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The aim of this study is to determine whether preschool term of 6 years old children’s objects at their around changing of characteristic feature related to what they stand in good stead, efficiency depend on their ideas, having an impact on their reasoning skills or not. The study is designed at experimental design. Efficiencies of object oriented prepared by researcher are conducted by researcher at experimental group. As a result of the analysis: it is determined that there is a significant difference on behalf of experimental group in terms of reasoning skills both inductive and deductively about problems needed to think in a different situation from normal state of things had information or inductive experience in problems related to subjects had information or experience, in terms of attention skills and reasoning skills. It is determined that there is no significant difference among groups in problems needed to think others’ concerns.
The aim of this study is to determine whether preschool term of 6 years old children's objects at their around changing of characteristic feature related to what they stand in good stead, efficiency depend on their ideas, having an impact on their reasoning skills or not. The study is designed at experimental design. Efficiencies of object oriented prepared by researcher are conducted by researcher at experimental group. As a result of the analysis: it is determined that there is a significant difference on behalf of experimental group in terms of reasoning skills both inductive and deductively about problems needed to think in a different situation from normal state of things had information or inductive experience in problems related to subjects had information or experience, in terms of attention skills and reasoning skills. It is determined that there is no significant difference among groups in problems needed to think others' concerns.
Procedia - Social and Behavioral Sciences
Development of the Logical Operations in Preschool Children2014 •
Procedia - Social and Behavioral Sciences
Comparative Study of the Degree of Relationship between Logical Thinking Operational Structures Development Levels in Russian and Chinese Preschoolers2016 •
Aim: Reasoning is the most complex and complete function of the mind. It is also one of the important factors of humane behavior. Language is called as the most important and effective factor of controlling behavior. Memory is a systematic process, which processes and stores information. Also, it is necessary for high‑level cognitive functions. This paper tries to study if language has a role in children reasoning? Also, it studies whether the memory is also effective. In order to answer these questions, the theoretical and research principles were studied.Methods:Text analysis is a qualitative research that attempts to take advantage of the resources and facts, logical reasoning methods to identify the children. Text analysis as a research method focused on the actual content. Study of children with visual analytic reasoning methods can help administrators to understand the current situation of education programs tailored to predict the future. Databases and search engines of the Internet and library databases universities in the world, book and journal accessible with logical reasoning of children and the training of 100 books and 60 articles sphere volume study The study is. Analyze and adjust the content, the method used in an analog form ‑ is inductive. Result: The results show that except Chomsky, who believes language has an independent role; others believe that the language can control and determine the direction of reasoning and the use of language. Conclusion: In children, one of the factors of power and reasoning is problem‑solving. Also, memory is related to the ability of using previous experiences and problem‑solving techniques. Memory is a cognitive factor, which depends on reasoning and leads to appropriate progress in reasoning.
One of the important directions of school psychologist work with children is cognitive area development. Development problem, correction and improvement of learners’ intellect abilities are one of the most important in psychological-pedagogic practice. It is fairly considered that its main way of solution is rational organization of all the educational process. Specially organized game training of thinking can be considered as a supplementary. The paper presents a research of primary school children including different methods such as E. Lan dolt rings, Raven matrix, Rubiks cube. Children from the 1st to the 4th grade at the age of 7 to 11, total number 80, participated in the research. The research was conducted on the basis of school No. 6 (Aktau city, Kazakhstan). The conclusion was made that those children with low results have weakly developed image-efficient thinking. Children with average results have demonstrated visual-efficient thinking as average developed. And children with high results have demonstrated high developed visual-efficient thinking. Important psychic functions for primary school children are perception, memory and imagination, but of course the most important at this age is thinking development. None of the psychic functions can be developed without thinking.
