Movement development through an interdisciplinary program of Physical Education and children’s literature in kindergarten

PDF (ελληνικά)
Published: Dec 13, 2018
DOI: https://doi.org/10.12681/dial.15821
Keywords:
Physical Education preschool education children’s literature interdisciplinary basic motor skills
Εύα Παυλίδου
Associate Professor, Aristotle University of Thessaloniki
https://orcid.org/0000-0002-8126-9655
Σοφία Χατζηγεωργιάδου
Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
Ουρανία Γκαλκανοπούλου
Abstract

An important aim of Physical Education (P.E.) in the preschool curriculum is the promotion of physical fitness as well as the motor skill development that constitute indicators of normal movement development and school readiness (Gallahue, 2002· Pedagogical Institute, 2011). Creative movement helps children to construct new motor skills and exercise acquired movement schemas. Structured physical activities based in improvisation constitute important elements of preschool P.E. as long as they provide opportunities of emerging gross motor expression and trigger emotional reactions (Bergstein Dow, 2010· Pavlidou, 2012). According to the Preschool Educator’s Guide, cross-curricular thematic instruction allows children to integrate content and skills from multiple content areas into one cohesive learning experience (Dafermou, Koulouri, & Basagianni, 2006). Movement activities can contribute to the acquisition of knowledge and skills from different disciplinary areas such as mathematics and music (Shilling, 2002), computer science (Papastergiou, 2009) and language (Connor-Kuntz & Dummer, 1996· Goti, Derri, & Kioumourtzoglou, 2006· Goti-Douma, 2006· Tsapakidou, Zachopoulou, & Samara, 2001).

Basic aim of the present study was to assess the effectiveness of a preschool cross-curricular P.E. program in the development of motor skills through children’s literature books. Our hypothesis was that a cross-curricular designed P.E. program using storytelling of children’s literature books as the main guide of kinetic direction and movement exploration can contribute to the development of basic motor skills in preschoolers. The current study aimed to assess the effectiveness of a preschool cross-curricular P.E. program with emphasis on a storytelling based on children’s literature books.

Storytelling was used to guide creative movement and to provide opportunities of motor experimentation, and expression. The selected children’s literature books depicted the story grammar structure (Mandler, 1984). Pressley and Woloshyn (1995) story grammar rules were also adapted and used for the construction of the activities.

To investigate the hypothesis, a research intervention was designed. A total of 50 children participated in the research, classified randomly in three groups (one experimental and two control groups) based on their structural and program differences. The experimental group consisted of 18 children (boys, n = 10 and girls, n = 8; Μ: 70.7, SD: 2.96), the first control group consisted of 16 children (boys, n = 11 and girls, n = 5; Μ: 69.8, SD: 2.89), and the second control group consisted of 16 children (boys, n = 8 and girls, n = 8; Μ: 67.8, SD: 2.69). The intervention lasted for two months and involved two organized activities per week, of 45 minutes duration each. The first control group attended a typical P.E. program for two months, involving two organized activities per week, of 45 minutes duration each. Finally, the second control group did not attend any structured P.E. program, except free kinetic play by choice.

Four tests from the Karlsruher Motorik Screening 4 – 6 (Bös, Bappert, Tittlbach, & Woll, 2004) were used for the evaluation of the program and were administered in all groups twice, before and after the intervention. Non parametric Wilcoxon signed rank tests revealed significant improvement in three motor skills (balance, long jump, front bending of the trunk) for the experimental group and the first control group (side jumps, long jump, front bending of the trunk) after the implementation of the programs (interventional vs typical), and improvement in one motor skill (side jumps) for the second control group. Non parametric Kruskal-Wallis and Mann-Whitney tests revealed significant differences in two motor skills (long jump, front bending of the trunk) with the experimental group obtaining the highest scores.

Our findings showed that our hypothesis was verified to a satisfactory degree and confirmed the pedagogical value of the preschool cross-curricular P.E. program.
Article Details
  • Section
  • Scientific columns
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (preferably in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
Download data is not yet available.
Author Biography
Εύα Παυλίδου, Associate Professor, Aristotle University of Thessaloniki
Τμήμα Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης ΑΠΘ, Αναπληρώτρια Καθηγήτρια
References
Αϊδίνης, Α., & Δαούλα, Ε. (2016). Η σχέση ακουστικής και αναγνωστικής κατανόησης σε διάφορα κειμενικά είδη σε μαθητές δημοτικού σχολείου. Προσχολική & Σχολική Εκπαίδευση, 4(1), 101-127.
