Children's Concepts Research Articles

Science Learning for Early Childhood Students with Science Games Play

From an early age children must be equipped with various sciences knowledge, including science. This research aims to review various sources about the science play as a form of learning method at the PAUD level as well as knowing the effectiveness of the science play method in learning science learning in early childhood. Science learning is a process that emphasizes skills of acquiring knowledge and developing scientific attitudes. Science learning is a process of understanding the nature of science itself, namely curiosity, process, product and application/attitude. The literature that was collected in the form of journals, articles and books relevant to the topic, then interpret and analyzed the sources, interpretation of the sources and compiled them in a systematically and structured. Early childhood is a period of child development that is interesting to observe. This is because it involves complex processes, both those that occur inside (physiological and psychological) and outside (environment). The science play method is effective in learning science in early childhood, including; it can improve science abilities and science learning outcomes, introduce and improve basic science process skills and improve children's science concepts.

Analysis of Children's Conceptions of Concepts at the End of Pre-Primary Education

The study presents the results of the authors' original research. The subject of the research were authentic utterances of 5-6-year-old children at the exit from compulsory pre-primary education. They represented individual conceptions of the following concepts: interview, question, poem, fairytale, book, magazine, library, letter, reading, writing, writer. The concepts were selected from the state curriculum (2016). The aim of the study was to present selected findings from research on children's conceptions of language and literary concepts. In the study, we provided answers to the research question. Which claims from psycholinguistic theories about narrower and broader conceptions of concepts are most valid in children's authentic utterances? The research strategy was quantitative. Children's authentic utterances were obtained through individual interviews. Each child answered four basic questions: what is it? What is it for? What would it be if it wasn't? How do you know that? The children's statements were content-analyzed and interpreted. The children in the research sample were dominated by narrower conceptions of linguistic and literary concepts (61%). The narrower conceptions of the concepts contained a pre-scientific concept of knowing their meaning. The content of their utterances predominantly distorted the objective meanings of the concepts. Children were less likely to interpret social interactions and least likely to use explanations of another, familiar concept. When they did explain concepts in broader terms (34%), they mainly relied on sensory experiences. Some children did not know or did not answer the questions (5%). The conducted research is a part of the VEGA 1/0505/24 project - Children's preconceptions about the phenomena of reading literacy.

The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children

The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

‘Humility, Concern, Respect’: A Qualitative Study Exploring Parent Perspectives on a Pediatrician's Role in Addressing Racism

To explore racially minoritized families' perceptions on how, and if, physicians should address children's racial identity and concepts of racism within clinical settings. Parents of racially minoritized children, ages 5 through 18, were interviewed to explore experiences with racial identity formation, discrimination, and the extent to which they wanted pediatricians to address these topics. Children were included at the discretion of their parents. Interviews were transcribed, coded, and analyzed through a critical race theory lens based in constructivist grounded theory. Parents encouraged their children to embrace their racial identities but also wanted to shield them from negative experiences of racism to preserve identity safety. Parents felt pediatricians should address racial issues in a manner specific to their child's situation. Thoughtful inclusion of race-related questions, whether in discussion or on questionnaires, is essential to prevent tension in a therapeutic relationship. There was no consensus on the use of preclinical screening. Instead, families highlighted the importance of embracing humility, trust, and respect. Participant families have preferences for approaches to address the effects of racism on their children's health. Pediatricians should understand the importance of identity safety and approach their discussions with cultural humility, which includes self-reflection, empathy, active listening, and flexible negotiation. Above all, pediatricians need to create a safe environment for appropriate discussion of these issues.

Parental Awareness of Gender Stereotypes in Early Childhood Development

The study aimed to address the gaps in understanding the significant impact of parental supervision and discourse on children's interpretation of gender norms in society. To achieve this, a comprehensive methodology was employed, involving an in-depth analysis of parental views, language use, toy and clothing choices, and activities. The findings of the study highlighted the crucial role of parental influence in either reinforcing or challenging established gender norms, thus impacting children's choices and self-expression. This research sheds light on the importance of parental involvement in cultivating a more inclusive and diverse understanding of gender for the next generation. Furthermore, the article delved into the complex ways in which parents shape their children's conceptions of gender in the early years of their lives. The study underscored the significance of parental supervision and emphasized how parental attitudes are transmitted to children, influencing their perspectives and actions with respect to gender stereotypes. Additionally, the research explored several facets of parental discourse, clarifying the ways in which language and conversations within the home have significant effects on children's understanding of societal gender norms.

Research on the development of the concept of death in children and its influencing factors.

