{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/9770"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/9770","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"An investigation into children's grasp of reality","abstract":"This study aims to explore a heterogeneous group of pre-schoolers' conceptual understanding. Seven Piagetian type tasks, aimed slightly above pre-schoolers' perceived pre-operational level of development, are presented to the research subjects individually, on two separate occasions. The results indicate that unilingual subjects fare best, while subjects learning a second language at the preschool phase fare better than subjects who learn a second language at an earlier age. The results suggest that language alone is not predictive of task performance; higher parent education levels are associated with greater quantity and quality of mediated learning and with better task performances. The study concludes that task performance reflects the interaction between developmental level and learning opportunities, and the influence that factors such as age, language, class, parent education level and gender have on one this.","abstract_html":"This study aims to explore a heterogeneous group of pre-schoolers' conceptual understanding. Seven Piagetian type tasks, aimed slightly above pre-schoolers' perceived pre-operational level of development, are presented to the research subjects individually, on two separate occasions. The results indicate that unilingual subjects fare best, while subjects learning a second language at the preschool phase fare better than subjects who learn a second language at an earlier age. The results suggest that language alone is not predictive of task performance; higher parent education levels are associated with greater quantity and quality of mediated learning and with better task performances. The study concludes that task performance reflects the interaction between developmental level and learning opportunities, and the influence that factors such as age, language, class, parent education level and gender have on one this.","abstract_has_math":false,"creators":["Hill, F K"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Craig, Anita"],"committee_chairs":[],"committee_members":[],"year":1999,"date_issued":"1999","date_published":"1999","updated_at":"2026-07-22T22:22:58Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/9770","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Craig, Anita"]},{"key":"dc:creator","label":"Author","values":["Hill, F K"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-11-21T16:13:54Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-11-21T16:13:54Z"]},{"key":"dc:date.issued","label":"Date","values":["1999"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MPhil"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/9770"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: leaves 97-100."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study aims to explore a heterogeneous group of pre-schoolers' conceptual understanding. Seven Piagetian type tasks, aimed slightly above pre-schoolers' perceived pre-operational level of development, are presented to the research subjects individually, on two separate occasions. The results indicate that unilingual subjects fare best, while subjects learning a second language at the preschool phase fare better than subjects who learn a second language at an earlier age. The results suggest that language alone is not predictive of task performance; higher parent education levels are associated with greater quantity and quality of mediated learning and with better task performances. The study concludes that task performance reflects the interaction between developmental level and learning opportunities, and the influence that factors such as age, language, class, parent education level and gender have on one this."]},{"key":"dc:title","label":"Title","values":["An investigation into children's grasp of reality"]}]}],"canonical_facts":{"dc:contributor.advisor":["Craig, Anita"],"dc:creator":["Hill, F K"],"dc:date.accessioned":["2014-11-21T16:13:54Z"],"dc:date.available":["2014-11-21T16:13:54Z"],"dc:date.issued":["1999"],"dc:description":["Bibliography: leaves 97-100."],"dc:description.abstract":["This study aims to explore a heterogeneous group of pre-schoolers' conceptual understanding. Seven Piagetian type tasks, aimed slightly above pre-schoolers' perceived pre-operational level of development, are presented to the research subjects individually, on two separate occasions. The results indicate that unilingual subjects fare best, while subjects learning a second language at the preschool phase fare better than subjects who learn a second language at an earlier age. The results suggest that language alone is not predictive of task performance; higher parent education levels are associated with greater quantity and quality of mediated learning and with better task performances. The study concludes that task performance reflects the interaction between developmental level and learning opportunities, and the influence that factors such as age, language, class, parent education level and gender have on one this."],"dc:identifier.uri":["http://hdl.handle.net/11427/9770"],"dc:language.iso":["eng"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:title":["An investigation into children's grasp of reality"],"dc:type":["Master Thesis"],"dc:type.qualificationlevel":["Masters"],"dc:type.qualificationname":["MPhil"]},"updated_at":"2026-07-22T22:22:58Z"}