Relation of Spatial Egocentrism and Spatial Abilities of the Young Child. Report Number 7.

Autor/inn/en	Shantz, Carolyn A.; Watson, John S.
Institution	Michigan State Univ., East Lansing. Head Start Evaluation and Research Center.; Merrill-Palmer Inst., Detroit, MI.
Titel	Relation of Spatial Egocentrism and Spatial Abilities of the Young Child. Report Number 7.
Quelle	(1968), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Egocentrism; Grade 1; Kindergarten Children; Perceptual Development; Preschool Children; Self Concept; Space Orientation; Task Performance; Visual Perception + Suchen Sie Ihr Suchwort? Kindesentwicklung; Egozentrismus; School year 01; 1. Schuljahr; Schuljahr 01; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstkonzept; Räumliche Orientierung; Visuelle Wahrnehmung
Abstract	In order to investigate what concepts young children acquire that break down their inability to view spatial situations objectively, three groups of 16 children each were administered two tasks: (1) a box task, in which the child was asked to predict the location of objects upon a change in his location; and (2) a Piagetian task, in which the child was asked to identify the arrangement of objects from another's position. The children were grouped on the basis of age, 44 to 60 months, 61 to 71 months, and 72 to 78 months. The major hypothesis was that a high positive relationship existed between a young child's accuracy in predicting object locations when (1) the child was moved to various positions and (2) when another (in this case, a doll) was moved to various positions while the child remained in the same position. This hypothesis was not supported, but the box task was much easier than the Piagetian task. The Piagetian finding that children below 7 years of age usually cannot take the viewpoint of another was corroborated in this study. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC