The Use of Computer Assisted Instruction in Preschool Education: Making Teaching Meaningful     

Nicholas Vernadakis  Andreas Avgerinos  Efi Tsitskari  Evridiki Zachopoulou 《Early Childhood Education Journal》2005,33(2):99-104

Computers are increasingly a part of preschooler’s lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolers’ learning level. Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.  相似文献   

The effects of a developmentally appropriate music and movement program on motor performance   总被引：1，自引：0，他引：1  

Evridiki Zachopoulou  Aggeliki Tsapakidou  Vassiliki Derri 《Early childhood research quarterly》2004,19(4):631-642

Basic motor skills development is achieved through the implementation of different types of physical education programs. The purpose of this study was to investigate and to compare the effect of a developmentally appropriate music and movement program and of a developmentally appropriate physical education program on the development of jumping and dynamic balance in children ages 4–6 years. Ninety children, 42 girls and 48 boys, participated. Fifty of them were in an experimental group and followed the music and movement program, which lasted 2 months. The rest served as the control group and followed the physical education program, for the same period of time. Children's level in jumping and dynamic balance was assessed with the MOT 4–6 [Zimmer, R. & Volkamer, M. (1987). Motoriktest fuer vier-bis sechsjaehrige kinder. Manual, Belz: Weinheim]. Data were analyzed with the multivariate analysis of variance with repeated measures. The results showed that the experimental group improved significantly in both jumping and dynamic balance. It can be concluded that a developmentally appropriate music and movement program can positively affect jumping and dynamic balance of preschool children.  相似文献   

Evaluating Playfulness: Construct Validity of the Children's Playfulness Scale   总被引：1，自引：0，他引：1  

Efthimios Trevlas  Vasilios Grammatikopoulos  Nikolaos Tsigilis  Evridiki Zachopoulou 《Early Childhood Education Journal》2003,31(1):33-39

This study was designed to examine the underlying structure of the Children's Playfulness Scale (CPS). The CPS was administered to 602 children who were randomly divided into two groups (calibration and validation group). The calibration group (n= 279) included 137 boys and 142 girls, and the validation group (n= 323) included 162 boys and 161 girls, ranging in age from 4 to 6 years. A one-factor model was postulated and supported. According to the model, 5 variables measuring children's playfulness loaded on one factor (playfulness). In addition, the proposed model was found to be invariant across the two groups. Good cross-generalizability of the CPS appears to support its validity. Educators working in a preschool/kindergarten setting may use it with confidence when evaluating children's playfulness.  相似文献