The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children

Autor/in	Elfiky, Doaa Emam Ghobashy
Titel	The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children
Quelle	In: International Journal of Instruction, 15 (2022) 1, S.673-684 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teaching Methods; Brain; Number Concepts; Arithmetic; Kindergarten; Preschool Children; Instructional Effectiveness; Foreign Countries; Intervention; Mathematics Instruction; Egypt + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gehirn; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterrichtserfolg; Ausland; Mathematics lessons; Mathematikunterricht; Ägypten
Abstract	Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two-way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children's learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01