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Direct linkRony Berger; Joy Benatov; Ankita Karna; Rui Wu; Ricardo Tarrasch; Saskia D. M. van Schaik; Alaina Brenick – Early Education and Development, 2024
We examined the effectiveness of a mindfulness-based intervention (MBI) compared to a social-emotional empathy-based intervention (EBI), and a passive control group in promoting compassion among Jewish-Israeli kindergartners. Three middle-class public kindergartens were randomly assigned to the MBI (n = 26;M[subscript age] = 5.03), EBI (n =…
Descriptors: Foreign Countries, Jews, Kindergarten, Preschool Children
Mevarech, Zemira R.; Iddini, Vivian – Journal of Cognitive Education and Psychology, 2021
The purpose of the present study is to examine the effects of an intervention in which mathematics e-book (EB) activities were supported by metacognitive scaffolding on kindergarten children's mathematics knowledge and mathematics reasoning. Participants were 60 Israeli children who studied in three intact kindergarten classrooms in the Arab…
Descriptors: Mathematics Education, Knowledge Level, Thinking Skills, Electronic Publishing
Spektor-Precel, Karen; Mioduser, David – Interdisciplinary Journal of e-Skills and Lifelong Learning, 2015
Nowadays, we are surrounded by artifacts that are capable of adaptive behavior, such as electric pots, boiler timers, automatic doors, and robots. The literature concerning human beings' conceptions of "traditional" artifacts is vast, however, little is known about our conceptions of behaving artifacts, nor of the influence of the…
Descriptors: Foreign Countries, Young Children, Theory of Mind, Behavior
Shamir, Adina; Lifshitz, Irit – European Journal of Special Needs Education, 2013
The purpose of the study reported here was to examine the effect of activity with an educational electronic book (e-book), with/without metacognitive guidance, on the emergent literacy (rhyming) and emergent math (essence of addition, ordinal numbers) of kindergartners at risk for learning disability (LD). Seventy-seven children…
Descriptors: Metacognition, Learning Disabilities, Electronic Publishing, Emergent Literacy
Shamir, Adina; Mevarech, Zemira R.; Gida, Carmit – Metacognition and Learning, 2009
This study investigated the effectiveness of assessing young children's meta-cognition in different contexts (i.e., individual learning (IL), peer assisted learning (PAL) and self-reports). Additionally, the contributions of declarative and procedural meta-cognition in IL and PAL, TOM and language ability on children's cognitive performance…
Descriptors: Young Children, Cognitive Development, Kindergarten, Foreign Countries
