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Direct linkTrawick-Smith, Jeffrey; Swaminathan, Sudha; Baton, Brooke; Danieluk, Courtney; Marsh, Samantha; Szarwacki, Monika – Journal of Early Childhood Research, 2017
Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present…
Descriptors: Play, Manipulative Materials, Toys, Teacher Student Relationship
Podschuweit, Sören; Bernholt, Sascha; Brückmann, Maja – Research in Science & Technological Education, 2016
Background: Complexity models have provided a suitable framework in various domains to assess students' educational achievement. Complexity is often used as the analytical focus when regarding learning outcomes, i.e. when analyzing written tests or problem-centered interviews. Numerous studies reveal negative correlations between the complexity of…
Descriptors: Classroom Environment, Interaction, Academic Achievement, Environmental Influences
Mermelshtine, Roni; Barnes, Jacqueline – Infant and Child Development, 2016
Maternal responsive-didactic caregiving (RDC) and infant advanced object play were investigated in a sample of 400 mothers and their 10-month-old infants during video-recorded semi-structured play interactions. Three maternal behaviours: contingent response, cognitively stimulating language and autonomy-promoting speech were coded and infant…
Descriptors: Infants, Play, Mothers, Video Technology
