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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Pasnak, Robert [remove];
6 results found.|
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Applying principles of development to help at-risk preschoolers develop numeracy An examination of the impact of playing games designed to improve young children's grasp of the oddity and insertion principles using a sample of young, ethnically diverse, Head Start preschool children |
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Benefits of an intervention focused on oddity and seriation An experimental study of the impact of instruction in oddity--choosing the object that differs from others, and seriation--ordering objects on a dimension and inserting new objects into such orders, on children's cognitive skill development, identification of letters, counting, adding, and subtracting, using control instructional groups focusing on letter recognition and identification, numeracy, and art, and based on data from 72 Head Start children from 7 urban Head Start centers who scored low on an oddity test and were randomly assigned to an instructional group |
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Encouraging friendships in preschool classrooms An exploration of factors that influence the creation of friendships among Head Start children, including recommendations for teachers to encourage the behaviors conducive to the development of friendships |
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The selection of friends by preschool children An exploration of the influence of ethnicity, gender, and behavior in children’s selection of friends, based on a sample of 59 children who attend a Head Start program in Alexandria, Virginia |
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Teaching oddity and insertion to Head Start children: An economical cognitive intervention A journal article on the effects of an intervention to teach Head Start children the principle of oddity and how to insert objects into a series |
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A time lag analysis of temporal relations between motivation, academic achievement, and two cognitive abilities A study of the direction of relationships between motivation, and children's cognitive, math and reading levels, in a sample of 38 boys and 49 girls ranging in age from 4 to 5 years old tested twice for each variable with an interval of 11 weeks between the first and second test |
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