State?
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Lillard, Angeline S. – Child Development, 1993
Four experiments confirmed the widely accepted hypothesis that, although children as young as two engage in pretend play, even four and five year olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least age six. (MDM)
Descriptors: Age Differences, Cognitive Processes, Developmental Stages, Early Childhood Education
Readings on Child Behavior and Development. Third Edition.
Lavatelli, Celia Stendler; Stendler, Faith – 1972
Some of the major changes that have influenced the field of child development since the last edition (1964) are presented in this edition. The book is divided into six parts, each with an introduction that summarizes what is important in the various domains of child development. Part One, The Grand Systems, is intended to give the reader a solid…
Descriptors: Behavioral Science Research, Books, Child Development, Cognitive Development
Language Learning Strategies: Does the Whole Equal the Sum of the Parts? Papers and Reports on Child Language Development, No. 12.
Peters, Ann M. – 1976
It is proposed that in studying the development of children's speech, the findings in the data are heavily influenced by what is expected to be found on the basis of our theoretical preconceptions. This phenomenon is actually more widespread than has previously been acknowledged, and our expectations about how children learn language may have to…
Descriptors: Cerebral Dominance, Child Language, Cognitive Development, Imitation
The Effects of Televised Instruction and Ancillary Support System on the Development of Cognitive Skills in Papago Native-American Children.
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Henderson, Ronald W.; Swanson, Rosemary – 1975
A second year of experimental research on young children examined the instructional power of television in facilitating the acquisition of cognitive skills. In addition, researchers investigated the efficiency of an instructional support system designed to maximize the results of educational television. Subjects were three- to five-year-old Native…
Descriptors: Cognitive Development, Cognitive Processes, Compensation (Concept), Concept Formation