NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Peer reviewed Peer reviewed
Miyakawa, Yoko; Kamii, Constance; Nagahiro, Mariko – Journal of Research in Childhood Education, 2005
Fifty 1-to 3-year-olds were asked to imitate: (1) the rolling of a cylinder down an incline and (2) the making of an incline with a board and a block. Their incorrect imitations and progress were videotaped and analyzed, and interpreted in light of Piaget's theory about the elaboration of logico-mathematical relationships in an interrelated way.…
Descriptors: Piagetian Theory, Mathematics Education, Cognitive Development, Thinking Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Kamii, Constance; Manning, Maryann – Journal of Research in Childhood Education, 2005
To evaluate the usefulness of two DIBELS subtests (Phonemic Segmentation Fluency and Nonsense Word Fluency), 107 kindergartners and 101 first-graders who had taken the DIBELS were given a writing-of-words task and the Slosson Oral Reading Test of sight words. In addition, the 1st-graders' DIBELS included an Oral Reading Fluency subtest that…
Descriptors: Emergent Literacy, Student Evaluation, Reading Tests, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Kamii, Constance; Miyakawa, Yoko; Kato, Yasuhiko – Journal of Research in Childhood Education, 2004
To study the developmental interrelationships among various aspects of logico-mathematical knowledge, 80 one- to 4-year-olds were individually asked to build "something tall" with 20 blocks. Percentages of new and significant behaviors increased with age and were analyzed in terms of the development of logico-mathematical relationships. It was…
Descriptors: Preschool Children, Mathematics Education, Elementary School Mathematics, Educational Games
Peer reviewed Peer reviewed
Kamii, Constance; Manning, Maryann – Journal of Research in Childhood Education, 2002
Examined English-speaking preschoolers' level of writing and their performance on oral-segmentation tasks. Found a close relationship between children's levels of writing and their levels of oral segmentation on a writing task in which they were asked to write four pairs of words, for example, "ham" and "hamster." Concluded…
Descriptors: Emergent Literacy, Kindergarten Children, Oral Language, Phonemic Awareness
Peer reviewed Peer reviewed
Manning, Maryann; Kamii, Constance – Journal of Research in Childhood Education, 2000
Compared the longitudinal effects of phonics and whole-language instruction on kindergartners' reading and writing task performance over one year. Found that the whole-language group made more progress in reading and writing, and with more developmental coherence, than the phonics group. (JPB)
Descriptors: Comparative Analysis, Instructional Effectiveness, Kindergarten, Kindergarten Children
Peer reviewed Peer reviewed
Kamii, Constance; Manning, Maryann – Journal of Research in Childhood Education, 1999
Examined four times throughout the school year kindergartners' writing of four word pairs. Found that children generally began writing more letters unconventionally for longer words than for shorter before they began writing the same letters unconventionally for the same sounds. Concluded that the word pairs could identify children who have become…
Descriptors: Childrens Writing, Comparative Analysis, Emergent Literacy, Handwriting
Peer reviewed Peer reviewed
Kamii, Constance – Journal of Research in Childhood Education, 1986
Investigates children's difficulty in understanding (numerical) place value. A counting and estimating task, based on Piaget's number theory, was devised to determine if children in grades one through five evidenced this construction. (Author/BB)
Descriptors: Cognitive Processes, Developmental Stages, Difficulty Level, Elementary Education