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ERIC Number: EJ1025248
Record Type: Journal
Publication Date: 2013
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0009-3920
Taking Shape: Supporting Preschoolers' Acquisition of Geometric Knowledge through Guided Play
Fisher, Kelly R.; Hirsh-Pasek, Kathy; Newcombe, Nora; Golinkoff, Roberta M.
Child Development, v84 n6 p1872-1878 Nov-Dec 2013
Shape knowledge, a key aspect of school readiness, is part of early mathematical learning. Variations in how children are exposed to shapes may affect the pace of their learning and the nature of their shape knowledge. Building on evidence suggesting that child-centered, playful learning programs facilitate learning more than other methods, 4-to 5-year-old children (N = 70) were taught the properties of four geometric shapes using guided play, free play, or didactic instruction. Results revealed that children taught shapes in the guided play condition showed improved shape knowledge compared to the other groups, an effect that was still evident after 1 week. Findings suggest that scaffolding techniques that heighten engagement, direct exploration, and facilitate "sense-making," such as guided play, undergird shape learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A