مقایسه اثربخشی روش‌های آموزشی رجیوامیلیا و های‌اسکوپ بر خلاقیت و مهارت‌های اجتماعی نوآموزان پیش‌دبستان شهر تبریز

محورهای موضوعی : روانشناسی تربیتی

محمد سلطانی ¹ ( دانشجوی دکتری تخصصی گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران )
علی اقدسی ² ( استادیار گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران )
تورج هاشمی ³ ( استاد گروه روانشناسی، دانشگاه تبریز، تبریز، ایران )

تاریخ دریافت : 1399/10/20 تاریخ پذیرش : 1400/07/12 تاریخ انتشار : 1400/10/01

کلید واژه: های‌اسکوپ, رجیوامیلیا, خلاقیت و مهارت‌های اجتماعی,

چکیده مقاله :

هدف این پژوهش تعیین تفاوت اثربخشی روش‌های آموزشی رجیوامیلیا و های‌اسکوپ بر خلاقیت و مهارت‌های اجتماعی نوآموزان پیش‌دبستانی بود. در قالب طرح نیمه آزمایشی از نوع پیش‌آزمون-پس‌آزمون با گروه کنترل و اجرای آزمون تورنس فرم ب تصویری و آزمون مهارت‌‌‌های اجتماعی گرشام و الیوت (SSRS) اطلاعات لازم جمع‌آوری شد. جامعه آماری شامل نوآموزان 4 و 5 ساله‌ی شهر تبریز در سال تحصیلی 99-98 بود. نمونه شامل 60 نوآموز بود که 40 نفر به عنوان گروه آزمایشی و 20 نفر به عنوان گروه کنترل به روش نمونه‌گیری غیرتصادفی در دسترس انتخاب شدند. پس از برگزاری کلاس‌های آموزشی رجیوامیلیا و های‌اسکوپ طی 3 ماه و تحلیل داده‌ها با روش کوواریانس، نتایج نشان داد که روش‌های آموزشی رجیوامیلیا و های‌اسکوپ بر خلاقیت و مهارت‌های اجتماعی نوآموزان مