scholarly journals Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education

2021 ◽  
Author(s):  
Aldona Mazolevskienė ◽  
◽  
Ieva Pažusienė

Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.

Author(s):  
Onofre Ricardo Contreras Jordán ◽  
Álvaro Infantes-Paniagua

Fine motor skills are key in preschool education. These skills refer to those that require the movement of little muscles in hands, such as picking up pieces with tweezers or handwriting. Recent evidence has shown that those children with an appropriate fine motor skills development in the early childhood are expected to obtain a better academic achievement during the first years of primary education than those with delays or impairments in their fine motor skills. Thus, this chapter provides with an overview of the literature on this area, based on the most recent reviews, with a special focus on the graphomotor skills (i.e., handwriting) in the association between fine motor skills and academic achievement. Furthermore, the latest proposals aimed to improve fine motor skills and graphomotor skills are reviewed and assessed according to certain aspects which are considered relevant in the literature. Some guidelines for practitioners may be extracted.


Author(s):  
Anna Klim-Klimaszewska ◽  
Stanislawa Nazaruk

Reading and writing are basic skills that guarantee child’s learning. Therefore, it is important that the child has mastered these skills to the best extent. Unfortunately, not all children can meet the requirements in the field of learning to read and write. Problems of varying intensity and range appear, they are caused by various disorders of the perceptual-motor functions. Children who may have problems with reading and writing in the future can already be seen in the kindergarten. Therefore, the aim of the study was to diagnose the risk of dyslexia and dysgraphia among children aged 5-6. The study included 300 children from kindergartens in Biała Podlaska, Poland. The results of the study showed that children at risk for dyslexia and dysgraphia are present in the study group. The most frequent manifestations of these disorders were in the field of fine motor skills, gross motor skills, language functions, visual functions and attention. They were caused by various factors related to the functioning of the nervous system that affect its development. Among the children diagnosed with these disorders, therapeutic measures have been taken to help reduce developmental delays and make it easier for them to learn in primary school.


Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.


2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Eun Young Jang ◽  
Heung Soo Park ◽  
Yeon Sil Jeong

This study attempted to try out Chinese-character education centering on experience and learners away from existing lecture-centered, teacher-centered education. For this purpose, problem-based learning (PBL) was proposed as one of the Chinese-language ability-enhancement measures for Korean learners of the Chinese language, and in order to examine the effect, we attempt to use the PBL tasks in the ‘Chinese-language reading’ class at a university for basic Chinese-language learners and analyze the results. PBL is a teaching-learning method in which learners focus on learning by using problems. In this study, we attempted to use PBL for the group work format. In this way, we can confirm that the class using the PBL has many advantages, such as improving learning ability and problem-solving ability, and strengthening cooperation. In addition, it was found that PBL is worthwhile to try because it is effective in inducing learning motivation, improving attention and interest in Chinese-character learning, improving learning attitudes of learners, and developing self-directed learning abilities.


Author(s):  
Domenica A. Merchan-Garcia ◽  
Alejandro S. Enriquez-Mancheno ◽  
Victor H. Uguna-Uguna ◽  
Paola F. Suquilanda-Cuesta ◽  
Vladimir E. Robles-Bykbaev

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).


Rheumatology ◽  
2021 ◽  
Vol 60 (Supplement_1) ◽  
Author(s):  
Brona Dinneen ◽  
David Heath ◽  
Mohammed Tauseef Ghaffar ◽  
Miriam O'Sullivan ◽  
Carmel Silke ◽  
...  

Abstract Background/Aims  There is currently no consensus regarding sex-related differences in pain intensity and functional abilities among patients with hand osteoarthritis (OA). In this study we determine sex-related differences in pain intensity and functional ability among patients with hand OA, as assessed by a self-report questionnaire and by performance-based tests. Methods  Using the AUSCAN tool for symptom and functional assessment of hand OA with dynamometry we prospectively accessed patients meeting the ACR criteria for hand osteoarthritis. Using this analysis, assessments of pain and function were compared in male and female patients. The outcome measures included self-reported pain measures, functional assessment and dynamometry measures. Results  The study population included 106 patients (90 females and 16 males) with a mean age of males 48.44 (7.48) and females 52.67 (9.43). All patients with symptomatic hand osteoarthritis meeting ACR Criteria. When accessing difference between sexes, men were found to be significantly heavier (p = 0.003) and have greater grip and pinch strength.As part of function and pain assessments there was a significant correlation between difficulty with fine motor skills such as difficulty doing buttons, difficulty when doing jewellery, or peeling vegetables associated with pain when turning objects e.g. doorknobs, taps and faucets for men in comparison to women. Difficulty in these fine motor skills also correlated with stiffness on wakening and pain on lifting heavy objects regardless of sex. A Mann-Whitney U test was run on 106 participants to determine if there were differences in pain or functional scores between males and females. This reviled Median score for males () and females () was statistically significantly different,There were sex differences noted in the correlation associated with pain with rotational movements e.g. turning objects and functional difficulty with fine motor movements including difficulty when doing up buttons ( Males r(14) = -0.109, p = 0.698, Females r(88) =0.489, p = <0.01 value.= ), difficulty when doing jewellery ( Males r(14) =-0.265, p = 0.339.= Females r(88) = 0.570, p = <0.01) , difficulty peeling vegetables ( Males r(14) = -0.207, p = 0.458 Females r(88) = 0.519, <0.01 ) Conclusion  The results demonstrate the presence of sex differences in patients suffering from hand osteoarthritis self-reported functional ability and pain scales. These differences indicate the need for further studies to explore the mechanisms of hand OA and to understanding the specific impact of gender on the development and progression of disease. With further understanding we can obtain the proper strategy to provide better individualised treatment. It also highlights that rehabilitation programs should consider these differences and each patients’ performance limitations in order to address the specific needs of each individual patient. In doing so, improved pain and functional status will improve morbidity in hand OA Disclosure  B. Dinneen: None. D. Heath: None. M. Ghaffar: None. M. O'Sullivan: None. C. Silke: None. B. Whelan: None.


2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.


BMJ ◽  
2015 ◽  
Vol 350 (may26 22) ◽  
pp. h2828-h2828
Author(s):  
J. Wise

BMC Neurology ◽  
2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Irene Neuner ◽  
Jorge Arrubla ◽  
Corinna Ehlen ◽  
Hildegard Janouschek ◽  
Carlos Nordt ◽  
...  

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