期刊
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY
卷 166, 期 -, 页码 502-519出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.jecp.2017.09.009
关键词
Learning; Preschool children; Cognitive development; Physical activity; Embodied cognition; Mathematics Kind regards; Myrto
A cluster-randomized controlled trial was conducted to examine the effects of a 4-week program that integrated movements into cognitive tasks related to numerical skills. Participants (N=120, M-age = 4.70 years, SD = 0.49; 57 girls) were assigned to one of the following four conditions: performing integrated physical activity (task relevant), performing nonintegrated physical activity (task nonrelevant), observing integrated physical activity, or conventional sedentary teaching (without performing or observing physical activity). Results showed that children who performed task-relevant integrated physical activity performed better than children in all other conditions. In addition, children who performed physical activity, either integrated or nonintegrated, reported higher scores for enjoyment of the instructional method than the two sedentary learning conditions. Implications for educational theory and practice are discussed. (C) 2017 Elsevier Inc. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据