Contexts of meaning: young children's understanding of biological phenomena

Publisher Website
Google Scholar
Abstract
The present study reported here explores the composition of young children's contexts of meaning. Specifically, the major concerns involve identifying (a) potential underlying beliefs that may influence the construction of concepts, (6) cognitive processes that contribute to the construction of concepts and meaning, (c) variables that affect conceptual development, and (d) variables that may influence the construction of meaning. Using earthworms as objects of discussion, 10 children in Grade 1 (6 years) to Grade 3 (8 years) were interviewed during 30‐45 minute sessions. From the data, a typology of children's thinking was developed that included: general categories of knowledge; mental processes; frameworks of belief, emotions, values and aesthetics. The components of this typology contribute to young children's construction of meaning about biological phenomena.