The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education

Kenanoglu, Dilan; Duran, Munise

doi:10.20448/journal.522.2021.71.74.81

Cited by 13 publications

(7 citation statements)

References 2 publications

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“…The results add to research approaches to early childhood science education and provide a pedagogical framework for practice that balances play-based instruction with advanced learning outcomes for young learners in science. Kenanoglu and Duran [21] analyzed the impact of traditional play education programs on preschool children's language development. They used typical case sampling, one of the purposive sampling methods.…”

Section: Related Workmentioning

confidence: 99%

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Gong

2022

Advances in Multimedia

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With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.

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Section: Related Workmentioning

confidence: 99%

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Gong

2022

Advances in Multimedia

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“…Similarly, playing traditional games proves very beneficial in education, especially for elementary learners on a holistic level. It enhances students' process abilities, linguistic proficiency, character development, and gross motor skills, among several other areas [22,23,24,25]. For physical development, learners' skills and health-related fitness are focused, particularly their stamina, strength, power, coordination, muscle endurance, and strength, as mentioned by the participants.…”

Section: Treasuring Traditional Filipino Gamesmentioning

confidence: 97%

“…The level of performance of students exposed to indigenous games was higher than that of students who were not exposed to indigenous games [29]. Further, it was determined that the traditional game education program increased the children's language development in a positive way [22]. Additionally, Tupas and Palmares [30] asserted that the K-12 Basic Education Program of the DepEd can employ the traditional Philippine games as instructional materials and motivational activities to increase students' interest in learning science as the scientific ideas and concepts are embedded in the Philippine traditional games, especially for below-average learners.…”

Section: Treasuring Traditional Filipino Gamesmentioning

confidence: 99%

Insights, challenges, and strategies of teachers in the integration of traditional Filipino games in music, arts, physical education, and health instruction

Belano,

Perez

2024

TSSJ

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Traditional Filipino games are activities played across generations, making use of local resources. This study aimed to gain a better understanding of teachers' experiences with integrating traditional Filipino games into the Music, Arts, Physical Education, and Health (MAPEH) instruction of local public schools. Utilizing a basic qualitative research design, this study sought to grasp the present scenario in elementary schools through in-depth interviews and prolonged engagement with the six teachers chosen using inclusion criteria. Employing thematic analysis using Lichtman's (2017) three Cs, three major themes with a total of thirteen subthemes emerged as key findings of this research: (1) Valuing Games for Education with Sub-themes, (a) Reminiscing Childhood Games, (b) Recognizing Games Positive Impact in the Classroom, (c) Treasuring Traditional Filipino Games, (2) Overcoming Obstacles with Sub-themes (a) Motivating Unengaged Learners to Move amidst Media and Technology, (b) Managing Unruly Learners during Games, (c) Lacking Facilities and Supplies, (d) Limiting Opportunities for Playtime, (3) Strategizing in a Dynamic Learning Environment with Sub-themes (a) Encouraging Active Exploration, (b) Using Cues and Procedures to Refocus Positive Behavior (c) Improvising Space and Materials (d) Initiating Opportunities for Play, (e) Using Differentiated Playing Experiences, (f) Collaborating with Other Teachers. The results of this research provide supporting baseline data for enhancing the delivery of MAPEH instruction and promoting relevant, indigenized, and localized education through traditional games.

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“…Ne ulazeći dublje u analize identifikovanih načina vaspitnog delovanja vaspitača u cilju efektivnijeg socioemocionalnog razvoja dece predškolskog uzrasta, u ovom delu rada će biti navedene samo neke od njih. Primera radi, u jednom od istraživanja sprovedenom u SAD utvrđeno je da se emocionalni razvoj dece predškolskog uzrasta efektivno može razvijati njihovim uključivanjem u tradicionalne igre i folklor (Kenanoglu & Duran, 2021), a kada vaspitači usaglašenim delovanjem sa roditeljima realizuju identične ili povezane aktivnosti u dečjem vrtiću i porodici, doprinose efektnijem socioemocionalnom razvoju dece (Locchetta et al, 2017). Pokazalo se da uključivanje dece u aktivnosti koje ih interesuju i koje im nisu strane efektivno doprinosi njihovoj boljoj interakciji sa ostalim članovima grupe, što u značajnoj meri doprinosi i njihovom emocionalnom razvoju.…”

Section: Uvodunclassified

Recognition of behavioral problems in preschool children from the educator's point of view

Milenović,

Jeremić,

Markov

2024

Spec eduk i rehabilitacija

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Introduction. The research problem is formulated in the form of research questions: can educators recognize problems in the behavior of preschool children, and are they sufficiently competent to undertake planning actions related to the prevention and suppression of externalized and internalized problems in the behavior of preschool children? Objectives. The goal of the research was to determine whether educators can recognize problems in the behavior of preschool children and take measures to overcome these problems. Methods. The research was conducted in January 2023 on a sample of 124 educators from the areas of Bačka and Banat. The teacher's assessment of the recognition of problems in the behavior of preschool children was examined with the Scaler - RBDCPA-EP constructed for the purposes of this research (a = .822). It consists of three subtests: 1) recognition of behavioral problems in preschool children; 2) informing parents and professional associates about observed problems in the behavior of preschool-age children; and 3) taking action to narrow down behavioral problems. Results. The results of the research show that problems in the behavior of preschool-age children can be predictive factors that show behavioral disorders in adolescence. Conclusion. It is concluded that, besides the primary role of educators, it is necessary to undertake a series of planned actions so that preschool institutions provide optimal support for children with behavioral problems and their families.

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The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education

Cited by 13 publications

References 2 publications

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Insights, challenges, and strategies of teachers in the integration of traditional Filipino games in music, arts, physical education, and health instruction

Recognition of behavioral problems in preschool children from the educator's point of view

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