The present study was conducted to investigate Logical Thinking in Elementary School Students. Logical Thinking and Certain Cognitive are interrelated. The point of the examination was to discover the relationship of Logical Thinking of Elementary School Students with Certain Cognitive. The study used descriptive method of research. The investigator had taken 240 secondary school students by using random sampling technique respectively. The students were assessed by using Piagetian type to asses logical thinking of the subjects and Raven's Colored Progressive matrices for measurement of intelligence. KEYTERMS: Logical Thinking, Certain Cognitive and Elementary School Students. The human child, for a long time, was presumed to be non-different from the adult; the little child was considered a miniature adult. He was dressed in adult clothes cut to suit his size. He was expected to think and behave like adults. It took a long time for this faulty conception of human development to change. Small children now are no longer considered as miniature adults and they are not expected to think and behave like their adult counterparts. Piaget has experimentally proved that adult forms of thought are distinct from those of children. The extensive research of Jean Piaget has helped dispelling this very common misconception regarding the nature of human thought and intelligence. JUSTIFICATION OF THE STUDY Since the development of logical thinking is very important for the cognitive functioning of an individual throughout his life; and also it is most crucial from the educational point of view, the important issue before us today is to identify the structure of elementary school student thought taking into account the maximum number of its dimensions. Equally important is to develop a matching model of curriculum and pedagogy for class room instruction in different subjects. The present investigator, however, thinks more significant thing would be to know the acquisition of the necessary tools for logical thinking and to see the development of these tools in respect of certain variables. Benet and others much before Piaget tried to describe human intelligence in terms of one's capacity to think rationally. In the light of above discussion, the present investigator wants to conduct the study in Assam state. The main purpose of the study will be to see a correspondence between child's acquisitions of various tools or instruments on which logical thinking depends and his/her actual measured intelligence, age and socioeconomic status.
International Journal of Eurasia Social Sciences
A QUALITATIVE VIEW TO CHILDREN'S PROBLEM SOLVING SKILLS2020 •
Problem solving is one of the important skills, which enables individuals to adapt to life and is associated with skills like theory of mind, empathy and self-regulation, in their life. Problem solving is an improvable skill and should be supported as from early childhood years. The purpose of this study is to determine how children generate solutions to problems and how they feel in such cases. As long as children are good problem solvers, they will find effective solutions to all kinds of problems. In the study, the qualitative model and the case design were used. The data of study were obtained from the children attending a kindergarten in the city center of Kırklareli in the school year of 2016-2017. Eleven children who were selected on a volunteer basis were included in the study where content analysis was carried out. Among the children who participated in the study, six were girls and five were boys. During the application, a puppet and five problem statuses were used. The data collected as a result of one-to-one applications with the children were examined with content analysis method. As a result of the study, it was observed that the children were able to generate effective solutions including the use of empathy and self-regulation skills to the problem statuses; however, they had difficulty in naming their emotions in relation to problem statuses. The results of the study suggest that primarily parents and educators should emphasize emotions more and encourage children to think about their emotions. Additionally, qualitative studies with larger sample groups concerning theory of mind, problem solving, empathy and self-regulation skills can help to understand the development process of these skills better.
2012 •
Problem solving and justification of a diversified group of two-year college students was compared with approaches of younger pre-college students working on the same task. The students in this study were engaged in thoughtful mathematics. Both groups found patterns, justified that their patterns were reasonable and, utilized similar strategies for their solution and methods of justification. The findings support the importance of introducing rich problems to pre-college and college students, under particular conditions. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) document has been reproduced as received from the person or organization originating it. 0 Minor changes have been ma...
In this research, it is aimed to determine whether problem solving skills of 60-72-month-old children attending a nursery school change as regards gender, birth order, the duration of nursery school attendance and the number of children in the family. The sample of 204 children consisting of 60-72 month-old children attending a nursery school are interviewed. Data is collected by means of the Personal Information Form and the Problem Solving Skills Scale (PSSS). The Mann-Whitney U test and the Kruskal Wallis test are used for the statistical analysis. According to the results, it is obtained that gender, birth order, the duration of nursery school attendance and the number of children in the family do not significantly affect the problem solving skills of children (p>.05).
2020 •
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Single Parenthood Impact on Street Children in Ibadan Metropolis, Nigeria2010 •
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Nonlinear Predictive Control with a Gaussian Process Model2005 •