Using structured movement educational activities to teach mathematics and language concepts to preschoolers

Abstract

Methods: A qualitative exploratory case study design was used to explore the extent to which structured movement educational assessment activities can support the understanding of mathematics and language concepts. The participants included 20 Grade R learners, one class teacher and one head of department (HOD). The data were generated using observation of participants, analysis of worksheets, visual data and a semi-structured interview. Results:The findings of the study suggest that the integration of structured movement activities with mathematics and language concepts seems to impact positively preschool learners' physical, social and cognitive development. The value of qualitatively assessing preschool learners during active participation seemed to be favourable to understanding concepts or movement skill acquisition. Conclusion:The study concluded that movement experiences can inform preschool learners' understanding of mathematics and language concepts.

Faculty of Educational Sciences and Arts / UNRWA

“…This result coincides with the study results of ) Ford, 2016( and)Omidire, et al, 2018) in the positive effect of using movement-based learning in improving the mathematical achievement.…”

“…This result coincides partially with the study results of: )Nadler et al, 2015( in students' concentration, enjoyment of learning, engagement in learning, ) Riley et al, 2017( in the positive effect on children's enjoyment and engagement, and ) Omidire et al, 2018( in the positive impact on learners' physical and social development.…”

The impact of outdoor play on children’s well-being: A scoping review

“…The studies included in this review were published between 2018 and 2021, as seen in Figure 3. In 2018, a total of n=3 articles (Hinkley et al 2018, McCree et al 2018, Omidire et al 2018 were found to have researched outdoor play among children. In addition, there were n=4 studies identified from 2019 (Gil-Madrona et al 2019, Omidvar et al 2019, Sando 2019, Wainwright et al 2019) and 2021 (Almers et al 2021, Fathirezaie et al 2021, Mygind et al 2021, Riazi et al 2021, respectively, from the three databases.…”

“…In terms of distribution, the highest number of studies were conducted in the United Kingdom (McCree et al 2018, Wainwright et al 2019, Australia (Hinkley et al 2018, Mygind et al 2021 and Canada (Omidvar et al 2019, Riazi et al 2021) with n=2 articles, respectively. Other countries that were also included in these studies were Turkey (Bay 2020), South Africa (Omidire et al 2018), the United States (Rymanowicz et al 2020), Spain (Gil-Madrona et al 2019, Norway (Sando 2019), Iran (Fathirezaie et al 2021), and Sweden (Almers et al 2021), with n=1 articles each.…”

“…Besides technological advancement that has hindered children's engagement in outdoor play, the COVID-19 pandemic has also been a significant reason why it happened, especially in recent years. From the accumulated 13 studies, n=5 (Omidire et al 2018, Sando 2019, Bay 2020, Almers et al 2021, Riazi et al 2021 were qualitative, followed by n=4 (McCree et al 2018, Omidvar et al 2019, Wainwright et al 2019, Rymanowicz et al 2020 mixed-method research design. Meanwhile, n=2 studies (Hinkley et al 2018, Gil-Madrona et al 2019) used quantitative as their research design.…”