USING ANALOGY TO HELP YOUNG-CHILDREN UNDERSTAND

Analogies offer conceptual models for supporting the development of un derstanding. Contrary to some expectations, there is growing evidence that young children can reason analogically. Much of this evidence com es from experiments intended to test psychological theories. This stud y aimed to gauge the practical potential of analogy in topics often co nsidered by teachers difficult for young children to understand. Aspec ts of young children's understanding of current electricity were compa red in two conditions, namely with and without an analogy (87 and 89 c hildren, respectively; 6-7 years of age). The results indicated that t he analogy was of practical value in teaching for understanding. It is suggested that their bases be carefully prepared prior to teaching th e target topic and that what is to be understood is modelled directly and is explicitly related to its equivalent in the topic. Further inve stigations to determine conditions for the effective use of analogies when teaching young children, who benefits particularly and in what wa ys seem warranted.