scholarly journals The effects of environment and ownership on children's innovation of tools and tool material selection

2016 ◽  
Vol 371 (1690) ◽  
pp. 20150191 ◽  
Author(s):  
Kimberly M. Sheridan ◽  
Abigail W. Konopasky ◽  
Sophie Kirkwood ◽  
Margaret A. Defeyter
Keyword(s):  
Young Children ◽  
Learning Environments ◽  
Material Selection ◽  
Tool Material ◽  
Tool Selection ◽  
Simple Tool ◽  
The Us ◽  
Children's Museum ◽  
Supporting Tool ◽  
Low Levels

Research indicates that in experimental settings, young children of 3–7 years old are unlikely to devise a simple tool to solve a problem. This series of exploratory studies done in museums in the US and UK explores how environment and ownership of materials may improve children's ability and inclination for (i) tool material selection and (ii) innovation. The first study takes place in a children's museum, an environment where children can use tools and materials freely. We replicated a tool innovation task in this environment and found that while 3–4 year olds showed the predicted low levels of innovation rates, 4–7 year olds showed higher rates of innovation than the younger children and than reported in prior studies. The second study explores the effect of whether the experimental materials are owned by the experimenter or the child on tool selection and innovation. Results showed that 5–6 year olds and 6–7 year olds were more likely to select tool material they owned compared to tool material owned by the experimenter, although ownership had no effect on tool innovation. We argue that learning environments supporting tool exploration and invention and conveying ownership over materials may encourage successful tool innovation at earlier ages.

scholarly journals Primate archaeology reveals cultural transmission in wild chimpanzees ( Pan troglodytes verus )

2015 ◽  
Vol 370 (1682) ◽  
pp. 20140348 ◽  
Author(s):  
Lydia V. Luncz ◽  
Roman M. Wittig ◽  
Christophe Boesch
Keyword(s):  
Cultural Transmission ◽  
Material Selection ◽  
Tool Material ◽  
Tool Selection ◽  
Archaeological Methods ◽  
Direct Observations ◽  
Local Residents ◽  
New Community ◽  
Foraging Task ◽  
Selection Of

Recovering evidence of past human activities enables us to recreate behaviour where direct observations are missing. Here, we apply archaeological methods to further investigate cultural transmission processes in percussive tool use among neighbouring chimpanzee communities in the Taï National Park, Côte d'Ivoire, West Africa. Differences in the selection of nut-cracking tools between neighbouring groups are maintained over time, despite frequent female transfer, which leads to persistent cultural diversity between chimpanzee groups. Through the recovery of used tools in the suggested natal territory of immigrants, we have been able to reconstruct the tool material selection of females prior to migration. In combination with direct observations of tool selection of local residents and immigrants after migration, we uncovered temporal changes in tool selection for immigrating females. After controlling for ecological differences between territories of immigrants and residents our data suggest that immigrants abandoned their previous tool preference and adopted the pattern of their new community, despite previous personal proficiency of the same foraging task. Our study adds to the growing body of knowledge on the importance of conformist tendencies in animals.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Problem GIs and the GI Problem

2018 ◽  
pp. 144-171
Author(s):  
Robert L. Fuller
Keyword(s):  
Us Army ◽  
The Us ◽  
Low Levels

Drunken and brawling GIs behind the lines ended up providing the greatest irritant to good Franco-American relations. The warm welcome accorded to the liberators sometimes turned to active dislike as GI crime mounted. The French, used to low levels of crime before the war and “correct” German behavior during the occupation, were shocked by the criminality and boorishness unleashed by GIs. When French police proved powerless to stop drunkenness and rowdiness on the streets, outraged French officials demanded that the US Army impose order. Some commanders took effective steps to curb indiscipline, while others did less.

scholarly journals Patterns of Objectively Measured Moderate-to-Vigorous Physical Activity in Preschool Children

2014 ◽  
Vol 11 (6) ◽  
pp. 1233-1238 ◽  
Author(s):  
Mareesa O’Dwyer ◽  
Stuart J. Fairclough ◽  
Nicola Diane Ridgers ◽  
Zoe Rebecca Knowles ◽  
Lawrence Foweather ◽  
...  
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Young Children ◽  
Vigorous Physical Activity ◽  
After School ◽  
Home Environments ◽  
Low Levels ◽  
Objectively Measured ◽  
Full Day

Background:Identifying periods of the day which are susceptible to varying levels of physical activity (PA) may help identify key times to intervene and potentially change preschool children’s PA behaviors. This study assessed variability of objectively measured moderate-to-vigorous physical activity (MVPA) during weekdays and weekend days among preschool children.Methods:One hundred and eighty-eight children (aged 3 to 5 years; 53.2% boys) from a northwest English city wore uni-axial accelerometers for 7 consecutive days.Results:Higher levels of MVPA were recorded in boys, particularly those who attended preschool for a half day. Children who attended preschool for a full day engaged in 11.1 minutes less MVPA than children who attended for a half day. After-school hours were characterized by a decrease in activity for all groups. Patterns of activity during the weekend were smoother with less variability.Conclusion:This study identified discrete segments of the week, specifically afterschool and during the weekend, when preschoolers engage in low levels of PA. Higher levels of MVPA among children who attended preschool for less time each day suggests that the structured preschool environment is related to decreased activity. Consequently, there is a need for interventions in young children to focus on school and home environments.

Young Children's Human Figure Drawings and Cognitive Development

1993 ◽  
Vol 76 (2) ◽  
pp. 611-617 ◽  
Author(s):  
Patricia A. Chappell ◽  
Jean A. Steitz
Keyword(s):  
Cognitive Development ◽  
Young Children ◽  
Cognitive Ability ◽  
Monotonic Trend ◽  
Simple Tool ◽  
Cognitive Levels ◽  
Human Figure ◽  
Human Figure Drawings ◽  
Quick Assessment ◽  
Figure Drawings

The age-stage relationship between young children's human figure drawings and Piaget's levels of cognitive development was investigated using 45 young children ages 4 through 6 years Analyses indicated a distinct monotonic trend between cognitive stage and drawing level; as cognitive ability increased so did drawing level. This suggests that children's human figure drawings can be a simple tool for the quick assessment of cognitive levels in young children.

Storytelling: The Seeds of Children's Creativity

2000 ◽  
Vol 25 (3) ◽  
pp. 1-5 ◽  
Author(s):  
Louise Phillips
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Learning Environments ◽  
Sense Of Community ◽  
Educational Program ◽  
Memory Recall ◽  
Educational Tool ◽  
Creative Potential ◽  
Early Literacy Development ◽  
Effective Role

Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.

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