scholarly journals How Do Five- to Six-Year-Old Children Interpret a Burning Candle?

2021 ◽  
Vol 11 (5) ◽  
pp. 213
Author(s):  
Vanessa Sesto ◽  
Isabel García-Rodeja
Keyword(s):  
Qualitative Study ◽  
Young Children ◽  
Mental Representations ◽  
Prior Experience ◽  
Preschool Age ◽  
Natural Phenomena ◽  
Video Recordings ◽  
Preschool Age Children ◽  
Previous Learning ◽  
Science Activities

Many studies have been conducted in recent years on the explanations given by preschool-age children about different natural phenomena. Nonetheless, very few studies have actually focused on the important domain of matter and its transformations. Specifically, the field of chemical reactions remains unexplored. This qualitative study aims to investigate the explanations of twenty-two 5- to 6-year-old children about combustion, while at the same time evaluating the effect of prior experience with science activities on their interpretations. For this study, the following experiment was proposed: burning a candle inside an inverted vessel. The following data collection tools were used: a Predict-Observe-Explain (POE) strategy and audio and video recordings. The children’s explanations were analysed using classification frameworks, which had been developed in previous studies. The results of this study suggest that young children tend to provide naturalistic explanations about combustion. This finding is an indicator that young children are able to construct mental representations within this conceptual domain. Likewise, the results indicate that children who are used to engaging in inquiry-based activities may be more likely to establish a relationship with previous learning experiences to interpret other natural phenomena.

Disciplining Young Children: The Role of Verbal Instructions and Reasoning

PEDIATRICS ◽  
1995 ◽  
Vol 96 (2) ◽  
pp. 336-341
Author(s):  
Nathan J. Blum ◽  
George E. Williams ◽  
Patrick C. Friman ◽  
Edward R. Christophersen
Keyword(s):  
Young Children ◽  
Problem Behaviors ◽  
Preschool Age ◽  
Verbal Reasoning ◽  
Behavioral Psychology ◽  
Children's Behavior ◽  
Verbal Instructions ◽  
Oppositional Behaviors ◽  
Preschool Age Children

Pediatricians are often asked to advise parents who are having difficulty managing the oppositional behaviors of their toddlers and preschool-age children. A large number of articles provide advice to pediatricians and parents on effective disciplinary strategies. However, despite the fact that verbal explanations, reasoning, and instructions are commonly used by parents, few articles directly address the use of these strategies to affect children's behavior. In this paper, we review studies that explicitly investigate the ability of adults' verbal explanations or instructions to alter the behavior of young children. These studies suggest that under most circumstances, verbal explanations and instructions are not effective in changing young children's problem behaviors. We then discuss how theories in developmental and behavioral psychology help explain the limitations of using verbal reasoning and instructions to change young children's problem behaviors. Finally, we provide some recommendations for parents on the use of verbal explanations and instructions in disciplining young children.

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

2020 ◽  
pp. 106342662091239
Author(s):  
Sara C. McDaniel ◽  
Kizzy Albritton ◽  
Adrienne Stuckey
Keyword(s):  
Young Children ◽  
Preschool Age ◽  
Future Research ◽  
Learning Program ◽  
Social Emotional ◽  
Preliminary Results ◽  
School Settings ◽  
Preschool Age Children ◽  
Quasi Experimental ◽  
Formal School

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

The development of hypothetical reference in the speech of young children

1979 ◽  
Vol 6 (3) ◽  
pp. 563-579 ◽  
Author(s):  
Stan A. Kuczaj ◽  
Mary J. Daly
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Preschool Age ◽  
The Other ◽  
Naturalistic Study ◽  
Cross Sectional ◽  
Preschool Age Children ◽  
Quasi Experimental

ABSTRACTThe data obtained in two investigations (one a longitudinal/cross-sectional naturalistic study, the other a quasi-experimental study) demonstrate that preschool age children have the capacity for hypothetical reference. However, the data also indicate that this capacity for hypothetical reference operates within certain constraints, particularly early in the preschool years. Specifically, future hypothetical reference is an earlier acquisition than past hypothetical reference; reference to single hypothetical events appears sometime prior to reference to sequences of hypothetical events; and accuracy is better in self-initiated than other-initiated hypothetical reference. The implications of these findings are discussed.

