Language: English

Language: English

ISSN: 1054-0040

Abstract/Notes: Based on a survey of the present status of furnishing teaching materials and implements for children`s class in child care center for which no criteria has even been provided, this study seeks to explore the problems of preparing teaching materials and implements. Also, as a way of solving such problems, this study will reveal the need for recommending criteria for furnishing teaching materials and implements and will clarify the criteria for providing teaching materials and implements for children`s class at child care center. The research issues that have been formulated to achieve the objectives of this study are as follows. 1) What is the present status of furnishing teaching materials and implements for child care center? 2) How can one recommend the criteria for furnishing the teaching materials and implements required by child care center? This study has classified the child care center in Daejeon and parts of the Chungcheongnamdo region according to location, number of classes, presence or absence of evaluation certification, facility type, etc. and conducted a questionnaire survey by visiting the centers or via mail. The collected questionnaires were processed using the SPSS program. A frequency analysis was made in order to discover the general characteristics of the respondents and facilities. Also, to discover the status of furnishing teaching materials and implements at child care center according to the characteristics of facility, a crosstabulation analysis was conducted using χ2 statistic. If the results of analysis of this study are summarized, they are as follows. First, as a result of studying and analyzing the relationship between the status of furnishing teaching materials and implements for child care center and the evaluation certification, it was found that child care center that have either passed the evaluation certification or are preparing for it show better provision of such materials and implements than child care center which have done neither. Second, in terms of the question about the need for criteria for furnishing teaching materials and implements for child care center, the results show that 91.7% of respondents saw the need for such criteria. Third, when looking at the results of surveying the status of furnishing teaching materials and implements, the teaching materials for which over 60% of the teaching material items were answered as being adequately furnished made up 69.97% with 25 of a total of 41 items. There were also no teaching tool items that showed a 100% rate of provision. Moreover, there was not a single facility where all teaching implements were adequately furnished 100%, and farming villages and places that are planning to prepare for evaluation certification tended not to be furnished. When looking at the above research results, furnishing of teaching materials and implements at child care center examined here was inadequate. However, among them, the rate of furnishing was high for places that have either passed the evaluation certification or are preparing for it. One also finds that the rate of furnishing at facilities planning to make such a preparation or located in farming villages are low. Further, in terms of the need for criteria for furnishing of teaching materials and implements for child care center, one was able to see an urgency of preparing such criteria as 91.7% of respondents answered that they were necessary. Therefore, this study has recommend a set of criteria for furnishing teaching materials and implements for child care center used in the questionnaire by revising the criteria for kindergarten teaching implements as announced by each education office of cities and provinces to correspond to the needs of child care center. This study prepared and recommend criteria for furnishing of materials and implements by making a classification of 12 areas of interest including building, role, language, operation, art, math, cooking, science, tone and rhythm, sand, computer, and physical activity and of 41 teaching tool items as well as determining the requirement according to the requirement criteria for 1 class. Also, because a child care center has not only classes for children over the age of 3 but also classes for children under the age of 2, there is a need for a research on teaching materials and implements for the latter classes. For qualitative progress of daycare, research on teaching materials and implements for child care center should be conducted at the national level as a matter of urgency based on this study. / 본 연구는 그동안 교재·교구 기준조차 없는 보육시설 유아반의 교재·교구 비치 실태 조사를 통하여 교재·교구 비치의 문제점을 알아보고 그 해결방안으로 교재·교구 비치 기준 제시의 필요성을 밝히고 보육시설 유아반의 교재·교구 비치 기준을 제시하는 것을 목적으로 한다. 연구대상은 대전광역시과 충청남도의 전체 보육시설 1,134개소 중 10%에 해당하는 114개소를 연구대상으로 하여 설문조사를 실시하였다. 수집된 설문지는 SPSS 프로그램을 이용하여 처리하였다. 응답자 및 시설의 일반적 특성을 알아보기 위하여 빈도분석을 실시하였으며, 시설의 특성에 따른 보육시설의 교재·교구의 비치실태를 알아보기 위하여 χ2통계량을 이용한 교차분석을 실시하였다. 연구 결과 보육시설의 교재·교구 비치 현황은 대다수의 시설이 교재·교구 종목의 비치가 미비하였다. 그러나 그 중에서 평가인증을 통과한 시설의 경우 다른 시설에 비해 교재·교구의 비치가 잘 되어 있는 결과를 알 수 있었으며, 보육시설의 교재·교구 기준안이 필요하다는 의견은 91.7%로 나타났다. 이로써 보육의 질적 발전을 위해서 보육시설에도 교재·교구 비치 기준안이 필요하며 이에 대한 연구가 조속히 이루어져야 되고, 참고대상 조차 없는 영아반의 교재·교구에 대한 연구도 반드시 이루어져야 됨을 알 수 있었다.

Language: Korean

ISSN: 1226-9417

Language: English

ISSN: 0277-9064

Language: German

Abstract/Notes: Although children’s books often include fantasy, research suggests that children do not learn as well from fantastical stories as from realistic ones. The current studies investigated whether the type of fantasy matters, in effect testing two possible mechanisms for fantasy’s interference. Across two studies, 110 5-year-olds were read different types of fantastical stories containing a problem and then were asked to solve an analogous problem in a real lab setting. Children who were read a minimally fantastical version of the story, in which the story occurred on another planet “that looked just like Earth,” were no more likely to transfer the solution than children who heard a story that was slightly more fantastical in that the story occurred on another planet and that planet looked different from Earth (e.g., orange grass, a green sky). In contrast, significantly higher rates of learning were observed when the story contained those elements and two physically impossible events (e.g., walking through walls). Furthermore, this improvement was obtained only when the impossible events preceded, and not when they followed, the educational content. Although fantasy may sometimes detract from learning (as other research has shown), these new studies suggest that minimal fantasy does not and that particular types of fantasy may even increase learning. We propose that the mechanism for this may be that a small dose of impossible events induces deeper processing of the subsequent events in the story.

Language: English

DOI: 10.1016/j.jecp.2021.105212

ISSN: 0022-0965

Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: There are 25 million displaced children worldwide, and those receiving schooling are often educated in overcrowded classrooms. Montessori is a child-centred educational method that provides an alternative model to traditional educational approaches. In this model, students are able to direct their own learning and develop at their own pace, working with materials rather than in supervised groups or with direct teacher instruction. Because most children are working alone, teachers have more time to work one-on- one with children even when student-teacher ratios are quite large. This gives teachers increased opportunity to tailor their teaching to the specific needs and strengths of each student. We conducted an evaluation of Montessori classroom conversion for displaced students on the Thai-Myanmar border. We administered the Ages and Stages Questionnaire (ASQ) to 66 children before and after classroom conversion and across treatment and control classroom conditions. We then conducted difference in difference testing. All domains showed meaningful improvements in ASQ scores, with the Montessori students gaining 18 points relative to the traditional students (p = 0.33). However, only the personal-social domain of the ASQ was statistically significant (8.8 point gain for the Montessori students relative to the control, p < 0.05) in our underpowered sample.

Language: English

ISSN: 1443-1475, 2202-493X