Young Children Learning with Logo: An Analysis of Strategies and Interactions

1993 ◽  
Vol 9 (4) ◽  
pp. 465-486 ◽  
Author(s):  
Nicola Yelland
Keyword(s):  
Young Children ◽  
Learning Experiences ◽  
Higher Order ◽  
Personality Characteristics ◽  
Task Goal ◽  
Task Instructions ◽  
Initial Learning ◽  
Working Together ◽  
Over Time

The present study used the screen version of Apple Logo to investigate the strategies and interactions of young children while they were engaged in Logo tasks. Eighteen children (mean age 7 years 6 months) completed Logo tasks individually and then in one of three gender pairs (girl/girl, boy/boy, and boy/girl). The results of the study indicted that there were differences in performance, based on gender, related to the consideration of three main variables; the number of moves made, time taken and the number of errors made. However, the nature of the differences changed over time and analyses of the strategies and interactions of the pairs indicated that in initial learning experiences the girls in the study were more careful and less likely to take risks to achieve the task goal than boys or boy/girl pairs working together. Additional examination of the interactions of the pairs suggested that the most successful, in terms of efficiency, were those pairs that applied higher order processes in the execution of the task consistently. The application of such processes was mediated by personality characteristics, such as caution, the desire to adhere to implicit task instructions, and fear of making mistakes.

scholarly journals Longitudinal change in restricted and repetitive behaviors from 8-36 months

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Robin Sifre ◽  
Daniel Berry ◽  
Jason J. Wolff ◽  
Jed T. Elison
Keyword(s):  
Measurement Invariance ◽  
Factor Score ◽  
Developmental Change ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Higher Order ◽  
Repetitive Behaviors ◽  
Restricted And Repetitive Behaviors ◽  
Repetitive Motor ◽  
Over Time

Abstract Background Restricted and repetitive behaviors (RRBs) are core features of autism spectrum disorder (ASD) and one of the earliest behavioral signs of ASD. However, RRBs are also present in typically developing (TD) infants, toddlers, and preschool-aged children. Past work suggests that examining change in these behaviors over time is essential to distinguish between normative manifestations of these behaviors and behaviors that denote risk for a neurodevelopmental disorder. One challenge in examining changes in these behaviors over time is that most measures of RRBs have not established longitudinal measurement invariance. The aims of this study were to (1) establish measurement invariance in the Repetitive Behavior Scales for Early Childhood (RBS-EC), a parent-report questionnaire of RRBs, and (2) model developmental change in RRBs from 8 to 36 months. Methods We collected RBS-EC responses from parents of TD infants (n = 180) from 8 to 36 months (n = 606 responses, with participants contributing an average of 3-time points). We leverage a novel methodological approach to measurement invariance testing (Bauer, Psychological Models, 22(3), 507–526, 2017), moderated nonlinear factor analysis (MNLFA), to determine whether the RBS-EC was invariant across age and sex. We then generated adjusted factor score estimates for each subscale of the RBS-EC (repetitive motor, self-directed, and higher-order behaviors), and used linear mixed effects models to estimate between- and within-person changes in the RBS-EC over time. Results The RBS-EC showed some non-invariance as a function of age. We were able to adjust for this non-invariance in order to more accurately model changes in the RBS-EC over time. Repetitive motor and self-directed behaviors showed a linear decline from 8 to 36 months, while higher-order behaviors showed a quadratic trajectory such that they began to decline later in development at around 18 months. Using adjusted factor scores as opposed to unadjusted raw mean scores provided a number of benefits, including increased within-person variability and precision. Conclusions The RBS-EC is sensitive enough to measure the presence of RRBs in a TD sample, as well as their decline with age. Using factor score estimates of each subscale adjusted for non-invariance allowed us to more precisely estimate change in these behaviors over time.

scholarly journals Response to Fuson, Clements, and Sarama Commentary on Litkowski, Duncan, Logan, and Purpura (2020)

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110271
Author(s):  
David J. Purpura ◽  
Ellen C. Litkowski ◽  
Robert J. Duncan ◽  
Jessica A. R. Logan
Keyword(s):  
Young Children ◽  
Grade Level ◽  
High Quality ◽  
Equity Issues ◽  
Quality Instruction ◽  
New Evidence ◽  
Over Time

