Classification Strategies in Preschool Children
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Hernán Sánchez Ríos
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Sánchez Ríos, H. (2023). Classification Strategies in Preschool Children. Revista Guillermo De Ockham, 21(1), 31–43. https://doi.org/10.21500/22563202.5569 (Original work published November 10, 2022)
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Abstract
The classification is a representational capacity that allows children, since an early age, to build categories with the objects they relate to on a daily basis in order to group them in accordance with their similarities and order them according to their differences. The current article presents a descriptive exploratory study, with a cross-sectional design, that analyzes the classification strategies used by 405 boys and girls from 3, 4 and 5 years old who live in poor urban sectors of Cali and Santa Marta. The micro-genetic analysis model allowed us to identify the differentiated strategies used by children in the resolution of a problem that demanded the use of multiplicative classification. The results show that the performance levels in the problem solving were significantly high in all three age groups. The analysis of the strategies enabled us to examine the progressive complexity of the action schemas subjacent to the resolution strategies that require the use of multiplicative classification with the purpose of inferring children’s cognitive activity; to document the phenomenon of variability and to analyze the processes of change in preschool children’s thinking in terms of what they know and are able to do.
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References
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Abrams, D., Rutland, A., y Cameron, L. (2003). The development of subjective group dynamics: Children’s judgments of normative and deviant in-group and out-group individuals. Child Development, 74(6), 1840-1856. https://doi.org/10.1046/j.1467-8624.2003.00641.x
Abrams, D., Rutland, A., Pelletier, J., y Ferrell, J. M. (2009). Children’s group nous: Understanding and applying peer exclusion within and between groups. Child Development, 80(1), 224-243. https://doi.org/10.1111/j.1467-8624.2008.01256.x
Aiken, L. S., y Williams, T. M. (1975). Development of multiple dimension use in form classification. Child Development, 46(1), 123-132. https://doi.org/10.2307/1128840
Atran, S. (1994). Dominios básicos versus teorías científicas: evidencias desde la sistemática y la biología intuitiva Itzá-maya. En L. A. Hirschfeld y S. Gelman (Comps.), Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura (vol. 1, pp. 94-127). Gedisa.
Bernstein, J., Zimmerman, T. S., Werner-Wilson, R. J., y Vosburg, J. (2000). Preschool children’s classification skills and a multicultural education intervention to promote acceptance of ethnic diversity. Journal of Research in Childhood Education, 14(2), 181-192. https://doi.org/10.1080/02568540009594762
Bigler, R. S. (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use of gender in the classroom. Child Development, 66(4), 1072-1087. https://doi.org/10.1111/j.1467-8624.1995.tb00923.x
Bigler, R. S., Jones, L. C., y Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68(3), 530-543. https://doi.org/10.1111/j.1467-8624.1997.tb01956.x
Bigler, R. S., y Liben, L. S. (1992). Cognitive mechanisms in children’s gender stereotyping: Theoretical and educational implications of a cognitive-based intervention. Child Development, 63(6), 1351-1363. https://doi.org/10.1111/j.1467-8624.1992.tb01700.x
Cartwright, K. (2002). Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 94(1), 56-63. https://doi.org/10.1037/0022-0663.94.1.56
Caruso, J. L., y Resnick, L. B. (1972). Task Structure and transfer in children’s learning of double classification skills. Child Development, 43(4), 1297-1308. https://doi.org/10.2307/1127516
Cohen, S. A., Hyman, J. S., y Battistini, E. E. (1983). Effects of teaching piagetian decentration upon learning to read. Reading Improvement, 20(2), 96-104.
Farnham-Diggory, S., y Gregg, L. W. (1975). Color, form, and function as dimensions of natural classification: Developmental changes in eye movements, reaction time, and response strategies. Child Development, 46(1), 101-114. https://doi.org/10.2307/1128838
Flavell, J. H. (1993). El desarrollo cognitivo. Visor.
Flynn, E., y Siegler, R. (2007). Measuring change: Current trends and future directions in microgenetic research. Infant and Child Development, 16(1), 135-149. https://doi.org/10.1002/icd.502
Fischer, K. W., y Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. En R. M. Lerner (Ed.), Handbook of child psychology. Vol 1. Theoretical models of human development (pp. 467-561). Wiley.