Bergstein Dow, C. (2010). Young children and movement. In Young children. The performing arts: Music, dance, and theater in the early years (pp 30-35). Retrieved from https://www.naeyc.org/tyc/files/tyc/file/V6N1/Dow2010.pdf
Bös, K., Bappert, S., Tittlbach, S., &Woll, A. (2004). Karlsruhe's motoric screening for nursery school children (KMS 3-6). Sportunterricht, 53(3), 79-87.
Boulineau, T., Fore Iii, C., Hagan-Burke, S., & Burke, M. D. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27(2), 105-121.
Brown, W. H., Pfeiffer, K. A., McIver, K. L., Dowda, M., Addy, C. L., & Pate, R. R.(2009). Social and environmental factors associated with preschoolers' nonsedentary physical activity. Child Development, 80(1), 45-58. doi:10.1111/j.1467-8624.2008.01245.x
Γώτη, Ε., Δέρρη, Β., & Κιουμουρτζόγλου, Ε. (2006). Γλωσσική ανάπτυξη παιδιών προσχολικής ηλικίας μέσω της φυσικής αγωγής. Αναζητήσεις στη Φυσική Αγωγή & τον Αθλητισμό, 4(3), 371-378.
Γώτη-Δούμα, Ε. (2006). Η συμβολή ενός διαθεματικού προγράμματος φυσικής αγωγής στην καλλιέργεια του προφορικού και γραπτού λόγου παιδιών προσχολικής ηλικίας. (Αδημοσίευτη Μεταπτυχιακή διατριβή). ΤΕΦΑΑ ΔΠΘ και Πανεπιστημίου Θεσσαλίας.
Caine, R. N., & Caine, G. (1994). 12 Brain/Mind Natural Learning Principles. NLRI.ORG. Ανακτήθηκε από http://www.nlri.org/wp-content/uploads/2014/04/12-B_M-NLPs_CM.pdf
Casey, A., & Goldman, E. (2010). Enhancing the ability to think strategically: A learning model. Management Learning, 41(2), 167-185. doi:10.1177/1350507609355497
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology, 29(1), 29-48.
Chao-Fernandez, R., Román-García, S., & Chao-Fernandez, A. (2017). Online interactive storytelling as a strategy for learning music and for integrating pupils with hearing disorders into early childhood education (ECE). Procedia - Social and Behavioral Sciences, 237, 17-22.
Collins, M. F. (2016). Supporting inferential thinking in preschoolers: Effects of discussion on children’s story comprehension. Early Education and Development, 27(7), 343-362. doi:10.1080/10409289.2016.1170523
Cone, T. P., Werner, P., Con, S. L., & Woods, A. M. (1998). Interdisciplinary teaching through physical education. Champaign, IL: Human Kinetics.
Connor-Kuntz, F. J., & Dummer, G. M. (1996). Teaching across the curriculum: Language-enriched physical education for preschool children. Adapted Physical Activity Quarterly, 13(3), 302-315.
Δαφέρμου, Χ., Κουλούρη, Π., & Μπασαγιάννη, Ε. (2006). Οδηγός νηπιαγωγού. Εκπαιδευτικοί σχεδιασμοί. Δημιουργικά περιβάλλοντα μάθησης. Αθήνα: ΟΕΔΒ.
ΔΕΠΠΣ και ΑΠΣ Νηπιαγωγείου. (2003). Διαθεματικό ενιαίο πλαίσιο προγραμμάτων σπουδών. Αθήνα: Παιδαγωγικό Ινστιτούτο. ΦΕΚ 303 και 304, Α’ και Β’ (Β).
Derri, V., Tsapakidou, A., Zachopoulou, E., & Kioumourtzoglou, E. (2001). Effect of a music and movement program on development of locomotor skills by children 4 to 6 years of age. European Journal of Physical Education, 6, 16-25.
Doherty, J., & Bailey, R. (2003). Supporting physical development and physical education in the early years. Open University Press.
Dymock, S. (2007). Comprehension strategy instruction: Teaching narrative text structure awareness. The Reading Teacher, 61(2), 161-167.
Fekonja-Peklaj, U., Marjanovic-Umek, L., & Kranjk, S. (2010). Children's storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55-73.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. London, UK: Sage.
Filiatrault-Veilleux, P., Bouchard, C., Trudeau, N., & Desmarais C. (2015). Inferential comprehension of 3-6 year olds within the context of story grammar: A scoping review. International Journal of Language & Communication Disorders, 50(6) 737-750.
Fisher, A., Reilly, J. J., Kelly, L. A., Montgomery, C., Williamson, A., Paton, J. Y., & Grant, S. (2005). Fundamental movement skills and habitual physical activity in young children. Medicine Science in Sports and Exercise, 37(4), 684–688. doi:10.1249/01.MSS.0000159138.48107.7D
Fletcher, A., & Kunst, K. (2006). Guide to cooperative games for social change (Common Action, Ed.). Washington.
Ζαχοπούλου, Ε. (2007). Η φυσική αγωγή στην αρχή του 21ου αιώνα: Προσχολική ηλικία. Θεσσαλονίκη: Χριστοδουλίδης.
Ζερβού, Ε., Δέρρη, Β., & Πατεράκης Α. (2004). Ανάπτυξη της γνώσης μαθητών της Δ΄ τάξης για τους αρχαίους ολυμπιακούς αγώνες μέσω διαθεματικών κινητικών και θεωρητικών προσεγγίσεων. Αναζητήσεις στη Φυσική Αγωγή & τον Αθλητισμό, 2(2), 148-154.
Gallahue, D. L. (2002). Αναπτυξιακή φυσική αγωγή για τα σημερινά παιδιά (Χ. Ευαγγελινού & Α. Παππά, Μτφρ). Θεσσαλονίκη: University Studio Press.
Gillam, R. B., Hoffman, L. M., Marler, J. A., & Wynn-Dancy, M. L. (2002). Sensitivity to increased task demands: Contribution from data-driven and conceptually driven information processing deficits. Topics in Language and Disorder, 22(3), 30-48.
Gillam, R. B., Loeb, D., Hoffman, L. M., Bohman, T., Champlin, C. A., Thibodeau, L., Widen, J., Brandel, J., & Friel-Patti, S. (2008). The efficacy of fast for word language intervention in school age children with language impairment: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 51(1), 97-119.
Hanford, P. (1995). Developing director and executive competencies in strategic thinking. In B. Garratt (Ed.), Developing strategic thought: Reinventing the art of direction-giving (pp. 157-86). London: McGraw-Hill.
Hargreaves, A., & Fullan, M. G., (2008). Η εξέλιξη των εκπαιδευτικών (Π. Χατζηπαντελή, Μτφρ). Αθήνα: Πατάκης.
Hayward, D., & Schneider, P. (2000). Effectiveness of teaching story grammar knowledge to preschool children with language impairment. An exploratory study. Child Language Teaching and Therapy, 16(3), 255-284.
Hinkley, T., Crawford, D., Salmon, J., Okely, A. D., & Hesketh, K. (2008). Preschool children and physical activity: A review of correlates. American Journal of Preventive Medicine, 34(5), 435-441.
Hoffman, L. M. (2009). Narrative language intervention intensity and dosage. Telling the whole story. Topics in Language Disorders, 29(4), 329-343.
Höfler, H. (1995). Αναπνευστική γυμναστική (Κ. Νάτσης, Επιμ.). Θεσσαλονίκη: ΣΑΛΤΟ.
Κωνσταντέλια, Ν., & Τσαπακίδου, Α. (2009). Η κινητική ανάπτυξη και η κατανόηση των σχημάτων και των στερεών στα πλαίσια ενός διαθεματικού προγράμματος στο νηπιαγωγείο. Πρακτικά 6ου Πανελληνίου Συνεδρίου Διδακτικής των ΦΕ και ΝΤ στην Εκπαίδευση. Παιδαγωγικό Τμήμα Νηπιαγωγών, Πανεπιστήμιο Δυτική Μακεδονίας, Φλώρινα.
Kambas, A., Michalopoulou, M., Fatouros, I. G., Christoforidis, C., Manthou, E., Giannakidou, D. … Zimmer, R. (2012). The relationship between motor proficiency and pedometer-determined physical activity in young children. Pediatric Exercise Science, 24(1), 34-44.