In response to Fuson et al.’s commentary on Litkowski et al. (2020), we clarify and expand on three areas: (1) the need for prekindergarten standards, (2) the value in developmental survey work, and (3) the importance of understanding curriculum translation and uptake. Specifically, we note that standards need to be appropriate for grade-level and it is time for more aligned prekindergarten standards. Developmental survey work is critical for ensuring that standards and expectations are accurate and adjusted to meet current needs and can be used address equity issues in instruction. Furthermore, we agree that intervention and curriculum work are needed, but there should be explicit emphasis on enhancing uptake and use of high-quality instruction. Ultimately, we need a system of assessment and instruction that is continually updated and improved, that integrates and modifies new evidence over time to ensure that we are striving for—and attaining—the best results for young children.

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

2021 ◽  
Author(s):  
Caitlin N Cadaret ◽  
Dustin T Yates
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Higher Order ◽  
Information Retention ◽  
Desirable Difficulties ◽  
Animal Physiology ◽  
Initial Learning ◽  
Retention Of Knowledge ◽  
Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

scholarly journals 383. Feasibility of Specimen Self-collection in Young Children Undergoing SARS-CoV-2 Surveillance for In-person Learning

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S293-S293
Author(s):  
Jonathan Altamirano ◽  
Grace Tam ◽  
Marcela Lopez ◽  
India Robinson ◽  
Leanne Chun ◽  
...  
Keyword(s):  
Young Children ◽  
Time Window ◽  
School Administrators ◽  
Error Rates ◽  
Independent Observer ◽  
Specimen Collection ◽  
Timing Data ◽  
Short Time Window ◽  
Short Time ◽  
Over Time

Abstract Background While pediatric cases of COVID-19 are at low risk for adverse events, schoolchildren should be considered for surveillance as they can become infected at school and serve as sources of household or community transmission. Our team assessed the feasibility of young children self-collecting SARS-CoV-2 samples for surveillance testing in an educational setting. Methods Students at a K-8 school were tested weekly for SARS-CoV-2 from September 2020 - June 2021. Error rates were collected from September 2020 - January 2021. Clinical staff provided all students with instructions for anterior nares specimen self-collection and then observed them to ensure proper technique. Instructions included holding the sterile swab while making sure not to touch the tip, inserting the swab into their nostril until they start to feel resistance, and rubbing the swab in four circles before repeating the process in their other nostril. An independent observer timed random sample self-collections from April - June 2021. Results 2,590 samples were collected from 209 students during the study period when data on error rates were collected. Errors occurred in 3.3% of all student encounters (n=87). Error rates over time are shown in Figure 1, with the highest rate occurring on the first day of testing (n=20/197, 10.2%) and the lowest in January 2021 (n=1/202, 0.5%). 2,574 visits for sample self-collection occurred during the study period when independent timing data was collected (April - June 2021). Of those visits, 7.5% (n=193) were timed. The average duration of each visit was 70 seconds. Figure 1. Swab Error Rates Over Time Conclusion Pediatric self-collected lower nasal swabs are a viable and easily tolerated specimen collection method for SARS-CoV-2 surveillance in school settings, as evidenced by the low error rate and short time window of sample self-collection during testing. School administrators should expect errors to drop quickly after implementing testing. Disclosures All Authors: No reported disclosures

scholarly journals The Ability of Latin Letter Recognition in Early Children in Raudhatul Atfhal Annajamissa'adah Medan Tembung

2020 ◽  
Vol 3 (2) ◽  
pp. 791-798
Author(s):  
Yuni Sitorus
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Letter Recognition ◽  
Learning Activities ◽  
Process Learning ◽  
Working Together ◽  
The Media ◽  
Teachers And Parents ◽  
Latin Letter ◽  
At Home

