How to develop cognitive skills through playing in pre-school contexts

Brinia, Vasiliki; Psoni, Paraskevi

doi:10.1504/ijtcs.2019.096869

Cited by 1 publication

(2 citation statements)

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“…Regarding this interdisciplinary curriculum in the present case through ancient drama, student teachers had the opportunity to enact an ancient Greek play, which, as they pointed out, helped them understand the value of the monuments and the landscape even more, therefore confirming Harfitt and Chow's (2018), as well as Moss's (2008), views [19,20]. This statement also reminds of Brinia and Psoni's research, according to which learners acquire a new set of skills through re-enactment and role-playing by better comprehending complex cognitive concepts [21]. At the same time, participants confirmed that through such experiential activities, learning is made fun and internal incentives are developed in students, who get encouraged to participate, be part of a team, and develop interpersonal skills [22,[27][28][29].…”

Section: Discussion Of the Resultsmentioning

confidence: 58%

“…Ancient drama, as a result, offers invaluable cultural and social values stemming from the tradition and cultural heritage, embracing cultural and social diversity under the scope of democratic education [19,20]. As Brinia and Psoni suggest in their study regarding playfulness, through re-enactment and role-playing, learners attain a new set of skills by better comprehending complex cognitive concepts [21].…”

Section: Literature Reviewmentioning

confidence: 99%

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How to Instill Cultural Values in the New Generation through Cultural Promenades and Ancient Drama: A Field Research

2019

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The present study investigates whether experiential learning through cultural promenades and ancient Greek drama can constitute an effective method of instilling cultural values in the new generation. For this reason, field research was conducted in the broader area of Acropolis in Athens, Greece. Qualitative research through in-depth interviews followed, in order to record 42 student teachers’ perceptions after their own experiential contact with the method of cultural promenades. This research method with teacher candidates during their vocational training as future teachers is of great importance, as it will indicate whether the method of instilling cultural values through cultural promenades and ancient Greek drama is effective enough to be adopted in later teacher candidates’ teaching in schools. The choice of the sample is strategic, since the teaching specialty of the majority is economics and management, and thus teachers get acquainted with an innovative experiential methodology on teaching economic and cultural sustainability, which—according to literature—are interconnected. The findings reported valuable insights on the effectiveness of the said teaching methodology. The present research is the first that focuses on the descriptive interrelations among cultural promenades, experiential learning, cultural values, and sustainability, and thus it provides policy makers and teachers with invaluable insights.

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