Zusammenfassung
Unterricht entspricht einem komplexen Zusammenspiel zwischen dem Angebot der Lehrpersonen und dessen „Lernnutzung“ durch die Kinder (Helmke, 2006). Dabei haben sowohl die Qualität des unterrichtlichen Angebots, die in enger Beziehung zu den professionellen Kompetenzen der Lehrperson steht, als auch die psychischen, physischen und soziodemographischen Eingangsvoraussetzungen der Kinder einen großen Einfluss auf die Effektivität der Angebotsnutzung. Das gilt in besonderer Weise für den Unterricht von jungen Kindern, die massiven Veränderungen etwa im kognitiven, sozialen und emotionalen Bereich unterliegen.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Literatur
Andersen, S.L. (2003). Trajectories of Brain Development: Point of Vulnerability or Window of Opportunity? Neuroscience and Biobehavioral Reviews, 27(1–2), 3–18.
Arbinger, R. (2001). Entwicklung des Denkens (3.,überarb. Aufl. ed.). Landau: Empirische Pädagogik.
Astington, J.W. (2000). Wie Kinder das Denken entdecken. München: Reinhardt.
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829–839. doi: Doi 10.1038/Nrn1201
Bailey, D.B. (2002). Are Critical Periods Critical for Early Childhood Education? The Role of Timing in Early Childhood Pedagogy. Early Childhood Research Quarterly, 17(3), 281–294.
Baillargeon, R. (1991). Reasoning about the height and location of hidden objects in 4.5–6.5 month-old infants. Cognition, 38(13–42).
Bartsch, K. & Wellmann, H. (1995). Children talk about the mind. New York: Oxford University Press.
Berk, L.E. (2005). Entwicklungspsychologie. München: Pearson.
Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: Bradford Books, MIT Press.
Carey, S. (2000). Science education as conceptual change. Journal of Applied Developmental Psychology, 21(1), 13–19.
Chi, M.T.H. (1978). Knowledge structures and memory development. In R.S. Siegler (Ed.), Children’s thinking: What develops? (pp. 73–96). Hillsdale: Lawrence Erlbaum.
Cooper, S.J. (2005). Donald O. Hebb’s synapse and learning rule: a history and commentary. Neuroscience & Biobehavioral Reviews, 28(8), 851–874.
de Villiers, J.G. d. (2000). Language and theory of mind: what are the developmental relationships. In S. Baron-Cohen, H. Tager-Flusberg & D. Cohen (Eds.), Understanding other minds: Perspectives from developmental cognitive neuroscience. Oxford: Oxford University Press.
Diamond, A., Prevor, M.B., Callender, G. & Druin, D. P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the Society for Researching Child Development, 64(4), 1–208.
Feigenson, L., Dehaene, S. & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307–314.
Flavell, J.H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21–45.
Gelman, S.A. & Markman, E.M. (1986). Categories and induction in young children. Cognition, 23(3), 183–209.
Gentner, D. (2003). Why we’re so smart Language in mind: Advances in the study of language and thought. (pp. 195–235). Cambridge, MA: MIT Press.
Giedd, J.N., Blumenthal, J., Jeff ries, N.O., Castellanos, F.X., Liu, H., Zijdenbos, A., … Rapoport, J.L. (1999). Brain development during childhood and adolescence: a longitudinal MRI study. Nature Neuroscience, 2(10), 861–863.
Gogtay, N., Giedd, J.N., Lusk, L., Hayashi, K M., Greenstein, D., Vaituzis, A.C., … Thompson, P. M. (2004). Dynamic Mapping of Human Cortical Development During Childhood Through Early Adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179.
Gopnik, A. & Astington, J.W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59(1), 26–37.
Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74, 1–14.
Grazzani, I. & Ornaghi, V. (2012). How do use and comprehension of mental-state language relate to theory of mind in middle childhood? Cognitive Development, 27(2), 99–111. doi: 10.1016/j. cogdev.2012.03.002
Greenough, W.T., Black, J.E. & Wallace, C.S. (2008). Experience and Brain Development Brain Dovelopement and Cognition (pp. 186–216): Blackwell Publishers Ltd.
Hale, C.M. & Tager-Flusberg, H. (2003). The infl uence of language on theory of mind: a training study. Developmental Science, 6(3), 346–359.
Hamlin, J.K., Wynn, K. & Bloom, P. (2007). Social evaluation by preverbal infants. [10.1038/nature06288]. Nature, 450(7169), 557–559. doi: http://www.nature.com/nature/journal/v450/n7169/suppinfo/nature06288_S1.html
Hasselhorn, M. & Schneider, W. (2007). Gedächtnisentwicklung. In M. Hasselhorn & W. Schneider (Eds.), Handbuch der Psychologie (pp. 26–37). Göttingen: Hogrefe
Hebb, D.O. (1949). The organisation of behavior. A neuropsychological theory. New York: Wiley.
Helmke, A. (2006). Unterrichtsqualität: Erfassen, Bewerten, Verbessern (4 ed.). Seelze: Kallmeyersche Verlagsbuchhandlung.
Huttenlocher, P.R. & Dabholkar, A.S. (1997). Regional diff erences in synaptogenesis in human cerebral cortex. Journal of Comparative Neurology, 387(2), 167–178.
