But you can make your own Domain your Fediverse instance with a bit of work.
thinking of doing lighting round for peer reviewed blogging #DoOO research.
gather and talk about this stuff and buid out how we talk from our sites.
You may wanna back up those bookmarks since feature ain’t in core.
I agree and Eugene is tossing around idea to add micropub support. This is the tech that allows us to use all kids of apps to publish to our websites. Will connect blogs to Fediverse in cool ways.
Study 2 examined the relation between theory of mind and fables understanding among 186 Junior (4-year-old) and Senior (5-year-old) Kindergarten children.
Your first question ask when you see sentences like these is how do you define these two things and how do you measure these two things: theory of mind and fable understanding.
This is why we do story maps from beginning, middle and end, to the plot “roller coasters” of middle school, to a post modern interpretation. Stories have shapes.
Remember though dominant story structures get reinforced. There is never just one story.
Researchers argue that this shift in understanding constructed by the child – albeit developmentally constrained – develops over the course of the preschool years, and is characterized differently at different ages.
Parents will tell you this “false-belief” is also contextually constrained and unconstrained at the same time in young children.
Authors do a good job of describing their measures to answer the questions I asked earlier.
I am sure most of you tune out at this point once we get into the statistics. That’s okay skip ahead to the conclusion. We should cover the reading of some basic research.
Taken together, the results show that as children age, they gain an increasing understanding of fables.
You mean as children get older they find it easier to understand simple stories? Hold the presses.
his developing awareness is likewise related to general reading comprehension as measured by standardized passage comprehension tests and to general vocabulary knowledge.
And a curriculum designed for centuries to teach these exact things, plus a story structure spanning a millenia
In fact, theory of mind understanding contributed most to Kindergarten children’s understanding of the fables beyond the contribution of general vocabulary.
Or theory of mind was almost impossible to separate from comprehension and you had two different measurers of the same thing predicting each other.
highlighting and demonstrating character traits.
This is why the characters are usually flat and the way they act has major consequences on the conflict
another group’s values, beliefs, history, practices and customs.
So important to recognize and tell the stories our children bring to class but be careful of romanticizing the past or glossing over current issues of race and values by adding a few fables from far away places.
As authors Martha Hamilton and Mitch Weiss
Notice the text structure the author used in this blog post. You come in with an intro, clearly defines key terms, and identifiable purpose and then leads to an expert quote. Solid form