For Chinese students coming from different areas, they often encounter different English learning challenges in speaking and listening due to the influence from hometown accents. In comparison with Mandarin, the learners from Nanchang struggle with the pronunciation of /ɹ/ and /l/, /n/ and /ŋ/ sounds. Therefore, it is explored in this study whether Nanchang students face the same difficulties in listening and speaking when it comes to /ɹ/ and /l/, /n/ and /ŋ/. A total of 30 Nanchang senior three high school students participated in the perceiving and producing tests (comparing the English consonant minimal pairs: /ɹ/ and /l/, /n/ and /ŋ/), and they were invited to take interview about their personal attitudes and experiences about the learning of English consonants. It was revealed that there was no significant difference between producing and perceiving /ɹ/ and /l/, despite a significant difference in the performance on /n/-/ŋ/. Moreover, the perception of students about the English consonants shows a positive correlation with the production of the consonants. According to the interview, the lack of standard English learning resources was a major barrier to English study for students. The pedagogical implication is that the teachers in Nanchang area were suggested to provide pre-class speaking training, investigate the difficulty in English pronunciations for students, and teach pronunciation by playing the standard English video, which would be beneficial for senior high school EFL learners to improve the perception and production of English consonants.
对于来自不同地区的中国学生来说，由于家乡口音的影响，他们在英语口语和听力方面往往会遇到不同的学习挑战。与普通话相比，南昌的学习者在/ r /和/l/、/n/和/ r /的发音上存在困难。因此，本研究旨在探讨南昌学生在/ r /和/l/、/n/和/ r /中是否存在同样的听、说困难。南昌市30名高三学生参与了英语辅音最小对/ r /和/l/、/n/和/ r /的感知和产生测试，并对他们的英语辅音学习态度和经历进行了访谈。结果表明，在产生和感知/ r /和/l/之间没有显著差异，尽管在/n/-/ r /上的表现有显著差异。此外，学生对英语辅音的感知与辅音的产生呈正相关。根据访谈，缺乏标准的英语学习资源是学生学习英语的主要障碍。建议南昌地区教师进行课前口语训练，调查学生的英语发音难点，并通过播放标准英语视频进行发音教学，这有利于高中英语学习者提高英语辅音的感知和产生。
{"title":"Perception and Production of English Consonants by Senior High School Students","authors":"Yinchun Pei","doi":"10.20849/jed.v6i3.1223","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1223","url":null,"abstract":"For Chinese students coming from different areas, they often encounter different English learning challenges in speaking and listening due to the influence from hometown accents. In comparison with Mandarin, the learners from Nanchang struggle with the pronunciation of /ɹ/ and /l/, /n/ and /ŋ/ sounds. Therefore, it is explored in this study whether Nanchang students face the same difficulties in listening and speaking when it comes to /ɹ/ and /l/, /n/ and /ŋ/. A total of 30 Nanchang senior three high school students participated in the perceiving and producing tests (comparing the English consonant minimal pairs: /ɹ/ and /l/, /n/ and /ŋ/), and they were invited to take interview about their personal attitudes and experiences about the learning of English consonants. It was revealed that there was no significant difference between producing and perceiving /ɹ/ and /l/, despite a significant difference in the performance on /n/-/ŋ/. Moreover, the perception of students about the English consonants shows a positive correlation with the production of the consonants. According to the interview, the lack of standard English learning resources was a major barrier to English study for students. The pedagogical implication is that the teachers in Nanchang area were suggested to provide pre-class speaking training, investigate the difficulty in English pronunciations for students, and teach pronunciation by playing the standard English video, which would be beneficial for senior high school EFL learners to improve the perception and production of English consonants.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90647985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditional culture is the overall expression of various ideological, cultural and conceptual forms formed in the historical development of our country. Traditional culture breeds the precious spiritual character of the Chinese nation and has very important educational value. Integrating traditional culture into kindergarten curriculum can promote the development of children's character and sociality. Iron painting is a folk craft with a long history in China. Integrating iron painting technology into kindergarten curriculum is an effective way to inherit Chinese excellent culture, an inevitable requirement to promote children's physical and mental development, and a feasible path to promote kindergarten curriculum construction. At the same time, it is feasible to integrate traditional culture into kindergarten curriculum. On the one hand, the research on traditional culture has accumulated some early achievements, which provides a theoretical basis for the development of kindergarten based curriculum; On the other hand, kindergartens can develop game materials of iron painting technology, which reduces the operation difficulty of iron painting technology. It is suggested that kindergartens establish curriculum concepts around children's development and promote the construction of teachers of traditional culture.
{"title":"Discussion on the Value of Integration Traditional Culture Into Kindergarten Curriculum ---Take Wuhu Iron Painting Technology as an Example","authors":"Rui Zhou","doi":"10.20849/jed.v6i3.1224","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1224","url":null,"abstract":"Traditional culture is the overall expression of various ideological, cultural and conceptual forms formed in the historical development of our country. Traditional culture breeds the precious spiritual character of the Chinese nation and has very important educational value. Integrating traditional culture into kindergarten curriculum can promote the development of children's character and sociality. Iron painting is a folk craft with a long history in China. Integrating iron painting technology into kindergarten curriculum is an effective way to inherit Chinese excellent culture, an inevitable requirement to promote children's physical and mental development, and a feasible path to promote kindergarten curriculum construction. At the same time, it is feasible to integrate traditional culture into kindergarten curriculum. On the one hand, the research on traditional culture has accumulated some early achievements, which provides a theoretical basis for the development of kindergarten based curriculum; On the other hand, kindergartens can develop game materials of iron painting technology, which reduces the operation difficulty of iron painting technology. It is suggested that kindergartens establish curriculum concepts around children's development and promote the construction of teachers of traditional culture.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89651645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the Department for Education and Employment (DfEE) introduced the performance management system in general education in September 2000, it has become an important component in education reform in England. The goal of this study is to explore the challenges that teachers and principals may encounter in adopting performance management in educational leadership in England. This study finds that performance management provides a single, unfair mechanism for teacher evaluation, and within this framework, teachers’ personal development is largely ignored. And for leaders, performance management results in a lack of leadership responsibility. This study argues that performance management is not conducive to the development of schools in England.
{"title":"An Investigation About the Challenges of Adopting Performance Management in Educational Leadership in England","authors":"Zi Yang","doi":"10.20849/jed.v6i3.1230","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1230","url":null,"abstract":"Since the Department for Education and Employment (DfEE) introduced the performance management system in general education in September 2000, it has become an important component in education reform in England. The goal of this study is to explore the challenges that teachers and principals may encounter in adopting performance management in educational leadership in England. This study finds that performance management provides a single, unfair mechanism for teacher evaluation, and within this framework, teachers’ personal development is largely ignored. And for leaders, performance management results in a lack of leadership responsibility. This study argues that performance management is not conducive to the development of schools in England.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"137 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84036458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several studies have shown that children’s physical activity levels (PAL) are not sub-optimal, however, PAL is critical to children’s development. The purpose of this study is to test the hypothesis that whether there is a significant gap between boys and girls on PAL. The gender is ignored in the previous research was remedied in this study. Quantitative methods are employed to collect primary data on PAL in children aged 3-6 years. This study has implications in terms of theory, methodology, and practice, for researchers, practitioners, and parents in the preschool education field.
{"title":"Exploring the Impact of Gender Difference on 3-6 Years Old Children’s Physical Activity Levels","authors":"Shiyi Shen","doi":"10.20849/jed.v6i3.1231","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1231","url":null,"abstract":"Several studies have shown that children’s physical activity levels (PAL) are not sub-optimal, however, PAL is critical to children’s development. The purpose of this study is to test the hypothesis that whether there is a significant gap between boys and girls on PAL. The gender is ignored in the previous research was remedied in this study. Quantitative methods are employed to collect primary data on PAL in children aged 3-6 years. This study has implications in terms of theory, methodology, and practice, for researchers, practitioners, and parents in the preschool education field.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78039611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese international students play a crucial role in the United States' higher education systems. China remains the top source of international students in the United States, sending more than 372,000 students to the United States from 2020-to 2021. This literature review explicitly focused on Chinese international students. Acknowledging that this student group has both positive and negative experiences interacting with the United States education system, existing research is more likely to focus on individual factors. However, higher education institutions' support systems are playing vital roles in the success of Chinese international students. I looked into issues with existing supports. After reviewing the existing literature, I suggest better support for international Chinese students and future research to consider the linguistic background of research participants and acknowledge international students' heterogeneity. Finally, I conclude by recommending future research that includes more culturally sensitive longitudinal studies, focus group discussions, and relationship building.
{"title":"The Role of Higher Education Institutions Plays in Supporting Chinese International Students","authors":"Anqi Zu","doi":"10.20849/jed.v6i3.1220","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1220","url":null,"abstract":"Chinese international students play a crucial role in the United States' higher education systems. China remains the top source of international students in the United States, sending more than 372,000 students to the United States from 2020-to 2021. This literature review explicitly focused on Chinese international students. Acknowledging that this student group has both positive and negative experiences interacting with the United States education system, existing research is more likely to focus on individual factors. However, higher education institutions' support systems are playing vital roles in the success of Chinese international students. I looked into issues with existing supports. After reviewing the existing literature, I suggest better support for international Chinese students and future research to consider the linguistic background of research participants and acknowledge international students' heterogeneity. Finally, I conclude by recommending future research that includes more culturally sensitive longitudinal studies, focus group discussions, and relationship building.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"189 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88112525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The vocational education has a long history and has developed into a relatively complete legal protection system. In particular, since 1984, the United States has adopted the vocational education act as the basis, after a series of reforms in vocational education, the Perkins Act is typical in the history of American vocational education, and it is the epitome of the development of vocational education. This paper begins with the Carl D Perkins Act of 1984, analyzes the background of the act, probes into the many forces and organizations promoting the Act, and analyzes the main contents and purposes of the act, further discussion on the impact of the Perkins Act on American vocational education will provide some reference for better understanding the vocational education.
{"title":"Carl D. Perkins Vocational Education Act and American Vocational Education","authors":"Yuqiao Guo","doi":"10.20849/jed.v6i3.1219","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1219","url":null,"abstract":"The vocational education has a long history and has developed into a relatively complete legal protection system. In particular, since 1984, the United States has adopted the vocational education act as the basis, after a series of reforms in vocational education, the Perkins Act is typical in the history of American vocational education, and it is the epitome of the development of vocational education. This paper begins with the Carl D Perkins Act of 1984, analyzes the background of the act, probes into the many forces and organizations promoting the Act, and analyzes the main contents and purposes of the act, further discussion on the impact of the Perkins Act on American vocational education will provide some reference for better understanding the vocational education.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85130908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing is a concrete expression of the ability to pragmatic, as well as an important skill in learning English. In English Curriculum Standard for Compulsory Education (2022), students are expected to be able to use different sentence structures and tenses in their written expressions to describe or introduce people, things or events around them, expressing emotional attitudes, opinions and intentions. In addition, errors in writing can reflect students’ knowledge of pragmatic. The British linguist Pit Corder proposed Error Analysis Theory in the late 1960s and pointed out that errors can be used as a learning tool. Integrating Error Analysis Theory with junior high school students’ writing can help improving their writing skills. Zizhong Falun Junior High School is located in Falun town, Zizhong county, Sichuan Province, which is a rural junior high school. In this study, the writer collected and analyzed the writing samples of students in the midterm examination of grade two in this school, as well as put forward the targeted suggestions.
{"title":"A Study of Junior Students English Writing Based on Error Analysis Theory","authors":"Siyi Yang","doi":"10.20849/jed.v6i3.1222","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1222","url":null,"abstract":"Writing is a concrete expression of the ability to pragmatic, as well as an important skill in learning English. In English Curriculum Standard for Compulsory Education (2022), students are expected to be able to use different sentence structures and tenses in their written expressions to describe or introduce people, things or events around them, expressing emotional attitudes, opinions and intentions. In addition, errors in writing can reflect students’ knowledge of pragmatic. The British linguist Pit Corder proposed Error Analysis Theory in the late 1960s and pointed out that errors can be used as a learning tool. Integrating Error Analysis Theory with junior high school students’ writing can help improving their writing skills. Zizhong Falun Junior High School is located in Falun town, Zizhong county, Sichuan Province, which is a rural junior high school. In this study, the writer collected and analyzed the writing samples of students in the midterm examination of grade two in this school, as well as put forward the targeted suggestions.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87240327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under the influence of the development trend of global economic integration, the concept of multicultural music education has gradually attracted the attention and research of multinational music education circles. After summarizing relevant scholars’ literature on multicultural music education through literature research, I find out the research and practice status of multicultural music education at home and abroad, and forwards strategies for how can the education entering primary school. On this basis, after writing the course objectives, chapter arrangements and course content, I used the practice research method to take class four and five，grade six of Nanjing Xiaoying Primary School as the practice object, and conducted a 16-week teaching practice around multicultural music education from September 2021 to December 2021. It is concluded through practice that multicultural music education not only conforms to the development of the times, but also helps to enhance students’ interest in music learning, enriches the content of music teaching, and helps students establish a prototype of the world’s music context. In specific implementation process, students’ innovative ability should be affirmed, and the differences in singing ability among individuals and the acceptance of the depth and breadth of teaching content need to be adjusted in practice.
