ABSTRACT

Cartoons are undoubtedly the TV programmes children most prefer watching. This study uses cartoons – which have significant effects on children’s learning – for concept teaching. Within the scope of the study, four cartoons were developed for teaching position-related concepts (in-out, in front of-behind, under-above) pre-school teachers noted difficulty in teaching. The study was conducted with a sample of 83 pre-school children in the age range of 48–60 months. This study used Solomon four-group experimental research design. The data were collected with a concept development test developed by the researchers, to determine children’s levels of conceptual development. The findings demonstrated that cartoons had statistically significant effects on pre-school children’s levels of conceptual development. In other words, education conducted through cartoons had more positive effects on children’s conceptual development than education in traditional method which is play-based. It was also found that pre-tests had effects on conceptual development.

摘要

动画片无疑是孩子们最喜欢看的电视节目。本研究使用对儿童学习有显着影响的卡通片进行概念教学。在研究范围内，针对教职相关概念（进出、在前、在后、在上）的学前教师提出了教学难点，开发了四幅卡通片。该研究对 83 名年龄在 48-60 个月之间的学龄前儿童进行了抽样调查。本研究采用所罗门四组实验研究设计。这些数据是通过研究人员开发的概念发展测试收集的，以确定儿童的概念发展水平。研究结果表明，卡通对学龄前儿童的概念发展水平具有统计学意义的影响。换句话说，与以游戏为基础的传统教育方法相比，通过卡通进行的教育对儿童的概念发展具有更积极的影响。还发现预测试对概念发展有影响。