Investigation of Early Concept Learning: Creating Riddle Tasks

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  • Tanaka Shun
    Research Institute of Human Development, Kyoto International Social Welfare Exchange Centre
  • Goma Amiko
    Kyoto International Social Welfare Exchange Centre
  • Inoue Kazuhisa
    Faculty of Letters, Otani University
  • Ushiyama Michio
    Department of Special Needs Education, Kyoto University of Education
  • Shimizu Satomi
    Faculty of Pre-School & Elementary Education, Heian Jogakuin(St. Agnes')University
  • Ochiai Rika
    Faculty of Human Development and Education, Kyoto Woman's University
  • Ikeda Timomi
    Faculty of Nursing, Setsunan University
  • Kato Toshihiro
    Faculty of Rehabilitation, Kansai Medical University
  • Goma Hideyo
    Graduate School of Nursing Science, Himeji University

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Other Title
  • 幼児の初期の概念形成：なぞなぞ課題の作成から
  • ヨウジ ノ ショキ ノ ガイネン ケイセイ : ナゾナゾカダイ ノ サクセイ カラ

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Abstract

<p>This study investigated the development of concept learning in children aged 3–6 years using riddles. The contents of the riddles were animals, fruits, cars, vehicles, and objects in the house, where the questions highlighted the features and uses of the objects, e.g., “What animal has a big body and a long nose?” Young children solved riddles with greater ability with age. A difference was seen in skill with respect to difficulty level depending on the content, such that animal riddles were easier than vehicle riddles. It is suggested that solving riddles can be used to evaluate the development of concepts related to language ability and communication with others in young children.</p><p>【Research Impact】</p><p>This study reported that instructing children to solve riddles is useful for evaluating their development and is particularly valuable when applied to children aged 4 years due to an increase in age-related riddle-solving ability. Therefore, this study evidences a simple means through which researchers can assess the development of children's abilities to understand and communicate the concepts.</p>

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