The Experts below are selected from a list of 8289 Experts worldwide ranked by ideXlab platform
Alyssa Kendall - One of the best experts on this subject based on the ideXlab platform.
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Parent Guidance of young children s scientific and mathematical reasoning in a science museum
Early Childhood Education Journal, 2016Co-Authors: Maureen Vandermaaspeeler, Katelyn Massey, Alyssa KendallAbstract:Despite increased attention to math and science education in the United States, relatively few studies have explored Parent Guidance of young children’s mathematical and scientific reasoning in everyday activities. The present study was designed to investigate the effects of providing explicit Guidance instructions on Parent Guidance and young children’s reasoning during joint exploration in a science museum exhibit. Participating families were randomly assigned to an instruction group provided with specific Guidance suggestions related to conservation of volume, or a control group who received no additional information but were reminded to read posted instructional signs. Findings indicated that all Parents incorporated math talk into their conversations and fostered scientific reasoning by encouraging children to predict and evaluate, though the nature of their explanations and the amount of Guidance provided differed widely. Parents in the instruction group provided more total Guidance, asked significantly more why and how questions, and discussed the complexity of the size of the containers more frequently than Parents in the control group. Children in the instruction group had a greater percentage of correct responses to explaining and reasoning prompts as compared with control group children. The findings of this study contribute to our understanding of the ways that Parent–child conversations in informal settings support children’s developing mathematical and scientific reasoning. Implications for museums are considered.
Maureen Vandermaaspeeler - One of the best experts on this subject based on the ideXlab platform.
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Parent Guidance of young children s scientific and mathematical reasoning in a science museum
Early Childhood Education Journal, 2016Co-Authors: Maureen Vandermaaspeeler, Katelyn Massey, Alyssa KendallAbstract:Despite increased attention to math and science education in the United States, relatively few studies have explored Parent Guidance of young children’s mathematical and scientific reasoning in everyday activities. The present study was designed to investigate the effects of providing explicit Guidance instructions on Parent Guidance and young children’s reasoning during joint exploration in a science museum exhibit. Participating families were randomly assigned to an instruction group provided with specific Guidance suggestions related to conservation of volume, or a control group who received no additional information but were reminded to read posted instructional signs. Findings indicated that all Parents incorporated math talk into their conversations and fostered scientific reasoning by encouraging children to predict and evaluate, though the nature of their explanations and the amount of Guidance provided differed widely. Parents in the instruction group provided more total Guidance, asked significantly more why and how questions, and discussed the complexity of the size of the containers more frequently than Parents in the control group. Children in the instruction group had a greater percentage of correct responses to explaining and reasoning prompts as compared with control group children. The findings of this study contribute to our understanding of the ways that Parent–child conversations in informal settings support children’s developing mathematical and scientific reasoning. Implications for museums are considered.
Pertti Pirttiniemi - One of the best experts on this subject based on the ideXlab platform.
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preventing deformational plagiocephaly through Parent Guidance a randomized controlled trial
European Journal of Pediatrics, 2015Co-Authors: Henri Aarnivala, Ville Vuollo, Virpi Harila, Tuomo Heikkinen, Pertti PirttiniemiAbstract:Deformational plagiocephaly (DP) occurs frequently in otherwise healthy infants. Many infants with DP undergo physiotherapy or helmet therapy, and ample treatment-related research is available. However, the possibility of preventing DP has been left with little attention. We sought to evaluate the effectiveness of intervention in the newborn’s environment, positioning, and handling on the prevalence of DP at 3 months and to investigate the causal relationship between DP and cervical imbalance. We carried out a randomized controlled trial, with healthy newborns randomized into two groups at birth. All families received standard positioning instructions to prevent SIDS. Additionally, the intervention group received detailed instructions regarding the infant’s environment, positioning, and handling, with the goal of creating a nonrestrictive environment that promotes spontaneous physical movement and symmetrical motor development. Two- and three-dimensional photogrammetry served to assess cranial shape and goniometry to measure cervical motion. At 3 months, the prevalence of DP was lower in the intervention group in both 2D (11 vs 31 %) and 3D analyses (15 vs 33 %), and the asymmetry was milder in the intervention group. Infants with DP at follow-up had also developed more torticollis.
Maartje E J Raijmakers - One of the best experts on this subject based on the ideXlab platform.
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the exploratory behavior scale assessing young visitors hands on behavior in science museums
Science Education, 2010Co-Authors: Tessa J P Van Schijndel, R Franse, Maartje E J RaijmakersAbstract:In this paper, we introduce the Exploratory Behavior Scale (EBS), a quantitative measure of young children's interactivity. More specifically, the EBS is developed from the psychological literature on exploration and play and measures the extent to which preschoolers explore their physical environment. A practical application of the EBS in a science museum is given. The described study was directed at optimizing Parent Guidance to improve preschoolers' exploration of exhibits in science center NEMO. In Experiment 1, we investigated which adult coaching style resulted in the highest level of exploratory behavior at two exhibits. In Experiment 2, we investigated whether informing Parents about an effective way of coaching influenced preschoolers' exploratory behavior at two exhibits. The results of the study demonstrate the added value of the EBS in visitor behavior research: compared to existing global measures of visitor interactivity; the EBS adds information about the quality of the hands-on behavior. Compared to existing detailed measures of visitor interactivity, the EBS has the advantage of being applicable in different museum settings and enabling comparisons between exhibits or exhibitions. In addition, the EBS allows for quantification of unanticipated behavior. © 2010 Wiley Periodicals, Inc. Sci Ed94:794–809, 2010
Katelyn Massey - One of the best experts on this subject based on the ideXlab platform.
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Parent Guidance of young children s scientific and mathematical reasoning in a science museum
Early Childhood Education Journal, 2016Co-Authors: Maureen Vandermaaspeeler, Katelyn Massey, Alyssa KendallAbstract:Despite increased attention to math and science education in the United States, relatively few studies have explored Parent Guidance of young children’s mathematical and scientific reasoning in everyday activities. The present study was designed to investigate the effects of providing explicit Guidance instructions on Parent Guidance and young children’s reasoning during joint exploration in a science museum exhibit. Participating families were randomly assigned to an instruction group provided with specific Guidance suggestions related to conservation of volume, or a control group who received no additional information but were reminded to read posted instructional signs. Findings indicated that all Parents incorporated math talk into their conversations and fostered scientific reasoning by encouraging children to predict and evaluate, though the nature of their explanations and the amount of Guidance provided differed widely. Parents in the instruction group provided more total Guidance, asked significantly more why and how questions, and discussed the complexity of the size of the containers more frequently than Parents in the control group. Children in the instruction group had a greater percentage of correct responses to explaining and reasoning prompts as compared with control group children. The findings of this study contribute to our understanding of the ways that Parent–child conversations in informal settings support children’s developing mathematical and scientific reasoning. Implications for museums are considered.
