干预对表现不佳的学龄前儿童早期数学技能的影响:作为辅助方法,添加基本运动技能实践
Pinja Jylänki1, Arja Sääkslahti2, Pirjo Aunio3
1Research Unit Teachers, Teaching and Educational Communities, University of Oulu, Pentti Kaiteran katu 1, 90570 Oulu, Finland; Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00170 Helsinki, Finland.
Trends in neuroscience and education
|June 15, 2024
概括
早期数学和基本运动技能 (MovEN) 的联合干预有效地改善了学龄前儿童的数学和运动技能. 更新能力是影响干预成功的关键因素.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 运动学习是指运动学习.
背景情况:
- 研究了不同干预计划对学龄前儿童基础技能的影响.
- 检查了早期数学和基本运动技能 (MovEN) 干预措施的综合效应.
- 评估了个别背景变量对干预疗效的影响.
研究的目的:
- 评估联合 (MovEN),早期数学和基本运动技能的干预措施的有效性.
- 确定这些项目如何影响儿童早期的数学和运动技能.
- 找出适度干预结果的个别因素.
主要方法:
- 50名学龄前儿童参加了16个针对性干预的课程.
- 早期的计算能力,数学问题解决能力和基本运动技能在干预前和后被评估.
- 使用统计分析来确定干预效应和预测变量.
主要成果:
- 移动网络和早期数学的干预措施显著提高了早期的数学的能力和数学问题解决能力.
- 移动和基本运动技能干预措施改善了基本运动技能.
- 更新能力是干预有效性的唯一预测因素,独立于先前的技能水平.
结论:
- 移动网络干预是同时支持儿童早期数学和基本运动技能的有效方法.
- 针对认知和运动领域的干预措施可以产生全面的发展效益.
- 个人差异,特别是更新能力,在干预响应性中起作用.
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