在虚拟环境中支持学龄前儿童的运动发展:倾听教师的声音
W Catherine Cheung1, Michaelene M Ostrosky1
1Department of Special Education, University of Illinois Urbana-Champaign, 288 Education, 1310 South Sixth Street, Champaign, IL 61820 USA.
Early childhood education journal
|June 26, 2023
概括
运动对学龄前儿童的发展至关重要,但虚拟学习带来了挑战. 教师发现它有利于学前技能,但技术和资源是有效虚拟运动教学障碍.
科学领域:
- 幼儿教育 儿童早期教育
- 汽车发展 汽车发展
- 虚拟学习 虚拟学习
背景情况:
- 运动游戏对于培养学龄前儿童的毛细运动,社交,沟通和认知能力至关重要.
- 由于COVID-19大流行,人们需要在包容性学前教育环境中为运动运动提供虚拟学习指南.
- 现有的虚拟学习专注于学校准备,经常忽视运动发展.
研究的目的:
- 探讨幼儿园教师在将运动游戏融入虚拟学习课程中所遇到的好处和挑战.
- 了解运动如何在虚拟包容性学前环境中支持教育目标.
主要方法:
- 质量研究涉及26名在包容性环境中的学前教育教师.
- 在2021年3月至6月期间进行的采访.
- 持续的比较分析和新出现的编码用于数据解释.
主要成果:
- 教师们认识到运动游戏在提高学前技能,动力和专注方面的价值.
- 技术,空间和资源有限等后勤障碍阻碍了虚拟机动游戏的实施.
- 在虚拟学习期间,学校准备能力是主要重点.
结论:
- 运动为学龄前儿童的发展提供了显著的好处,即使在虚拟环境中.
- 解决后勤挑战对于成功的虚拟运动指导至关重要.
- 需要制定政策和指导方针,为幼儿提供高质量的,可访问的虚拟运动教育.
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