Using Learning Centers to Improve the Language and Academic Skills of Preschool Children

Abstract

A mixed-methods research design was employed to investigate the impact of use of learning centers to supportlanguage and academic skills of children aged 61–72 months. The sample of quantitative data of the study consistedof 70 children (35 in the experimental group and 35 in the control group). In the quantitative dimension of the study,data were collected using the “Kaufman Survey of Early Academic and Language Skills,” “Progress in Maths 6 Test,”and the “Control List for the Evaluation of the Print Awareness of Pre-School Children” scales. In the qualitativedimension of the study, semi-structured interviews were conducted with the teachers of the experimental groupthrough the “Teacher Interview Form” developed by the researchers. During the implementation period, learningcenters were established and organized in such a way that the 35 children in the experimental group could use themfor about 75–90 minutes every day for eight weeks. The results obtained from the study reveal that arrangementsmade in the learning centers provide important contributions to the development of children’s language, literacy andmathematics skills.

Research and Pedagogies for Early Math

“…Learning centers can also contribute to children's learning. They are most effective when combined with other group sizes and structures and when carefully planned, introduced, and guided by the teacher [165]. Finally, small class size has positive effects on math achievement in grades K-3, especially when class size is 22 or fewer, children are from marginalized populations, or reduction in class sizes is well planned and implemented in consecutive grades [166,167].…”

Examining preschool teacher’s use of social media in terms of their professional development

“…It is seen that applications such as Instagram, Facebook, Twitter and Whatsapp are frequently used (Avcı, 2020). The use of social media tools in preschool education has benefits for the teacher, the child, and the classroom, from planning to evaluating the learning-teaching process (Uyanık Aktulun & Elmas, 2019). The use of social media can also enable preschool teachers to follow experts by creating personal learning networks, receive material support, and exchange information; ensure that parents are more actively involved in the education process through social media tools in school-family communication; and announce problems more easily through social media (Uyanık Aktulun & Elmas, 2019).…”

“…In order to organize creative activities, preschool teachers need to participate in educational projects, use educational technologies, collaborate in the educational environment and participate in communities of educators (Aribovna, 2021). The effective use of social media tools in education has always been discussed in the context of harmbenefit balance (Uyanık Aktulun & Elmas, 2019). Recently, studies have also been conducted to examine teachers' use of social media from different perspectives (Çopur, 2020;Karakaya, 2019;Logan, 2019;Mart & Campbell Barr, 2020;Sarah, 2019;Yaşar, 2021;Yıldırım, 2021;Yılmaz, 2019).…”