Imai, M., Saalbach, H. & Stern, E. (2010). Are Chinese and German children taxonomic, thematic or shape biased?: Influence of classifi ers and cultural contexts. Frontiers in Psychology, 1:194, 1–10. doi: 10.3389/fpsyg.2010.00194
Mandler, J.M. (1992). How to build a baby: II. Conceptual primitives. Psychological Review, 99(4), 587–604.
McCrink, K. & Wynn, K. (2007). Ratio Abstraction by 6-Month-Old Infants. Psychological Science, 18(8), 740–745.
Munakata, Y., Casey, B.J. & Diamond, A. (2004). Developmental cognitive neuroscience: progress and potential. Trends in Cognitive Sciences, 8(3), 122–128. doi: DOI 10.1016/j.tics.2004.01.005
Onishi, K.H. & Baillargeon, R. (2005). Do 15-Month-Old Infants Understand False Beliefs? Science, 308(5719), 255–258. doi: 10.1126/science.1107621
Reusser, K. (2006). Jean Piagets Theorie der Entwicklung des Erkennens. In W. Schneider & F. Wilkening (Eds.), Enzyklopädie der Psychologie. Serie Entwicklungspsychologie. Bd. 1: Theorien, Modelle und Methoden der Entwicklungspsychologie (pp. 91–189).
Saalbach, H., Imai, M. & Schalk, L. (2012). Grammatical Gender and Inferences About Biological Properties in German-Speaking Children. Cognitive Science, 36(7), 1251–1267. doi: DOI 10.1111/j.1551–6709.2012.01251.x
Saalbach, H. & Schalk, L. (2011). Fragen stellen hilft: Die Aktivierung von Vorwissen fördert die Nutzung kategorialer Beziehungen in Wortlernaufgaben bei jungen Kindern. In F. Vogt, M. Leuchter, A. Tettenborn, U. Hottinger, M. Jäger & E. Wannack (Eds.). Münster: Waxmann.
Schneider, W., Gruber, H., Gold, A. & Opwis, K. (1993). Chess expertise and memory for chess positions in children and adults. Journal of Experimental Child Psychology, 56(3), 328–349.
Siegler, R., DeLoache, J. & Eisenberg, N. (2008). Entwicklungspsychologie im Kindes- und Jugendalter Heidelberg: Spektrum Akademischer Verlag.
Sowell, E.R., Peterson, B.S., Thompson, P.M., Welcome, S.E., Henkenius, A.L. & Toga, A.W. (2003). Mapping cortical change across the human life span. Nature Neuroscience, 6(3), 309–315. doi: Doi 10.1038/Nn1008
Spelke, E.S. (1991). Physical knowledge in infancy: Refl ections on Piaget’s theory. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 133–169). Hillsdale, NJ: Erlbaum.
Stern, E. (1998). Die Entwicklung schulbezogener Kompetenzen: Mathematik. In F.E. Weinert (Ed.), Entwicklung im Kindesalter (pp. 95–113). Weinheim: Psychologie Verlagsunion.
Stern, E. (2002). Wie abstrakt lernt das Grundschulkind? In H. Petillon (Ed.), Individuelles und soziales Lernen in der Grundschule – Kinderperspektive und pädagogische Konzepte (pp. 27–42). Opladen: Leske + Budrich.
Stern, E. (2008). Verpasste Chancen? Was wir aus der LOGIK-Studie über den Mathematikunterricht lernen können. In W. Schneider (Ed.), Entwicklung von der Kindheit bis zum Erwachsenenalter: Befunde der Münchner Längsschnittstudie LOGIK (pp. 187–202). Weinheim: Beltz.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Vosniadou, S. (Ed.). (2008). International handbook of research on conceptual change. New York: Routledge.
Vygotsky, L.S. (1962). Thought and language. Oxford, England: Wiley.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, Massachusetts: Harvard University Press.
Waxman, S.R. & Markow, D.B. (1995). Words as invitations to form categories: Evidence from 12- to 13-month-old infants. Cognitive Psychology, 29(3), 257–302.
Weinert, F.E. (Ed.). (1998). Entwicklung im Kindesalter. Weinheim: Beltz.
Weinert, F.E. & Helmke, A. (1997). Entwicklung im Grundschulalter. Weinheim: Beltz.
Wellman, H. & Lagattuta, K. (2004). Theory of mind for learning and teaching: The nature and role of explanation. Cognitive Development, 19, 479–497.
Wellmann, H. & Gelman, S.A. (1998). Knowledge acquisition in foundational domains. In W. Damon, D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (Vol. 2: Cognition, Perception & Language, pp. 523–573). New York: Wiley.
Wynn, K. (1998). Psychological foundations of number: numerical competence in human infants. Trends Cogn Sci, 2(8), 296–303. doi: 10.1016/s1364–6613(98)01203–0
Ziv,M. & Frye, D. (2004). Children’s understanding of teaching: The role of knowledge and belief. Cognitive Development, 19(4), 457–477.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
Saalbach, H., Grabner, R., Stern, E. (2013). Lernen als kritischer Mechanismus geistiger Entwicklung: Kognitionspsychologische und neurowissenschaftliche Grundlagen frühkindlicher Bildung. In: Stamm, M., Edelmann, D. (eds) Handbuch frühkindliche Bildungsforschung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-531-19066-2_7
Download citation
DOI: https://doi.org/10.1007/978-3-531-19066-2_7
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-531-18474-6
Online ISBN: 978-3-531-19066-2
eBook Packages: Humanities, Social Science (German Language)