{"title":"A Case Study of Multicultural Music Education Practice in Primary Schools -Taking Nanjing Xiaoying Primary School as an Example","authors":"Bei Zhu","doi":"10.20849/jed.v6i3.1232","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1232","url":null,"abstract":"Under the influence of the development trend of global economic integration, the concept of multicultural music education has gradually attracted the attention and research of multinational music education circles. After summarizing relevant scholars’ literature on multicultural music education through literature research, I find out the research and practice status of multicultural music education at home and abroad, and forwards strategies for how can the education entering primary school. On this basis, after writing the course objectives, chapter arrangements and course content, I used the practice research method to take class four and five，grade six of Nanjing Xiaoying Primary School as the practice object, and conducted a 16-week teaching practice around multicultural music education from September 2021 to December 2021. It is concluded through practice that multicultural music education not only conforms to the development of the times, but also helps to enhance students’ interest in music learning, enriches the content of music teaching, and helps students establish a prototype of the world’s music context. In specific implementation process, students’ innovative ability should be affirmed, and the differences in singing ability among individuals and the acceptance of the depth and breadth of teaching content need to be adjusted in practice.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72382452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we report on the use of project-based learning in teaching the children about 5-6 years old. We call it “Project-based game”. It’s a way of proceeding through the organization of mutual collaboration of children to solve the real problems of games, from which can excise children on transferring knowledge and problem-solving ability. Children work as a team. Each team member has the different role and task. So how to integrate resources to play a team advantage, and how to tap the maximum potential of each team member are particularly important. This study was trying to build a role of structural models for children to explain the relationship between the different roles in the project learning and reference for researchers. This study accomplished the following works:we interviewed normal teachers and children which from different classes, aware of the problems of grouping when teachers carry out the project game. Then we tracked and observed a number of project cases in kindergarten, designed the questions and tasks and collected a wealth of experimental data. Through the collation and analysis, we finally obtained significant achievement in this study “The role of structure model in project-based games for the children in kindergarten about 5-6 years old”.
{"title":"Models of Role-Structure in Project-Based Games for Children in Kindergarten About 5-6 Years Old","authors":"Yingying Wang, Li Zhao","doi":"10.20849/jed.v6i3.1225","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1225","url":null,"abstract":"In this paper we report on the use of project-based learning in teaching the children about 5-6 years old. We call it “Project-based game”. It’s a way of proceeding through the organization of mutual collaboration of children to solve the real problems of games, from which can excise children on transferring knowledge and problem-solving ability. Children work as a team. Each team member has the different role and task. So how to integrate resources to play a team advantage, and how to tap the maximum potential of each team member are particularly important. This study was trying to build a role of structural models for children to explain the relationship between the different roles in the project learning and reference for researchers. This study accomplished the following works:we interviewed normal teachers and children which from different classes, aware of the problems of grouping when teachers carry out the project game. Then we tracked and observed a number of project cases in kindergarten, designed the questions and tasks and collected a wealth of experimental data. Through the collation and analysis, we finally obtained significant achievement in this study “The role of structure model in project-based games for the children in kindergarten about 5-6 years old”.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87986974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotional regulation has a critical influence on an individual’s mental health and personality. In the long run, negative coping styles will create antisocial personalities. In recent years, the data on single-parent families has increased significantly, resulting in a sharp increase in the number of single-parent children. Without positive guidance of adults, children are usually unable to get rid of the negative effects brought by single-parent families, let alone acquiring good emotional development. Therefore, given the age development characteristics of children aged 5-6 and the anxiety and loneliness behavior of single-parent children aged 5-6, this study selected some picture books that these children could understand as the therapy medium, and preliminarily proposed a reading plan. Based on the revised Spence (2001) Preschool Children Anxiety Questionnaire and the UCLA Loneliness Scale Questionnaire, the anxiety and loneliness scores of 20 children in the experimental group and the emotional scores of 20 children in the control group were continuously compared. Finally, a four-stage picture book reading therapy suitable for single-parent children aged 5-6 was established, its four stage tasks including anxiety and loneliness recognition, self-awareness building, anxiety and loneliness settlement and peer sharing”.
{"title":"On the Application of Picture Book Reading Therapy to the Psychological Intervention of Single-Parent Children Aged 5-6","authors":"Lina Yang, Shuqian Lin","doi":"10.20849/jed.v6i3.1233","DOIUrl":"https://doi.org/10.20849/jed.v6i3.1233","url":null,"abstract":"Emotional regulation has a critical influence on an individual’s mental health and personality. In the long run, negative coping styles will create antisocial personalities. In recent years, the data on single-parent families has increased significantly, resulting in a sharp increase in the number of single-parent children. Without positive guidance of adults, children are usually unable to get rid of the negative effects brought by single-parent families, let alone acquiring good emotional development. Therefore, given the age development characteristics of children aged 5-6 and the anxiety and loneliness behavior of single-parent children aged 5-6, this study selected some picture books that these children could understand as the therapy medium, and preliminarily proposed a reading plan. Based on the revised Spence (2001) Preschool Children Anxiety Questionnaire and the UCLA Loneliness Scale Questionnaire, the anxiety and loneliness scores of 20 children in the experimental group and the emotional scores of 20 children in the control group were continuously compared. Finally, a four-stage picture book reading therapy suitable for single-parent children aged 5-6 was established, its four stage tasks including anxiety and loneliness recognition, self-awareness building, anxiety and loneliness settlement and peer sharing”.","PeriodicalId":29977,"journal":{"name":"International Journal of Education and Development using Information and Communication Technology","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82688600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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