12,626 research outputs found
The effects of linguistic context on visual attention while learning novel verbs
The research reported here was supported by a Franklin
Research Grant from the American Philosophical Society and by NIH award number
K01DC013306.http://www.cascadilla.com/bucld41toc.htmlPublished versio
Contemporary perspectives of the child in action: An investigation into children’s connectedness with, and contribution to, the world around them
Childcare within Australia has undergone significant reform as a result of the implementation of the nationally mandated Belonging, Being and Becoming: The Early Years Learning Framework [EYLF] (Department for Education, Employment and Workplace Relations [DEEWR]. 2009. Belonging, Being and Becoming. The Early Years Learning Framework for Australia. Canberra: Australian Government Department of Education, Employment and Workplace Relations). The EYLF articulates contemporary perspectives of the child through its principles, practices and learning outcomes. Educators are required to promote these principles, practices and learning outcomes with children aged from birth to 5 years. This paper reports the findings from a research project that sought to investigate how educators applied their understanding of learning outcome two of the EYLF (children are connected with and contribute to their world). The focus of this research was educators working with children aged two to three years within childcare centres operating on school sites, in metropolitan Western Australian. The research design was qualitative and situated within the interpretivist paradigm. Observations were used as the method for gathering data and these were analysed through a process of coding. This paper presents the observational findings of educators’ practices within learning outcome two. Composite vignettes from the voice of the child are included to present the observational findings. In centralising the voice of the child, contemporary perspectives are made explicit
Boosting Toddlers\u27 Brains to Affect School Achievement and Beyond
A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Kristen C. Morgan on April 12, 2021
Young Children and the Arts: Making Creative Connections -- A Report of the Task Force on Children's Learning and the Arts: Birth to Age Eight
Provides guiding principles and recommendations to organizations to support the development of arts-based early childhood programs and resources
Math Early On 2019
Math Early On, pg. 3
Mathematics in early childhood, pg. 6
Counting with props, pg. 9
Counting on and back, pg. 11
Exploring loose parts, pg. 14
A feel for numbers, pg. 17
The concept of take away, pg. 19
Sorting a collection, pg. 22
The great outdoors, pg. 24
Matching and moving, pg. 28
Using floor books, pg. 31
Pathway to comparing, pg. 34
Leadership team and participants, pg. 3
Just do it? Investigating the gap between prediction and action in toddlers' causal inferences
Adults’ causal representations integrate information about predictive relations and the possibility of effective intervention; if one event reliably predicts another, adults can represent the possibility that acting to bring about the first event might generate the second. Here we show that although toddlers (mean age: 24 months) readily learn predictive relationships between physically connected events, they do not spontaneously initiate one event to try to generate the second (although older children, mean age: 47 months, do; Experiments 1 and 2). Toddlers succeed only when the events are initiated by a dispositional agent (Experiment 3), when the events involve direct contact between objects (Experiment 4), or when the events are described using causal language (Experiment 5). This suggests that causal language may help children extend their initial causal representations beyond agent-initiated and direct contact events.James S. McDonnell Foundation (Causal Learning Collaborative)American Psychological FoundationTempleton Foundatio
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