Mathematical problem solving and young children     

Sally Blake Ph.D.  Sandra Hurley  Bernard Arenz 《Early Childhood Education Journal》1995,23(2):81-84

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.  相似文献   

Establishing New Subcategories: The Role of Category Labels and Existing Knowledge     

Sandra R. Waxman  Elizabeth F. Shipley  Barbara Shepperson 《Child development》1991,62(1):127-138

Previous research has revealed that novel nouns highlight category relations at superordinate and basic levels but, paradoxically, make subordinate classification more difficult for preschool children. In Experiment 1, we provide additional evidence that novel nouns put 3-year-old children at a disadvantage in subordinate classification. We suggest that this reflects young children's inclination to label and classify objects at the basic level. In Experiments 2 and 3, we identify 2 circumstances under which 3-year-old children alter their basic level expectation. In Experiment 2, we provide children with specific information to distinguish the relevant subclasses. In Experiment 3, we introduce the novel nouns in conjunction with the familiar basic level labels. Under each of these circumstances, novel nouns do not present an obstacle to subordinate classification. Children's linguistic biases (e.g., the noun-category bias) and their existing knowledge and vocabularies jointly influence early conceptual development.  相似文献   

Alexithymia as a mediator between childhood trauma and self-injurious behaviors     

Paivio SC  McCulloch CR 《Child abuse & neglect》2004,28(3):339-354

OBJECTIVE: The aim of this study was to test whether alexithymia mediates the relationship between childhood maltreatment and self-injurious behaviors (SIB) in college women. METHOD: The sample was comprised of 100 female undergraduate students. Measures were the Childhood Trauma Questionnaire [D. Bernstein, L. Fink, Manual for the Childhood Trauma Questionnaire, The Psychological Corporation, New York, 1998], the Toronto Alexithymia Scale-20 [Journal of Psychosomatic Research 38 (1994) 23; Journal of Psychosomatic Research 38 (1994) 33], and the Self-Injurious Behaviors Questionnaire which assessed the lifetime frequency of six methods of superficial self-injury (hair pulling, head banging, punching, scratching, cutting, and burning). Regression analyses were used to test the proposed mediational model. RESULTS: Forty-one percent of respondents reported having engaged in SIB; most engaged in multiple methods, and self-cutting was the most frequently endorsed method. Results of regression analyses supported the proposed mediational model for all types of maltreatment except sexual abuse. Sexual abuse, considered alone, was not significantly associated with alexithymia which precluded testing for mediational effects. CONCLUSIONS: Results support a link between a history of childhood maltreatment and SIB among college women and the hypothesis that alexithymia mediates this relationship.  相似文献   

National unity in cultural diversity: how national and linguistic identities affected Swiss language curricula (1914–1961)     

Anja Giudici  Sandra Grizelj 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):137-154

Abstract

By the end of the nineteenth century, the relationship between the state, language and schooling had become extremely close: a state was supposed to be “national”, and a real nation was supposed to be monolingual. Following the literature on nation-building, it is because schooling was charged with the task of forming such nations that curricula intended for the great majority of pupils included only one language. The theory of a direct effect of national identity on curricula was elaborated by focusing on the typical monolingual nation-state. This paper discusses the theory from the perspective of a multilingual state: Switzerland. The study’s analysis shows that in the 1914–1945 period the Swiss state’s multilingualism became part of the Swiss national identity and learning another national language became a matter of patriotic education. However, this new conception did not affect all curricula in the same manner. The economic and pedagogical rationales given voice by actors other than the state seem to be equally important factors in explaining the decisions made regarding language curricula as a state’s national identity. Therefore, warning is given against the assumption that a school’s language policy automatically aligns with a state’s national identity.  相似文献   

Reader and text factors in reading comprehension processes     

Panayiota Kendeou  Krista R. Muis  Sandra Fulton 《Journal of Research in Reading》2011,34(4):365-383

The effects of epistemic beliefs and text structure on cognitive processes during comprehension of scientific texts were investigated. On‐line processes were measured using think‐aloud (Experiment 1) and reading time (Experiment 2) methodologies. Measures of off‐line comprehension, prior knowledge and epistemic beliefs were obtained. Results indicated that readers adjust their processing as a function of the interaction between epistemic beliefs and text structure. Readers with misconceptions and more sophisticated epistemic beliefs engage in conceptual change processes, but only when reading refutation texts. Results also showed that memory for text is not affected by differences in epistemic beliefs or text structure. These findings contribute to our understanding of the relations among factors associated with text comprehension and have implications for theories of conceptual change.  相似文献   

Technology-Mediated Writing Instruction in the Early Literacy Program: Perils,Procedures, and Possibilities     

Sandra Beam 《学校用计算机》2015,32(3-4):260-277

The purpose of this qualitative case study was to examine one kindergarten teacher's use of digital and multimodal technologies to mediate early writing instruction and explore the students' appropriation of that instruction to support their independent writing. Data sources included observations of writing instruction, as well as students' participation during independent writing time, student writing samples, and interviews with case study participants. Data were analyzed inductively using a semantic relationship analysis (Hatch, 2002). Results of the study revealed that the teacher used a range of technologies to demonstrate what it means to compose narrative texts and how young children could go about it. Students were attentive and motivated to participate in writing instruction and related activities, given their fascination with the technology and multimodal texts their teacher created. Students appropriated important concepts and strategies from their teacher's technology-mediated instruction, which they used to compose narrative texts during independent writing time.  相似文献   

Knowledge Organization from an Indigenous Perspective: The Mashantucket Pequot Thesaurus of American Indian Terminology Project     

Sandra Littletree  Cheryl A. Metoyer 《Cataloging & classification quarterly》2015,53(5-6):640-657

Native Americans create, preserve, and organize knowledge within the context of community, thereby ensuring the inclusion of Native American philosophies. Historically, mainstream cataloging and classification systems have not adequately represented this knowledge. The Mashantucket Pequot Thesaurus of American Indian Terminology was designed to incorporate an Indigenous perspective into mainstream controlled vocabularies. Using story as pedagogy, this article examines the conceptual foundations, theoretical framework, and application of the Thesaurus to a museum setting.  相似文献   

School Reform that Integrates Public Education and Democratic Principles     

Sandra M. Wilson  Richard Iverson  Joe Chrastil 《Equity & Excellence in Education》2013,46(1):64-70

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TEACHING RESOURCES FOR END OF LIFE AND PALLIATIVE CARE COURSES By Ellen L. Csikai and Barbara Jones     

Reviewed by Sandra L. Noel Director Congregational Care & Senior Ministry 《Educational gerontology》2013,39(6):550-551

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Views of inquiry: Mismatches between views of science education faculty and students of an alternative certification program     

Abdulkadir Demir  Sandra K. Abell 《科学教学研究杂志》2010,47(6):716-741

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