The Study of the 5-6 Year-old Children's Appreciation the Humour at Preschool Education

Sezgin, Elif Yalçintaş; Hatipoğlu, Recep

doi:10.13189/ujer.2017.051107

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…In the studies conducted by Özkan (2017), Özyürek (2018), and Yılmaz Genç and Fidan (2017), it was determined that most of the children used computer technologies for games. Again, in the study conducted by Sezgin and Tonguç (2016), it was found that most of the parents gave their mobile devices to their children so that they could play games.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…There are many studies in the literature about the opinions of parents of preschool children. These studies have tried to determine the situation of preschool children's use of technological devices that offer them multimedia, in line with the opinions of their parents (Ateş & Durmuşoğlu Saltalı, 2019;Gündoğdu et al, 2016;Kılıçkaya et al, 2018;Kılınç, 2015;Kızıltaş & Ertör, 2018;Konca, 2014;Kulakçı Altıntaş, 2018;Özkan, 2017;Özyürek, 2018;Sezgin & Tonguç, 2016;Topan & Kuzlu Ayyıldız, 2018;Yılmaz Genç & Fidan, 2017). This study focuses on the role of the multimedia that preschool children frequently encounter and use in their daily lives in the process of concept learning and their parents' views on this were sought.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Multimedia in Concept Learning from the Parents’ Perspective

Başar

Elyildirim

2022

Journal of Learning and Teaching in Digital Age

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During the period of the pandemic in particular, children who are not able to leave their homes have been spending more time using multimedia devices. This research was carried out in order to determine the role of multimedia in preschool children's concept learning, as expressed by their parents. For this purpose, the research was designed qualitatively, and the case study model was used. The study's working group consisted of 21 parents living in seven different geographical regions of Turkey. The parents were determined using the maximum variation sampling method. A semi-structured interview form was used as a data collection tool in the research. The content analysis technique was used to analyze the data obtained in the research. As a result of the research, it was determined that the multimedia devices that children spent most time on were televisions, smartphones and tablets. Children preferred to use multimedia mostly for fun and games. The vast majority of parents thought that adult supervision was needed when children spent time using multimedia devices. In the research, the benefit of multimedia use that the parents most emphasized was concept learning. According to the parents, their children learned many basic concepts through accessing multimedia content. Parents also expressed their opinion that the multimedia content and apps contributing most to the children's concept learning were animated cartoons, YouTube and digital games. As a result of the research, it can be said that technological devices that offer children multimedia content positively affect children’s learning of basic concepts.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Multimedia in Concept Learning from the Parents’ Perspective

Başar

Elyildirim

2022

Journal of Learning and Teaching in Digital Age

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“…It is seen across several studies that older adults have the capability of selecting the proper punchline of a joke in comparison to younger adults, but they are shown to select a lot fewer total selection. Older adults made more choices of logical alternatives and even showed a tendency to select more slapstick humor (Sezgin & Hatipoğlu, 2017).…”

Section: Children's Humor Developmentmentioning

confidence: 99%

“…Recent investigations have emphasized the importance of the prefrontal cortex for humor processing. Changes to the prefrontal cortex, a consequence of normal aging, can be traced to changes in the ways individuals appreciate humor (Sezgin & Hatipoğlu, 2017).…”

Section: Children's Humor Developmentmentioning

confidence: 99%

Children’s humor development: A case of Indonesian children

Sahayu

Triyono

Kurniawan

et al. 2022

Indonesian J. Appl. Linguist.

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Humor has been characterized as an index of children’s language development and cognitive performance. While research on this area has been abound cross linguistically, specific inquiry on children’s humor development in the Indonesian context remains scant. Occupying this lacuna, this research sought to examine kinds of humor acquired by the children in early childhood by invoking McGhee’s humor developmental stages. Embracing a descriptive qualitative method, the study involved eleven Indonesian-speaking children in Yogyakarta aged around 1 to 5 years old, where the data were assembled primarily through direct naturalistic observations. The children’s spontaneous humor production was recorded as they were interacting with their peers and/or their parents in their homes and neighborhoods. The findings revealed that the children could perceive and produce nonverbal and verbal humor, confirming existing literature. As they grow, certain patterns of humor also emerge, indicative of their cognitive and social development. More research is necessary to better understand how children of different linguistic and cultural backgrounds understand, respond to or initiate a humorous situation.

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“…Maka dari itu benar bahwa anak belajar mengenal dan merepresentasikan dunia melalui bentuk gambar atau simbol berdasarkan apa yang anak lihat dan rasakan. Pendapat ini sejalan dengan hasil penelitian Sezgin & Hatipoğlu (2017: 1909 yaitu anak menggunakan simbol untuk merefleksikan ciri-ciri tertentu tentang dunia nyata yang diketahuinya dan merefleksikan kemiripan objek yang dilihat dan diketahuinya melalui benda-benda yang memiliki bidang datar.…”

Section: Hasil Dan Pembahasanunclassified

Efektivitas Model Pembelajaran TLPIE berbasis Drawing-Coloring Art dalam Menstimulasi Kemampuan Berpikir Kreatif Anak Usia Dini

Afnida,

Suparno,

Umami

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Penelitian ini bertujuan untuk menguji dan mendeskripsikan model pembelajaran TLPIE berbasis drawing-coloring art dalam menstimulasi kemampuan berpikir kreatif anak. Penggunaan data dari sampel anak usia 5-6 tahun. Penelitian dilakukan dengan menggunakan metode one group pretest-posttest dan dianalisis menggunakan uji t-dependen dan uji N-Gain Score. Kategori pengukuran berpikir kreatif anak dengan mengadopsi the Analysing Children’s Creative Thinking Framework dan dikembangkan sesuai dengan tahapan pelaksanaan pembelajaran berbasis drawing-coloring art. Berdasarkan hasil paired sample t-test dan uji N-Gain Skor, pembelajaran berbasis drawing-coloring art dapat menstimulasi kemampuan berpikir kreatif anak secara efektif. Hal ini dikarenakan adanya prinsip dukungan interaksi sosial, kesempatan bereksplorasi, dan scaffolding pada model pembelajaran berbasis drawing-coloring art. Interaksi sosial terwujud dalam bentuk komunikasi dua arah atau dengan melakukan tanya jawab berkenaan dengan apa yang akan dan apa yang sudah dilakukan oleh anak dan kesempatan bereksplorasi memberikan peluang bagi anak untuk mengembangkan pemikiran kreatifnya.

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The Study of the 5-6 Year-old Children's Appreciation the Humour at Preschool Education

Cited by 7 publications

References 6 publications

The Role of Multimedia in Concept Learning from the Parents’ Perspective

The Role of Multimedia in Concept Learning from the Parents’ Perspective

Children’s humor development: A case of Indonesian children

Efektivitas Model Pembelajaran TLPIE berbasis Drawing-Coloring Art dalam Menstimulasi Kemampuan Berpikir Kreatif Anak Usia Dini

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