Concept Development in Preschool Children.

Autor/in	Gelman, Susan A.
Titel	Concept Development in Preschool Children.
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Abstract Reasoning; Child Development; Classification; Cognitive Development; Concept Formation; Developmental Stages; Educational Research; Preschool Children; Preschool Education + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kindesentwicklung; Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Concept learning; Begriffsbildung; Bildungsforschung; Pädagogische Forschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This paper examines the cognitive process of concept development in preschool children, based on recent psychological research. Rather than attempting an exhaustive review of the more than 7000 articles written on children's concepts of categories, the paper highlights and illustrates four key themes that emerge from recent research: first, concepts are tools with powerful implications for children's reasoning; second, children's early concepts are not necessarily concrete or perceptually based, as even preschoolers are capable of abstract reasoning; third, children's concepts are not uniform across content areas, individuals, or tasks; and fourth, children's concepts reflect their emerging theories about the world. The paper notes that these four themes contradict some widely held, but erroneous, views of early concept development and explores a variety of issues regarding early education raised by these themes. Contains 52 references. (JPB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01