Young Chinese Children's Justifications of Plants as Living Things

Autor/in	Tao, Ying
Titel	Young Chinese Children's Justifications of Plants as Living Things
Quelle	In: Early Education and Development, 27 (2016) 8, S.1159-1174 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tao, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1210456
Schlagwörter	Asians; Preschool Children; Plants (Botany); Classification; Biology; Knowledge Level; Foreign Countries; Science Instruction; Statistical Analysis; Interviews; Child Development; Scores; Motion; Thinking Skills; Student Attitudes; Kindergarten; Young Children; China + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Pflanze; Classification system; Klassifikation; Klassifikationssystem; Biologie; Wissensbasis; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Interviewing; Interviewtechnik; Kindesentwicklung; Bewegungsablauf; Denkfähigkeit; Schülerverhalten; Frühe Kindheit
Abstract	Research Findings: The purpose of this study was to explore how Chinese preschool children categorize plants into either living or nonliving things. The research was framed within the interpretive paradigm and was designed as a descriptive, cross-sectional study. Participants were children 4 to 6 years of age from 3 kindergartens in Jiangsu Province in eastern China (n = 90). In-depth interviews were carried out to explore the justifications children used to classify trees, flowers, and grass as living or nonliving things. Six types of justifications were identified among the participating children. Cross-sectional comparisons of children's justifications were made both quantitatively and qualitatively. A developmental pathway of children's justifications of plants as living things was proposed. Practice or Policy: The results indicated that children's justifications of plants as living things undergo gradual change from 4 to 6 years of age. Moreover, the development of these justifications may be influenced by the accumulation of biological knowledge. Implications for early science instruction on young children's understanding of plants as living things are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01