It has been often maintained that young children's knowledge is limited to perceptual appearances; in the "preoperational" stage of development, there are profound conceptual limitations in that they have little understanding of numerical and causal relations and are incapable of insight into the minds of others. Their apparent inability to perform well on traditional developmental measures has led researchers to accept a model of the young child as plagued by conceptual deficits. These ideas have had a major impact on educational programmes. Many have either accepted the view that the young are not ready for instruction, especially in subjects such as mathematics and science. However, this collection of essays provides evidence that children's stage-like performance on the many tasks that have been used to demonstrate their limitations can be reinterpreted in terms of the language used in experiments. In many specialized experimental settings, children may inadvertently perceive adults' well-meaning questions as redundant, insincere, irrelevant, uninformative or ambiguous. Under these conditions, there is a clash between the conversational worlds of children and adults. Children do not share an experimenter's purpose in questioning and how his or her words are intended. They do not disclose the depth of their understanding and may respond to an experimenter's questions incorrectly even when they are certain of the right answer. In this light, a different model of development emerges. It proposes that young children have abstract knowledge that can be examined through attention to their conversational experience. The implications for instruction in subjects such as mathematics and science are significant.
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Michael Siegal's Knowing Children, 2nd Edition is a refreshing text bringing to light the effects of assumptions of language on developmental psychological experimentation. I found the text was clearly written with well edited background information. I enjoyed the way Siegal took time to cover many areas of developmental psychology demonstrating his theory of language as a variable within each area. - Julia Gwynne (University of Lancaster)
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First Sentence:
The answer to the question, "To what extent can young children understand abstract concepts?" is central to research on child development. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
original story details, unconventional questioning, conversational implications, gender consistency, prolonged questioning, conversational rules, conversational worlds, controversial children, conversational experience, gender constancy, contamination sensitivity, immanent justice, quantity rule, relevance rules, false belief tasks, prosocial behaviour, repeated questioning, social transgressions, conceptual limitation, perceptual appearances, common grounding, conservation tasks New!
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The answer to the question, "To what extent can young children understand abstract concepts?" is central to research on child development. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
original story details, unconventional questioning, conversational implications, gender consistency, prolonged questioning, conversational rules, conversational worlds, controversial children, conversational experience, gender constancy, contamination sensitivity, immanent justice, quantity rule, relevance rules, false belief tasks, prosocial behaviour, repeated questioning, social transgressions, conceptual limitation, perceptual appearances, common grounding, conservation tasks New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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This book cites 26
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20
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- Child Development by John Mitchell on 5 pages
- Child Psychology by Ross Vasta on 5 pages
- Developmental Psychology (Longman Essential Psychology Series) by Peter Elwood Bryant on 4 pages
- Child Development by A.Christine Harris in Back Matter (1), Back Matter (2), and Back Matter (3)
- Child Development by Tess Sullivan in Back Matter (1), Back Matter (2), and Back Matter (3)
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- Children's Drawings of the Human Figure (Essays in Developmental Psychology) by Maureen V. Cox in Back Matter (1), and Back Matter (2)
- Pathologies of Belief (Readings in Mind and Language) by Max Coltheart on page 144
- Learning Sites (Advances in Learning and Instruction) (Advances in Learning and Instruction) by J. Bliss in Back Matter
- Learning to be Literate: The Development of Spoken and Written Language by Alison F. Garton in Back Matter
- Surgically Shaping Children: Technology, Ethics, and the Pursuit of Normality by Erik Parens on page 175
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