Gattuso, B., Smith, L. B., y Treiman, R. (1991). Classifying by dimensions and reading: A comparison of the auditory and visual modalities. Journal of Experimental Child Psychology, 51(1), 139-169. https://doi.org/10.1016/0022-0965(91)90080-C
Hirschfeld, L. A., y Gelman, S. (Comps.). (1994). Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura. Gedisa.
Jacobs, P. I., y Vandeventer, M. (1971). The learning and transfer of double-classification skills by first graders. Child Development, 42(1), 149-159. https://doi.org/10.2307/1127071
Karmiloff-Smith, A. (1994). Más allá de la modularidad. Alianza.
Lovrich, D., Cheng, J. C., y Velting, D. M. (1996). Late cognitive brain potentials, phonological and semantic classification of spoken words, and reading ability in children. Journal of Clinical and Experimental Neuropsychology, 18(2), 161-177. https://doi.org/10.1080/01688639608408272
Micklo, S. J. (1995). Developing young children’s classification and logical thinking skills. Childhood Education, 72(1), 24-28. https://doi.org/10.1080/00094056.1995.10522639
Miller, P. H., y Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. En E. K. Scholnick, K. Nelson, S. A. Gelman y P. H. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 209-239). Erlbaum. https://doi.org/10.4324/9781410603883
Orozco-Hormaza, M., Perinat, A., y Sánchez, H. (2009). Cognitive development and interaction context. En A. C. Bastos y E. Prabinovich (Eds.), Living in poverty: Developmental poetics of cultural realities (pp. 287-308). Information Age Publishing.
Orozco-Hormaza, M., Sánchez, H., y Cerchiaro-Ceballos, E. (2012). Relación entre desarrollo cognitivo y contextos de interacción familiar de niños que viven en sectores urbanos pobres. Universitas Psychologica, 11(2), 427-440. https://doi.org/10.11144/Javeriana.upsy11-2.rdcc
Overton, W. F., Wagner, J., y Dolinsky, H. (1971). Social-class differences and task variables in the development of multiplicative classification. Child Development, 42(6), 1951-1958. https://doi.org/10.2307/1127597
Pascual-Leone, J., y Johnson, J. (1991). The psychological unit and its role in task analysis: A reinterpretation of object permanence. En M. Chandler y M. Chapman (Eds.), Criteria for competence: Controversies in the conceptualization and assessment of children’s abilities (pp. 151-187). Earlbaum.
Piaget, J., e Inhelder, B. (1976). Génesis de las estructuras lógicas elementales: clasificaciones y seriaciones. Guadalupe.
Platz, D. L. (2004). Challenging young children through simple sorting and classifying: A developmental approach. Education, 125(1), 88-96. link.gale.com/apps/doc/A124940266/AONE?u=anon~8dbcf38e&sid=googleScholar&xid=361ee563
Puche, R. (2000). Formación de herramientas científicas en el niño pequeño. Arango Editores.
Puche, R. (2003). El niño que piensa y vuelve a pensar. Artes Gráficas del Valle Editores.
Rosser, R. A., y Horan, P. F. (1982). Acquisition of multiple classification and seriation from the observation of models: A social learning approach to horizontal décalage. Child Development, 53(5), 1229-1232. https://doi.org/10.2307/1129010
Sánchez, H. (2020). Contextos de interacción educativa y desarrollo de niños preescolares. Summa Psicológica UST, 17(1), 1-10. http://dx.doi.org/10.18774/0719-448x.2020.17.441
Sánchez, H., Paba, C., y Sánchez, L. (2013). Desarrollo de niños que viven en sectores urbanos pobres y sus contextos de interacción educativa. En M. C. Torrado y R. Flórez (Comps.), Primera infancia, lenguajes e inclusión social (pp. 127-148). Ediciones USTA; Editorial Universidad Nacional de Colombia.
Siegler, R. S. (1996). Emerging mind: The process of change in children’s thinking. Oxford University Press.
Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71(1), 26-35. https://doi.org/10.1111/1467-8624.00115
Tomlinson-Keasey, C., Crawford, D. G., y Eisert, D. C. (1979). Organization facilitates memory – If you have the appropriate classification skills. The Journal of Genetic Psychology, 134(1), 3-13. https://doi.org/10.1080/00221325.1979.10533393
Turiel, E. (1997). Dominios y categorías en el desarrollo cognitivo y social. En E. Turiel, I. Enesco y J. L. Linaza (Comps.), El mundo social en la mente infantil (pp. 33-70). Alianza.
Wynn, K. (2000). Early numerical knowledge. En K. Lee (Ed.), Childhood cognitive development: The essential readings (pp. 137-147). Blackwell.
Abrams, D., Rutland, A., y Cameron, L. (2003). The development of subjective group dynamics: Children’s judgments of normative and deviant in-group and out-group individuals. Child Development, 74(6), 1840-1856. https://doi.org/10.1046/j.1467-8624.2003.00641.x
Abrams, D., Rutland, A., Pelletier, J., y Ferrell, J. M. (2009). Children’s group nous: Understanding and applying peer exclusion within and between groups. Child Development, 80(1), 224-243. https://doi.org/10.1111/j.1467-8624.2008.01256.x
Aiken, L. S., y Williams, T. M. (1975). Development of multiple dimension use in form classification. Child Development, 46(1), 123-132. https://doi.org/10.2307/1128840
Atran, S. (1994). Dominios básicos versus teorías científicas: evidencias desde la sistemática y la biología intuitiva Itzá-maya. En L. A. Hirschfeld y S. Gelman (Comps.), Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura (vol. 1, pp. 94-127). Gedisa.
Bernstein, J., Zimmerman, T. S., Werner-Wilson, R. J., y Vosburg, J. (2000). Preschool children’s classification skills and a multicultural education intervention to promote acceptance of ethnic diversity. Journal of Research in Childhood Education, 14(2), 181-192. https://doi.org/10.1080/02568540009594762
Bigler, R. S. (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use of gender in the classroom. Child Development, 66(4), 1072-1087. https://doi.org/10.1111/j.1467-8624.1995.tb00923.x
Bigler, R. S., Jones, L. C., y Lobliner, D. B. (1997). Social categorization and the formation of intergroup attitudes in children. Child Development, 68(3), 530-543. https://doi.org/10.1111/j.1467-8624.1997.tb01956.x
Bigler, R. S., y Liben, L. S. (1992). Cognitive mechanisms in children’s gender stereotyping: Theoretical and educational implications of a cognitive-based intervention. Child Development, 63(6), 1351-1363. https://doi.org/10.1111/j.1467-8624.1992.tb01700.x
Cartwright, K. (2002). Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 94(1), 56-63. https://doi.org/10.1037/0022-0663.94.1.56
Caruso, J. L., y Resnick, L. B. (1972). Task Structure and transfer in children’s learning of double classification skills. Child Development, 43(4), 1297-1308. https://doi.org/10.2307/1127516
Cohen, S. A., Hyman, J. S., y Battistini, E. E. (1983). Effects of teaching piagetian decentration upon learning to read. Reading Improvement, 20(2), 96-104.
Farnham-Diggory, S., y Gregg, L. W. (1975). Color, form, and function as dimensions of natural classification: Developmental changes in eye movements, reaction time, and response strategies. Child Development, 46(1), 101-114. https://doi.org/10.2307/1128838
Flavell, J. H. (1993). El desarrollo cognitivo. Visor.
Flynn, E., y Siegler, R. (2007). Measuring change: Current trends and future directions in microgenetic research. Infant and Child Development, 16(1), 135-149. https://doi.org/10.1002/icd.502
Fischer, K. W., y Bidell, T. R. (1998). Dynamic development of psychological structures in action and thought. En R. M. Lerner (Ed.), Handbook of child psychology. Vol 1. Theoretical models of human development (pp. 467-561). Wiley.
Gattuso, B., Smith, L. B., y Treiman, R. (1991). Classifying by dimensions and reading: A comparison of the auditory and visual modalities. Journal of Experimental Child Psychology, 51(1), 139-169. https://doi.org/10.1016/0022-0965(91)90080-C
Hirschfeld, L. A., y Gelman, S. (Comps.). (1994). Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura. Gedisa.
Jacobs, P. I., y Vandeventer, M. (1971). The learning and transfer of double-classification skills by first graders. Child Development, 42(1), 149-159. https://doi.org/10.2307/1127071
Karmiloff-Smith, A. (1994). Más allá de la modularidad. Alianza.
