LEADER 00493nam 2200181z- 450 001 9910585570303321 035 $a(CKB)5850000000050363 035 $a(EXLCZ)995850000000050363 100 $a20220802c2022uuuu -u- - 101 0 $aeng 200 10$aFuzzy Systems : Theory and Applications 210 $cIntechOpen 311 $a1-83962-293-8 517 $aFuzzy Systems 906 $aBOOK 912 $a9910585570303321 996 $aFuzzy Systems : Theory and Applications$92903024 997 $aUNINA LEADER 01247nas 2200421- 450 001 9910360858803321 005 20250703195420.0 011 $a2590-1486 035 $a(OCoLC)1110007514 035 $a(CKB)4100000008401966 035 $a(CONSER)--2020256192 035 $a(DE-599)ZDB3019986-4 035 $a(EXLCZ)994100000008401966 100 $a20190724b20192019 --- a 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aComputers & graphics$iX 210 1$aOxford :$cElsevier Ltd.,$d2019-2020. 215 $a1 online resource 300 $aRefereed/Peer-reviewed 517 1 $aComputers and graphics X 606 $aComputer graphics$vPeriodicals 606 $atijdschriften$2btr$3(NL-LeOCL)075624893 606 $acomputergraphics$2btr$3(NL-LeOCL)075686899 606 $aComputer graphics$2fast$3(OCoLC)fst00872119 608 $aPeriodicals.$2fast 608 $aPeriodicals.$2lcgft 615 0$aComputer graphics 615 7$atijdschriften. 615 7$acomputergraphics. 615 7$aComputer graphics. 906 $aJOURNAL 912 $a9910360858803321 996 $aComputers & graphics$91897884 997 $aUNINA LEADER 05107nam 22007335 450 001 9911047812703321 005 20251122120401.0 010 $a3-032-06246-2 024 7 $a10.1007/978-3-032-06246-8 035 $a(MiAaPQ)EBC32427276 035 $a(Au-PeEL)EBL32427276 035 $a(CKB)43675267100041 035 $a(DE-He213)978-3-032-06246-8 035 $a(EXLCZ)9943675267100041 100 $a20251122d2025 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aVisual Modelling as Means for Cognitive and Emotional Development of Children $eInternational Perspectives /$fedited by Nikolay Veraksa 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (227 pages) 225 1 $aEarly Childhood Research and Education: An Inter-theoretical Focus,$x2946-6105 ;$v8 311 08$a3-032-06245-4 327 $aChapter 1. Introduction -- Chapter 2. Project-based activity and play: impact on child development -- Chapter 3. Children's Drawings as a model of the Preschooler's position in Family Relationships System: A Psychological Perspective -- Chapter 4. The semiotic mediation of children?s modeling: The example of 9- to 10-year-old?s physics reasoning -- Chapter 5. Mapping, orienting, and addressing: Children making and reading maps -- Chapter 6. The effectiveness of different types of sign/symbol mediation in teaching elementary mathematical concepts to older preschoolers with varying levels of executive function -- Chapter 7. The use of sensory ethalons and visual models by modern older preschoolers and their peers in the last third of the twentieth century -- Chapter 8. Play plans as cultural tools: Children taking control of their play in Tools of the Mind classrooms -- Chapter 9. The problem of visual modelling and self-regulation development in early childhood -- Chapter 10. L. Venger?s Contribution to the Solution of the Problem of School Readiness. 330 $aThis book acquaints readers with the principles and the possibilities of using visual models in the education of young children. Educational projects that use visual models as effective psychological tools that allow the child to develop abilities are very limited. Visual models can be used as a means for cognitive development, regulation of behavior, organization of productive activities, and for solving creative problems. The research in the field of cognitive development of preschoolers was greatly influenced by the works of L.S. Vygotsky, J. Piaget, and their followers. L.S. Vygotsky understood the general line of the development of children?s consciousness as the transition from social plane to psychological one and related it to the mastering of cultural means, such as visual models. L. A. Venger considered a child's drawing as a visual model of an object; in construction activity, the child creates models of real structures from various blocks. All this served as the necessary basis for the use of visual models in the organization of educational processes in preschool institutions. Visual models can contribute to the enrichment of play activity and the development of thinking, visual-spatial activity, as well as the development of imagination. Studies have also identified the benefits of using visual models in work with children with special needs. This book provides a great resource for students, specialists, practitioners and researchers. 410 0$aEarly Childhood Research and Education: An Inter-theoretical Focus,$x2946-6105 ;$v8 606 $aEducational psychology 606 $aEarly childhood education 606 $aDevelopmental psychology 606 $aStudy skills 606 $aInternational education 606 $aComparative education 606 $aEducational technology 606 $aEducational Psychology 606 $aEarly Childhood Education 606 $aCognitive Development 606 $aStudy and Learning Skills 606 $aInternational and Comparative Education 606 $aDigital Education and Educational Technology 615 0$aEducational psychology. 615 0$aEarly childhood education. 615 0$aDevelopmental psychology. 615 0$aStudy skills. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducational technology. 615 14$aEducational Psychology. 615 24$aEarly Childhood Education. 615 24$aCognitive Development. 615 24$aStudy and Learning Skills. 615 24$aInternational and Comparative Education. 615 24$aDigital Education and Educational Technology. 676 $a370.15 700 $aVeraksa$b N. E$g(Nikolai? Evgen?evich),$f1946-$01889740 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911047812703321 996 $aVisual Modelling as Means for Cognitive and Emotional Development of Children$94531018 997 $aUNINA