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Prompting Children's Belief Revision About Balance Through Primary and Secondary Sources of Evidence.

ABSTRACT: Prior evidence has shown that children's understanding of balance proceeds through stages. Children go from a stage where they lack a consistent theory (No Theory), to becoming Center Theorists at around age 6 (believing that all objects balance in their geometric center), to Mass Theorists at around age 8, when they begin to consider the distribution of objects' mass. In this study we adapted prior testing paradigms to examine 5-year-olds' understanding of balance and compared children's learning about balance from evidence presented through primary sources (a guided activity) or secondary sources (picture books). Most of the research on young children's understanding of balance has been conducted using a single object, weighted either proportionally (symmetrical object) or disproportionally (asymmetrical object). In this study, instead of using a single object, 5-year-olds (N = 102) were shown 4 pairs of objects, two with the same weight and two with different weight. Children were told to place the objects on a beam where they thought they would balance. We found evidence for an intermediate level of understanding. Transition Theorists represent children who have two distinct theories, one for balancing same weight objects, and one for balancing different weight objects, but one of these theories is incorrect. Following the assessment of children's understanding, we compared their learning about balance from evidence that was either presented through primary sources (a guided activity) or secondary sources (picture books). Children learn equally well from both sources of evidence. Findings are discussed in terms of theoretical and practical implications.

SUBMITTER: Larsen NE

PROVIDER: S-EPMC7387500 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Prompting Children's Belief Revision About Balance Through Primary and Secondary Sources of Evidence.

Larsen Nicole E NE Venkadasalam Vaunam P VP Ganea Patricia A PA

Frontiers in psychology 20200722

Prior evidence has shown that children's understanding of balance proceeds through stages. Children go from a stage where they lack a consistent theory (No Theory), to becoming Center Theorists at around age 6 (believing that all objects balance in their geometric center), to Mass Theorists at around age 8, when they begin to consider the distribution of objects' mass. In this study we adapted prior testing paradigms to examine 5-year-olds' understanding of balance and compa ...[more]

PMID: 32793028

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Project description:BackgroundChildren from refugee backgrounds are less likely to access appropriate health and social care than non-refugee children. Our aim was to identify refugee children's health/wellbeing strengths and needs, and the barriers and enablers to accessing services while preparing for primary and secondary school, in a low socio-economic multicultural community in Australia.MethodTen focus groups were facilitated with Arabic-speaking refugee parents of children aged 2-5?years (n?=?11) or in first year secondary school (n?=?22); refugee adolescents starting high school (n?=?16); and key service providers to refugee families (n?=?27). Vignettes about a healthy child and a child with difficulties guided the discussions. Data was thematically analysed and feedback sought from the community via the World Café method.ResultsPersonal resilience and strong family systems were identified as strengths. Mental health was identified as a complex primary need; and whilst refugees were aware of available services, there were issues in knowing how to access them. Opportunities for play/socialisation were recognised as unmet adolescent needs. Adults spoke of a need to support integration of "old" and "new" cultural values. Parents identified community as facilitating health knowledge transfer for new arrivals; whilst stakeholders saw this as a barrier when systems change. Most parents had not heard of early childhood services, and reported difficulty accessing child healthcare. Preschooler parents identified the family "GP" as the main source of health support; whilst parents of adolescents valued their child's school. Health communication in written (not spoken) English was a significant roadblock. Differences in refugee family and service provider perceptions were also evident.ConclusionsRefugee families face challenges to accessing services, but also have strengths that enable them to optimise their children's wellbeing. Culturally-tailored models of care embedded within GP services and school systems may assist improved healthcare for refugee families.

Dataset Information

Prompting Children's Belief Revision About Balance Through Primary and Secondary Sources of Evidence.

Publications

Prompting Children's Belief Revision About Balance Through Primary and Secondary Sources of Evidence.

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