Lovrich, D., Cheng, J. C., y Velting, D. M. (1996). Late cognitive brain potentials, phonological and semantic classification of spoken words, and reading ability in children. Journal of Clinical and Experimental Neuropsychology, 18(2), 161-177. https://doi.org/10.1080/01688639608408272
Micklo, S. J. (1995). Developing young children’s classification and logical thinking skills. Childhood Education, 72(1), 24-28. https://doi.org/10.1080/00094056.1995.10522639
Miller, P. H., y Coyle, T. R. (1999). Developmental change: Lessons from microgenesis. En E. K. Scholnick, K. Nelson, S. A. Gelman y P. H. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 209-239). Erlbaum. https://doi.org/10.4324/9781410603883
Orozco-Hormaza, M., Perinat, A., y Sánchez, H. (2009). Cognitive development and interaction context. En A. C. Bastos y E. Prabinovich (Eds.), Living in poverty: Developmental poetics of cultural realities (pp. 287-308). Information Age Publishing.
Orozco-Hormaza, M., Sánchez, H., y Cerchiaro-Ceballos, E. (2012). Relación entre desarrollo cognitivo y contextos de interacción familiar de niños que viven en sectores urbanos pobres. Universitas Psychologica, 11(2), 427-440. https://doi.org/10.11144/Javeriana.upsy11-2.rdcc
Overton, W. F., Wagner, J., y Dolinsky, H. (1971). Social-class differences and task variables in the development of multiplicative classification. Child Development, 42(6), 1951-1958. https://doi.org/10.2307/1127597
Pascual-Leone, J., y Johnson, J. (1991). The psychological unit and its role in task analysis: A reinterpretation of object permanence. En M. Chandler y M. Chapman (Eds.), Criteria for competence: Controversies in the conceptualization and assessment of children’s abilities (pp. 151-187). Earlbaum.
Piaget, J., e Inhelder, B. (1976). Génesis de las estructuras lógicas elementales: clasificaciones y seriaciones. Guadalupe.
Platz, D. L. (2004). Challenging young children through simple sorting and classifying: A developmental approach. Education, 125(1), 88-96. link.gale.com/apps/doc/A124940266/AONE?u=anon~8dbcf38e&sid=googleScholar&xid=361ee563
Puche, R. (2000). Formación de herramientas científicas en el niño pequeño. Arango Editores.
Puche, R. (2003). El niño que piensa y vuelve a pensar. Artes Gráficas del Valle Editores.
Rosser, R. A., y Horan, P. F. (1982). Acquisition of multiple classification and seriation from the observation of models: A social learning approach to horizontal décalage. Child Development, 53(5), 1229-1232. https://doi.org/10.2307/1129010
Sánchez, H. (2020). Contextos de interacción educativa y desarrollo de niños preescolares. Summa Psicológica UST, 17(1), 1-10. http://dx.doi.org/10.18774/0719-448x.2020.17.441
Sánchez, H., Paba, C., y Sánchez, L. (2013). Desarrollo de niños que viven en sectores urbanos pobres y sus contextos de interacción educativa. En M. C. Torrado y R. Flórez (Comps.), Primera infancia, lenguajes e inclusión social (pp. 127-148). Ediciones USTA; Editorial Universidad Nacional de Colombia.
Siegler, R. S. (1996). Emerging mind: The process of change in children’s thinking. Oxford University Press.
Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71(1), 26-35. https://doi.org/10.1111/1467-8624.00115
Tomlinson-Keasey, C., Crawford, D. G., y Eisert, D. C. (1979). Organization facilitates memory – If you have the appropriate classification skills. The Journal of Genetic Psychology, 134(1), 3-13. https://doi.org/10.1080/00221325.1979.10533393
Turiel, E. (1997). Dominios y categorías en el desarrollo cognitivo y social. En E. Turiel, I. Enesco y J. L. Linaza (Comps.), El mundo social en la mente infantil (pp. 33-70). Alianza.
Wynn, K. (2000). Early numerical knowledge. En K. Lee (Ed.), Childhood cognitive development: The essential readings (pp. 137-147). Blackwell.
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