Using structured movement educational activities to teach mathematics and language concepts to preschoolers

dc.contributor.authorOmidire, Margaret Funke
dc.contributor.authorAyob, Sameera
dc.contributor.authorMampane, Motlalepule Ruth
dc.contributor.authorSefotho, Maximus Monaheng
dc.date.accessioned2019-07-12T08:33:02Z
dc.date.available2019-07-12T08:33:02Z
dc.date.issued2018-11-14
dc.description.abstractBACKGROUND : Physical activity is an important component of everyday life. Strong foundational skills of gross motor coordination are typically developed informally in young learners, providing a strong foundational base for movement skills. Research stipulates that there has been a decline in physical activity amongst preschool learners. Therefore, structured movement activities could potentially play a role in facilitating teaching and assessment in a school setting. AIM : The aim of this study was to evaluate the use of structured educational activities to teach mathematics and language concepts. SETTING : The study setting was a classroom of Grade R learners aged ±6 years old in Gauteng, South Africa. METHODS : A qualitative exploratory case study design was used to explore the extent to which structured movement educational assessment activities can support the understanding of mathematics and language concepts. The participants included 20 Grade R learners, one class teacher and one head of department (HOD). The data were generated using observation of participants, analysis of worksheets, visual data and a semi-structured interview. RESULTS : The findings of the study suggest that the integration of structured movement activities with mathematics and language concepts seems to impact positively preschool learners’ physical, social and cognitive development. The value of qualitatively assessing preschool learners during active participation seemed to be favourable to understanding concepts or movement skill acquisition. CONCLUSION : The study concluded that movement experiences can inform preschool learners’ understanding of mathematics and language concepts.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianam2019en_ZA
dc.description.urihttp://www.sajce.co.zaen_ZA
dc.identifier.citationOmidire, M.F., Ayob, S., Mampane, R.M. & Sefotho, M.M., 2018, ‘Using structured movement educational activities to teach mathematics and language concepts to preschoolers’, South African Journal of Childhood Education 8(1), a513. https://DOI.org/10.4102/sajce.v8i1.513.en_ZA
dc.identifier.issn2223-7674 (print)
dc.identifier.issn2223-7682 (online)
dc.identifier.other10.4102/sajce.v8i1.513
dc.identifier.urihttp://hdl.handle.net/2263/70694
dc.language.isoenen_ZA
dc.publisherAOSISen_ZA
dc.rights© 2018. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.en_ZA
dc.subjectMovement skillsen_ZA
dc.subjectPhysical activityen_ZA
dc.subjectLearnersen_ZA
dc.subjectGrade Ren_ZA
dc.subjectMathematicsen_ZA
dc.subjectLanguageen_ZA
dc.subjectPreschoolersen_ZA
dc.titleUsing structured movement educational activities to teach mathematics and language concepts to preschoolersen_ZA
dc.typeArticleen_ZA

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