Kindergarten Mathematics—a Survey

1978 ◽  
Vol 25 (8) ◽  
pp. 51-53
Author(s):  
V. Ray Kurtz
Keyword(s):  
First Grade ◽  
Kindergarten Children ◽  
Older Children ◽  
Mathematical Concepts ◽  
Degree Of Certainty ◽  
Kindergarten Mathematics

It is relatively easy to identify the mathematical concepts that first-grade and older children should master. It is much more difficult to identify with any degree of certainty the mathematical concepts that are to be mastered by kindergarten children.

Word Awareness, Reading and Development

1977 ◽  
Vol 44 (1) ◽  
pp. 203-206
Author(s):  
Marjorie H. Holden
Keyword(s):  
Early Childhood ◽  
First Grade ◽  
Conscious Awareness ◽  
Older Children ◽  
Cognitive Changes ◽  
Developmental Factors ◽  
Language Structure ◽  
Early School ◽  
Discrete Responses

Research on young children's word awareness, the ability to identify the lexical constituents of a meaningful utterance, has received different interpretations: Either word awareness is related to linguistic and cognitive changes associated with the early school years or is a concept that children can learn when appropriate techniques are employed. This study was devised to clarify the nature of variables influencing word awareness during early childhood by analyzing responses of 26 kindergarten and 24 first-grade children to the Homophones Test of Word Awareness. Responses were assigned to seven categories representing a continuum characterized as ranging from discrete to global. Older children made fewer errors, and they gave a higher proportion of discrete responses. Younger children gave more global responses. Memory was evidently not the source of the younger children's inability to perform as well as the older ones. Rather, the difficulty appeared to stem from the younger children's inability to divorce sound from meaning in spoken messages. The role of developmental factors in children's conscious awareness of language structure and lexical units is supported by these findings.

Judgments of a Child Involved in Accidental Damage and Responding Differentially to Adult Reprimand

1976 ◽  
Vol 43 (3_suppl) ◽  
pp. 1071-1082 ◽  
Author(s):  
Carlton C. Aldrich ◽  
James C. Mancuso
Keyword(s):  
Young Children ◽  
Moral Judgment ◽  
Sixth Grade ◽  
First Grade ◽  
Mutual Trust ◽  
Mutual Respect ◽  
Older Children

72 first-grade and 72 sixth-grade boys viewed scenes showing a boy involved in accidental damage, then receiving and responding differentially to adult reprimand. Children, having viewed one of the films, recorded their attribution of goodness-badness and also predicted the potential good-bad conduct of the transgressor. Analyses support conclusions, consistent with Piaget's moral judgment theory, that (a) young children perceive an accidental transgressor more negatively than do older children; and (b) young children evaluate responses to reprimand in terms of whether they conform to adult command, whereas older children evaluate those responses in accordance with whether they are congruent with the principle of mutual respect. Piaget's theory requires reconsideration in light of the finding that older children predicted a preponderance of good behaviors for the boy who was shown responding in a manner that can be taken as a violation of the principle of mutual trust.

scholarly journals Metacognitive Development and Conceptual Change in Children

2020 ◽  
Vol 11 (4) ◽  
pp. 745-763
Author(s):  
Joulia Smortchkova ◽  
Nicholas Shea
Keyword(s):  
Conceptual Change ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Older Children ◽  
Major Focus ◽  
Mathematical Concepts ◽  
Metacognitive Development ◽  
New Concepts ◽  
The Way

AbstractThere has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.

On Entering First Grade: Note on Impact of Parents' Attitudes on Expectations of Their Children, an Israeli Case

1983 ◽  
Vol 56 (2) ◽  
pp. 367-370 ◽  
Author(s):  
Helen Strauss ◽  
Harry Gottesdiener ◽  
Rachel Fogel ◽  
Drorith Tamari
Keyword(s):  
Parental Attitudes ◽  
First Grade ◽  
Kindergarten Children ◽  
Differential Impact ◽  
Maternal Attitudes ◽  
Attitude Scales ◽  
School Attitude ◽  
The Impact ◽  
Perceptions Of School

The present study dealt with the impact of parental attitudes about school on the expectations of kindergarten children entering the first grade. 20 kindergarten children of middle to high socioeconomic status were given the Bar-Ilan Picture Test for Children which is a semi-projective interview probing children's perceptions of school and home. Parental attitudes were elicited by an inventory based on items from the school-attitude scales by Erhard and by Levy and Ashani. The outcomes showed that maternal attitudes had most impact on the expectations of the children, and the differential impact of parents' attitudes was in accordance with Parson's (1955) distinction between the expressive role of the mother and the instrumental role of the father.