In this study, 114 Chinese children aged 5-6 years old in Henan Province and 114 mothers were selected as research subjects, 59 boys, 55 girls, and 114 mothers. Semi-structured interviews were conducted with children to test the development of the concept of death in children. At the same time, a questionnaire survey was conducted among the children's mothers to analyze the influencing factors of the development of children's concept of death. The results of the study showed that children aged 5-6 years had the concept of death, and the sub-components were acquired in a certain order, but the development was not balanced, the overall level of development of the concept of death is slightly higher in girls than in boys; "Whether or not the family talked openly about the topic of death" had a significant effect on the sub-component of the children's concept of death, "Universality of death" (β = -0.301, t = -2.007, p < 0.05) and "causality of death" (β = 0.315, t = 2.582, p < 0.05); and "whether or not there was the experience of exposure to death-related events" had a significant effect on "Irreversibility of death" (β = -0.326, t = -2.36, p < 0.05); Mothers' natural acceptance of death (β = -0.293, t = -2.209, p < 0.05) and convergence-orientated acceptance (β = 0.415, t = 2.315, p < 0.05) had significant effects on the "inorganicity of death" of children's concept of death.

The Concept of Children's Faith Education (Comparative Study Abdullah Nashih Ulwan and Zakiah Daradjat Thoughts)

The article aims to describe the children's faith education on comparison of Abdullah Nashih Ulwan and Zakiah Daradjat Thoughts. The research methodology applied in this study is literature review, also known as library research. Primary data sources consist of works by Abdullah Nashih Ulwan, such as "Tarbiyatul Aulad Fil Islam: Pendidikan Anak Dalam Islam," and works by Zakiah Daradjat, such as "Islam dan Kesehatan Mental," "Ilmu Jiwa Agama," "Pendidikan Islam dalam Keluarga dan Sekolah," and "Ilmu Pendidikan Islam." Secondary data sources involve other relevant books on the topic. The data analysis method employed is content analysis. From the author's research, the thoughts of Abdullah Nashih Ulwan and Zakiah Daradjat on faith education encompass both content and methods. There is a similarity in the thoughts of these two figures, specifically in terms of the content of faith education, the use of the concept of tawhid to guide children's lives, instilling worship habits, educating children about muraqabatullah, and employing exemplary and habituation methods. At the same time, there are differences in the use of punishment in education; Abdullah Nashih Ulwan allows punishment but focuses on methods taught by Islam, while Zakiah Darajat does not use punitive education in child upbringing.&#x0D; Keywords: Children's Faith Education, Abdullah Nashih Ulwan Thoughts, Zakiah Daradjat Thoughts

The Intergenerational Transmission of Gender Roles: Evidence From Parents and Children in Single-Parent.

Given the current increases in the divorce rate and the number of single-parent families, the development of gender roles among children from single-parent families has received more and more attention. This study investigated how single parents influenced the formation of their children's gender roles and family-related factors that benefited the development of gender roles in single-parent children. Through in-depth interviews with 24 pairs of parents and children from single-parent families, we investigated single parents' and their children's cognition on gender roles, parents' parenting attitudes and behaviors during their children's gender role development, and communication and interaction between parents and children. Results showed intergenerational consistency in the gender role concepts of parents and their children in single-parent families. However, the children's gender role concepts were not completely and directly inherited from their parents, and could be affected by their subjective initiative. Additionally, single parenting did not necessarily negatively impact children's gender role development, which depends on their parent's parenting style. The study's limitations are discussed, and future directions for in-depth research are suggested.

The gendered behaviors displayed by Disney protagonists.

Previous research suggests that the portrayal of male and female protagonists in Disney animations may be changing over time. The current study examined the portrayal of gendered behaviors displayed within some of Disney's most successful animated feature length films, including those beyond the Disney princess franchise. Extending the scope of the Disney animated films analyzed was important because both young girls and young boys report little personal interest in male characters within the Disney princess animations. This suggests that it is important to look beyond the Disney princess franchise to understand the gendered behaviors displayed by potentially influential male Disney protagonists. The current study also considered a greater number of masculine and feminine behaviors as well as some gender-neutral traits which had yet to be incorporated. A quantitative content analysis of 39 Disney protagonists from films released between 1937 and 2021 was conducted. The results revealed that male and female protagonists were statistically higher in feminine than masculine traits. Female protagonists from the earliest animations were the most feminine. However, there was no statistical difference in the gendered portrayals of females in the animations released in the 1990s and those released from 2009 to 2021 suggesting some continued stereotyping in females' profiles. Alternatively, male characters were more feminine relatively consistently across time-points. This study concludes that Disney is persistently portraying stereotyped female protagonists, and this could have implications on young females' behavioral profiles. However, the extent to which feminine traits are being celebrated when displayed by male protagonists needs to be examined, as well as the potential relationship between such messages and boys' behaviors and children's conceptualizations of gender more broadly.

