Microworlds, mother teaching behavior and concept formation in the very young child

Shade, Daniel D.; Watson, J. Allen

doi:10.1080/0300443870280201

Cited by 7 publications

(1 citation statement)

References 14 publications

(19 reference statements)

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“…What children gain from a computer experience can be influenced strongly by the ideas embedded in the software (Shade & Watson, 1987;Sivin, Lee, & Vollmer, 1985). For this study, software was selected that had the potential to enhance children's representational competence.…”

Section: Educational Interventionmentioning

confidence: 98%

Young Children's Representation of Replay: Developmental Stages and Effects of Mediated Computer Environments

Park

Clements

1995

Journal of Research in Childhood Education

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Section: Educational Interventionmentioning

confidence: 98%

Young Children's Representation of Replay: Developmental Stages and Effects of Mediated Computer Environments

Park

Clements

1995

Journal of Research in Childhood Education

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Mother—child shared reading with print and digital texts

Kim

Anderson

2008

Journal of Early Childhood Literacy

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The purpose of this study was to (1) compare mother—child interactions in three contexts: shared reading with a book in a traditional print format, with an electronic book in a CD-ROM format, and with an electronic book in a video clip format; (2) compare mother—child interactions with a three-year-old and a seven-year-old; and (3) compare children's extra-textual talk during the shared readings. Results indicated mother—child interactions differed in the contexts, with more complex talk evident in the electronic texts. There were differences in mother—child interactions with the two children that seemed contingent on the child's age and experiences. Finally, children's extra-textual talk differed depending on their ages, and these seemed to be context specific.

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İlkokula Devam Eden Çocuklarin Ev Ortaminda Bi̇lgi̇sayar Kullanimi Ve Ebeveynleri̇n Bi̇lgi̇sayar Destekli̇ Eği̇ti̇me Yaklaşimlarinin Araştirilmasi

Şahin

Güven

1999

Öneri Dergisi

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This study was aimed to establish the usctge and the vaiue of microcomputers in home-setting of elementary schools children getting the views of parents. The 6-11 age childrens' parents (total 755 parents; 400 mother and father) were sampled located in the city of İstanbul for this investigation. The results can be summarized as belows; most of the fathers knew how to itse computers and saw themselves more acguired than mothers. On the other hand most of the parents (totally 80.13%) saw themselves very little adecjuated (36.54%) or not adeguated (43,59%) about the compııter-based education programs. Most of the parents ( 86.18%) let their children to let their children to use computers were indicated as follotvs; important effects on problem-solving capabilities (27.56%), on thinking abilities (25.65%), on readiness for higher education (21.79%), and learning while playing (21.79%). On the other hand the negative effects of computers were seen by them to weaken social interactions with others, to decrase school achievement (becaııse of giving too much time), and to be some healt problems.

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Microworlds, mother teaching behavior and concept formation in the very young child

Cited by 7 publications

References 14 publications

Young Children's Representation of Replay: Developmental Stages and Effects of Mediated Computer Environments

Young Children's Representation of Replay: Developmental Stages and Effects of Mediated Computer Environments

Mother—child shared reading with print and digital texts

İlkokula Devam Eden Çocuklarin Ev Ortaminda Bi̇lgi̇sayar Kullanimi Ve Ebeveynleri̇n Bi̇lgi̇sayar Destekli̇ Eği̇ti̇me Yaklaşimlarinin Araştirilmasi

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