Kambas, A., Venetsanou, F., Avloniti, A., Giannakidou, D. M., Gourgoulis, V., Draganidis, D., … Michalopoulou, M. (2015). Pedometer determined physical activity and obesity prevalence of Greek children aged 4–6 years. Annals of Human Biology, 42(3), 231–236.
Keren, G., & Fridin, M. (2014). Kindergarten social assistive robot (KindSAR) for children’s geometric thinking and metacognitive development in preschool education: A pilot study. Computers in Human Behavior, 35, 400-412.
Livonen, S., Sääkslahti, A., & Nissinen, K. (2009). The development of fundamental motor skills of four‐ to five‐year‐old preschool children and the effects of a preschool physical education curriculum. Journal of Early Child Development and Care, 181, 335-343.
Ματσαγγούρας, Η. (2002). Διεπιστημονικότητα, διαθεματικότητα και ενιαιοποίηση στα νέα προγράμματα σπουδών: Τρόποι οργάνωσης της σχολικής γνώσης. Επιθεώρηση Εκπαιδευτικών Θεμάτων, 7, 19-36.
Mandler, J. M. (1984). Stories, scripts, and scenes: Aspects of schema theory. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.
Mikelic-Preradovic, N., Lesin, G., & Boras, D. (2016). Introduction of digital storytelling in preschool education: A case study from Croatia. Digital Education Review, 30. http://greav.ub.edu/der/
Morabia, A., & Costanza, M. (2009). Active encouragement of physical activity during school recess. Preventive Medicine, 48(4), 305-306.
National Association for the Education of Young Children. (NAEYC, USA). Retrieved from https://www.naeyc.org/
National Association for Sport and Physical Education. (2009). Active start: A statement of physical activity guidelines for children birth to five years (2nd ed.). Reston, VA: National Association for Sport and Physical Education Publications.
Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory. Cambridge, MA: Harvard University Press.
Nicholls, J. (1989). The competitive ethos and democratic education. Cambridge: Harvard University Press.
North, M. (1990). Movement and dance education (2nded.). Plymouth: Northcote House Publishers.
Παιδαγωγικό Ινστιτούτο. (2011). Πρόγραμμα σπουδών στην προσχολική εκπαίδευση. NSRF 2007-2013, 1-2-3 «Νέο Σχολείο» (Σχολεία του 21ου αιώνα)—Νέο Πρόγραμμα Σπουδών, Οριζόντια Πράξη MIS, 295450.
Παπαδόπουλος, Δ., Καμπάς, Α., Χριστοφορίδης, Χ., Φατούρος, Ι., & Ταξιλδάρης, Κ. (2007). Συγκριτική μελέτη της κινητικής απόδοσης παιδιών προσχολικής ηλικίας από την Ελλάδα και την Γερμανία με τη χρήση της δέσμης αξιολόγησης “Karlsruher Motorik-Screening” (KMS 3-6). Αναζητήσεις στη Φυσική Αγωγή & τον Αθλητισμό, 5(1), 72-81.
Παυλίδου, Ε. (2012). Κινητική και ρυθμική αγωγή στην προσχολική εκπαίδευση: Από τη θεωρία στην πράξη. Θεσσαλονίκη: Ζυγός.
Πόρποδας, Κ. Δ. (2003). Η μάθηση και οι δυσκολίες της: Γνωστική προσέγγιση. Πάτρα: Αυτοέκδοση.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.
Pica, R. (2014). Preschoolers and kindergartners moving and learning: A physical education curriculum - Moving & learning. Yorkton Court: Redleaf Press.
Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49-67.
Peterson, C., & McCabe, A. (2004). Echoing our parents: Parental influences on children’s narration. In M. W. Pratt & B. H. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 27-54). Mahwah, NJ: Lawrence Erlbaum.
Pollatou, E., & Hatzitaki, V. (2001). The influence of a rythmical-motor activity program on the development of fundamental motor skills in pre-school children. Journal of Human Movement Studies, 40, 101-113.
Pressley, M. P., & Woloshyn, V. (1995). Cognitive strategy instruction that really improves children's academic performance (2nd ed.). Cambridge: Brookline Books.
Ρούσσος, Π., & Τσαούσης, Γ. (2011). Στατιστική στις επιστήμες της συμπεριφοράς με τη χρήση του SPSS. Αθήνα: Τόπος.