Involvement of Children's Conceptualization of Space in Design of Kindergartens to Enhance Children's Creative Potential

Involvement of Children's Conceptualization of Space in Design of Kindergartens to Enhance Children's Creative Potential

Development of "hand magic" educational media to introduce the concept of numbers for young learners

Introducing the concept of numbers is important from an early age because it is the basis of mathematics, which consists of counting, mentioning objects with numbers, connecting objects with numbers, comparing, recognizing, and writing numbers. This research aims to develop educational game tools to introduce the concept of numbers in children aged 4-5 years. This type of research and development (R&amp;D) uses the 4-D development model, which consists of defining, designing, developing, and disseminating. Data was collected by using observation and questionnaires. Data were analyzed from the results of questionnaires distributed to expert validators to assess the media developed, as well as the results of observations of children's number concept abilities during the field test. The results showed that the educational media developed and named "hand magic" had very feasible criteria for use with the acquisition of a media design validation score of 3.8%, early childhood expert validation of 3.9%, and validation from early childhood teachers of 3.9%. The results of trial observations for small groups were 44% with Developing as Expected (DE) criteria, 56% with Developing Very Well (DW) criteria, and for large groups obtained a value of 18.6% with Starting to Develop (SD) criteria, 47.9% with DE criteria, and 29.3% with DW criteria. Therefore, hand magic media has contributed to helping young learner teachers introduce number concepts in early childhood. More research topics are suggested, along with some challenges of utilizing a play method with the hand magic educational game in the classroom.

Building a scale of the child's concepts of Thepharoses heritage in early childhood

Building a scale of the child's concepts of Thepharoses heritage in early childhood

The Role of Parents in Forming The Self- Concept of Children with Special Needs when Interacting in The Community

In essence, humans are social beings where they need each other to interact and communicate. This is also needed by children with special needs even though they have significant differences in terms of physical, psychological, cognitive and social which makes it take a longer time and process to understand something and achieve life goals. This research was conducted to determine the role of parents in forming self-concept, providing motivation, and increasing the confidence of children with special needs when interacting in the community. This research was carried out based on social interaction theory as the research basis. When humans interact there is interpersonal communication, namely communication between two or more people directly where the sender and receiver of messages can exchange messages directly. The research subjects were three mothers of children with special needs with mental retardation, namely children who have significantly below average intelligence and behavioral inability to adapt during development. This research method is descriptive qualitative with data collection techniques directed interviews and documentation. Parents admit that educating them requires more patience, process, and time than children in general. The results of the research through interviews show that the role of parents is carried out in a concrete way by encouraging children to want to learn, be independent and interact with others and tell what is good and bad. So it was concluded that the role of parents is very important in forming self-concept, giving motivation and confidence to children with special needs when interacting in the community.

Children’s geographies I: Decoloniality

This review departs from the perception that children’s geographies are theoretically ‘stuck’, by showing how the field’s growing decolonial scholarship pushes its boundaries. Decoloniality involves delinking from Western constructs and developing pluralistic theoretical frameworks firmly grounded in the realities of marginalised childhoods. Organised around the themes of decolonial theory, praxis, and conceptualisations of childhood, the review focuses on embracing historical geographies of non-Western childhoods, developing relational and place-based methodologies, centring on childhoods on the margins of global knowledge production, addressing the interlinked marginalisation of children through colonial violence and adult dominance, and challenging the Anglo-centric modes of academic publishing.

Signatures of cross-modal alignment in children’s early concepts

Whether supervised or unsupervised, human and machine learning is usually characterized as event-based. However, learning may also proceed by systems alignment in which mappings are inferred between entire systems, such as visual and linguistic systems. Systems alignment is possible because items that share similar visual contexts, such as a car and a truck, will also tend to share similar linguistic contexts. Because of the mirrored similarity relationships across systems, the visual and linguistic systems can be aligned at some later time absent either input. In a series of simulation studies, we considered whether children's early concepts support systems alignment. We found that children's early concepts are close to optimal for inferring novel concepts through systems alignment, enabling agents to correctly infer more than 85% of visual-word mappings absent supervision. One possible explanation for why children's early concepts support systems alignment is that they are distinguished structurally by their dense semantic neighborhoods. Artificial agents using these structural features to select concepts proved highly effective, both in environments mirroring children's conceptual world and those that exclude the concepts that children commonly acquire. For children, systems alignment and event-based learning likely complement one another. Likewise, artificial systems can benefit from incorporating these developmental principles.

