Who is engaged in abstract thinking

The young child moves from concrete thinking to abstract thinking as they begin to experience their world. As they acquire more concepts, they are able to mentally sort through these concepts and identify similarities and differences. They become more able to predict how new situations might develop. Abilities to predict the outcome of events become more sophisticated. Many of these things happen simply as a result of experiences and interacting with their environment. However, there are some issues that affect this movement into abstract thinking that do not seem to be related to experiences.

There is also a great deal of research that suggests that some of these skills will not simply develop as the result of experiences. Cognitive abilities will set some broader limits to the development of abstract thinking.

Children with cognitive limitations will experience more difficulty in developing skills in abstract thinking. Some children with cognitive limitations will never develop consistent skills in abstract reasoning; they will always require additional support. Children with superior cognitive abilities will develop these abstract thinking skills at an earlier age and to a more advanced degree.

Additionally, improvement in abstract thinking is also related to physical changes associated with the brain. Much of the current research in brain biology stresses the importance of the later development of the frontal area of the brain, a critical factor in abstract thinking. Research indicates that most of the abilities that we associate with abstract thinking are a function of the frontal lobe in the brain.

Some limits are present on our ability to impact the development of abstract thinking. These are most often imposed by three factors. The first is the environmental experiences of the child. The child who has little opportunity to interact with their environment, as well as little stimulation in thinking about different situations, implications, and concepts, is likely to be delayed in development. Again, both the internal cognitive abilities of a child and his physical maturity will determine some outer limits for abstract thinking.

Even as adults, we demonstrate significant differences in our abilities to engage in abstract thinking.

For example, many college students will struggle with understanding the meaning of a particular poem. Concepts of physics may be difficult for others who prefer types of learning that are based upon repetitive pieces of information. Children with visual impairments VI often have additional difficulties in developing these skills in abstract thinking. Little research has occurred to determine the possible reasons for this. However, it is frequently noted as a problem once children with VI begin to move out of the early primary grades.

As with Maria, the child who has been quite proficient at answering questions about stories in the first grade begins to have difficulty in the second and third grade. The expectations for proficiency have changed. Children are asked to engage in behaviors such as problem solving, as well as making inferences for different characters.

This is often a difficult transition and period of learning for children with VI. Both parents and teachers often recognize these difficulties for the child with VI. It is often noted when children are in the second grade.

Prior to that time, most tasks involve asking a child to answer a series of questions about an activity or story. Typically these questions involve gaining simple information about who performed an activity and what happened as a result. Often the child with VI has a superior memory and is quite successful in answering these questions about specific information provided.

However, by the second grade, questions begin to encompass more abstract qualities, as well as the basic exchange of information. Again, there is little research that examines this issue.

However, several issues seem to be relevant to the discussion. The first is related to the vision itself. Often children develop the ability to generalize simply from observing and experiencing the world. This typically requires a different type of learning that requires more time and intervention on the part of the adult. Often the difficulties are made even more apparent through differences in the instructional process.

Adults are often eager to provide a great deal of information about a concept in order to help a child with VI understand a particular word or concept. However, they do not provide information about the general concept of a fort being used for defense or protection.

The information uniting these descriptors is often not provided. The child may not have a general idea of the purpose of the fort or ways in which it is related to things that they might experience in their lives, e. It is true that the child with VI needs a great deal of specific information to broaden their awareness of a concept.

However, it is equally important that the broader concepts be introduced as well as related to previously-encountered learning. Additionally, creative play is a crucial factor in beginning the process of abstract thinking.

Some of the first examples of abstract thinking occur when a child is engaged in creative play. A child realizes that the plastic teapot may be recognized as a coffee pot and that tipping the pot allows a stream of imaginary coffee to be poured. Typically creative play is a challenge for children with significant visual impairment.

It does not seem to occur spontaneously for most children and must be actively taught. There are many different types of skills that need to be mastered. However, the following items identify some of the critical factors that help move from concrete to abstract thinking. All children require the ability to complete the following tasks:. However, we often misunderstand that the ability to answer these types of questions is based upon some previously-mastered skills.

Many skills form the basis of abstract thinking. Developing each of these skills will help a child become successful in movement from concrete to abstract thinking. It is always ideal when the child with VI learns these skills at approximately the same age as their sighted peers.

However, even for the older child, it will be important to attempt to develop the identified skills if currently missing. Movement into the process of abstract thinking remains a developmental process. Was it an interesting size? Did the cover draw their attention? Using the information on the front and back cover, entice them to draw inferences on what they think the book is about.

Predictions: While reading, take a few pauses and allow them to make predictions on what will happen next. Will the main character find what they are looking for?

What problems will they face along the way? Imaginative assumptions: After reading, ask them what they think happened in the prequel to get the characters to the plot at the beginning of the current book. Or, ask what will happen in the sequel — even if neither exists — given the information they already have. Give your kid an egg and ask them what they think will happen if they drop it on different surfaces. This gives them a chance to develop and practice simple cause-and-effect language and provides them a visual to compare it to.

As a challenge, add a boiled egg or two to the mix. Color exploration: This is another activity young kids can try. Have them mix primary colors together to make the colors of the rainbow. For kids who have the color combination memorized, ask them what happens if they blend secondary colors. Why do only some combinations result in brown, and others do not? Water mass theory: Grab three glass cups — two of the same size, and one thinner and taller.

Place these cups together on the table and fill the same-sized cups with the same amount of colorful liquid. Ask your kid which glass between the two has more water.

They will likely state the correct answer that they are the same. Challenge this idea by pouring the liquid from one cup into the thinner glass. Visually, it will look like this cup holds more. Ask them the same question and see if their response changes. Spark the Thrill of Abstract Learning at the Playground Kids learn best when they engage in safe, hands-on fun. All rights reserved. We use cookies to improve your browsing experience! By continuing to use this website, you agree to the terms outlined in our Privacy Policy, and to the receipt of targeted communications through our marketing platforms.

I got in contact with Dr Adbo and she offered me a PhD position in which we designed, implemented and assessed chemistry activities for a preschool setting with the aim of researching this new field. After this four-years project we have built a network with scholars from around the world focusing on early childhood science education and we are sharing this knowledge with the future preschool teachers in Sweden.

The researchers are very grateful for the staff, children and families from the preschools that took part in the study. Since August she works at Gothenburg University. Her research focuses on the emergence of science in the preschool setting. Dr Karina Adbo works as Associate Professor at Linnaeus University, Sweden, with a research focus on the development of abstract models for all educational levels from preschool to university level. Dr Clara Vidal Carulla E: clara. Emergent chemistry: The development of abstract thinking in preschool science education.

Your email address will not be published. Save my name, email, and website in this browser for the next time I comment. Skip to content. Exact matches only. Search in title. Search in content. Search in excerpt. Arts amp Humanities. Behavioural Sciences. Business amp Economics. Earth amp Environment. Education amp Training. Engineering amp Technology. Health amp Medicine. Physical Sciences. Researcher Blog. STEM Education. Thought Leaders. August 26, An important aspect of learning in play-based settings is imagination.

Play-based learning and emergent science education CHT highlights the social perspective of learning science driven by exploration of scientific phenomena and positive engagement. The researchers argue that chemistry does have a place in early years education, but children need to be provided with appropriate visual aids. The play-based learning activities included the use of magnifying glasses and microscopes.