Literaturnachweis - Detailanzeige
| Autor/inn/en | Miyakawa, Yoko; Kamii, Constance; Nagahiro, Mariko |
|---|---|
| Titel | The Development Of Logico-Mathematical Thinking at Ages 1-3 In Play With Blocks and An Incline |
| Quelle | In: Journal of Research in Childhood Education, 19 (2005) 4, S.292 (10 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0256-8543 |
| Schlagwörter | Piagetian Theory; Mathematics Education; Cognitive Development; Thinking Skills; Mathematics Skills; Play; Skill Development; Toddlers |
| Abstract | Fifty 1-to 3-year-olds were asked to imitate: (1) the rolling of a cylinder down an incline and (2) the making of an incline with a board and a block. Their incorrect imitations and progress were videotaped and analyzed, and interpreted in light of Piaget's theory about the elaboration of logico-mathematical relationships in an interrelated way. The educational implication drawn is that the development of logico-mathematical knowledge as a network of interrelated mental relationships is a better goal for preschool mathematics education than isolated objectives, such as ability to sort, recognize shapes, and understand words like "first" and "second."Piaget (1936/1963, 1937/1954) observed babies' development of logico-mathematical knowledge during the first two years of life and later studied children's cognitive development after the age of four What happens between ages 2 and 4 is not well understood, and the purpose of this study is to fill part of this gap (Author). |
| Anmerkungen | Association for Childhood Education International (ACEI) Subscriptions, 17904 Georgia Ave., Suite 215, Olney, MD 20832. Fax: 301-570-2212; Web site: http://www.acei.org/jrcehp.htm. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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