Young children's conceptualization of empirical disagreement

Chinese and American children aged 5–11 years (total N = 144) heard two child informants make conflicting empirical claims about each of 4 scenarios. For example, one informant claimed that a ball would float when dropped in water whereas the other informant claimed that it would sink. Children were asked to judge whether each informant could be right, and to justify their overall judgment. In both samples, there was a change with age. Older children often said that each informant could be right whereas younger children, especially in China, were more likely to say that only one informant could be right. Nevertheless, in the wake of decisive empirical evidence (e.g., the ball was shown to sink when dropped in water), almost all children, irrespective of age, drew appropriate conclusions about which of the two informants had been right. Thus, with increasing age, children differ in their prospective – but not in their retrospective – appraisal of empirical disagreement. Absent decisive evidence, older children are more likely than younger children to suspend judgment by acknowledging that either of two conflicting claims could be right. We argue that children's tendency to suspend judgment is linked to their developing awareness of empirical uncertainty, as expressed both in the justifications they give when judging the disagreement and in their own beliefs about the scenarios. Implications for children's understanding of disagreement are discussed.

Investigation of Moral and Social Rule Perceptions, Prosocial Behaviors and Emotion Regulation Skills of 60-72 Months-Old Children Attending Preschool Education Institution.

The present study was conducted with the aim of examining the relationships between the prosocial behaviors and emotion regulation skills of children aged 60-72 months attending pre-school educational institutions and their conceptions of moral and social rules. The sample group consists of 423 children (200 female and 223 male) aged 60-72 months and their families, selected among students attending kindergartens and pre-schools in Merkezefendi, Pamukkale, Tavas and Kale districts of the Denizli province using the Simple Random Cluster Sampling method in Turkiye. The "Preschool Children's Conceptions of Moral and Social Rules" scale was used to evaluate the conceptions of the children regarding moral and social rules while the "Prosocial Behavior Scale" and the "Emotion Regulation Checklist" were used to evaluate their prosocial behaviors and emotion regulation skills, respectively. The data were analyzed using the t-test and Pearson Product-Moment Correlation Coefficient (r) techniques. The study's findings revealed that a significant relationship between the variables of prosocial behaviors, emotion regulation and the conception of moral and social rules. The findings obtained from the analysis in this study were discussed within the scope of related studies in the literature and various suggestions were made for future studies within the framework of the conclusions reached.

Development of Smart Pocket Learning Media to Improve the Ability to Recognize Number Concepts in Children Aged 5-6 Years

This study aims to produce valid Smart Pocket learning media to improve symbolic thinking skills in children aged 5-6 years. This research is a development research with the development model used by Sugiyono. In this study, researchers only used 7 (seven) stages, namely knowing problems and potential, data collection, product design, design validation, design revision, product trials and product manufacturing. The next stage was not carried out due to cost and time constraints. The data collection technique used is a questionnaire, where the questionnaire is validated by material experts, media experts and educators. The type of data generated is quantitative and qualitative data. The average percentage result of the pretest conducted on 3 children is 10.3%, proving that the child's condition is still in the stage of starting to develop. Then the posttest is carried out, namely the condition after the child is given Smart Pocket media, the average percentage result of this posttest is 16% which proves that the child has changed the condition to develop as expected. So it can be concluded that Smart Pocket media to improve the ability to think symbollically for children aged 5-6 years has met the criteria for validity.

Between the law and itself: An examination of the best interests of the child standard in the New York city family court

AbstractThis article describes a pilot research study done by the author which focused on the judicial implementation of the “best interests of the child” standard, also known as Article 5, Section 70 of the New York State Domestic Relations Law. This is the statutory principle that guides determinations of child custody in the USA. The ambiguous nature of this law grants judges significant discretion when determining the custodial arrangements for children, as it does not explicitly define what constitutes the best interests of a child. The lack of consensus surrounding this law results in marked inconsistencies in its application. In the absence of external guidance, the author presumed that judges rely heavily on their individual knowledge and conceptualization of childhood when making custody decisions, especially those regarding facts relayed by or about children. Through in‐depth interviews conducted with seven judges from the City of New York, this study sheds light on this complex and essential issue. By incorporating insights from sociological theories of law and childhood, this study provides further insight into how judges arrive at their rulings and can be used to assist in improving the lives of families who must interact with the legal system.

“What It Means to be a Digital Citizen”: Using concept mapping and an educational game to explore children's conceptualization of digital citizenship

Digital citizenship (DC) education is key to a bright future for children in the digital age. Despite its attention in K–12 settings, little is known about how children conceptualize DC, which diminishes the effectiveness of associated lessons. This study introduced the conceptual content cognitive mapping (3CM) approach to investigate children's conceptualization of DC and its changes after digital game-based learning with MinecraftEDU. Results showed that children tended to conceptualize DC superficially as personal responsibility and generally ignored the role of active online engagement. The game's mechanism had weak influence on how children conceptualized this idea, mainly reflected in the change of importance they perceived during the game. These changes were related to their perceptions of emotion, game design, and value commitments. Children jointly showed their interest in the game and exhibited diverse behaviors and learning reflections during the game. Implications for teaching DC and using educational games are discussed to promote DC localization in China.