Exploring the Modality of Network-Type Thinking in Young Children with Picture Books
DOI:
https://doi.org/10.52731/liir.v006.343Keywords:
Education, Language, Network-Type Thinking, Young Children, Picture BooksAbstract
This study investigated the concrete modality of network-type thinking and knowledge entity formation of young children aged from four to six, employing the picture books. More precisely, we analyzed the techniques with which they associate words and concepts from read stories. As a result, it was demonstrated that the children substantially hire verbs and syntagmatic association when developing a knowledge network. In addition, it was also shown that six-year-olds recalled significantly more keywords than younger children when it came to syntagmatic (or “serial”) thinking method. Furthermore, this paper indicates some of the future possibilities of the findings that are to be applied to the more effective selection of picture books in nursery school settings for their language development.
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