Early development of notational activities and knowledge : developmental factors

本研究以2 ~ 6岁儿童为研究对象，采用产生（绘画和书写）、图画书理解、分类和字母阅读任务，考察了儿童标记活动和知识的早期发展，以及影响这种发展的因素.生产任务的结果表明，尽管从以前的研究结果表明，领域特定的符号知识在4岁以上的儿童，即使是2岁的孩子产生不同的标记为绘画和写作，并有特定领域的知识。然而，因为我们的研究也表明，符号活动和知识随着年龄的增长而发展，绘画先于写作，我们为这些发现寻找另一种解释。在图画书任务中，我们修订了关于印刷品的概念测验（Clay，1979），设计了用于评价儿童获得图画书、阅读、字母符号和故事理解的程序性知识的发展过程的任务。阿尔图 ...更多信息 2岁儿童具有使用图画书的程序性知识和理解故事的能力，阅读的程序性知识和字母符号知识随年龄增长而增加，并与字母阅读能力显著相关.在分类任务中，我们研究了理解13种类型的感知形式/正字法信息的发展过程。结果显示，在理解这一知识的发展过程中，有三个阶段：（1）4岁的孩子可以理解的知觉形式类型的信息，（2）5岁的孩子理解的空间，方向，和单词成分的信息，（3）6岁以后，日本的正字法信息的理解发生。5岁奥尔兹的字母阅读能力与空间、方向和单词成分知识之间的偏相关显著，4、6岁儿童的字母阅读能力与日语正字法知识之间的偏相关显著。这些发现表明有几个因素与标记活动和理解的发展有关。少

This study investigated the early development of notational activities and knowledge, and the factors influencing this development in 2 6-year-olds, using production (drawing and writing), picture-book comprehension, classification, and letter-reading tasks.1. The results of the production task showed that, despite results from previous studies demonstrating domain-specific notational knowledge in children older than 4, even 2-year-olds produced different marks for drawing and writing and had domain-specific knowledge. However, because our study also indicated that notational activities and knowledge developed with age and that drawing preceded writing developmentally, we sought an alternative explanation for these findings.2. In the picture-book task, we revised the Concepts about Print test (Clay, 1979) to design tasks for evaluating the developmental process of children's acquiring procedural knowledge of picture books and of reading, letter notation, and story comprehension. Althou … More gh two-year-old children had the procedural knowledge for using a picture book and understood the story, their procedural knowledge of reading and knowledge of letter notation increased with age and correlated significantly with their ability to read letters.3. In the classification task, we examined the developmental process of understanding 13 types of perceptual-formal/orthographic information. The results revealed three stages in the development of understanding this knowledge : (1) 4-year-olds can understand perceptual-formal types of information, (2) 5-year-olds understand spatial, orientation, and word-component information, and (3) after age 6, an understanding of Japanese orthographic information occurs. The partial correlations were significant between the letter-reading ability and the knowledge of spatial, orientation, and word components for 5 year olds, and between the letter-reading ability and Japanese orthographic knowledge for 4-or 6-year-olds. These findings suggest there are several factors related to the development of notational activities and comprehension. Less