Intervention of Block Play for Spatial Abilities of Young Children
0
조회
0
다운로드
2
인용
0
참고문헌
초록
Abstract
Block play offers young children opportunity to deal with spatial relations. However, boys or block-play preferrers who enjoy playing with blocks usually dominate the block area in early childhood settings. The purpose of this study was to examine the effects of block play on spatial abilities and to suggest an effective way to intervene in the block play of preschoolers. Two possible ways to intervene-grouping by gender and by preferences for block play-were developed and implemented in six classrooms from one private kindergarten in a residential area.The intervention was applied during free choice activity time for eight weeks. The overall results showed significant positive effects of the intervention by preference on the spatial abilities of young children. The results have implications for interventions aimed at promoting children’s involvement in block play: girls and nonpreferrers must have more opportunities to access block play and the teachers need to set aside time to play with blocks and provide play themes and materials that have more appeal to them.
참고문헌 (25)
- Beeson, "A study of sex stereotyping in child-selected play activities of preschool children National Center for Research on Teacher Learning" (1979)
- Cartwright, "Learning with large blocks", pp.38~41 (1990)
- Chaille, "Understanding through play", 72(5), pp.274~277 (1996)
- Conrad, A, "Content analysis of block play literature", pp.~357 (1995), National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED382 357)
- Copley, "A professional development to Communicate and implement the standards Engaging young children in mathematics", pp.401~414 (2004)
- Copple, "Mathematics curriculum in the early childhood context Engaging young children in mathematics", pp.83~87 (2004)
- & Czerniak, "Social behaviors and gender differences among preschooler Implication for science activities Journal of Research in Childhood Education", 16(2), pp.175~188 (2002)
- Ginsburg, "Asking young children what in developmentally appropriate Psychological perspectives on early childhood education", pp.181~219 (2001)
- Hirsh, E. S, "The Block Book" (1996), NAEYC
- Hong,H, "The development of Spatial Ability Test for young children", 21(4), pp.18~20 (2001)
- Hong, "Young children spatial representation ability for geometrical relations Korean Journal of Educational Research", 39(2), pp.81~98 (2001)
- National Council of Teachers of Mathematics, "Principle and standards for school mathematics" (2000), Author
- National Association for Education of Young Children and National Council of Teachers of Mathematics, "Early childhood mathematics: Promoting good beginning" (2002)
- Kim, K., "The effects of drawing representational activities during block play on children spatial abilities" (2003), Unpublished master’s thesis, Chonnam National University
- Law, "Gender difference had experience in dynamic spatial reasoning tasks", pp.35~40 (1993)
- Lummis, "Gender differences in beliefs and achievement", pp.254~263 (1990)
- MacDonald, S, "Block Play" (2001), Gryphon House, Inc
- McGuinnes, "Sex differences in cognitive style Implications for mathematics performance and achievement The challenge of mathematics and science education", pp.251~274 (1993)
- Serbin,L, "Play activities and the development of visual-patial skills", 1(1), pp.6~9 (1980)
- Siegler, R. S, "Children thinking" (1998), Prentice Hall
- Song, "The development of informal and formal mathematical thinking in Korean and U", pp.1286~296 (1987)
- Stroud, "Building a foundation for literacy", 23(1), pp.9~13 (1995)
- Varma, "Sex-tereotyping in block play of preschool", pp.32~7
- & Jones, "Block play performance among preschoolers as a prediction of late school achievement in math Journal of Research in Childhood Education", 15(2), pp.173~180 (2001)
- Wellhousen, K.,, "A constructivist approach to block play in early childhood" (2001), Delma