Windmills of the Young Mind (2): Interpreting and Contextualizing Preschool Children's Perception of the World.
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| Title: | Windmills of the Young Mind (2): Interpreting and Contextualizing Preschool Children's Perception of the World. |
|---|---|
| Authors: | Ivanova, Oksana1 (AUTHOR) oksana.ivanova_1@rtu.lv, Iļinska, Larisa1 (AUTHOR), Milyakina, Alexandra2 (AUTHOR), Platonova, Marina1 (AUTHOR), Markus, Dace3 (AUTHOR), Zīriņa, Tija3 (AUTHOR), Žuga, Bruno1 (AUTHOR), Ivanova, Diāna1 (AUTHOR), Tauriņa, Agrita3 (AUTHOR) |
| Source: | Journal of Teacher Education for Sustainability. Dec2025, Vol. 27 Issue 2, p236-267. 32p. |
| Subject Terms: | *Visual literacy, *Preschool education, *Interdisciplinary education, *Cognitive development, Cognitive flexibility, Conceptual structures, Sustainable development, Recognition (Psychology) |
| Abstract: | The authors of the paper aim to highlight that visual literacy, accompanied by lexical pliancy, already at the stages of pre-school education, provides a basis for multimodal thinking, interdisciplinary synthesis, and cognitive flexibility, which are crucial for a child to advance personally and later professionally. The development of a child across cognitive, physical, and social-emotional dimensions of learning is encompassed by the framework of Education for Sustainable Development. The present article outlines the results of a one-year project, "Sustainable Model Design for Conceptual System and Lexical Framework Pliancy Analysis for Perceptual Data Processing of the Preschool Age Actors" (2024–2025), conducted by the Institute of Digital Humanities of the Faculty of Computer Science, Information Technology and Energy of Riga Technical University (RTU) and RTU Liepaja Academy. The research project explores the conceptual system and lexical framework pliancy for perceptual data processing exhibited by pre-school children (5 to 7 years old) to perceive their surrounding environment, comprehend the contextual framework, and communicate efficiently. Preschool children from three preschool educational institutions in three different counties of Latvia have been engaged in the experimental study conducted from March to April 2025. Storytelling with drawings has been used as a method of data collection. Five concepts – dream, future, freedom, homeland, and security – have been chosen for the experimental study. A total of 169 children's drawings and corresponding narrative transcripts have been obtained. The current article continues the line of inquiry developed in a previous study, which introduced the conceptual framework and research methodology (see Ivanova et al., 2025). The analysis of children's drawings reveals that even at a young age, they can operate on multiple conceptual levels. They can define concepts by examples or opposites, focus on self or society, and imagine immediate and distant futures, as well as imaginary worlds and fantasies. The findings of the research demonstrate that efficient cognitive development not only strengthens pre-school children's capacity to recognize and interpret elements of their surrounding world but also creates the basis for more sophisticated information processing skills. The findings offer evidence-based insights that can guide policymakers, institutional leaders, and sector stakeholders in designing development agendas aligned with Education for Sustainable Development. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191664347 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Windmills of the Young Mind (2): Interpreting and Contextualizing Preschool Children's Perception of the World. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ivanova%2C+Oksana%22">Ivanova, Oksana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> oksana.ivanova_1@rtu.lv</i><br /><searchLink fieldCode="AR" term="%22Iļinska%2C+Larisa%22">Iļinska, Larisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Milyakina%2C+Alexandra%22">Milyakina, Alexandra</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Platonova%2C+Marina%22">Platonova, Marina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Markus%2C+Dace%22">Markus, Dace</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zīriņa%2C+Tija%22">Zīriņa, Tija</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Žuga%2C+Bruno%22">Žuga, Bruno</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ivanova%2C+Diāna%22">Ivanova, Diāna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tauriņa%2C+Agrita%22">Tauriņa, Agrita</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Teacher+Education+for+Sustainability%22">Journal of Teacher Education for Sustainability</searchLink>. Dec2025, Vol. 27 Issue 2, p236-267. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Visual+literacy%22">Visual literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+flexibility%22">Cognitive flexibility</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Psychology%29%22">Recognition (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The authors of the paper aim to highlight that visual literacy, accompanied by lexical pliancy, already at the stages of pre-school education, provides a basis for multimodal thinking, interdisciplinary synthesis, and cognitive flexibility, which are crucial for a child to advance personally and later professionally. The development of a child across cognitive, physical, and social-emotional dimensions of learning is encompassed by the framework of Education for Sustainable Development. The present article outlines the results of a one-year project, "Sustainable Model Design for Conceptual System and Lexical Framework Pliancy Analysis for Perceptual Data Processing of the Preschool Age Actors" (2024–2025), conducted by the Institute of Digital Humanities of the Faculty of Computer Science, Information Technology and Energy of Riga Technical University (RTU) and RTU Liepaja Academy. The research project explores the conceptual system and lexical framework pliancy for perceptual data processing exhibited by pre-school children (5 to 7 years old) to perceive their surrounding environment, comprehend the contextual framework, and communicate efficiently. Preschool children from three preschool educational institutions in three different counties of Latvia have been engaged in the experimental study conducted from March to April 2025. Storytelling with drawings has been used as a method of data collection. Five concepts – dream, future, freedom, homeland, and security – have been chosen for the experimental study. A total of 169 children's drawings and corresponding narrative transcripts have been obtained. The current article continues the line of inquiry developed in a previous study, which introduced the conceptual framework and research methodology (see Ivanova et al., 2025). The analysis of children's drawings reveals that even at a young age, they can operate on multiple conceptual levels. They can define concepts by examples or opposites, focus on self or society, and imagine immediate and distant futures, as well as imaginary worlds and fantasies. The findings of the research demonstrate that efficient cognitive development not only strengthens pre-school children's capacity to recognize and interpret elements of their surrounding world but also creates the basis for more sophisticated information processing skills. The findings offer evidence-based insights that can guide policymakers, institutional leaders, and sector stakeholders in designing development agendas aligned with Education for Sustainable Development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2478/jtes-2025-0027 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 236 Subjects: – SubjectFull: Visual literacy Type: general – SubjectFull: Preschool education Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Cognitive flexibility Type: general – SubjectFull: Conceptual structures Type: general – SubjectFull: Sustainable development Type: general – SubjectFull: Recognition (Psychology) Type: general Titles: – TitleFull: Windmills of the Young Mind (2): Interpreting and Contextualizing Preschool Children's Perception of the World. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ivanova, Oksana – PersonEntity: Name: NameFull: Iļinska, Larisa – PersonEntity: Name: NameFull: Milyakina, Alexandra – PersonEntity: Name: NameFull: Platonova, Marina – PersonEntity: Name: NameFull: Markus, Dace – PersonEntity: Name: NameFull: Zīriņa, Tija – PersonEntity: Name: NameFull: Žuga, Bruno – PersonEntity: Name: NameFull: Ivanova, Diāna – PersonEntity: Name: NameFull: Tauriņa, Agrita IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 16914147 Numbering: – Type: volume Value: 27 – Type: issue Value: 2 Titles: – TitleFull: Journal of Teacher Education for Sustainability Type: main |
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