Techniques for Teaching Young Children to Use Low Vision Devices

1990 ◽  
Vol 84 (8) ◽  
pp. 419-419 ◽  
Author(s):  
C. Cowan ◽  
R. Shepler
Keyword(s):  
Young Children ◽  
Social Isolation ◽  
Low Vision ◽  
Preschool Age ◽  
Young Learners ◽  
Practical Guide ◽  
Preschool Age Children ◽  
Print Materials

The traditional techniques for helping low vision children deal with print materials in school are time consuming and contribute to social isolation. Therefore, even preschool-age children should be trained to use low vision devices. Since low vision devices have typically been used with adults, there are few materials and techniques suitable for the young learners. This article presents a practical guide to help professionals develop techniques and materials that motivate children to learn to use low vision devices.

What Does “Touch” Mean to Young Children?: An Empirical Study

1988 ◽  
Vol 67 (3) ◽  
pp. 683-690 ◽  
Author(s):  
Patricia Y. Hashima ◽  
Keith Barton ◽  
Margaret S. Steward
Keyword(s):  
Young Children ◽  
Empirical Study ◽  
Preschool Age ◽  
Preschool Age Children

This study examined 40 preschool children's understanding of the word touch. 24 drawings were presented one at a time to each child, and the children were instructed to describe each of the drawings and to classify them into drawings portraying touch or drawings showing no touch. 20 undergraduates were also interviewed. The same procedure was used, but in addition the undergraduates were asked to predict how preschool-age children would do on the same task. The results showed several ways in which the children's understanding of the word touch differed from that of an adult.

scholarly journals “If You Let Them, They Will Be on It 24 Hours a Day”: Qualitative Study Conducted in the United States Exploring Brazilian Immigrant Mothers’ Beliefs, Attitudes, and Practices Related to Screen Time Behaviors of Their Preschool-Age Children (Preprint)

2018 ◽  
Author(s):  
Ana Cristina Lindsay ◽  
Carlos André Moura Arruda ◽  
Márcia MT Machado ◽  
Mary L Greaney
Keyword(s):  
United States ◽  
Qualitative Study ◽  
Screen Time ◽  
Parenting Practices ◽  
The United States ◽  
Preschool Age ◽  
Health Concern ◽  
Immigrant Mothers ◽  
Attitudes And Practices ◽  
Preschool Age Children

BACKGROUND The increasing prevalence of excessive screen time (ST) among children is a growing public health concern, with evidence linking it to an increased risk of overweight and obesity among children. OBJECTIVE This study aimed to explore the beliefs, attitudes, and practices of Brazilian immigrant mothers living in the United States related to their preschool-age children’s ST behaviors. METHODS A qualitative study comprising 7 focus group discussions (FGDs) was conducted with Brazilian immigrant mothers living in the United States. All FGDs were audio-recorded and professionally transcribed verbatim. The Portuguese transcripts were analyzed using thematic analysis. RESULTS In total, 37 women participated in the FGDs. Analyses revealed that although most mothers expressed concerns for their preschool-age children’s ST, nearly all viewed ST as an acceptable part of their children’s daily lives. Furthermore, mothers perceived that ST has more benefits than disadvantages. The mothers’ positive beliefs about (eg, educational purposes and entertainment) and perceived functional benefits of ST (eg, ability to keep children occupied so tasks can be completed and facilitation of communication with family outside the United States) contributed to their acceptance of ST for their preschool-age children. Nevertheless, most mothers spoke of needing to balance their preschool-age children’s ST with other activities. Mothers reported using several parenting practices including monitoring time and content, setting limits and having rules, and prompting their children to participate in other activities to manage their preschool-age children’s ST. CONCLUSIONS This study provides new information on the beliefs, attitudes, and practices of Brazilian immigrant mothers living in the United States related to their preschool-age children’s ST. Study findings revealed several potentially modifiable maternal beliefs and parenting practices that may provide important targets for parenting- and family-based interventions aimed at limiting preschool-age children’s ST.

