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Instructional illustrations in children's learning between normative and realism: An evaluation study
Rommel Mahmoud AlAli1, Ali Ahmad Al-Barakat2
1The National Research Center for Giftedness and Creativity, King Faisal University, Hofuf, Saudi Arabia.
Plos One
|September 15, 2023
Summary
Instructional illustrations in early childhood education are crucial but often fall short of design standards. Teachers perceive these standards as being used at low to average levels, with experience impacting their views.
Area of Science:
- Educational Psychology
- Curriculum Design
- Early Childhood Education
Background:
- Instructional illustrations are vital in childhood education materials.
- Effective use requires alignment with children's cognitive and psychological levels.
- Current materials may not consistently meet optimal design standards.
Purpose of the Study:
- To develop a set of standards for designing instructional illustrations for early childhood education.
- To assess childhood teachers' perceptions of the application of these standards in existing learning materials.
Main Methods:
- A list of design standards for instructional illustrations was developed.
- A questionnaire was administered online to 234 childhood education teachers in Irbid, Jordan.
- The scale comprised 34 items across four dimensions, measuring teachers' perceptions.
Main Results:
- Teachers' perceptions indicated that design standards are employed at low to average levels in current instructional illustrations.
- No high ratings were observed for the implementation of these standards.
- Teaching experience significantly influenced teachers' perceptions.
Conclusions:
- There is a need to improve the design and application of instructional illustrations in early childhood education materials.
- Further research should explore methods to enhance the quality and effectiveness of these illustrations.
- Teacher training may need to incorporate best practices for evaluating and utilizing instructional illustrations.
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