Social Networking Effects and School Children's Learning & Performance

2021 ◽  
Vol 27 (3) ◽  
Keyword(s):  
Social Networking ◽  
Learning Performance ◽  
Children’S Learning ◽  
Children's Learning

The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps

2015 ◽  
Vol 28 (1) ◽  
pp. 79-105 ◽  
Author(s):  
Patricia S. Moyer-Packenham ◽  
Emma K. Bullock ◽  
Jessica F. Shumway ◽  
Stephen I. Tucker ◽  
Christina M. Watts ◽  
...  
Keyword(s):  
Touch Screen ◽  
Learning Performance ◽  
Children’S Learning ◽  
Virtual Manipulative ◽  
Children's Learning

Attention deficit disorder with hyperactivity and methylphenidate: The effects of dose and mastery level on children's learning performance

1989 ◽  
Vol 17 (6) ◽  
pp. 669-689 ◽  
Author(s):  
Mark D. Rapport ◽  
Sheila O. Quinn ◽  
George J. DuPaul ◽  
Eugene P. Quinn ◽  
Kevin L. Kelly
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Learning Performance ◽  
Children’S Learning ◽  
Mastery Level ◽  
Children's Learning

scholarly journals Program Layanan Bimbingan Belajar untuk Anak Usia Dini

2021 ◽  
Vol 6 (1) ◽  
pp. 69-83
Author(s):  
Nur Hafidz
Keyword(s):  
Child Development ◽  
Formal Education ◽  
Learning Activities ◽  
Learning Performance ◽  
Service Program ◽  
Children’S Learning ◽  
Learning Assistance ◽  
Teachers And Parents ◽  
Play Group ◽  
Children's Learning

Tutoring service program for individual assistance in order to overcome problems in children's learning activities so that there are different styles of children's learning in achieving maximum learning performance. Children's tutoring focuses on improving children's learning, children's independent attitudes, children's growth and development, and children's learning achievement. Improving children's learning requires the cooperation of teachers and parents as a source of communication. This program is the first pathway in the Wadas Kelir Play Group non-formal education unit as a child's learning excellence. The organizer of this tutoring service program is the Wadas Kelir Purwokerto Play Group which has programs, orientation services, information services, coaching and distribution, excellence, and learning assistance. The research objective is to find out the aspects of child development through active, educational, and communicative tutoring services programs. So, the achievement of the implementation of tutoring services is having learning resilience in learning habits, such as accustomed to reading or reading books, art school, appreciation of work, and motivation for children's independence. The research method is descriptive qualitative with the subject; classroom teachers, and children involved in learning activities. The research object of the tutoring service program is in the Wadas Kelir South Purwokerto Play Group. The method is by collecting data in the form of documentation, interviews, and observations. As a result, children are confident, skilled in learning, increased language vocabulary, are independent, can read, and have increased reasoning power. From here, the main key to maximum child development is to program children to learn in a fun learning model.

scholarly journals Storytelling: An alternative home delivery of English vocabulary for preschoolers during COVID-19’s lockdown in southern Thailand

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Attawat Khamsuk ◽  
Wararat Whanchit
Keyword(s):  
Mother Tongue ◽  
English Word ◽  
Home Delivery ◽  
Learning Performance ◽  
Children’S Learning ◽  
Starting Point ◽  
Post Test ◽  
Family Activity ◽  
Children's Learning ◽  
At Home

Background: Storytelling, a common family activity for preschool children to develop their literacy, can be used to promote learning of a language other than the mother-tongue, hence a starting point of home education for early childhood.Aim: The study aims to integrate storytelling as a family activity that helps to promote learning of English vocabulary for preschoolers.Setting: Young children aged 3–5 years and their parents living in a small neighbourhood of Muang District, province of Suratthani, in the south of Thailand attended the study during the restriction imposed to curb the coronavirus disease 2019 (COVID-19) pandemic under the ‘Stay at Home’ measures (March–April 2020). Both parents and children were given information about the study before they decided whether or not to participate in the project by parents’ informed consent for their child to be involved.Methods: The data were collected in four stages: pretest, storytelling, post-test and interview. The storytelling material included five stories, particularly composed for the study. These stories were written in Thai (average 423 words), each with three English words inserted, making up 15 English words as the test items. Analyses were conducted on the pre- and post-test scores, observation of children’s learning performance and parents’ reflection.Results: The preschoolers showed vocabulary development from listening to the in-house stories. On average, children obtained 12.2 scores out of 15 words in the post-test versus 8 scores in the pretest. The family’s satisfaction level was high, that is, 3.5 from 4 on children’s learning behaviour and English word development and 3.77 on stories appreciation. The preschoolers requested to hear a story as many as three times in order to be confident. The high frequency of hearing tended to predict individual’s development.Conclusion: Storytelling promoted English vocabulary learning and it could be done at home, provided that parents are equipped with appropriate material. In a story, preschoolers should be introduced to mono-syllabic concrete words and only up to three words at a time. Repetition of at least three times is necessary.

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