Assessment and pedagogical implications of young children’s psychomotor development in Greek kindergarten schools

Zaragas, Harilaos; Pliogou, Vassiliki

doi:10.1080/03004279.2019.1684540

Cited by 5 publications

(4 citation statements)

References 32 publications

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“…A child showing weak psychomotor development may have problems in gaining psychomotor skills and at the same time, show problems in writing, reading, word syllabification, arranging syllables, abstract thinking and logical and grammatical analysis (Rossı, 2012). Studies reveal that there are schoolchildren who have adaptation problems related to clear difficulties in their motor performances (social behaviour skills, aggression, isolation, lack of empathy, and emotional disorders) (cited by Zaragas & Pliogou, 2020). Moreover, in a study aimed at examining whether information from kinetic performance measures from birth up to four years could predict kinetic and cognitive performance, a relationship was found between motor skills and symptoms of anxiety and depression.…”

Section: Discussionmentioning

confidence: 99%

An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills

Sezgin¹,

Ulus²

2020

IES

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In this study, the direct and indirect relationships of children’s self-regulation skills and their higher-order cognitive skills of cognitive flexibility and abstraction skills with their early academic competencies are examined. Within the scope of the study, the mediating role of self-regulation skills with early academic competencies is investigated. In the study, inhibitory control, behaviour regulation, effortful control and cognitive flexibility are focused on as the main components of executive functions which develop in the early childhood period. The research data were obtained from 185 children aged 60-72 months attending preschool education institutions in the central province of Bursa, and from 16 of these children’s teachers. For determining the children’s self-regulation skills, effortful control and behaviour regulation were evaluated. Stepwise multiple regression analysis was used to test whether or not the children’s self-regulation and higher-order cognitive skills predicted their early academic competencies. As a result of the research, it was determined that the self-regulation skills of effortful control and behaviour regulation predicted early academic skills and attitudes. A statistically significant relationship of cognitive flexibility and abstraction skills with early academic success scale scores was not found. The findings are discussed in terms of the relationship of behaviour regulation and effortful control with early academic success and competencies.

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Section: Discussionmentioning

confidence: 99%

An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills

Sezgin¹,

Ulus²

2020

IES

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“…This means that the assessment carried out on early childhood is process-based and not results-focused. The early childhood assessment focuses on observations that will provide more accurate and sustainable results (Zaragas & Pliogou, 2020).…”

Section: Discussionmentioning

confidence: 99%

Strategies for Increasing Teacher Competence through Structured Mentoring in Developing Local Wisdom-Based Curriculum in Az-Zahwa Playgroup

Rahayu

2020

Al-ATHFAL J EDUC CHILD

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The curriculum is an absolute thing that must be owned by a teaching unit. The curriculum is the core of the learning process. Az-Zahwa Playgroup Trenggalek has five teachers with high-school educational background and has never received training or workshops. This condition has an impact on the course during the learning process. The learning process runs without a plan, and the activities taken during the learning process was not appropriate to the children's age. This research aims to describe the strategies in increasing teacher competence, especially in pedagogic and professionalism based on structured-mentoring. In this research, the structured-mentoring was conducted by providing alternately structured materials and practice using prepared learning-tools appropriate to curriculum 2013. This type of research was qualitative with a case-study design. The data were collected using observations, interviews, and documentation. This research's inhibiting factor was that the teachers have a high-school educational background and have not had teaching experience, resulting in a lack of knowledge and teaching skills. On the other hand, the supporting factor was that teachers were enthusiastic and creative in developing the learning tools based on local culture. The results achieved from this structured-monitoring research were the teachers were able to make the learning-tools start from PROTA, PROMES, RPPM, RPPH according to 2013 Curriculum based on local culture and ended by generating the score by using work-result oriented techniques, checklist, portfolio, and anecdotal notes.

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“…Outdoor play is closely related to kinetic skills, abilities and neural development. The lack of motor development is associated with learning difficulties and behavioural, pedagogical and social problems (Zaragas & Pliogou, 2020). In Greece, approximately 23% of preschool aged children are categorized as overweight or obese (Venetsanou & Kambas, 2017).…”

Section: Kindergarten Education In Greecementioning

confidence: 99%

“…In Greece, approximately 23% of preschool aged children are categorized as overweight or obese (Venetsanou & Kambas, 2017). Obesity is linked with a number of chronic diseases, and with stress, anxiety and depression in later phases of childhood (Zaragas & Pliogou, 2020). Gregoriadis et al (2016) report that Greek kindergartens and day-care settings do not focus on activities related to nature and that schoolyards are usually not equipped with natural materials, such as water and sand.…”

Section: Kindergarten Education In Greecementioning

confidence: 99%

Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece

Kouthouris

2021

JSE

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This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.

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Assessment and pedagogical implications of young children’s psychomotor development in Greek kindergarten schools

Cited by 5 publications

References 32 publications

An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills

An Examination of Self-Regulation and Higher-Order Cognitive Skills as Predictors of Preschool Children’s Early Academic Skills

Strategies for Increasing Teacher Competence through Structured Mentoring in Developing Local Wisdom-Based Curriculum in Az-Zahwa Playgroup

Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece

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