Young Children's Understanding of the Role Sensory Experiences Play in Knowledge Acquisition.

Autor/inn/en	O'Neill, Daniela K.; Astington, Janet W.
Titel	Young Children's Understanding of the Role Sensory Experiences Play in Knowledge Acquisition.
Quelle	(1990), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Day Care; Early Childhood Education; Foreign Countries; Learning; Preschool Children; Sensory Experience; Tactual Perception; Visual Perception + Suchen Sie Ihr Suchwort? Tagespflege; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sinnerfahrung; Taktile Wahrnehmung; Visuelle Wahrnehmung
Abstract	This study investigated the issue of whether young children understand that the acquisition of certain types of knowledge depends on the modality of sensory experience involved. Sight and touch were the two sensory modalities investigated. A total of 36 children of 3-5 years of age were exposed to pairs of objects that either looked the same and felt different or felt the same and looked different. Children's understanding of the modality-specific nature of knowledge was assessed in terms of their ability to correctly state whether they would need to see or feel the object in order to determine its identity when it was hidden under a toy tunnel. Although the 5-year-olds performed well, the 3- and 4-year-olds had great difficulty in differentiating the types of knowledge to be gained from different sensory experiences. Results are discussed in relation to children's theory of mind and understanding of the process of knowledge acquisition. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC