两所标题幼儿园游戏、执行功能与学业成就之探讨

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Karyn Allee, M. H. Clark, S. Roberts, B. Hu
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引用次数: 1

摘要

游戏在小学早期教育(K-2)中的作用产生了两种观点,需要更多的研究来支持有效的教学决策。本初步研究探讨了教学方法对第一标题幼儿园学生执行功能(EF)的影响,以验证以下假设:当有目的的游戏融入学习时,儿童,特别是来自低社会经济背景的儿童,在EF、阅读和数学成绩方面会有更大的收获。根据教师报告,游戏组的学生比当代组的孩子有更强的EF健康,而当代组的父母比游戏组的孩子更关心孩子的EF技能,尽管这在统计学上没有显著性。以游戏为基础的那一组学生的阅读能力比当代组的学生有更大的提高。在数学成长方面,不同教室之间没有统计学上的显著差异,但存在适度的效应大小。教师对学生英语技能的关注程度越高,孩子的阅读和数学成绩就越低。父母对儿童EF的观察与任何测量都不相关。尽管研究存在一些局限性,但研究结果鼓励继续探索以游戏为基础的教学法,以提高儿童的EF技能和学业成绩。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens
ABSTRACT The role of play in early elementary education (K-2) generates dichotomous opinions, and more research is required to support efficacious pedagogical decision-making. This pilot study explored the effects of pedagogical approaches on Title I kindergarten students’ executive function (EF) to test the hypothesis that children, especially those from low socioeconomic backgrounds, will show greater gains in EF, reading, and math achievement when purposeful play is incorporated into learning. Students in the play-based group had statistically significantly stronger EF health than children in the contemporary group per teacher reports, and parents in the contemporary group were more concerned about children’s EF skills than those in the play-based group, although this was not statistically significant. Students in the play-based group had greater reading gains than students in the contemporary group. There were no statistically significant differences between classrooms in math growth, but there was a moderate effect size. The greater the teacher’s level of concern about students’ EF skills, the lower a child’s reading and math gains tended to be. Parent observations of children’s EF were not correlated to any measure. Despite some study limitations, the findings encourage continued exploration of play-based pedagogy to increase children’s EF skills and academic achievement outcomes.
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来源期刊
Journal of Research in Childhood Education
Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
27
期刊介绍: The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.
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