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Lee, Sunmin; Adair, Jennifer Keys; Payne, Katherina A.; Barry, David – Early Childhood Education Journal, 2022
Young children's ideas of fairness have been studied in a range of laboratory settings with findings that children see fairness as equal distribution of resources. However, many studies occurred in decontextualized environments (i.e., laboratory settings), which hardly provide opportunities for children to exhibit nuanced ways to enact fairness.…
Descriptors: Childrens Attitudes, Young Children, Prosocial Behavior, Social Justice
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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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Adomat, Donna Sayers – Journal of Children's Literature, 2012
Learning through drama and other art forms enriches children's learning by expanding the possibilities for how children create and express meaning (Adomat, 2009; Berghoff, Egawa, & Harste, 2000). The arts are rarely suggested as a way of opening up broader understandings for young readers; yet drama has been shown to be beneficial in myriad ways…
Descriptors: Childrens Literature, Age, Young Children, Drama
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Saracho, Olivia N. – Journal of Research in Childhood Education, 1988
Discusses the cognitive behavior of young children as it applies to the concept of cognitive styles. Encompasses the field-dependence-independence dimension of cognitive style theory and the intellectual aspects and modifiability of cognitive style. (RJC)
Descriptors: Cognitive Style, Field Dependence Independence, Intelligence Tests, Learning Processes
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Siraj-Blatchford, John; Siraj-Blatchford, Iram – International Journal of Early Years Education, 2002
Collected qualitative data through interviews and triad elicitation with 5-year-olds in London to determine children's current knowledge and understanding of their "making" activity and of Lego construction kit components. Data provided triangulation for another study that found that young children could achieve a great deal with…
Descriptors: Cognitive Development, Cognitive Structures, Knowledge Level, Learning Experience
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Latham, Gloria – Australian Journal of Early Childhood, 1996
Children's natural propensity for wonder is important to learning. Educators play a vital role in keeping that sense of wonder alive; educators must not merely supply explanations, but must move young children toward solving their own problems through active exploration, discovery, and reflection--processes that are pertinent to our responses in…
Descriptors: Childhood Attitudes, Cognitive Development, Creative Thinking, Curiosity
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Crisafi, Maria A.; Brown, Ann L. – Child Development, 1986
Describes five studies in which the learning and transfer abilities of two- and four-year-old children were examined on a task that required them to combine two separately learned solutions to reach a goal. (HOD)
Descriptors: Analogy, Child Development, Cognitive Ability, Cognitive Development
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D'Arcangelo, Marcia – Educational Leadership, 2000
In this interview, psychologist Andrew Meltzoff dispels some popular myths and discusses insights from cognitive developmental psychology to enlighten educators. Studying infants and listening to young children has led experts to revise their ideas about the thought/language relationship. Play activities are profound learning experiences. (MLH)
Descriptors: Brain, Cognitive Development, Developmental Stages, Early Childhood Education
Wilder, Larry; Harvey, Donald J. – 1971
This study explored the effects of overt and covert verbalization instructions on problem solving in high school subjects. A series of three-circle problems were administered to groups instructed to either (1) say a reason for each move they made (overt verbalization), (2) think of a reason for each move as if they were going to say it (covert…
Descriptors: Analysis of Variance, Articulation (Speech), Cognitive Processes, Comparative Analysis
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Means, Mary L.; Voss, James F. – Cognition and Instruction, 1996
Two experiments examined the relationship between reasoning skills, student grade, ability, and knowledge levels. Findings were interpreted in terms of a two-component model: a knowledge-experiential component and the conventions of reasoning. Results indicated that consideration of the relation of reasoning to learning and to instruction…
Descriptors: Ability Identification, Adolescents, Age Differences, Developmental Stages