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The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms

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The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms

Auteurs : Brian N. Verdine ; Kelsey R. Lucca ; Roberta Michnick Golinkoff ; Kathy Hirsh-Pasek ; Nora S. Newcombe

Source :

Journal of cognition and development : official journal of the Cognitive Development Society [ 1524-8372 ] ; 2015.

RBID : PMC:4808058

Abstract

How do toddlers learn the names of geometric forms? Past work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigates when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children's (N = 30 each) understanding of names for canonical shapes (commonly-encountered instances, e.g., equilateral triangles), non-canonical shapes (more irregular instances, e.g., scalene triangles), and embedded shapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children know very few names, including those for canonical shapes. By 30 months, however, children have acquired more shape names, and are beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored.

Url:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4808058

DOI: 10.1080/15248372.2015.1016610
PubMed: 27019647
PubMed Central: 4808058

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PMC:4808058

Le document en format XML

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<front><div type="abstract" xml:lang="en"><p id="P1">How do toddlers learn the names of geometric forms? Past work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigates when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children's (<italic>N</italic>
 = 30 each) understanding of names for <italic>canonical</italic>
 shapes (commonly-encountered instances, e.g., equilateral triangles), <italic>non-canonical</italic>
 shapes (more irregular instances, e.g., scalene triangles), and <italic>embedded</italic>
 shapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children know very few names, including those for canonical shapes. By 30 months, however, children have acquired more shape names, and are beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored.</p>
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<contrib-group><contrib contrib-type="author"><name><surname>Verdine</surname>
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<contrib contrib-type="author"><name><surname>Lucca</surname>
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<contrib contrib-type="author"><name><surname>Newcombe</surname>
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<author-notes><corresp id="FN1">Correspondence concerning this article should be addressed to Brian N. Verdine or Roberta M. Golinkoff, University of Delaware, School of Education, Willard Hall, Newark, DE, 19716. <email>verdine@udel.edu</email>
. Phone: 615-584-1218; <email>roberta@udel.edu</email>
. Phone: 302-831-1634</corresp>
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<pub-date pub-type="nihms-submitted"><day>20</day>
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<volume>17</volume>
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<fpage>142</fpage>
<lpage>161</lpage>
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<abstract><p id="P1">How do toddlers learn the names of geometric forms? Past work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigates when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children's (<italic>N</italic>
 = 30 each) understanding of names for <italic>canonical</italic>
 shapes (commonly-encountered instances, e.g., equilateral triangles), <italic>non-canonical</italic>
 shapes (more irregular instances, e.g., scalene triangles), and <italic>embedded</italic>
 shapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children know very few names, including those for canonical shapes. By 30 months, however, children have acquired more shape names, and are beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored.</p>
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The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms

The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms

Source :

Abstract

Links toward previous steps (curation, corpus...)

Links to Exploration step

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