The Influence Of Different Types Of Labels On Pattern Cognition Ability Of Aged 4-6 Children

Pattern is an important part of children’s early mathematical cognitive ability and the core of early mathematical thinking.The development of pattern cognition not only contributes to the improvement of preschool children’s problem solving ability,but also contributes to the development of preschool children’s abstract logical thinking.Previous studies have shown that labels provide a variety of possibilities for the development of children’s pattern cognitive ability.Exploring the role of labels on models has important theoretical significance and practical value for education and teaching.This study focuses on exploring the role of different types of "labels" in children’s pattern learning and how they work,and deeply analyzes the influence mechanism of "labels" on children’s pattern cognition from 4 to 6 years old.264 children aged 4-6 years old were selected from H and F gardens in C city by simple random sampling method,and 2(age: middle class,big class)×3(label: Object,letter,and quantity)the experiment was designed to investigate the influence of object,letter,and quantity on the development of pattern cognition of 4-6year old children,and whether pattern description plays a mediating role between "label" and pattern cognition in the process of children completing pattern tasks.In order to further understand the process of children’s solving pattern tasks under the influence of "label",interview and observation methods were used to analyze the strategies and error types used by children in completing pattern tasks.Finally,relevant educational suggestions are put forward according to the research results.The results of this study found that:(1)The pattern cognition ability of preschool children increases with age,and the pattern cognition ability of 4-6years old children is significantly different in age,and the pattern cognition ability of 5-6 years old children is better than that of 4-5 years old children.(2)There are significant differences in the effects of different "label s" on children’s pattern cognition.After controlling working memory and cognitive flexibility,the pattern cognitive ability of children in the physical label group was better than that in the letter label group,and the pattern cognitive ability of children in the letter label group was better than that in the quantity label group.There was no significant difference between the physical label group and the letter label group.(3)Infant pattern description plays a partially mediating role in labeling and pattern cognition.(4)Preschool children use five different operation strategies when completing pattern tasks: random arrangement strategy,operation strategy of comparing and classifying various elements,operation strategy of one-to-one corresponding to various elements of pattern structure,strategy of paying attention to the arrangement order of elements in pattern structure,and operation after identifying repeated core units.The physical label group and letter label group had the highest utilization rate of each element of one-to-one pattern structure,while the quantity label group had the highest utilization rate of random arrangement strategy.(5)Preschoolers showed four different types of errors in the pattern task: unable to recognize the labeled pattern,able to recognize the labeled pattern structure but unable to represent,able to recognize the labeled pattern structure but only one way to represent,able to recognize the labeled pattern structure can also represent but unstable.Recognizing the pattern structure of the labels but representing them in only one way was the highest error rate among the three groups of labels.According to the research results,this study gives some suggestions.First,hierarchical labels are provided in activities based on individual differences of children.Second,focus on the importance of working memory and cognitive flexibility to pattern cognition.Third,encourage language expression and communication in children’s pattern learning.Fourth,identify children’s pattern cognitive errors and operational strategies,timely guidance.Fifthly,create a pattern learning environment with multiple representations to encourage children to think and solve problems from multiple perspectives.