The authors examined the process of change in size comparison strategies among preschool-age children. Twelve 5- and 6-year-old children were provided with origami exercises and size comparison tasks for 5 days consecutively, and another twelve 5- and 6-year-old children received size comparison tasks only. Children's strategies for the size comparison tasks were analyzed in terms of placement and adjustment. In contrast with the children in the control condition, the children who were provided with exercises in origami increased their use of superimposition and adjustment strategies by 2 dimensions across the 5 days. The authors argue that origami exercises helped the children connect their implicit understanding of relative size with the use of more effective strategies for size comparison.
Bibliographical noteFunding Information:
The research reported in this article was s~rpportedi n part by the Faculty of Education, Hiroshirna University, and in part by the College of Education and Human Development, the University of Minnesota. Additional support was provided lo the first author by the Grant-In-Aid for the Encouragement of Young Scientists, 09710090, awurded to him by the Ministry of Education, Science, and Culture ofthe Japanese Governnient. The authors thank the school district and its staff in Minnesota, which helped them in the collection of data necessary for this study.