How Action Schemas Are Reflected in Young Children's Emerging Language

Autor/in	Arnold, Cath
Titel	How Action Schemas Are Reflected in Young Children's Emerging Language
Quelle	In: Early Child Development and Care, 189 (2019) 12, S.1992-2004 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1427087
Schlagwörter	Play; Schemata (Cognition); Language Acquisition; Concept Formation; Learning Processes; Learning Motivation; Language Patterns; Case Studies; Parent Attitudes; Grandparents; Child Development; Preschool Children; Foreign Countries; Figurative Language; Language Usage; Thinking Skills; United Kingdom (England) + Suchen Sie Ihr Suchwort? Spiel; Cognition; Schema; Kognition; Sprachaneignung; Spracherwerb; Concept learning; Begriffsbildung; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Sprachmodell; Sprachstruktur; Case study; Fallstudie; Case Study; Elternverhalten; Großeltern; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Sprachgebrauch; Denkfähigkeit
Abstract	This paper draws on observational studies of three young children in order to demonstrate firstly, their intrinsic motivation to explore systematically through repeated patterns of action or 'schemas'; secondly, how those repeated actions appear and are explored in their emerging language demonstrating their increasing construction of and understanding of complex concepts. Concepts being explored included seriation, capacity and fit and movement and direction. What emerged was the value of child initiated learning, supported sensitively by adults, who need to 'tune in conceptually' to the children's play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01