VISUALISATION IN EARLY CHILDHOOD: A TEACHING INTERVENTION

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Published: Oct 8, 2018
DOI: https://doi.org/10.12681/enedim.18827
Keywords:
Teaching intervention in early childhood visualization perspective of real world objects sense of «depth» in the perspective of representations
Αφροδίτη Παπαντωνίου (Afroditi Papantoniou)
Aristotle University of Thessaloniki
Μαριάννα Τζεκάκη (Marianna Tzekaki)
Aristotle University of Thessaloniki
Abstract

In this paper we examine the effectiveness of a teaching intervention program with respect of to improving preschool education children's understanding in the field of visualization. Specifically, this research concerns a teaching experiment and investigates to what extend a teaching intervention in 4-6 age children can improve: 1) the sense of perspective of real world objects, 2) the sense of «depth» in the perspective of representations and 3) the transition from the real object to its representation and vice versa. In our research participated 50 children of preschool age, with an aver­ age of 5.8 years old, 32 of which consisted the experimental group and 18 the control group. The teaching intervention was based twenty-three (23) tasks, which have been applied specifically to the members of the experimental group during a six weeks period. The children of both groups have been examined in the aforementioned terms in a two-phase procedure: two weeks prior (pre-test) and one week after (post test) the educational intervention. The analysis of the results confirmed the improvement of skills for the children of the experimental group on the items of the two tests.

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Author Biographies
Αφροδίτη Παπαντωνίου (Afroditi Papantoniou), Aristotle University of Thessaloniki
Post graduate student
Μαριάννα Τζεκάκη (Marianna Tzekaki), Aristotle University of Thessaloniki
Professor
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