What Do Children Learn by Trying to Produce the Domino Effect?

Autor/inn/en	Ozaki, Kyoko; Yamamoto, Naoko; Kamii, Constance
Titel	What Do Children Learn by Trying to Produce the Domino Effect?
Quelle	In: Young Children, 63 (2008) 5, S.58-64 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Education; Preschool Teachers; Developmental Stages; Cognitive Development; Young Children; Preschool Children; Child Development; Logical Thinking; Early Childhood Education; Mathematical Logic; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematische Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathematical logics; Mathematische Logik; Ausland
Abstract	Preschool teachers use the domino effect--standing dominos on end in rows and pushing one over--to examine how play contributes to children's acquisition of knowledge. Using diagrams, photos, and vignettes of children between the ages of 3 and 5 years, the authors demonstrate how children at different stages of development use physical knowledge and logico-mathematical knowledge to undertake two domino tasks. They suggest principles teachers can use to maximize children's development of logico-mathematical knowledge. (Contains 5 figures.) (As Provided).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10