1
|
Cai Q, Zhang H, Cai L. The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology. J Psycholinguist Res 2023; 52:1973-1987. [PMID: 37349665 DOI: 10.1007/s10936-023-09980-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/30/2023] [Indexed: 06/24/2023]
Abstract
The article aims to study the influence of music and music-calligraphy practice on the development of creative thinking among preschool children. The study used the general screening model of the Torrance Thinking Creatively in Action and Movement test (TCAMt) to assess the level of motor creativity in children. The study participants were 120 4-5 year-old children. The results of the calculations demonstrate an increase in the values of the four factors after the interventions. Fluency increased on average: for group A, which practiced musical intervention, by 28%; for group B, which practiced musical-calligraphic intervention, by 29%. The imagination factor increased for group A by 23.5% and for group B by 45.5%. This study has shown that the use of musical-calligraphic practice provides higher creative thinking skills in the categories of "imagination" and "originality", while "fluency" and "flexibility" are not different from the use of a single musical practice. This study has practical and scientific value, as it proves the influence of music and music-calligraphy practices on creativity development in children. The study results can be applied in preschool educational institutions, which are interested in increasing students' creativity.
Collapse
Affiliation(s)
- Qi Cai
- School of Art and Design, Shanghai University of Engineering Science, Shanghai, China
| | - Hao Zhang
- School of Education, Kharkiv State Pedagogical University, Kharkiv, Ukraine.
| | - Lin Cai
- College of Humanities, Shanghai Jiao Tong University, Shanghai, China
| |
Collapse
|
2
|
Sun J, Wu H, Shi S. A research of the evaluation of preschool education resource allocation level and spatio-temporal differences: Based on repeated indicators method and Theil index. Heliyon 2023; 9:e16362. [PMID: 37274700 PMCID: PMC10238904 DOI: 10.1016/j.heliyon.2023.e16362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Revised: 05/09/2023] [Accepted: 05/14/2023] [Indexed: 06/06/2023] Open
Abstract
Based on the implementation of the third stage of "Three-year Action Plan for Preschool Education", this research took preschool education resources of 31 provinces (cities), autonomous regions (excluding Hong Kong, Macao and Taiwan) and municipalities in China from 2003 to 2019 as research samples. At the same time, according to the data of Educational Statistics Yearbook of China (2003-2019) and China Educational Finance Statistics Yearbook (2004-2020), this research collected the data of preschool education human resources, material resources, and financial resources. As for the data analysis, this research was based on the methodology of entropy method, repeated indicators method, and the Theil index and so on, and evaluated the state of preschool education resources allocation in China from 2003 to 2019. Simultaneously, according to the state of preschool education resources allocation, this research analyzed the spatio-temporal differences of preschool education resources allocation between various provinces and various areas, then analyzed the causes of spatio-temporal differences. After that, suggestions were put forward according to the analysis. The results show that, since the implementation of the third stage of "Three-year Action Plan for Preschool Education", the condition of preschool education resources allocation has been generally improved. However the preschool education resources allocation still presents a low-level and uneven development trend. Preschool education resources have formed a "preschool education resource advantage belt" in Beijing, Tianjin and the Yangtze River Delta; Comparing with material resources, the development of human resources in preschool education lags behind in China; In terms of each regions in China, eastern China has the most significant difference in the preschool education resources allocation, which is followed by western China, and inner China has the least significant difference; The main factor affecting the regional preschool education resources allocation difference is the inter-provincial differences in eastern China, inner China, and western China; And the main factors affecting the differences in preschool education resources in eastern, inner, and western China are respectively financial resources, human resources, and financial resources. At the same time, financial resources in eastern China and human resources in inner China tend to expand. Based on this, this study proposes methods to narrow the regional differences in preschool education resources allocation, so as to provide references for realizing preschool education equity and preschool education sustainable development.
