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An Analysis of the Language and Thought Characteristics Revealed in the Written Compositions of a Sample Third-Grade Class in Relation to Piagetian Developmental Principles
|Title:||An Analysis of the Language and Thought Characteristics Revealed in the Written Compositions of a Sample Third-Grade Class in Relation to Piagetian Developmental Principles|
|Issue Date:||15 Jan 2014|
|Publisher:||University of Hawaii at Manoa|
|Abstract:||A mischievous three-year-old girl cautiously approached a new plant with a gleam in her eye. Her mother warned her not to touch the leafy, green object. “Why not?” she asked. “Because you might hurt it,” replied her mother. To this the youngster retorted: “No, I won’t ‘cause it can’t cry.” This child associated crying with hurting and could not see the possibility of one without the other. In another case, an eight-year-old was asked to define the word “priceless.” He guessed that it meant something “that’s for free.” This child interpreted the word “priceless” quite literally (Ault, 1977, p. 3). The two examples above show how children’s thinking is different from the thinking from adults. This study involves the intellectual or cognitive development of people and focuses on the language and thought processes that develop in children as they grow older. Differences in thinking and the manner in which thoughts change as children mature are important in the study of intellectual development. The nature in which a child thinks and how his thinking changes as he matures has a notable influence on his behavior at home and on what he learns at school.|
|Pages/Duration:||v, 145 pages|
|Rights:||All UHM Honors Projects are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Honors Projects for Education|
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