Puzzlemaking and Part-Whole Perception of Two-Year-Old and Four-Year-Old Children

Autor/inn/en	Montford, Emily I. Purvis; Readdick, Christine A.
Titel	Puzzlemaking and Part-Whole Perception of Two-Year-Old and Four-Year-Old Children
Quelle	In: Early Child Development and Care, 178 (2008) 5, S.537-550 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Preschool Children; Geometric Concepts; Language Acquisition; Perception; Child Care Centers; Learning Strategies; Questionnaires; Age Differences; Child Development; Puzzles; Cognitive Development + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elementare Geometrie; Sprachaneignung; Spracherwerb; Wahrnehmung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Legespiel; Kognitive Entwicklung
Abstract	The relationship between preschoolers' puzzlemaking strategies and part-whole perception was investigated in the present study. Forty-eight two year olds and 48 four year olds were randomly selected from eight licensed childcare centers. Puzzlemaking strategies (image, form, color, and trial and error) were measured by performance in the Misleading Perceptual Cue Puzzle Task, adapted from Pepler and Ross. Completion time was assessed by an interlocking bear puzzle. Additionally, children's puzzlemaking experience was measured by a parent questionnaire. Children described pictures of real objects arranged to form wholes (e.g. three carrots arranged to form a triangle or crayons arranged to make a house) in a part-whole perception task developed by Prather and Bacon. Using a 0.05 level of significance, the results indicate that young children were more likely to use trial and error as a puzzlemaking strategy, and older children were more likely to use form and color. Four year olds completed puzzles more often and placed more pieces during puzzlemaking than two year olds. Children with more puzzlemaking experience and higher levels of part-whole perception placed more pieces correctly during puzzlemaking. Additional investigation of young children's puzzlemaking appears warranted. (Contains 2 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10