Using a Thin Slice Coding Approach to Assess Preschool Personality Dimensions

2019 ◽  
Author(s):  
Diana Whalen ◽  
Kirsten Gilbert ◽  
Joshua James Jackson ◽  
Joan Luby ◽  
Deanna Barch
Keyword(s):  
Young Children ◽  
Big Five ◽  
Parent Report ◽  
Preschool Age ◽  
Personality Dimensions ◽  
Thin Slice ◽  
Observational Measures ◽  
Preschool Age Children ◽  
Different Dimensions ◽  
Big 5 Personality

Background: A large literature assessing personality across the lifespan has used the Big Five as an organizing framework, with much evidence that variation along different dimensions predicts different aspects of psychopathology. There is some evidence from parent reports that these dimensions begin to emerge as early as preschool, but there is a need for objective observational measures of personality in young children, as parent report can be confounded by the parents own personality.Methods: The current study observationally coded personality dimensions in a clinically enriched sample of preschoolers. A clinically heterogeneous preschool sample oversampled for depression (N=299) completed 1-8 structured observational tasks with an experimenter. ‘Big 5’ personality dimensions of extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience were coded using a “thin slice” technique with 7,820 unique ratings available for analysis. Results: Thin-slice ratings of personality dimensions were reliably observed in preschoolers’ ages 3-6 years. Within and across-task consistency was also evident, with consistency estimates higher than found in adult samples. Conclusions: Personality dimensions can be observationally identified in preschool-age children and offer reliable estimates that stand across different observational tasks. Refuting standard dogma that personality may not coalesce until adolescence, findings provide evidence that personality dimensions reliably emerge as early as age 3. Study findings highlight the importance of observational approaches to assessing early indicators of potentially lifelong personality dimensions relevant for understanding psychopathology risk.

scholarly journals Parenting practices that may encourage and discourage physical activity in preschool-age children of Brazilian immigrant families: A qualitative study

PLoS ONE ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. e0214143 ◽  
Author(s):  
Ana Cristina Lindsay ◽  
Carlos André Moura Arruda ◽  
Gabriela Perreira De Andrade ◽  
Márcia Maria Tavares Machado ◽  
Mary L. Greaney
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Parenting Practices ◽  
Immigrant Families ◽  
Preschool Age ◽  
Preschool Age Children

scholarly journals Physical Preconception of Primary Education Pupils

2018 ◽  
Vol 6 (5) ◽  
pp. 19-32
Author(s):  
Slavica Brkić ◽  
Ljiljanka Kvesić ◽  
Marina Zubac
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Natural Sciences ◽  
Preschool Age ◽  
Natural Phenomena ◽  
Space And Time ◽  
Preschool Age Children ◽  
Basic Concepts ◽  
The University ◽  
Physical Phenomena

During their preschool age children discover natural phenomena in their environment. In their consciousness, they form the basic physical concepts based on experience. Their ideas can be right, but they can also be wrong because they take into consideration only what they see and thus, they come up with wrong ideas or misconceptions. At the very beginning of their primary education, teachers of class teaching directly witness their ideas related to basic physical concepts through various subjects: mathematics, natural sciences, art and physical education. Frequently, neither teachers nor their pupils consider these notions, thus their wrong ideas remain firmly rooted and present a barrier to the adoption of the correct physical ideas. Research of basic concepts related to motion, space and time was carried out as part of the workshop Class Teaching Course Open Days at the Faculty of Natural Sciences, Mathematics and Education of the University of Mostar. The sample consisted of pupils of primary education of Herzegovina-Neretva and West-Herzegovinian Cantons. It has shown that pupils have the correct ideas about many physical phenomena, but it has also shown the presence of intuitive ideas which are not in accordance with physical ideas and need to be corrected in time

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