A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China

Autor/inn/en	Liang, Kun; Ma, Xiao; Zhang, Jialin; Zhang, Baogen; Xin, Fei; Yuan, Qiang; Zhang, Dingyi; Chen, Ronggui; Tang, Yan
Titel	A Pilot Movement Integrity with Intelligent Play Program (MIIP): Effects on Math Performance and Enjoyment for Preschoolers in China
Quelle	In: Child & Youth Care Forum, 52 (2023) 3, S.703-719 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-022-09707-8
Schlagwörter	Foreign Countries; Preschool Children; Program Effectiveness; Motion; Human Body; Mathematics; Play; Physical Education; Cognitive Development; Mathematics Skills; Physical Activity Level; Kindergarten; Psychological Patterns; Mathematics Achievement; China + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewegungsablauf; Menschlicher Körper; Mathematik; Spiel; Körpererziehung; Sportunterricht; Kognitive Entwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability
Abstract	Background: The relation between the human body movements and cognition has been a research hotspot in physical education and health promotion in recent years. This study applied the embodied cognition theory to examine the effects of the Movement Integrity with Intelligent Play (MIIP) program on preschoolers' math performance. Objective: This study explores whether the Movement Integrity with Intelligent Play is connected with math performance, physical activity (PA) levels, and enjoyment of kindergarten students. Method: A quasi-experimental trial was delivered to evaluate the effects of the MIIP program that integrated bodily movements into math cognitive tasks related to pattern cognitive skills. A total of 54 (N = 54, 30 girls, M[subscript age] = 75.69 ± 3.36) children from two preschool classrooms served as participants and were assigned to one of the following two conditions: the integrated condition group (ICG, n = 28), and the conventional condition group (CCG, n = 26). During a 2-week intervention period, the ICG received a task-relevant PA (3×30 min/wk) in addition to their regular in-school math lessons (2×30 min/wk). Finally, math performance, PA levels, and enjoyment were assessed. Results: Following the intervention, significant differences (p < 0.05) in math performance, PA levels, and enjoyment were found in the ICG. The results demonstrated that preschool children in ICG outperformed children in the CCG. Children in the CCG showed no significant differences in math performance and PA levels. In addition, children in the ICG scored higher scores (M = 9.25 ± 2.71) on perceived enjoyment of the instructional method than children in the CCG (M = 7.07 ± 3.91). Conclusions: The integrated intervention has beneficial effects not only on math performance, PA levels but also on enjoyment. Transforming the focus of instruction to an integrated PA enhanced both math performance, PA levels, and increased enjoyment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01