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Aspects Of Children: Children vary more in muscular strength than in any other physical characteristic except weight. Most boys double in strength between six and eleven years of age, more so than girls. Jones (81, 1949) made a developmental study of four aspects of strength—strength of grip of right hand and of left hand, strength of pull with dynamometer held against the chest, and strength of thrust or push also with dynamometer held against the chest. He studied these aspects of strength in 183 children ranging from the fifth grade to the senior year of high school. Boys showed marked increases in strength during the growth spurt of preadolescent years.
Gradually it was realised that traditional learning theories, based upon principles of stimulus and response, could not account for all aspects of children's learning and educators turned to the ideas of Piaget (1971) and Susan Isaacs to help them understand how children learn.
Scientists and children alike draw upon their present understanding to aid them in exploration and drawing conclusions. Existing scientific ideas inform observation, the questions asked and therefore what investigations follow. Children and scientists obviously differ in the sophistication of the use of the process and the knowledge base. It is worthwhile considering these differences in certain ideas and process skills in relation to young children. A glimpse of the world from the child's perspective can be very revealing. The following sections examine examples of children's thinking in science in relation to aspects of the scientific process.
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