Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza
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引用次数: 0
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 pre-school 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.
期刊介绍：
The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; book reviews, i.e. concise evaluations of books that have recently appeared; and letters in which criticism is given of articles that appeared in this Journal. Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee. Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.
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