Statement of the Problem
The primary purpose of this study was to explore teacher guidance - does it help promote learning? The sub problems are to explore and assess the value of' academic training in nursery school versus a straight child development program, and to explore and assess the value of play as a teaching method.
The Population
This study included sixty, four year old children who were enrolled in nursery school for the first time. They were divided into six equal groups of ten each according to sex and I. Q. Control Groups I and II - pupils who participated in a five month child development theory nursery school program. Experimental Groups III and IV - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a self-directed learning program. 2 Experimental Groups V and VI - pupils who participated in a five month child development theory nursery school program with added experiences in mathematical concepts under a teacher guided learning program.
Method of Conducting the Study
Instruments used to gather basic data were: Wechsler Preschool and Primary Scale of Intelligence and the CTB/ McGraw-Hill Test of Basic Experiences - Mathematics. The data was statistically described by an analysis of variance and the Scheffe Multiple Comparison Test.
Findings
Main Hypothesis: Children working under a teacher guided program learn more mathematical concepts than children working under a self-directed program in mathematical concepts. rrhe main hypothesis was accepted as those children involved in the teacher guided program had significantly higher scores than those obtained by the children under the self-directed program.
Sub Hypothesis A: Play and the use of play materials are valuable as teaching methods. The sub-hypothesis that play and the use of play materials are valuable as teaching methods was accepted when their use included initial teacher guidance.
Sub Hypothesis B; Children working under a program of planned instruction will learn more mathematical 3 concepts than children in a straight child development theory of education.
The sub-hypothesis was accepted that children involved in a child development theory nursery school benefited from planned mathematical instruction provided the instruction is teacher guided.
Conclusions
This study revealed that children gain more mathematical concepts through guided experiences and training in nursery school if there is teacher guided learning. A formal program with preschool children can enhance acquisition of mathematical concepts. The program has different consequences for children of average or above average intelligence than for superior intelligent children. Nevertheless, each of these groups show gains particular to their knowledge and experientlal base. The value of play as a teaching method has been demonstrated in this study. Children in the experimental groups who were using the select mathematical materials in a play situation demonstrated an increased learning over the control groups involved in a straight child development program. Children involved in a program of planned instruction (the experimental groups) learned more mathematical concepts than those in the control groups. This would indicate that 4 planned instruction is more beneficial than the emergent pla.ruling advocated by the Child Development Theory of preschool education.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-1341 |
| Date | 01 July 1972 |
| Creators | Conti, Ralph M. |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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