Collapse
Affiliation(s)
- Jiahui Sun
- Department of Children and Adolescents Education, Jeonju University, Jeoju, 55069, South Korea
| | - Hechun Wu
- Department of English Education, Jeonbuk National University, Jeoju, 55069, South Korea
| | - Song Shi
- School of Education Science, Nantong University, Nantong, 226019, China
- Engineering Research Center of Integration and Application of Digital Learning Technology, Ministry of Education, Beijing, 100081, China
| |
Collapse
|
3
|
Kurent B, Avsec S. Examining pre-service teachers regulation in distance and traditional preschool design and technology education. Heliyon 2023; 9:e13738. [PMID: 36852080 PMCID: PMC9957791 DOI: 10.1016/j.heliyon.2023.e13738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 02/01/2023] [Accepted: 02/10/2023] [Indexed: 02/16/2023] Open
Abstract
The significance of adapting to a rapidly changing world is quite evident in the current day; thus, the awareness of how to teach students so that they can be ready to face challenges in the future is very important. Early education has a huge impact on the further development of children, so preschool teachers must be competent and use appropriate teaching and educational methods. In this study, the development of self-directed learning (SDL) of future preschool teachers is investigated by considering two variables, namely the type of study (full-time and part-time students) and the learning modalities caused by the COVID-19 pandemic (pre-, during and post-COVID-19 confinement). We collected data from 418 participants and analysed them using descriptive statistics, 2 × 3 factorial analysis of variance (ANOVA) and a two-step cluster analysis. The results show the status of pre-service preschool teachers' perceptions of their SDL development and how the variables influenced it. There were significant differences in the students' self-reported SDL skills, depending on the learning environment and the type of study. The status indicator helps educators identify and change the curriculum and how they work with students. It allows the faculty to highlight the positive aspects of the different educational modalities encountered, as well as the characteristics of the study types and their impact on the learning process to improve students' SDL skills. The results of the study may help in the design of tailored metacognitive scaffolds that take into account different modalities. Further studies are needed to investigate the effectiveness of digital open learning environments that address both SDL and preschool educational practices.
Collapse
Affiliation(s)
- Brina Kurent
- Department for Physics and Technology Education, Faculty of Education, University of Ljubljana, Kardeljeva Ploscad 16, SI-1000, Ljubljana, Slovenia
| | - Stanislav Avsec
- Department for Physics and Technology Education, Faculty of Education, University of Ljubljana, Kardeljeva Ploscad 16, SI-1000, Ljubljana, Slovenia
| |
Collapse
|
4
|
Schina D, Valls-Bautista C, Borrull-Riera A, Usart M, Esteve-González V. An associational study: preschool teachers' acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program. Int J Educ Technol High Educ 2021; 18:28. [PMID: 34778526 PMCID: PMC8164911 DOI: 10.1186/s41239-021-00264-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Accepted: 04/20/2021] [Indexed: 05/31/2023]
Abstract
PURPOSE This study explores pre-service preschool teachers' acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. METHODOLOGY This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers' acceptance and self-efficacy towards ER, and participants' training journals. FINDINGS The results show that pre-service teachers' acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers' acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. VALUE Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers' education.
Collapse
Affiliation(s)
- Despoina Schina
- Applied Research Group in Education and Technology (ARGET), University of Rovira i Virgili, Tarragona, Spain
| | - Cristina Valls-Bautista
- Applied Research Group in Education and Technology (ARGET), University of Rovira i Virgili, Tarragona, Spain
| | - Anna Borrull-Riera
- Applied Research Group in Education and Technology (ARGET), University of Rovira i Virgili, Tarragona, Spain
| | - Mireia Usart
- Applied Research Group in Education and Technology (ARGET), University of Rovira i Virgili, Tarragona, Spain
| | - Vanessa Esteve-González
- Applied Research Group in Education and Technology (ARGET), University of Rovira i Virgili, Tarragona, Spain
| |
Collapse
|
5
|
Abstract
This study investigated the impact of an empathy training program developed by the researchers to promote perspective-taking abilities of preschool children. Participants were 34 children from two different kindergartens. Children in the treatment group attended an empathy training program that consisted of 30 activities and lasted for 10 weeks, whereas those in the nonintervention group attend the regular preschool program. Data were obtained through individual interviews with children. Perspective-Taking Test for Children, designed by the researchers, was used to assess children's perspective-taking abilities. The results of the study demonstrated that the training program significantly improved perspective-taking performance of children in the treatment group compared to their peers in the nonintervention group, and this effect persisted one month after the intervention.
