Literaturnachweis - Detailanzeige
| Autor/inn/en | Siegel, Alexander W.; Schadler, Margaret |
|---|---|
| Institution | Pittsburgh Univ., PA. Learning Research and Development Center. |
| Titel | The Development of Young Children's Spatial Representations of their Classroom. |
| Quelle | (1976), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Development; Educational Research; Elementary Education; Elementary School Mathematics; Geometric Concepts; Kindergarten; Learning; Learning Theories; Mathematics Education; Perspective Taking; Spatial Ability; Student Characteristics |
| Abstract | The development of young children's internal representations of large space was assessed by asking 15 boys and 15 girls to construct a three-dimensional model of their kindergarten classroom. Three groups of 10 children (ranging in age from 4 years, 8 months to 6 years, 3 months) were tested, two in the spring and one in the fall. One of the groups of children tested in the spring was given several accurately placed landmarks prior to their model construction. Constructions were scored on the bases of Euclidean, projective, and topological accuracy. On all three measures, the accuracy of the boys was greater than that of the girls. Increased experience in the classroom significantly increased the children's Euclidean accuracy, but had relatively little effect on the projective and topological accuracy of their presentations. The provision of landmarks enhanced the children's projective and topological accuracy but had no effect on Euclidean accuracy. These effects were found to be independent of chronological age. (Author/DT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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