A New Look at an Old Assumption: The Role of the Horizontal Number Sentence in Problem Solving by Young Children

1980 ◽  
Vol 80 (6) ◽  
pp. 493-501
Author(s):  
Tommie A. West
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
New Look

Learning and teaching through talk: music composing in the classroom with children aged six to seven years

2010 ◽  
Vol 27 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Angela E. Major ◽  
Michelle Cottle
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Empirical Study ◽  
Learning Process ◽  
Higher Order ◽  
Teacher Questioning ◽  
Learning And Teaching ◽  
Discourse Skills ◽  
Children’S Thinking

We know that pupil talk is an integral part of the learning process. Previous research has not viewed affective engagement in a music composing task as a vehicle for developing higher order discourse skills. The aim of this study is to evaluate the significance of teacher questioning in encouraging quality dialogue with children during music composing. This paper reports on an empirical study investigating dialogue with young children during an imaginative music composing task. Pairs of children aged 6 and 7 years were audio recorded as they talked to each other and the researcher about the task. The dialogues between the researcher and the pupils highlight the importance of teacher questioning in encouraging young children to engage in evaluative talk and problem solving, through discussion and musical experimentation. Significantly, the findings suggest that young children are able to reflect on the learning process through meta-cognitive thinking. The findings highlight the significance of the role of the teacher in scaffolding and encouraging children's thinking and learning through dialogue, and the importance of talk and evaluation as a part of reflective music composing activities.

scholarly journals Embodied Argumentation in Young Children in Kindergarten

2021 ◽  
Vol 11 (9) ◽  
pp. 514
Author(s):  
Josephine Convertini ◽  
Francesco Arcidiacono
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Kindergarten Children ◽  
Recycled Materials ◽  
Surrounding World ◽  
Multimodal Representations ◽  
Physical Objects ◽  
Argumentative Structure

In kindergarten, children are usually engaged with both verbal activities and non-verbal activities, often requiring the manipulation of physical objects. During technical tasks (e.g., problem solving), children can use argumentation as one of the languages of science that mediates how they interact with the surrounding world. In this paper, we focused on technical tasks in kindergarten in order to understand to what extent activities requiring the manipulation of physical objects also leave space for argumentation. The study involved 25 children engaged in three problem-solving activities requiring the manipulation of Lego® and some recycled materials. To analyze the non-verbal (embodied) side of the argumentative activities, we firstly identified the argumentative structure of each exchange involving the participants. Then, we focused on segments of “incomplete” argumentative dialogues (i.e., presenting only some elements typical of children’s argumentation) by appealing to multimodal representations (speech, gestures, and physical objects). The findings of the study showed that even apparently incomplete exchanges can have an argumentative function generated by non-verbal elements of the interactions. Investigating the role of embodied argumentation during technical tasks in kindergarten can allow teachers to recognize and further develop children’s argumentative resources.

834-P: Understanding Risks for Depressive Symptoms among Caregivers of Young Children Newly Diagnosed with T1D: The Role of Social Support and Social Problem-Solving

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 834-P
Author(s):  
CHRISTINE H. WANG ◽  
MANUELA SINISTERRA ◽  
NICOLE HERRERA ◽  
CARRIE TULLY ◽  
LAUREN CLARY ◽  
...  
Keyword(s):  
Social Support ◽  
Depressive Symptoms ◽  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Newly Diagnosed

Tutoring Interactions between Young Children: How Symmetry can Modify Asymmetrical Interactions

1998 ◽  
Vol 22 (1) ◽  
pp. 195-216 ◽  
Author(s):  
Mina Verba
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Task Demands ◽  
Construction Of Knowledge ◽  
Preschool Period ◽  
Expert Novice ◽  
Asymmetric Interactions ◽  
Insight Into ◽  
Interactionist Approach

The constructivist and interactionist approach to cognitive development emphasises the importance of the active participation of children in social interactions and their contribution to knowledge acquisition. Peer tutoring is one way of making such a contribution. During the preschool period, children develop specific skills that allow them to assist and guide less competent peers through the learning process. This study was aimed at gaining insight into the potentials of tutoring in young children, and at demonstrating the role of the symmetrical relationship which prevails in peer interaction in expert-novice problem-solving activity. An adult trained 24 boys and girls for a building task. The young “experts” were then observed with 48 same- and different-age novices of the same sex. The results showed that already at this young age, the experts and novices exhibited asymmetric interactions fulfilling the essential functions of tutoring. The tutors geared their actions to the task demands but were not yet sensitive to the novice’s needs. Qualitative analysis of interactive episodes indicate that the symmetrical nature of the two partners’ skills and statuses brought the tutoring closer to several forms of co-operation or to specific parallel work: While guiding the partner, the expert child shared the problem-solving activity with the novice, consolidating his/her own know-how at the same time. The shift—under some circumstances—from asymmetrical interactions to symmetrical co-elaboration suggests a new conception of sociocognitive functioning in the construction of knowledge.

Developmental foundations of externalizing problems in young children: The role of effortful control

2002 ◽  
Author(s):  
Sheryl L. Olson ◽  
Arnold J. Sameroff ◽  
David C. Kerr ◽  
Nestor L. Lopez
Keyword(s):  
Young Children ◽  
Externalizing Problems ◽  
Effortful Control

Magistri Legis. Eine Studie zur dogmatischen Funktion im industriellen System

2011 ◽  
Vol 2 (2) ◽  
pp. 69-112
Author(s):  
Pierre Legendre
Keyword(s):  
Social Function ◽  
Modern Human ◽  
Human Behaviour ◽  
Cultural Reproduction ◽  
Industrial System ◽  
The West ◽  
History Of ◽  
History Of Law ◽  
New Look

"Der Beitrag reevaluiert die «dogmatische Funktion», eine soziale Funktion, die mit biologischer und kultureller Reproduktion und folglich der Reproduktion des industriellen Systems zusammenhängt. Indem sie sich auf der Grenze zwischen Anthropologie und Rechtsgeschichte des Westens situiert, nimmt die Studie die psychoanalytische Frage nach der Rolle des Rechts im Verhalten des modernen Menschen erneut in den Blick. </br></br>This article reappraises the dogmatic function, a social function related to biological and cultural reproduction and consequently to the reproduction of the industrial system itself. On the borderline of anthropology and of the history of law – applied to the West – this study takes a new look at the question raised by psychoanalysis concerning the role of law in modern human behaviour. "

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