, 2006). The proponents of the theory utilizing this method argue that open-ended questions require children productive use of information they already know, unaided by an external representation of the earth (e.g. globe or any other 3-D model). Using this method, superficial (memorization-based) knowledge is eliminated. This enables the experimenters to find out whether children fully understand the information they know (Vosniadou, Skopeliti, & Ikospentaki, 2005).
Using the forced-question method, on the other hand, results in less ambiguous answers. When an external 3-D model of the earth accompanies this style, more scientifically correct responses are obtained because the model gives a cue (Panagiotaki, et al., 2006). However, most of the forced questions used by the proponents of the second theory are biased towards a spherical model of the earth (Panagiotaki, et al., 2006). So in the end, the results may not be truly representative of what children do know if the 3-D model they chose is non-spherical (e.g. flattened disk, hemisphere).
While the proponents of the Mental Model Theory agree that the use of the globe or an artifact can facilitate thinking in children, they believe it is not the only legitimate way. Apparently, the introduction of the globe may sometimes confuse children as to their ideas of the nature of the earth. In one study, many children showed inconsistencies in their opinions about the earth after they were presented with a globe, shifting from answering based on their prior knowledge of the earth and then based on the globe as they see it (Vosniadou et al., 2005). However, in that study, the children's previous experiences with the globe weren't taken into fact. It's possible that some of their prior knowledge may include information about the globe that they already know, say from school or at home.
That being said, it may never be...
individual child help you to better understand some problems of the struggling reader? A major part of the classrooms in the nation's public schools consist of struggling readers. It has been suggested by researchers that subject teachers can enhance reading abilities of students by imparting: (a) strategy and skill instruction and (b) reading and text-discussion opportunities in several ways. However, giving better or more reading instruction doesn't mean students will
Child Guidance The Watertown (MA) Family Network creates a community for mothers who may not have anyone to ask questions about their infants and toddlers. As the video's narrator stated, "There are no roadmaps to raising children." With the Network, which is free and provides resources such as a new mom support group, parents do not need to feel as if they are all alone with this rewarding, but challenging, job
Child sexual abuse is a topic that has attracted must attention in the current years. Studies estimate that up to 33% of women and at least 20% of men are victims of child sexual abuse (Misurell & Springer, 2013). Sexual abuses excluding touch are often not reported. This suggests that the number of individuals who could be sexually abused in their childhood may even be greater. As a high percentage
Research states that "As the child develops and goes through the process of assimilation and accommodation, their brain will develop through the natural process of maturation, and therefore their understanding of the world matures and their ability to accurately interpret and predict the world develops," (Oakley ). A whole new understanding of themselves and the word around them is facilitated through preschooler's cognitive developments. Psychologists Jean Piaget places preschool
In 1999 Herr & Conrad identified a number of areas of activity as particularly appropriate for primary prevention of physical abuse. Tackling the effects of poverty, or enabling parents to cope with them, are key components of many primary prevention interventions. While it is particularly difficult to demonstrate the cost-effectiveness of primary preventive strategies, this problem eases as we target interventions at those most at risk of developing particular problems.
Another theory, posited by Erik Erikson, also focuses on the psychological elements of development. According to Eriksson, all children go through the same psychological stages, and so development occurs the same everywhere. Vygotsky believed development to occur differently within different cultures, dependent on the characteristics of the individuals' children are cared for. Finally, a third theory of attachment, is actually quite similar in that it depends on healthy social
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