The Role of Puppets in Kindergarten Education in Cyprus

Caganaga, Çağda Kıvanç; Kalmis, Ayten

doi:10.4236/oalib.1101647

Cited by 7 publications

(7 citation statements)

References 7 publications

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“…Carter & Nutbrown, 2016; Choi & MdYunus, 2011;Duley et al, 2018;Jesuvadian & Wright, 2011;Kondoyianni, 1997;Remer & Tzuriel, 2015;Tzuriel & Remer, 2018 Kommunikation 7 Brits et al, 2014;Caganaga & Kalmis, 2015;Forsberg Ahlcrona, 2012;Lake & Evangelou, 2019;Walsh et al, 2011;WesselPowell et al, 2016WesselPowell et al, , 2018 Ämneslärande 4 Bers et al, 2002;Liston, 2015;Makuch & Reschke, 2001;Mendes et al, 2020 Barns lek 3 Bowne & Brokmeier, 2008;Davis & Dolan, 2016;Wohlwend, 2017…”

Section: Social Kompetensunclassified

En forskningsgranskning om möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan

Råde

2022

nbf

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Läroplanens krav på att förskolans innehåll och arbetssätt skall vila på vetenskaplig grund och beprövad erfarenhet innebär att förskolans didaktiska verktyg behöver få stöd av forskning. Då lek har en central plats i förskolan kan en utveckling av ett lekfullt verktyg som dockor vara motiverat. Därför syftar denna studie till att studera hur forskning behandlar möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan. En systematisk granskning har genomförts av 29 vetenskapliga artiklar. Fyra områden med möjligheter för dockor som didaktiskt verktyg identifieras, förskolebarns sociala kompetens, kommunikation, ämneslärande och barns lek. Vidare framkom två områden med utmaningar, pedagogiska och kontextuella, relaterat till dockor som didaktiskt verktyg. Diskussionen berör både möjligheterna och utmaningarna med dockor som didaktiskt verktyg. Dockor konstateras ha en potential som didaktiskt verktyg i förskolan.

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Section: Social Kompetensunclassified

En forskningsgranskning om möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan

Råde

2022

nbf

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“…Semua boneka seolah-olah memiliki karakter dan sifat yang berbeda-beda saat kegiatan bermain peran. Seperti yang disampaikan oleh Çağanağa (2015) [10] bahwa boneka dapat berbagi suka maupun duka, boneka tersebut dapat memiliki karakter kurang ajar atau pemalu, nakal atau baik, dan pada saat anak bermain dengan boneka mereka mendapat pengetahuan baru tanpa sadar.…”

Section: Bermain Peran Mikrounclassified

Micro Role Playing Method for Empathy of Children Aged 5-6 Years

Nurhasanah

2020

ECEDJ

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<p>This study aims to determine the effect of using the micro role playing method on empathy for children 5-6 years. This research is a quantitative research with Quasi Experimental Design in the form of Nonequivalent Control Group. The study was conducted from April to December 2018. Sampling using saturated samples. The research sample of 36 children was taken from the Dharma Wanita 1 Banaran Kindergarten and Banaran Kindergarten, Kalijambe, Sragen. The technique of collecting data uses observation, interviews and documentation. The validity of the instrument uses expert judgment which is then tested by the instrument. Data analysis consisted of prerequisite tests and hypothesis testing. The prerequisite test in data analysis consisted of a normality test and a homogeneity test, while a hypothesis test used an independent sample t-test. The prerequisite test results show normal and homogeneous data. The results of the hypothesis test show that the difference in the average value of the posttest value of the experimental group and the control group is 24.33 and 20.33 with a significance value of 0.000 <0.05. While the difference in the value of the pretest and posttest in the experimental group was 18.39 to 24.33. The conclusion of the study shows that there is an influence of the use of the micro role playing method on empathy for children aged 5-6 years.</p>

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“…Using a puppet in VYL class is really helpful. Students feel like they are playing instead of studying and they usually feel more relaxed (Caganaga & Kalmıs, 2015) when they make a mistake while they use puppet rather than when they did it without a puppet because they think it is funny. It might be because students become more comfortable and open up with the help of puppets (Mishina & Wallace, 2004), thus increasing students' dialogue effectively.…”

Section: The Strategies To Make Vyls Understand L2mentioning

confidence: 99%

“…The other strategy is the use of puppets in English young learner class to help teachers in using their language and create a funny atmosphere (Caganaga & Kalmıs, 2015). Teachers can use puppets to model simple dialogue frequently (Majaron, 2011) so the students could learn the skill by simply watching it.…”

mentioning

confidence: 99%

Teachers Talking in Very Young Learners Immersion Class: How They Did It

Subroto

Basthomi

Astuti

2020

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aimed to describe the language used by the teachers namely teacher talk in VYL English Immersion class whose students’ age ranges from three to six years old and to describe how the language was used effectively in the class. The results showed that there were four types of teacher talk used frequently to help the teachers teach effectively in the class namely (1) giving directions, (2) giving information, (3) asking questions, and (4) praising and encouraging. Those four talks did not work alone in the class; the teachers also use gesture and demonstration to accompany the talks.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mendeskripsikan tipe-tipe bahasa Inggris yang digunakan guru dalam konteks pengajaran bahasa Inggris pada kelas imersi dengan siswa berusia antara tiga sampai enam tahun dan menjelaskan bagaimana tipe-tipe bahasa tersebut digunakan secara efektif di kelas. Hasilnya, terdapat empat tipe bahasa yang sering digunakan guru untuk menyampaikan materi, yakni (1) pemberian arahan, (2) pemberian informasi, (3) pertanyaan, dan (4) pujian dan dorongan. Keempat tipe bahasa tersebut tidak digunakan secara independen di kelas. Guru juga menggunakan bahasa tubuh serta demonstrasi kegiatan saat menggunakan keempat tipe bahasa tersebut.</p></td></tr></tbody></table></div>

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The Role of Puppets in Kindergarten Education in Cyprus

Cited by 7 publications

References 7 publications

En forskningsgranskning om möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan

En forskningsgranskning om möjligheter och utmaningar med dockor som didaktiskt verktyg i förskolan

Micro Role Playing Method for Empathy of Children Aged 5-6 Years

Teachers Talking in Very Young Learners Immersion Class: How They Did It

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