Effect of an Integrated Active-Lessons Programme on Vocabulary and Narrative Comprehension in Pre-School Children

Autor/inn/en	Cámara-Martínez, Alba; Suarez-Manzano, Sara; Martínez-López, Emilio J.; Ruiz-Ariza, Alberto
Titel	Effect of an Integrated Active-Lessons Programme on Vocabulary and Narrative Comprehension in Pre-School Children
Quelle	In: South African Journal of Education, 42 (2022), Artikel 2188 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cámara-Martínez, Alba) ORCID (Suarez-Manzano, Sara) ORCID (Martínez-López, Emilio J.) ORCID (Ruiz-Ariza, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preschool Children; Preschool Education; Active Learning; Reading Comprehension; Vocabulary Development; Play; Games; Reading Improvement; Physical Activities; Intelligence Tests; Verbal Ability; Foreign Countries; Spain; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aktives Lernen; Leseverstehen; Wortschatzarbeit; Spiel; Game; Spiele; Intelligence test; Intelligenztest; Mündliche Leistung; Ausland; Spanien
Abstract	The acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two preschool children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen's d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen's d = 0.710) in the treatment group. The results do not vary based on gender or age (31-36 and 37-42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01