The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers

Autor/inn/en	Emyus, Ahmad Zaki; Degeng, I Nyoman Sudana; Setyosari, Punaji; Ulfa, Saidah
Titel	The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.799-814 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Preschool Education; Psychomotor Skills; Language Skills; Visual Literacy; Models; Brain Hemisphere Functions; Teaching Methods; Comparative Analysis; Motor Development; Multivariate Analysis; Correlation; Preschool Children; Pretests Posttests; Educational Benefits + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Psychomotorische Aktivität; Language skill; Sprachkompetenz; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Motorische Entwicklung; Multivariate Analyse; Korrelation; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bildungsertrag
Abstract	This research aims to determine the influence of the models of whole brain teaching (WBT) and visual literacy to motoric and linguistic abilities of preschool children aged 5-6 years old. The method for this research is a quasi-experiment with a non-equivalent control group design. In this research, there is one experiment class with the treatment of WBT and one control class with the treatment of a group model. The applied technique of data analysis is the Multivariate Analysis of Variance (MANOVA). This research gains some findings (1) there are influences from motoric and linguistic abilities between students using WBT and group model, (2) there is a difference of motoric and linguistic skills of children having visual literacy high and visual literacy low, (3) there is interaction between WBT and visual literacy towards children's motoric and linguistic abilities. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01