学前班课堂互动的游戏性和质量

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Katherine Strasser , Jaime Balladares , Valeska Grau , Anneliese Marín , David D. Preiss , Daniela Jadue
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引用次数: 0

摘要

背景 据称,学习活动中的高度游戏性比高度结构性和直接性更适合幼儿的发展。然而,对这种说法的实证支持却很有限。本研究试图以一种可控的方式,比较学前班和幼儿园班级在高游戏性和低游戏性活动中的互动和行为。研究方法:在每个游戏中,对儿童和教师在高游戏性和低游戏性活动中的行为进行录像,每个教室各录像两次。高游戏性活动包括我们团队为本研究设计的游戏。对录像进行了编码,包括完成任务的儿童比例、表现出高度参与的儿童以及教师语言(教学、直接性、温暖、幽默)。采用多层次多元回归法对数据进行分析,以考虑教室中的嵌套情况。在两项低游戏性活动中,教学和指令性言语更有可能出现,而在其他活动中则没有。反应性和热情只与两个游戏有关,而且与我们的假设方向相反。在游戏性高的活动中,教师更有可能说一些幽默的话。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Playfulness and the quality of classroom interactions in preschool

Background

A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities.

Aims

The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities.

Sample

Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country.

Methods

The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms.

Results

Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.

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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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