Collapse
Affiliation(s)
- Durmuş Aslan
- Department of Early Childhood Education, Faculty of Education, Cukurova University, Adana, Turkey
| | - Aysel Köksal Akyol
- Department of Child Development, Faculty of Health Science, Ankara University, Ankara, Turkey
| |
Collapse
|
6
|
Lejarraga H, Kelmansky DM, Nunes F. Developmental tempo in children aged 0-5 years living under unfavourable environmental conditions. ARCH ARGENT PEDIATR 2018; 116:e210-e215. [PMID: 29557603 DOI: 10.5546/aap.2018.eng.e210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2017] [Accepted: 09/10/2017] [Indexed: 11/12/2022]
Abstract
OBJECTIVE To describe the dynamics of development along the early years of life among children living under unfavorable socioeconomic conditions. POPULATION AND METHODS In 5401 children younger than 6 years old living in Florencio Varela and in the Matanza-Riachuelo River Basin (Matanza, Villa 21-24, Wilde, Villa Inflamable and Acuba), areas with a high proportion of families with unmet basic needs, a logistic regression analysis was used to estimate the median age at attainment of 13 psychomotor developmental milestones; differences between these ages and median age at attainment of milestones as per the national reference were plotted on the y-axis, while the median age as per the national reference was plotted on the x-axis. RESULTS Three stages were observed: the first one between 0 and 270 days with normal development, in which the median age at attainment was similar to that of the national reference; a second one of progressive development delay; and a third one of recovery at 1260 days. Adjusted linear spline slopes were 0.06 (not significant), -0.26 (p < 0.0001) and 0.26 (p < 0.01) for stages 1, 2 and 3, respectively. The three slopes were statistically different from each other. The stage of normal development (stage 1) was attributed to the protective effect of the mother and the family environment; stage 2 of progressive delay, to the unfavorable impact of the environment, and stage 3 of partial recovery was attributed to attending a daycare center. These findings allow the implementation of effective interventions at each stage. CONCLUSION Three periods with different developmental tempos were identified.
Collapse
Affiliation(s)
| | - Diana M Kelmansky
- Instituto de Cálculo, Fac. de Ciencias Exactas. Universidad de Buenos Aires
| | - Fernando Nunes
- Dirección de Salud Ambiental, Autoridad de Cuenca Matanza-Riachuelo (ACUMAR)
| |
Collapse
|
7
|
Melhuish E, Howard SJ, Siraj I, Neilsen-Hewett C, Kingston D, de Rosnay M, Duursma E, Luu B. Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials 2016; 17:602. [PMID: 27993164 PMCID: PMC5168859 DOI: 10.1186/s13063-016-1742-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2016] [Accepted: 12/05/2016] [Indexed: 11/29/2022] Open
Abstract
BACKGROUND A substantial research base documents the benefits of attendance at high-quality early childhood education and care (ECEC) for positive behavioural and learning outcomes. Research has also found that the quality of many young children's experiences and opportunities in ECEC depends on the skills, dispositions and understandings of the early childhood adult educators. Increasingly, research has shown that the quality of children's interactions with educators and their peers, more than any other programme feature, influence what children learn and how they feel about learning. Hence, we sought to investigate the extent to which evidence-based professional development (PD) - focussed on promoting sustained shared thinking through quality interactions - could improve the quality of ECEC and, as a consequence, child outcomes. METHODS/DESIGN The Fostering Effective Early Learning (FEEL) study is a cluster randomised controlled trial for evaluating the benefits of a professional development (PD) programme for early childhood educators, compared with no extra PD. Ninety long-day care and preschool centres in New South Wales, Australia, will be selected to ensure representation across National Quality Standards (NQS) ratings, location, centre type and socioeconomic areas. Participating centres will be randomly allocated to one of two groups, stratified by centre type and NQS rating: (1) an intervention group (45 centres) receiving a PD intervention or (2) a control group (45 centres) that continues engaging in typical classroom practice. Randomisation to these groups will occur after the collection of baseline environmental quality ratings. Primary outcomes, at the child level, will be two measures of language development: verbal comprehension and expressive vocabulary. Secondary outcomes at the child level will be measures of early numeracy, social development and self-regulation. Secondary outcomes at the ECEC room level will be measures of environmental quality derived from full-day observations. In all cases, data collectors will be blinded to group allocation. DISCUSSION This is the first randomised controlled trial of a new approach to PD, which is focussed on activities previously found to be influential in children's early language, numeracy, social and self-regulatory development. Results should inform practitioners, policy-makers and families of the value of specific professional development for early childhood educators. TRIAL REGISTRATION Australian New Zealand Clinical Trials Registry (ACTRN) identifier ACTRN12616000536460 . Registered on 27 April 2016. This trial was retrospectively registered, given the first participant (centre) had been enrolled at the time of registration.
Collapse
Affiliation(s)
- Edward Melhuish
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
- Department of Education, Oxford University, Oxford, UK
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Steven J. Howard
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
| | - Iram Siraj
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
- Institute of Education, University College London, London, UK
| | | | - Denise Kingston
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
- Department of Education, University of Sussex, Brighton, UK
| | - Marc de Rosnay
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
| | - Elisabeth Duursma
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
| | - Betty Luu
- Early Start and School of Education, University of Wollongong, Wollongong, NSW Australia
| |
Collapse
|