ERIC Number: EJ1147175
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study
Margett-Jordan, Tessa; Falcon, Rachael G.; Witherington, David C.
Child Development, v88 n4 p1350-1367 Jul-Aug 2017
Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, New Mexico participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as "alive" or not. Results reveal a multifaceted picture of developmental change in preschoolers' living kinds concept involving both the construction and elaboration of a core biological understanding.
Descriptors: Longitudinal Studies, Preschool Children, Biology, Developmental Stages, Scientific Concepts, Concept Formation, Tests, Comprehension
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico (Albuquerque)
Grant or Contract Numbers: N/A