NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Reed, Helen C.; Hurks, Petra P. M.; Kirschner, Paul A.; Jolles, Jelle – Journal of Research in Childhood Education, 2015
This study investigates how shared picture book storytelling within a peer-group setting could stimulate causal reasoning in children aged 4½ to 6 years. Twenty-eight children from preschool classes of three schools were allocated to one of six groups (four to five children per group). Each group participated in six storytelling sessions over a…
Descriptors: Preschool Children, Picture Books, Story Telling, Comparative Analysis
Peer reviewed Peer reviewed
Harris, Yvette R.; Krupinski, K. Jeanine; Johnson, Verda R. – Journal of Research in Childhood Education, 1999
Identified strategies mothers use while engaged in an animal categorization activity with their preschool children. Examined the children's verbal behavior. Found that mothers' strategy use varied according to the type of information being taught. Determined the relationship between maternal strategies and verbalizations. (JPB)
Descriptors: Classification, Cognitive Development, Mothers, Parent Child Relationship
Peer reviewed Peer reviewed
Chen, Hsiu-Ling; Ispa, Jean M. – Journal of Research in Childhood Education, 1999
Examined 4- and 5-year-old preschoolers' responses to hypothetical scenarios in which their mothers and preschool teachers issued opposing commands. Found that children's responses were affected by different factors depending on where the questioning took place: at home or at their child care centers. (JPB)
Descriptors: Child Behavior, Cognitive Development, Mothers, Obedience
Peer reviewed Peer reviewed
Coplan, Robert J.; Wichmann, Cherami; Lagace-Seguin, Daniel G.; Rachlis, Lorne M.; McVey, Marianna K. – Journal of Research in Childhood Education, 1999
Explored differences in the social and cognitive development of 4-year-olds in junior kindergarten taught by differentially educated instructors. Found that children taught by early childhood educators with 2-year college degrees in early childhood education and those taught by teachers with a university teaching certificate did not differ in…
Descriptors: Cognitive Development, Comparative Analysis, Computation, Interpersonal Competence
Peer reviewed Peer reviewed
Pellegrini, A. D.; Perlmutter, Jane C. – Journal of Research in Childhood Education, 1987
Describes factor analysis of preschool children's play behavior, as measured by the Smilansky-Parten play matrix. Varimax rotation solution suggests three factors: Dramatic-Constructive Play, Solitary Behavior, and Functional-Constructive Play. Study suggests that these factors represent constructs of preschoolers' play. (Author/RWB)
Descriptors: Behavior Development, Behavioral Science Research, Cognitive Development, Education
Peer reviewed Peer reviewed
Fang, Zhihui; Cox, Beverly E. – Journal of Research in Childhood Education, 1999
Examined preschool children's self-management as they engaged in a literacy task of constructing an "autonomous" text for others to read. Analyzed texts for their holistic quality, and identified metacognitive utterances surrounding the texts, which showed the development of metacognition and its indications for preschoolers. (JPB)
Descriptors: Cognitive Development, Metacognition, Preschool Children, Preschool Education
Peer reviewed Peer reviewed
Bernstein, Jeffrey; Zimmerman, Toni Schindler; Werner- Wilson, Ronald Jay; Vosburg, Jill – Journal of Research in Childhood Education, 2000
Examined the impact of an 8-week intervention program designed to reduce racial/ethnic stereotyping among preschoolers varying in classification skill. Found that children in the experimental group had increased in classification skills at posttest and were less likely to sort photo cards by race/ethnicity and more likely to sort them by gender…
Descriptors: Change Strategies, Classification, Cognitive Development, Cultural Pluralism
Peer reviewed Peer reviewed
Chafel, Judith A. – Journal of Research in Childhood Education, 1987
Assumes a process-in-action approach to studying young children's concept of self. Conceptualizes self-concept as spontaneously emerging from social interaction. Pedagogical implications are provided to suggest that teachers can take a number of positive steps toward respecting and enhancing children's attempts to achieve self-other knowledge.…
Descriptors: Classroom Observation Techniques, Cognitive Development, Comparative Analysis, Interpersonal Competence
Peer reviewed Peer reviewed
Rogers, Dwight L.; And Others – Journal of Research in Childhood Education, 1987
Examines the verbal interactions of one teacher with young children (three to five years old) in a preschool classroom through an analysis of her questions and dialogue. Results indicated this teacher asked questions encouraging open, extended conversations, and maintained natural and child-centered conversations with children. (Author/BB)
Descriptors: Class Activities, Cognitive Development, Dialogs (Language), Language Acquisition
Dockett, Sue; Degotardi, Sheila – Journal of Australian Research in Early Childhood Education, 1997
Recently, within the field of early childhood education, there has been an increasing emphasis on the role of social construction of knowledge and on the inter-relatedness of aspects of social and cognitive development. This study investigated a proposed relationship between young children's popularity status among peers and a representational…
Descriptors: Childhood Attitudes, Cognitive Development, Foreign Countries, Interpersonal Competence