Phonological analysis as a function of age and exposure to reading instruction

1991 ◽  
Vol 12 (1) ◽  
pp. 91-121 ◽  
Author(s):  
Judith A. Bowey ◽  
J. Francis
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Early Reading ◽  
First Grade ◽  
Kindergarten Children ◽  
Grade Group ◽  
Explained Variation ◽  
Grade Groups ◽  
Better Than ◽  
Equal Difficulty

ABSTRACTThis study was designed to test the prediction that, whereas sensitivity to subsyllabic phonological units might emerge prior to alphabetic reading instruction, phonemic analysis skills develop as a consequence of reading instruction. A series of phonological oddity tasks was devised, assessing children's sensitivity to subsyllabic onset and rime units, and to phonemes. These tasks were administered to three groups of children. The first group comprised the oldest children of a sample of kindergarten children. The second and third groups comprised the youngest and oldest children from a first-grade sample. The kindergarten group was equivalent to the younger first-grade group in terms of general verbal maturity, but had not been exposed to reading instruction. The younger first-grade sample was verbally less mature than the older first-grade sample, but had equivalent exposure to reading instruction. On all tasks, both first-grade groups performed at equivalent levels, and both groups did better than the kindergarten group. In all groups, onset and rime unity oddity tasks were of equal difficulty, but phoneme oddity tasks were more difficult than rime oddity tasks. Although some of the kindergarten children could reliably focus on onset and rime units, none performed above chance on the phoneme oddity tasks. Further analyses indicated that rime/onset oddity performance explained variation in very early reading achievement more reliably than phoneme oddity performance.

scholarly journals Development of Children's Sadness

1988 ◽  
Vol 2 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Ken J. Rotenberg ◽  
Kathy Mars ◽  
Nicki Crick
Keyword(s):  
Goal Achievement ◽  
Kindergarten Children ◽  
Older Children ◽  
Lower Intensity ◽  
Verbal Expression ◽  
Harm To Others

We asked 96 children from first, third, fifth, and seventh grades to describe situations in which they were sad, and posed questions to assess the related causes, intensity, motives, and consequences. Results showed that sadness was caused by harm in the majority of incidents. There was a shift with age in the nature of the harmful causes of sadness, toward a greater frequency of harm to others as opposed to harm to self, as well as a greater frequency of psychological versus physical harm. Harm to pets, isolation, and prevention of goal achievement by another were causes of sadness and the latter decreased with age. Kindergarten children reported a lower intensity of sadness than did older children. As age increased, so did children's identification of motives for sadness. The most and least frequent of consequences of children's sadness were passive nonexpression and verbal expression of feelings, respectively. Finally, there was a decrease with age in children's redirective behavior (quick shifts towards happy activities) as a consequence of sadness.

Does Familiarity with School Increase Adjustment?

1987 ◽  
Vol 8 (4) ◽  
pp. 251-255 ◽  
Author(s):  
Rivka Itskowitz ◽  
Helen Strauss ◽  
Dafne Fruchter
Keyword(s):  
First Graders ◽  
School Setting ◽  
First Grade ◽  
Role Expectations ◽  
Kindergarten Children ◽  
School Settings ◽  
Infant School ◽  
Children’S Expectations ◽  
The Impact ◽  
Valid Information

The present study investigated the impact of familiarity with the school setting on kindergarten children's expectations of school and on adjustment of first graders to the school setting. The assumptions were that familiarity with the school setting would lead to a greater amount of valid information about school, which would decrease the anxiety of kindergarten children's role expectations of school. Previous exposure to the school setting would also lead to better adjustment in the first grade. Subjects were nineteen kindergarten children and twenty first graders from infant-school settings, and thirty-three kindergarten children and twenty-six first graders from regular educational settings, the sexes being evenly represented. All subjects came from middle socio-economic backgrounds. On the whole, the results corroborated the assumptions.

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