The influence of mathematical process activity utilizing block play on mathematical ability and attitude of young children

2018 ◽  
Vol 23 (4) ◽  
pp. 205-229 ◽  
Author(s):  
HyunJung Kim ◽  
SooWon Lee
Keyword(s):  
Young Children ◽  
Mathematical Ability ◽  
Block Play ◽  
Mathematical Process

scholarly journals Spatial Language of Young Children During Block Play in Kindergartens in Urban China

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaoli Yang ◽  
Yuejuan Pan
Keyword(s):  
Young Children ◽  
Daily Basis ◽  
Free Play ◽  
Urban China ◽  
Spatial Language ◽  
Spatial Skills ◽  
Block Play ◽  
Spatial Features ◽  
And Gender ◽  
Spatial Locations

Spatial language is an important predictor of spatial skills and might be inspired by peer interaction and goal-oriented building behaviors during block play. The present study investigated the frequency, type and level of children’s spatial language during block play and their associations with the level of block play by observing 228 young children in classrooms equipped with unit blocks and allowing free play on a daily basis. The findings showed that during block play, young children used more words about spatial locations, deictic terms, dimensions, and shapes and fewer words about spatial features or properties and spatial orientations or transformations. Spatial locations were used most frequently, and young children tended to use vertical location words to represent the corresponding location. Most young children used gestures in conjunction with spatial deictic terms. Among shape words, tetragon words were frequently used, and the representation of spatial shapes showed alternatives, collective tendencies and gender differences. The use of spatial language during the play process had a significant positive correlation with age, the construction structure, and form of block building.

Increasing the Engagement and Complexity of Block Play in Young Children

2018 ◽  
Vol 41 (2) ◽  
pp. 169-196 ◽  
Author(s):  
Erin E. Barton ◽  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Elizabeth A. Pokorski
Keyword(s):  
Young Children ◽  
Block Play

scholarly journals Measuring toddlers non-symbolic number processing

2021 ◽  
Author(s):  
Marcus Lindskog ◽  
Victoria Simms
Keyword(s):  
Young Children ◽  
Poor Performance ◽  
Number Processing ◽  
Mathematical Ability ◽  
Comparison Task ◽  
Number Concepts ◽  
Processing Task ◽  
Number Concept ◽  
Verbal Instructions ◽  
Symbolic Number

Much research has investigated children’s non-symbolic number processing and its relation to mathematical ability. However, surprisingly few studies have investigated performance in 18-36 month-olds, where symbolic number concepts begin to emerge, and the extent results indicate poor performance. We tested 74 2 - 3.5 year-olds recruited from two sites (Ulster and Uppsala). They completed a novel dot-comparison task where children were shown, but not verbally instructed, how pushing a more numerous array resulted in reward and a Give-N task. Overall, participants performed above chance on the dot comparison task, indicating that non-symbolic number processing skills can be measured in toddlers without verbal instructions. We found no relation between performance on the non-symbolic number processing task and knower-level. Our results warrant two conclusions. First, verbal instructions involving the concept of more are not necessary to measure non-symbolic number processing skills in young children. Second, the development of a symbolic number concept seems independent of the development of non-symbolic comparison skills but may become artificially related when researchers use quantifiers such as “more” to measure the former.

Diverse Pathways in Children's Learning

1996 ◽  
Vol 21 (4) ◽  
pp. 31-38 ◽  
Author(s):  
Beverley Lambert
Keyword(s):  
Young Children ◽  
Developmental Pathways ◽  
Partially Ordered ◽  
Block Play ◽  
Children’S Learning ◽  
The Web ◽  
Children's Learning

This article argues the need for interpretations of cognition which acknowledge the truly diverse nature of learning in young children. To illustrate this, Partially Ordered Scaling of Items (POSI) analysis (Knight & Fischer, 1992) was applied to the domain of block play in a replication of Innes and King-Shaw's 1985 study. The 1985 study identified the developmental product sequences of block play as a linear hierarchy, ignoring the possibility of diverse pathways. The present replication of Innes and King-Shaw's work which used POSI analysis, enabled identification of several developmental pathways, illustrating the web like nature of conceptual advancement in this domain.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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