Preshool childrens perceptions of physical activity instruction

Introduction

Student thinking research has evidenced that the learner’s thinking plays a role of mediation between teaching and learning process, and advocated that learners actively construct one’s knowledge. Although the preschool children are limited by speaking and writing and unable to express their thinking, the research indicated that preschool children have unique opinion about teacher behavior, learning style, the content of instruction and self-ability. These affect the results of the instruction.

Methods

This research design used qualitative method. In order to realize children’s perception about the teacher behavior and instruction events, data were collected using field notes, children and teacher interviews, children drawings, and document collection.

Results

The findings of this study showed that preschool children were able to perceive the teacher’s verbal and nonverbal behavior as the teacher explained, gave direction, informed, inquired, provided feedback, modeled, manipulated equipment, monitored, supported, and joined the activity or played with the children. Besides instruction events and teacher behavior, children could perceive one’s own and peer’s performance.

Discussion/Conclusion

Children perceived more learning content than the teacher actually taught. The perceived learning content included cognitive, affective and psychomotor aspects. The findings had implications for preschool teachers in selecting appropriate curriculum design and physical education teaching.

References

[1]. Lee, A. M. (1997). Journal of Teaching in Physical Education, 16, 262-277.
[2]. Sanders, S., & Graham, G. (1995). Journal of Teaching in Physical Education, 14, 372-383.
[3]. Solmon, M. A., & Carter, J. O. (1995). The Elementary School Journal, 95, 354-365.
[4]. Wittrock, M. C. (1986). Handbook of research on teaching (3rd ed.). New York: Macmillan