We report a study that explored the mechanisms used in hypothesizing meanings for novel motion predicates (verbs and prepositions) cross-linguistically. Motion stimuli were presented to English- and Greek-speaking adults and preschoolers accompanied by (a) a novel intransitive verb, (b) a novel transitive verb, (c) a novel transitive preposition, or (d) no novel predicate. Our study provides ev...

This study investigated the effect of concreteness on preschool children’s ability to recognize simple relations. Participants, age 3.0 to 5.0 years, were asked to make one-shot relational matches from a base to a target display. Two types of questions were posed: Generic in which the base display contained simple geometric shapes and Concrete in which the base display contained colorful famili...

In recent years, Singapore has increased its national emphasis on technology and engineering in early childhood education. Their newest initiative, the Playmaker Programme, has focused on teaching robotics and coding in preschool settings. Robotics offers a playful and collaborativeway for children to engagewith foundational technology and engineering concepts during their formative early child...

Leonel Morgado is Assistant Professor at the University of Trás-os-Montes e Alto Douro, in Portugal, where he lectures on the use of computers in early childhood education. His main research interest is the use of computer programming as a tool for learning, particularly within the context of preschool education. Before pursuing an academic career, he was terminologist for a MS Office 97 locali...

Since its invention some 60 years ago, television has been maligned by many as being bad for children’s brains. Accusations that it was a “boob tube” have existed almost as long as the medium itself, but they gained considerable traction with the advent of preschool programming in the 1970s when teachers reported that children began school with “five minute attention spans.”1 Initial scientific...

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day...