SPEECH DEVELOPMENT OF CHILDREN IN KINDERGARTEN IN A TEXT-CENTRIC AND INTERACTIVE LEARNING ENVIRONMENT

2021 ◽  
Vol 12 (1) ◽  
pp. 144-152
Author(s):  
Snezhanka Georgieva ◽  
◽  
Nora Balanska ◽  
Keyword(s):  
Learning Environment ◽  
Text Comprehension ◽  
Online Survey ◽  
Interactive Learning ◽  
Preschool Education ◽  
Literary Text ◽  
Speech Development ◽  
Interactive Methods ◽  
Interactive Learning Environment

This article presents an anonymous (for the purpose of objectivity) survey amongst 75 teachers from 27 kindergartens from all over the country. It analyses the kindergarten teachers’ attitude towards the role of text and interactivity when teaching Bulgarian Language and Literature. The online survey covers 20 questions divided into three semantic subgroups – teachers’ attitude towards the preliminary prep work for teaching; teachers’ point of view on the role of text in the speech development of children; teachers’ attitude towards the effects of using an interactive learning environment. Some of the questions are related to the presumption of the survey’s authors that part of the interactive methods (such as thinking cards, pictograms and book games) are not used actively enough to increase the effectiveness of language teaching in the modern kindergarten, that the text-centricity seldom departs from the framework of the traditional educational nuclei of working with literary text – Comprehension of the literary text and Recreation of the literary text. The data collected from these and the remaining groups of questions forms the basis of the conclusions on the speech development of children in mandatory preschool education groups.

scholarly journals Children's Cultural Backpack and Preschool Education

2021 ◽  
pp. 169-191
Author(s):  
Karin Forsling
Keyword(s):  
Learning Environment ◽  
Interactive Learning ◽  
Preschool Education ◽  
Digital Tools ◽  
Cultural Environment ◽  
Interactive Learning Environment ◽  
Research Project ◽  
Design Based Research ◽  
Starting Point ◽  
Design Theories

This chapter centres on how children's informal acquisition of textual knowledge is used or not used when children and teachers interact in formal literacy situations involving digital tools in preschool. When an interactive learning environment becomes meaningful in the eyes of children, there is potential for creativity and learning and children become competent agents in their own context and cultural environment. The empirical starting point for the chapter is qualitative observations made for a research project at a Swedish preschool. The study was organised as design-based research. The study displayed an interesting dimension of interaction in which the child had or assumed agency in dialogue with an adult. This involved occasions when the teacher was responsive to understanding the child's cultural backpack. The study is based on didactic design theories. The perspective adds to the understanding of learning in relation to human sign-creating activities.

ANALYSIS OF TEACHER'S STYLE TEACHING IN MATHEMATICS LEARNING IN CLASS IV SDN 005 CONTROL IV IV KOTO ROKAN HULU DISTRICT

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Risda Novianti
Keyword(s):  
Data Collection ◽  
Learning Environment ◽  
Research Method ◽  
Interactive Learning ◽  
Teaching Style ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Interactive Learning Environment ◽  
Class Iv

Teaching style is a very important aspect that should be considered by teachers and education officials because teaching style is the key to success in creating a more interesting and interactive learning environment. The purpose of this study is: to describe the teaching style applied by the teacher in the implementation of mathematics learning in class IV SDN 005 IV IV Koto District of Rokan Hulu. The subjects in this study were grade IV teachers of SDN 005 IV Koto. The research method used in this research is descriptive with data collection techniques through observation, and documentation. The results showed that the fourth grade teachers of SDN 005 IV IV Koto applied a classical, technological, personalized, and interactional teaching style in the implementation of mathematics learning. Classical teaching style looks very dominantly applied. Whereas technological teaching style, personalized teaching style, and interactional teaching style are still not optimal in its application. Basically the teacher must continue to improve his teaching style adapted to the demands of current learning where the role of students is required to be more active and dominate learning and the teacher is only as a facilitator

Smart mature resilience, system dynamics based interactive learning environment: A beta version

2017 ◽  
Vol 7 (3) ◽  
pp. 367-379
Author(s):  
Marta Iturriza ◽  
Ahmed A. Abdelgawad ◽  
Leire Labaka ◽  
Jaziar Radianti ◽  
Jose M. Sarriegi ◽  
...  
Keyword(s):  
Learning Environment ◽  
System Dynamics ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Beta Version

scholarly journals University Students’ Learning Disruption and Affordance in a Contested Learning Environment

2021 ◽  
Vol 6 (3) ◽  
pp. 25-44
Author(s):  
Siti Nur'Aini
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Social Environment ◽  
Online Survey ◽  
Case Study Approach ◽  
First Semester ◽  
Study Approach ◽  
The Social

This study investigates how university students engage with their learning affordances in a contested environment due to the Coronavirus pandemic. This qualitative research employed a case study approach involving 136 participants. Data analysis was conducted using qualitative analysis as a circular process to describe, classify, and perceive the phenomenon and how the learning, affordances, and society were interconnected. The main framework of the research was the theory of affordance and how it was available for university students in their learning environment that changed due to the COVID-19 pandemic. Data were collected in the first semester of 2020 through an online survey on Google form. The findings indicate the importance of the social environment to provide affordance for the students to adjust with them. Four kinds of affordances emerged from the study; internet affordance, assignment affordance, domestic affordance, and distance learning affordance. The role of the social environment is definitive in changing how students manage their affordances.

Sign in / Sign up

Export Citation Format

Share Document