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Stengelin R, Haun DBM, Kanngiesser P. Simulating peers: Can puppets simulate peer interactions in studies on children's socio-cognitive development? Child Dev 2023; 94:1117-1135. [PMID: 36779431 DOI: 10.1111/cdev.13913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
Interactions with peers are fundamental to socio-cognitive development, but assessing peer interactions in standardized experiments is challenging. Therefore, researchers commonly utilize puppetry to simulate peers. This Registered Report investigated urban German children's (AgeRange = 3.5-4.5 years; N = 144; 76♀) mind ascriptions and social cognition to test whether they treat puppets like peers, adults, or neither. Children attributed less mind properties to puppets than peers or adults. However, children's social cognition (i.e., normativity, prosociality, and theory of mind) varied little across partners. Puppetry relies on children's ability for pretense, but can provide valid insights into socio-cognitive development. Implications for using puppets as stand-ins for peers in developmental research are discussed.
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Affiliation(s)
- Roman Stengelin
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
- Leipzig Research Center for Early Child Development, Leipzig University, Leipzig, Germany
- Department of Psychology and Social Work, University of Namibia, Windhoek, Namibia
| | - Daniel B M Haun
- Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
- Leipzig Research Center for Early Child Development, Leipzig University, Leipzig, Germany
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Novita S, Anindhita V, Wijayanti PAK, Santoso LAB, La Batavee H, Tampubolon AFJ, Syafitri AN. Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments. INTERNATIONAL JOURNAL OF EARLY CHILDHOOD = REVUE INTERNATIONALE DE L'ENFANCE PRESCOLAIRE = REVISTA INTERNACIONAL DE LA INFANCIA PRE-ESCOLAR 2023:1-18. [PMID: 37360192 PMCID: PMC10025054 DOI: 10.1007/s13158-023-00356-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/02/2023] [Indexed: 06/28/2023]
Abstract
Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy and vocabulary skills. This research was conducted at Early Childhood Education and Care (ECEC) in the Jatinangor district and followed the principle of simple random sampling. Children were given numeracy and vocabulary tests, parents were asked to fill out a questionnaire about sociodemographic aspects and the learning environment in their homes, and teachers were asked to fill out a questionnaire about preschool activities concerning numeracy and vocabulary. Data were analyzed using a structural equation model with numeracy and vocabulary as outcome variables. Covariates such as age, gender and social status were also included in the model. The results of this study show that numeracy is closely linked to vocabulary skills and that only a specific preschool activity can explain the variance of numeracy. On the other hand, both home numeracy activities and a specific preschool literacy activity are significant predictors of vocabulary skills.
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Affiliation(s)
- Shally Novita
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | - Vidya Anindhita
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | - Puspita Adhi Kusuma Wijayanti
- Center of Psychological Innovations and Research, Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java Indonesia
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | | | - Hellen La Batavee
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
| | | | - Ajeng Nuranti Syafitri
- Faculty of Psychology, Universitas Padjadjaran, Jl. Raya Bandung-Sumedang KM.21, Sumedang, West Java 45363 Indonesia
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How, when, and what do young children learn from fictional stories? J Exp Child Psychol 2022; 221:105445. [DOI: 10.1016/j.jecp.2022.105445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Goldstein TR, Stutesman M, Thompson B. Moving with puppets: Preschool children’s gesture with puppets during pretense. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Jylänki P, Sipinen E, Mbay T, Sääkslahti A, Aunio P. Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers' Early Numeracy: A Pilot Intervention Study. INTERNATIONAL JOURNAL OF EARLY CHILDHOOD = REVUE INTERNATIONALE DE L'ENFANCE PRESCOLAIRE = REVISTA INTERNACIONAL DE LA INFANCIA PRE-ESCOLAR 2022; 55:131-154. [PMID: 35571603 PMCID: PMC9077984 DOI: 10.1007/s13158-022-00329-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/18/2022] [Indexed: 06/15/2023]
Abstract
The aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers' (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children's early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children's early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children's early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5-8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children's early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children.
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Affiliation(s)
- Pinja Jylänki
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Elina Sipinen
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Theo Mbay
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Rabkina I, Forbus KD. An Analogical Model of Pretense. Cogn Sci 2022; 46:e13112. [PMID: 35297079 DOI: 10.1111/cogs.13112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 09/23/2021] [Accepted: 01/21/2022] [Indexed: 11/29/2022]
Abstract
We argue that pretense can be viewed as analogical projection: a structural comparison between the pretend scenario and its real-world counterpart that leads to inferences about the pretend scenario. For example, in pretending to make a phone call with a banana, a number pad might be projected on the banana's surface. We model two empirical studies of early childhood pretense, and show how successful pretense requires making and accepting such inferences, while failed pretense can be traced to failure of such projection. Other models of pretense, both theoretical and computational, and their relationships to our model, are discussed.
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Affiliation(s)
- Irina Rabkina
- Department of Computer Science, Northwestern University
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Goldstein TR, Thompson BN, Kanumuru P. Do embodiment and fictionality affect young children's learning? J Exp Child Psychol 2021; 213:105275. [PMID: 34487975 DOI: 10.1016/j.jecp.2021.105275] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2020] [Revised: 01/26/2021] [Accepted: 08/02/2021] [Indexed: 10/20/2022]
Abstract
Preschool-aged children can learn from fictional, pretend, and imaginative activities. However, many studies showing this learning involve children as physically passive while consuming fictional narratives rather than as actively, physically engaged. Physical engagement may add to cognitive processes already at play when watching narratives, making children more likely to retain or understand information. Children's natural pretend involves physical movement, role play, and embodiment. To test learning from embodied pretense, we conducted two studies in which we experimentally manipulated whether children were physically passive while consuming narratives or physically actively engaged with them through embodied pretend play using puppets or costumes. In Study 1, children were shown/engaged in television-based narratives, all of which contained fantastical content. In Study 2, children were shown/engaged in lab-created stories, some of which contained fantastical elements. We measured children's learning and perceptions of realism. In Study 1, neither perception of fictionality nor embodiment immediately affected learning, although older preschoolers learned more than younger preschoolers. In Study 2, neither perception nor presence of fantastical content affected learning, but embodiment did. Children learned more from both embodied conditions compared with the physically passive condition. We also included 2-week follow-up tests of recall and found that although children retained very little, embodiment still affected retention in both studies. Overall, children did not use realism judgments to differentiate learning. These findings show the complexity of different elements involved in children's learning from pretense and the need to understand what elements affect learning from fantastical and embodied pretend play and stories.
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