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ERIC Number: ED024454
Record Type: RIE
Publication Date: 1965-Nov
Pages: 21
Abstractor: N/A
Reference Count: 0
Concept Learning in Early Childhood.
Fowler, William
Young Children, v21 n2 Nov 1965.
Because disadvantaged children have usually experienced sensory-cognitive deprivation or distortion, it is necessary to discover ways to offset this deficit. A program is being conducted to learn to what degree the introduction of systematic programing, while motivation techniques are retained, can reorient essentially noncognitive learning styles and sets in young children. Sequential and organized presentation of stimuli, emotionally supportive teaching attitudes, and flexible teaching styles are important if disadvantaged children are to progress in their cognitive development. Accomplishment of the basic forms of learning tasks requires children to master three processes: (1) discrimination-identification, (2) matching-constructing, and (3) sorting-grouping activities. Small groups (four to eight children) are taught by two types of teaching techniques: play-game activities and atmosphere or a problem-solving situation. The child moves from simple to more difficult levels of activity and from concrete to abstract reasoning. (MS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Chicago Univ., IL. Lab. Nursery School.
Note: Paper presented at annual meeting of the American Educational Research Association, Chicago, Illinois, February 12, 1965.