The background of the problem in this study is the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field and the teacher has not used an effective and efficient media in learning to recognize Latin letters. This study aims to process learning activities in the form of activities of teachers, students and parents in the ability to recognize Latin letters in early childhood in Raudhatul Atfhal Annajamissa'adah clay field through the process of learning the introduction of Latin letters in early childhood. The results showed that there were some weaknesses and strengths in learning Latin letters recognition. Because children lack enthusiasm in learning because the media conducted by teachers is less effective. Therefore there must be cooperation between parents of students and teachers so that students also study at home not only studying at Raudhatul Atfhal Annajamissa'adah clay field but at home must also be taught by parents so that the ability to recognize Latin letters can die. Because so far researchers see the lack of cooperation between teachers and parents in working together in educating young children in Raudhatul Atfhal Annajamissa'adah so the level of children's ability to recognize Latin letters is different.

scholarly journals Early Development of Locomotor Patterns and Motor Control in Very Young Children at High Risk of Cerebral Palsy, a Longitudinal Case Series

2021 ◽  
Vol 15 ◽  
Author(s):  
Annike Bekius ◽  
Margit M. Bach ◽  
Laura A. van de Pol ◽  
Jaap Harlaar ◽  
Andreas Daffertshofer ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
High Risk ◽  
Young Children ◽  
Early Development ◽  
Muscle Activation ◽  
Brain Lesions ◽  
Very Young Children ◽  
Gait Parameters ◽  
Locomotor Patterns ◽  
Over Time

The first years of life might be critical for encouraging independent walking in children with cerebral palsy (CP). We sought to identify mechanisms that may underlie the impaired development of walking in three young children with early brain lesions, at high risk of CP, via comprehensive instrumented longitudinal assessments of locomotor patterns and muscle activation during walking. We followed three children (P1–P3) with early brain lesions, at high risk of CP, during five consecutive gait analysis sessions covering a period of 1 to 2 years, starting before the onset of independent walking, and including the session during the first independent steps. In the course of the study, P1 did not develop CP, P2 was diagnosed with unilateral and P3 with bilateral CP. We monitored the early development of locomotor patterns over time via spatiotemporal gait parameters, intersegmental coordination (estimated via principal component analysis), electromyography activity, and muscle synergies (determined from 11 bilateral muscles via nonnegative matrix factorization). P1 and P2 started to walk independently at the corrected age of 14 and 22 months, respectively. In both of them, spatiotemporal gait parameters, intersegmental coordination, muscle activation patterns, and muscle synergy structure changed from supported to independent walking, although to a lesser extent when unilateral CP was diagnosed (P2), especially for the most affected leg. The child with bilateral CP (P3) did not develop independent walking, and all the parameters did not change over time. Our exploratory longitudinal study revealed differences in maturation of locomotor patterns between children with divergent developmental trajectories. We succeeded in identifying mechanisms that may underlie impaired walking development in very young children at high risk of CP. When verified in larger sample sizes, our approach may be considered a means to improve prognosis and to pinpoint possible targets for early intervention.

Empowering Aboriginal Families as Their Children’s First Teachers of Cultural Knowledge, Languages and Identity at Galiwin’ku FaFT Playgroup

2021 ◽  
pp. 183693912110389
Author(s):  
Dorothy Gapany ◽  
Marilyn Murukun ◽  
Jessica Goveas ◽  
Jonica Dhurrkay ◽  
Verity Burarrwanga ◽  
...  
Keyword(s):  
Young Children ◽  
Sign Language ◽  
Educational Program ◽  
Learning Experiences ◽  
Self Esteem ◽  
Early Learning ◽  
Cultural Knowledge ◽  
Daily Interactions ◽  
The Rich ◽  
Aboriginal Children

Embracing and embedding the rich cultural knowledge, languages, concepts and skills that Aboriginal families and children bring to playgroup is key to empowering families as their children’s first teachers and strengthening young children’s self-esteem, pride, confidence and identities. In this article, we share our story of how we have explored and upheld the strengths of Yolŋu identity, cultural knowledge and language in the Galiwin’ku Families as First Teachers (FaFT) playgroup early educational program. We highlight the ways we have supported mothers to embed gesture, sign language, Yolngu Matha language conventions, Yolŋu kinship, clan concepts and dance into their daily interactions with their children at FaFT. We reflect on what has empowered mothers to feel agentic in their children’s learning in these playgroups and to build strong Yolŋu identities in young children and argue that playgroup is a vital educational platform through which to deliver culturally meaningful early learning experiences for Aboriginal children prior to preschool.

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