ABSTRACT

The presented study focuses on children aged from 5 to 6.5 who attend Czech kindergartens. Its purpose is to explore a potential positive impact of an educational game application on malleability of children’s spatial skills through the application usage. The research was conducted as a pedagogical experiment in which the pre-test and post-test phases were carried out with the Mosaics, Puzzles and Patterns subtests of the SON-R 2.5-7 test battery, which is suitable for measuring general non-verbal intelligence in children aged 2.5–7. The game application which was created in the initial phase of the research was applied in the treatment phase to the experimental group. The results showed a statistically significant difference in the preschool children’s spatial ability test scores in favour of the experimental group and confirmed statistically significant benefits of the game application in each of the measured skills. The results have clearly shown that supporting the development of spatial skills through game applications is more effective than a mere use of toys and activities recommended in the current educational guidelines for pre-school children elaborated by the Ministry of Education of the Czech Republic.

摘要

本研究主要针对捷克幼儿园 5 至 6.5 岁的儿童。其目的是探索教育游戏应用程序通过应用程序的使用对儿童空间技能的可塑性产生潜在的积极影响。该研究是一项教学实验，其中前测和后测阶段使用 SON-R 2.5-7 测试电池的马赛克、谜题和图案子测试进行，该测试电池适用于测量一般非语言能力2.5-7岁儿童的智力。在研究初始阶段创建的游戏应用程序被应用于实验组的治疗阶段。结果显示，学龄前儿童的空间能力测试成绩在统计上显着差异，有利于实验组，并证实了游戏应用对每项测量技能的统计显着益处。结果清楚地表明，通过游戏应用支持空间技能的发展比仅仅使用捷克共和国教育部制定的当前学前儿童教育指南中推荐的玩具和活动更有效。