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Effects of a 6 Brick Duplo Block guided play intervention on pre-literate learners’ visual perception
South African Journal of Childhood Education Pub Date : 2019-08-28 , DOI: 10.4102/sajce.v9i1.634
Sarah Jemutai , Paul Webb

Background: Literature reveals that guided play promotes the development of visuospatial abilities essential for learning to read, write and do mathematics. However, most of these findings have focused on older children who are already literate, and the tests and the instruments used were designed for children in Western contexts. Aim: As there is little data on the development of visuospatial abilities in pre-literate children in African contexts, this study set out to explore the effects of using a guided block play intervention on the development of these abilities in pre-literate children. Setting: The study was carried out in two classrooms (one experimental and the other comparative) in each of two schools, one in South Africa and one in Kenya. Methods: The study used a pre- and post-test, quasi-experimental, mixed-methods approach. The intervention and test used, namely, the Visual Perception Aspects Test, were designed and validated in African contexts. Results: The data revealed that using the 6 Brick Duplo Block guided play approach statistically significantly accelerated the development of visuospatial abilities in pre-literate children in the experimental groups over those in the control groups (no intervention). The data also revealed that the greatest improvements were made among children who had few prior opportunities to engage in guided play using physical manipulatives. Conclusion: The overall findings of the study suggest that the development of aspects of visuospatial perception is accelerated when teachers use this approach to facilitate guided play. This finding has implications for promoting the development of reading, writing and numeracy skills in pre-literate children.

中文翻译:

6块砖砌的Duplo模块引导的游戏干预对识字前学习者的视觉感知的影响

背景:文献表明,引导游戏可以促进视觉空间能力的发展,这对于学习阅读,写作和数学至关重要。然而,这些发现大部分集中在已经识字的大龄儿童上,并且所使用的测试和工具是针对西方背景下的儿童而设计的。目的:由于在非洲背景下,识字前儿童视觉空间能力发展的数据很少,因此,本研究着手探讨采用引导性的集体游戏干预对识字前儿童这些能力发展的影响。地点:这项研究是在两所学校的每间教室的两个教室中进行的(一个是实验性的,另一个是比较性的),一个在南非,一个在肯尼亚。方法:该研究采用了前测试和后测试的准实验混合方法。所使用的干预和测试(即视觉感知方面测试)是在非洲环境中设计和验证的。结果:数据显示,与对照组相比,使用6 Brick Duplo Block指导游戏方法在统计学上显着加速了实验组中识字前儿童的视觉空间能力发展(无干预)。数据还显示,最大的进步是在以前很少有机会使用身体操纵进行引导游戏的儿童中。结论:这项研究的总体结果表明,当教师使用这种方法促进指导性游戏时,视觉空间知觉方面的发展将得到加速。这一发现对促进阅读发展具有启示意义,
更新日期:2019-08-28
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