Rieders, W. (2014). ATG special report - Looking beyond e-textbooks and tapping into the personal learning Experience. Against The Grain, 23(3), 15. https://doi.org/10.7771/2380-176X.5893
Rieg, S. A., & Paquette, K. R. (2009). Using drama and movement to enhance English language learners' literacy development. Journal of Instructional Psychology, 36(2), 148-154.
Robin, B., & McNeil, S. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51. Retrieved 10/1/2018 from https://files.eric.ed.gov/fulltext/EJ996781.pdf
Schnirring, I. (1999). Can school PE make fitter kids? The Physical and Sports Medicine, 27, 23-28.
Sevimli-Celik, S., & Johnson, J. (2013). I need to move and so do the children. International Education Studies, 6(5), 1-10. doi:10.5539/ies.v6n5p1
Shilling, W. A. (2002). Mathematics, music, and movement: Exploring concepts and connections. Early Childhood Education Journal, 29(3), 179-184.
Stevens, R. J., Meter, P. V., & Warcholak, N. D. (2010). The effects of explicitly teaching story structure to primary grade children. Journal of Literacy Research, 42(2), 159-198.
Τσαπακίδου, Α., Ζαχοπούλου, Ε., & Σαμαρά, Κ. (2001). Διαθεματική διδασκαλία: Καλλιέργεια του προφορικού λόγου των νηπίων μέσω της κίνησης και του ρυθμού. Φυσική Δραστηριότητα και Ποιότητα Ζωής, 2, 28-34.
Venetsanou, F., & Kambas, A. (2004). How can a traditional Greek dances programme affect the motor proficiency of pre-school children? Journal of Research in Dance Education, 4, 127-138.
Venetsanou, F., & Kambas, A. (2017). Physical activity promotion in Greek preschools: The gap between theory and practice. Early Childhood Education Journal, 45, 437-444. doi:10.1007/s10643-016-0788-8
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
Χατζηγεωργιάδου, Σ. (2010). Πρόταση παιδαγωγικής παρέμβασης για τη βελτίωση του λόγου παιδιών προσχολικής ηλικίας στην περιοχή της αφήγησης: Εφαρμογή εμπειρικών ευρημάτων από το ερευνητικό πεδίο της Γνωστικής Ψυχολογίας. Πρακτικά 2ο Πανελλήνιο Συνέδριο Ειδικής Αγωγής, «Η Ειδική Αγωγή ΑΦΕΤΗΡΙΑ εξελίξεων στην Επιστήμη και στην Πράξη» (σσ. 591-608). Αθήνα: Γρηγόρης.
Χατζηγεωργιάδου, Σ., & Αρβανιτίδου, Β. (2008). Πρόγραμμα πρώιμης παρέμβασης για τη βελτίωση της αφηγηματικής παραγωγής παιδιού προσχολικής ηλικίας με ήπια καθυστέρηση και προβλήματα λόγου. Στο Δ.-Μ. Κακανά & Γ. Σιμούλη (Επιμ.), Η προσχολική εκπαίδευση του 21ου αιώνα: Πρωτοβουλίες, εμπειρίες, προοπτικές (σσ. 409-417). Θεσσαλονίκη: Επίκεντρο.
Χατζημιχαήλ, Μ. (2011). Η εφαρμογή και η αποτελεσματικότητα της διαθεματικής προσέγγισης στη διδακτική πρακτική. Επιθεώρηση Εκπαιδευτικών Θεμάτων, 1, 212-225.
Χατζηχαριστός, Δ. (2003). Σύγχρονο σύστημα φυσικής αγωγής: Από τη θεωρία στην πράξη. Αθήνα: Δ. Χατζηχαριστός.
Χατζόπουλος, Δ. (2012). Διδακτική της φυσικής αγωγής: Για ένα μάθημα με συναίσθημα. Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας.
Werner, P. (1996). Interdisciplinary programming. An idea whose time has gone again. Teaching Εlementary Physical Education, 6, 28-30.
Werner, P. (1999). The future of the integrated curriculum in physical education: Guarded optimism. Teaching Elementary Physical Education, 10, 11-13.
Winker, D. (1998). Integration at the Primary level. Teaching Elementary Physical Education, 9, 19-20.