The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study

Autor/inn/en	Margett-Jordan, Tessa; Falcon, Rachael G.; Witherington, David C.
Titel	The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study
Quelle	In: Child Development, 88 (2017) 4, S.1350-1367 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12709
Schlagwörter	Longitudinal Studies; Preschool Children; Biology; Developmental Stages; Scientific Concepts; Concept Formation; Tests; Comprehension; New Mexico (Albuquerque) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Biologie; Concept learning; Begriffsbildung; Examination; Prüfung; Examen; Verstehen; Verständnis
Abstract	Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, New Mexico participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as "alive" or not. Results reveal a multifaceted picture of developmental change in preschoolers' living kinds concept involving both the construction and elaboration of a core biological understanding. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01