Literaturnachweis - Detailanzeige
Autor/inn/en | Towers, Jo; Anderson, Ann |
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Titel | "The Wall that Stops the Outside Coming In: Exploring Infinity and Other "Difficult" Concepts with a Preschooler. |
Quelle | In: Early Child Development and Care, 145 (1998), S.17-29Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0300-4430 |
Schlagwörter | Stellungnahme; Case Studies; Cognitive Development; Concept Formation; Difficulty Level; Early Childhood Education; Mathematical Concepts; Preschool Children; Scientific Concepts Case study; Fallstudie; Case Study; Kognitive Entwicklung; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | Examines one preschooler's conversation with author to determine what concepts educators consider "difficult" for this age group. Finds that concepts such as "infinity" and "negative numbers," typically avoided by primary educators, were brought into view in the task-based conversations. Argues that individual children's questioning of mathematical ideas should be given prominence in early mathematics instruction. (Author/KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |