scholarly journals Influencia de las actividades audio-musicales en la adquisición de la lectoescritura en niños y niñas de cinco años

2016 ◽  
Vol 21 (1) ◽  
pp. 1 ◽  
Author(s):  
Alexandra Magán-Hervás ◽  
Felipe Gértrudix-Barrio
Keyword(s):  
Writing Skills ◽  
Early Learning ◽  
Positive Influence ◽  
Literacy Skills ◽  
Skills Acquisition ◽  
Educational Value ◽  
Post Test ◽  
Essential Resource ◽  
Children Development ◽  
Research Action

 Pre-school education period is the foundation for children development. Teachers must reinforce students’ knowledge in this stage since all the contents covered will impact throughout their lives. Due to its educational value and influence on the different aspects of children development, music should be regarded as an essential resource in these early learning stages. In this regard, this work aims to analyze if the activities including music, hearing, and sound have a positive influence on the unfolding of literacy skills on five-year-old children. To accomplish such objectives, qualitative, quantitative, and triangulation methodologies have been used by taking the content analysis from the literature review related to the topic of this investigation and then after, by using the experimental design technique (pre-test/experiment/post-test) with two design types (experimental and controlled class) from the research-action paradigm. Considering the results of this research, it can be asserted that audio-musical activities significantly influence reading and writing skills acquisition without noteworthy differences between boys and girls.

scholarly journals PENGARUH ALAT PERMAINAN EDUKATIF TERHADAP ASPEK PERKEMBANGAN PADA ANAK PRA SEKOLAH DI WILAYAH PUSKESMAS ONDONG KABUPATEN KEPULAUAN SIAU TAGULANDANG BIARO

e-NERS ◽  
2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Sry Nur Hasana Sain ◽  
Amatus Yudi Ismanto ◽  
Abram Babakal
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Test Group ◽  
Educational Value ◽  
Purposive Sampling ◽  
Before And After ◽  
Post Test ◽  
Children Development ◽  
Children's Development ◽  
Children’S Development

Abstrak Alat Permainan Edukatif adalah jenis permainan yang mengandung nilai pendidikan yang berfungsi untuk merangsang daya imajinasi anak dalam proses perkembangan kongnitif, proses kegiatannya yaitu pemberian stimulasi sehingga dapat meningkatkan aspek perkembangan dalam proses tumbuh kembang anak yang dinilai dari perkembangan motorik kasar, motorik halus, kemampuan bicara dan bahasa serta kemampuan sosisalisasi dan kemandirian. Tujuan penelitian adalah mengetahui pengaruh alat permainan edukatif terhadap aspek perkembangan anak pra sekolah. Metode penelitian one group pre-post test dimana peneliti mengobservasi sebelum dan sesudah perlakuan. Sampel yang digunakan purposive sampeling, besar sampel 17 responden. Data yang diperoleh dianalisa dengan uji wilcoxon signed ranks test. Hasil penelitian menunjukkan (p=0,000 < α=0,05) artinya ada pengaruh alat permainan  edukatif  terhadap aspek perkembangan anak pra sekolah. Dari hasil penelitian ini disarankan kepada orang tua dan pemimbing lebih memperhatikan masa perkembangan anak pra sekolah khususnya kemampuan berbicara dan berbahasa serta sosialisasi dan kemandirian. Kata kunci: Anak pra sekolah, Aspek perkembangan, Permainan  edukatif.     Abstract: Educated gane tool is a kind of gane which consists of educational value it is functioned to stimuli children’s imagination cognitively. The process is to give stimulus so it can increase the development skill and socializing a independency. The purpose of this research is to know the effect of educated game tool to preschool children development. The method of this research is one pre-post test group which the researcher observed before and after treatment. The sample is purposive sampling, total of the sampling is 17 respondent. Data which was gotten then analyzed by using wilcoxon signed ranks. The result of the research shows (p=0,000 < α=0,05), it means that there is effect from educated game tool to pre school childreen. From these result, it is suggested to parents a school to pay more attention to pre school children’s development especially speaking, language, socializing a independence ability. Keyword : Pre school children, aspect of development, educated games.

ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 107
Author(s):  
Suthagar Narasuman ◽  
Zalina Mohd Zamri
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Writing Skills ◽  
Positive Influence ◽  
Listening Skills ◽  
Time Period ◽  
Post Test

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%).

scholarly journals Improving Literacy Skills of Students with Different Learning Styles Using E-6tslearning

2021 ◽  
Vol 12 (2) ◽  
pp. 225
Author(s):  
Pradnya Permanasari
Keyword(s):  
Learning Styles ◽  
Student Satisfaction ◽  
Digital Literacy ◽  
English Language ◽  
Writing Skills ◽  
Language Education ◽  
Literacy Skills ◽  
Study Program ◽  
Reading And Writing ◽  
Post Test

This research was aimed at describing what learning styles dominate the students' reading and writing abilities and how E-6tslearning improve the the fourth semester students’ reading and writing skills of the English Language Education Study Program of Teacher Training and Education Faculty of Pekalongan University. The writer used classroom action research (CAR) with 28 students as samples. The writer used planning, acting, observing and reflecting cycles. The writer used questionnaires to determine students’ learning styles and their satisfaction with the use of E-6tslearning and tests to measure their reading and writing skills. The results of the questionnaire analysis showed that there were three learning styles; those were visual, auditory and kinesthetic. From the results of the comparison of pre-test and post-test, students with kinesthetic learning styles experienced the best improvement of all, the visual group was the second one and the auditory group got the lowest achievement. The results of the pre-test and post-test comparison show an improvement in students' skills and motivation. This proves that the use of e-6tslearning can improve students' reading and writing skills. The results of the questionnaire analysis of student satisfaction on the use of e-6tslearning shows that learning by using e-6tslearning, students can improve their reading and writing skills and digital literacy. They can learn with fun with and without lecturer’s assistance.

scholarly journals Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy

Seminar.net ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 85-102
Author(s):  
Katriina Heljakka ◽  
Pirita Ihamäki
Keyword(s):  
Learning Environment ◽  
Early Learning ◽  
Research Area ◽  
Literacy Skills ◽  
Group Interview ◽  
The Internet ◽  
Educational Value ◽  
Interview Session ◽  
Context Of Learning ◽  
New Research

The Internet of Toys (IoToys) as an emerging type of edutainment presents a new research area, especially in the context of learning. This study investigates four connected toys played with in the preschool context. By turning to preschool-aged children and their educators observed and interviewed during and after a play test and group interview session, we study how the educational value of IoToys is actualized in a play situation in an early learning environment. In order for IoToys to work as tools in toy-based learning in the preschool context, we suggest that educators acknowledge the engagement with these toys as a form of transmedia play which demands transmedia literacy skills.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

Perbedaan Efektivitas Pemberian Origami Dan Playdough Terhadap Perkembangan Pada Anak Prasekolah Kelompok A Di TK Aisyiyah Bustanul Athfal Kota Kediri

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Halimatus Saidah ◽  
Yunida Septiyanty
Keyword(s):  
Child Development ◽  
Sampling Technique ◽  
The Body ◽  
Purposive Sampling ◽  
Organ Systems ◽  
Post Test ◽  
Group A ◽  
Key Words Development ◽  
Children Development ◽  
Research Show

ABSTRAKPerkembangan (development) adalah bertambahnya kemampuan atau fungsi semua sistem organ tubuh sebagai akibat bertambahnya kematangan atau maturitas fungsi sistem organ tubuh (Dewi, 2013). Tujuan penelitian ini adalah mengetahui perbedaan efektivitas pemberian origami dan playdough terhadap perkembangan pada anak prasekolah kelompok A di TK Aisyiyah Bustanul Athfal tahun 2018.Desain penelitian yang digunakan adalah penelitian pre eksperiment dengan pendekatan pre-test and post-test Design. Populasi yang diteliti adalah seluruh anak kelompok A di TK Aisyiyah Bustanul Athfal berjumlah 56 anak dengan teknik purposive sampling diperoleh sampel 36 responden. Instrumen penelitian yang digunakan adalah lembar KPSP. Hasil penelitian kemudian dianalisa dengan menggunakan wilcoxon signed rank.Hasil penelitian yang dilakukan menunjukan bahwa perkembangan anak sebelum pelaksanaan pemberian Origami didapatkan setengahnya perkembangan anak meragukan, setelah pelaksanaan didapatkan hampir seluruhnya perkembangan anak sesuai. Perkembangan anak sebelum pelaksanaan pemberian Playdough didapatkan sebagian besar perkembangan anak meragukan, setelah pelaksanaan didapatkan sebagian besar perkembangan anak sesuai. Hasil analisis menunjukkan ada pengaruh pemberian permainan origami dan permainan Playdough terhadap perkembangan anak kelompok A di TK Aisyiyah Bustanul Athfal Tahun 2018 dengan hasil ρ-value = 0,001 ɑ = 0,05 dari kelompok origami dan ρ-value = 0,007 ɑ = 0,05 dari kelompok playdough, sedangkan hasil analisis perbedaan adanya perbedaan efektivitas pengaruh pemberian permainan origami dan playdough terhadap perkembangan anak pada kelompok A di TK Aisyiyah Bustanul Athfal Tahun 2018 dengan hasil ρ-value = 0,043 ɑ = 0,05.Berdasarkan hasil penelitian dapat disimpulkan ada pengaruh permainan origami dan playdough terhadap perkembangan anak pada kelompok A di TK Aisyiyah Bustanul Athfal Tahun 2018. Diharapkan kepada orang tua maupun guru untuk lebih meningkatkan frekuensi dalam memberi stimulus permainan terutama permainan origami yang diberikan kepada anak. Kata Kunci : Perkembangan , Anak Prasekolah,  Origami, Playdough ABSTRACTDevelopment is increasing ability or function of all organ systems of the body as a result of increasing maturity or maturity function of the organ system of the body (Dewi, 2013). The purpose of this research is to know the effectiveness difference of origami and playdough on development in preschoolers group A in Aisyiyah Bustanul Athfal Kindergarten in 2018.The research design used is research pre eksperiment with approach pre-test dan post-test. The population studied was all group A children in kindergarten Aisyiyah Bustanul Athfal amounted to 56 children with purposive sampling technique obtained sample 36 respondents. The research instrument used is KPSP sheet. The results were then analyzed by using wilcoxon signed rank.The results of the research show that the development of children before the implementation of giving Origami found half of child development doubt, after the implementation is obtained almost entirely the child's development accordingly. Child development prior to the implementation of Playdough gift obtained most of the development of children doubt, after the implementation is obtained most of the child's development accordingly.  The results of the analysis show that there is an effect of giving origami game and Playdough game to the child development group A in Aisyiyah Bustanul Athfal Kindergarten Year 2018 with the result ρ-value = 0.001 ɑ = 0.05 from the origami group and ρ-value = 0.007 ɑ = 0.05 of the playdough group, while the result of difference analysis that is difference between origami and playdough influence to children development in group A diiyah Aisyiyah Bustanul Athfal Year 2018 with result of ρ-value = 0,043 ɑ = 0,05.Based on the research results can be concluded there is influence of origami and playdough on the development of children in group A in Aisyiyah Bustanul Athfal Kindergarten Year 2018. Expected to parents and teachers to increase the frequency of giving stimulus especially the origami given to the child. Key Words : Development, children preschool, Origami, Playdough

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

scholarly journals A sentence-combining intervention for struggling writers: response to intervention

2021 ◽  
Author(s):  
Kirsty Walter ◽  
Julie Dockrell ◽  
Vince Connelly
Keyword(s):  
Oral Language ◽  
Reading Skills ◽  
Writing Skills ◽  
Waiting List ◽  
Struggling Writers ◽  
Writing Interventions ◽  
Sentence Combining ◽  
Spelling Intervention ◽  
Post Test ◽  
Business As Usual

AbstractChildren who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

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