Katherine H Canobi
Biographic Data
| ID | 5763261 |
|---|---|
| NAME | Katherine H Canobi |
| GIVEN NAMES | Katherine H |
| FAMILY NAME | Canobi |
| SIGNATURE | CANOBI K H |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0009-0006-8960-299X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review of Intergenerational Program Implementation Involving Young Children
There is increasing evidence that intergenerational programs (IGPs), which use shared activities to connect older and younger age groups, lead to educational and psychosocial benefits for young children. However, insufficient attention to implementation within the emerging, cross-disciplinary field limits understanding of how evidence-informed IGP practices support positive outcomes in early childhood. These difficulties impede the interpretation…
Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators
Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questionnaire (McMullen et al., 2020), which was completed online by 368 Australian early childhood educators.Based on educators' scores on the Belonging and Connection, Impact Evaluation and Safety factors, we identified five professional-wellbeing subgroups …
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
The role of conceptual understanding in children's addition problem solving
The study examined the relationship between children's conceptual understanding and addition problem-solving procedures. Forty-eight 6- to 8-year-olds solved addition problems and, in a 2nd task, were prompted to judge whether a puppet could use the arithmetic properties of one problem to solve the next problem. Relational properties between consecutive problems were manipulated to reflect aspects of additive composition, commutativity, and assoc…
Patterns of knowledge in children's addition
Patterns of conceptual and procedural knowledge of addition were examined in 5- to 8-year-olds (N = 80). Conceptual knowledge was measured by assessing children's responses to problems in which addends were reordered or decomposed and recombined. Problems were presented using abstract symbols, numbers, and physical objects. Children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decompo…
Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators
Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questionnaire (McMullen et al., 2020), which was completed online by 368 Australian early childhood educators.Based on educators' scores on the Belonging and Connection, Impact Evaluation and Safety factors, we identified five professional-wellbeing subgroups …
A Systematic Review of Intergenerational Program Implementation Involving Young Children
There is increasing evidence that intergenerational programs (IGPs), which use shared activities to connect older and younger age groups, lead to educational and psychosocial benefits for young children. However, insufficient attention to implementation within the emerging, cross-disciplinary field limits understanding of how evidence-informed IGP practices support positive outcomes in early childhood. These difficulties impede the interpretation…
Developmental psychology (3 works) · Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Cognitive psychology (2 works) · Concept learning (2 works) · Early Childhood Education and Development (2 works) · Reading and Literacy Development (2 works) · Social Psychology (2 works) · Aging and Gerontology Research (1 work) · Associative property (1 work)