Infusing Physical Activities into the Classroom: Effects on Preschool Children's Geography Learning

Autor/inn/en	Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Paas, Fred
Titel	Infusing Physical Activities into the Classroom: Effects on Preschool Children's Geography Learning
Quelle	In: Mind, Brain, and Education, 10 (2016) 4, S.256-263 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12131
Schlagwörter	Physical Activities; Intervention; Preschool Children; Geography Instruction; Task Analysis; Child Care Centers; Control Groups; Animals; Maps; Toys; Naming; Learning Processes; Teaching Methods; Retention (Psychology); Tests + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geography education; Geography lessons; Geografieunterricht; Aufgabenanalyse; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Animal; Tier; Tiere; Map; Karte; Toy; Spielzeug; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Examination; Prüfung; Examen
Abstract	In this intervention study, we investigated the effects of physical activities that were integrated into a geography task on preschool children's learning performance and enjoyment. Eight childcare centers with 87 four-to-five-year-old children were randomly assigned across an integrated physical activity condition, an unintegrated physical activity condition, and a control condition without physical activity. Children learned the names and a typical animal from each of the six continents using a floor-mounted world map with soft toy animals. Both learning conditions with physical activities showed higher performance than the learning condition without physical activities on an immediate retention test, and on a delayed retention test administered five weeks later. In addition, children in the physical activity conditions (integrated and nonintegrated) enjoyed their learning method the most. Infusing task-relevant physical activities into the classroom and the learning task is discussed as a promising way to improve children's learning, enjoyment, and health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01