American and Chinese children's understanding of basic relational concepts in directions

Abstract

Two hundred first-and second-grade Chinese children's knowledge of basic relational concepts in following directions was assessed on the Applications Booklet of the Boehm Test of Basic Concepts-Revised (BTBC-R, 1986). Chinese children's performance was then compared with that of the standardization sample of the BTBC-R. Results indicated that both the American and Chinese children made significant improvements between the end of first and second grades, yet both American and Chinese children experienced difficulties on items such as following multiplestep directions. American children, but not Chinese children, had difficulties following directions involving the concepts of right and left in combination with other relational concepts, the quantity concept of equal, and comparative and superlative features such as farther and farthest.

Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

“…Basic concept skills enable the child to understand and describe relationships among objects, locations of objects and persons, characteristics of objects (dimensions, positions, movements, quantity and presence) and sequences of events (Boehm, 2001). Similarly, knowledge of these concepts is a prerequisite for understanding and following teachers' instructions in all subjects (Zhou & Boehm, 2004). Earlier studies have shown the knowledge of these concepts to predict the child's achievement at the beginning of school (Kavale, 1982;Moers & Harris, 1978;Steinbauer & Heller, 1978).…”

Investigation Of Relationship Between Basic Concept And Mean Length Of Utterances In Children With Autism

“…Yapılan araştırmalar, çocukların "temel kavram bilgi düzeylerinin" okuma, anlama ve matematik derslerindeki başarıları için ön koşul olduğunu göstermektedir (Bailey ve Wolery, 1992;Boehm, 1971Boehm, , 2000Boehm, , 2001Bracken ve Panter, 2011;Ergül, 2007;Uyanık-Balat, 2009;Zhou ve Boehm, 2004). Ayrıca bu kavramları bilmek, öğretmenin sınıfta verdiği yönergeler ile ders ve alıştırma kitaplarında yer alan yönergeleri takip edebilmek ve uymak için de gereklidir.…”

“…Okul çağı döneminde de bilişsel gelişim ve akademik başarı ile temel kavramlar arasındaki doğru korelasyon devam ettiği için çocukların temel kavramları edinip edinmediklerini belirlemek önemlidir (Boehm, 1971(Boehm, , 2000(Boehm, , 2001Zhou ve Boehm, 2004). Temel ilişkisel kavramlar önemli düşünce araçlarıdır ve bütün kültürler tarafından karşılaştırma yapmak, sınıflama yapmak ve karışık problemleri çözmek için farklı soyutlama seviyelerinde kullanılır.…”

“…Alanyazında zihinsel gelişim ile kavram gelişimi arasında güçlü bir ilişki olduğuna dair bilgilere rastlanmaktadır (Boehm, 1971(Boehm, , 2000(Boehm, , 2001Ergül, 2007;Zhou ve Boehm, 2004). Çocuk temel ilişkisel kavramların yardımıyla sınıflama, karşılaştırma, problem çözme gibi birçok bilişsel özellikleri etkin bir şekilde kullanabilir.…”

“…Basic concept which is the subset of content which is the one of the language aspects, is used to decide about relationship with person, objects and events.According to the research, the level of the knowledge of basic concepts is prerequisite for reading, comrehension and mathematic achivement in children (Bailey ve Wolery, 1992;Boehm, 1971Boehm, , 2000Boehm, , 2001Bracken ve Panter, 2011;Ergül, 2007;Uyanık-Balat, 2009;Zhou ve Boehm, 2004). Moreover the knowing these concepts is necessary for understand the instruction of teachers in the class or follow the instructions in exercise books.…”