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Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities
Early Childhood Education Journal ( IF 2.3 ) Pub Date : 2020-11-04 , DOI: 10.1007/s10643-020-01114-9
Maria Alkhede , Mona Holmqvist

This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities.



中文翻译:

在数字行活动中使用自然数的学龄前儿童学习机会

这项研究分析了学龄前教师如何通过不同的方式开展相同的数学活动,以使学龄前儿童识别数字,以及这如何影响活动期间儿童的学习机会。该分析基于变异理论和Chi的学习活动分类法。研究了两名瑞典学龄前老师对27名4-6岁儿童进行相同数学活动的行为。分析中使用了录像,记录了提供给孩子的辨别力。结果表明,教师选择开展这项活动的方式各异,为孩子们带来了两种不同的学习机会。可以区分哪些方面的差异与所实施活动的特征密切相关。即使在基于游戏的活动中选择了相同的游戏并且使用了相同的时间量,其法规也有所不同。在一个学龄前儿童组中,几乎没有机会看到比名义数字形式更多的东西了。另一个学龄前儿童小组同时开展了针对所有数字形式的活动。此外,在后一组中,儿童有机会发展同等性。结果表明,变异程度有限的活动更适合于利用未开发的知识进行学习。理解力更强的孩子需要更多样化的设计。这项研究有助于了解一项活动的设计如何对孩子的学习产生不同的影响,这在计划基于学习的学前活动时很重要。除了名义上的数字形式,几乎没有机会看到其他东西。另一个学龄前儿童小组同时开展了针对所有数字形式的活动。此外,在后一组中,儿童有机会发展同等性。结果表明,变异程度有限的活动更适合于利用未开发的知识进行学习。理解力更强的孩子需要更多样化的设计。这项研究有助于了解一项活动的设计如何对孩子的学习产生不同的影响,这在计划基于学习的学前活动时很重要。除了名义上的数字形式,几乎没有机会看到其他东西。另一个学龄前儿童小组同时开展了针对所有数字形式的活动。此外,在后一组中,儿童有机会发展同等性。结果表明,变异程度有限的活动更适合于利用未开发的知识进行学习。理解力更强的孩子需要更多样化的设计。这项研究有助于了解一项活动的设计如何对孩子的学习产生不同的影响,这在计划基于学习的学前活动时很重要。孩子们有机会发展同等性。结果表明,变异程度有限的活动更适合于利用未开发的知识进行学习。理解力更强的孩子需要更多样化的设计。这项研究有助于了解一项活动的设计如何对孩子的学习产生不同的影响,这在计划基于学习的学前活动时很重要。孩子们有机会发展同等性。结果表明,变异程度有限的活动更适合于利用未开发的知识进行学习。理解力更强的孩子需要更多样化的设计。这项研究有助于了解一项活动的设计如何对孩子的学习产生不同的影响,这在计划基于学习的学前活动时很重要。

更新日期:2020-12-23
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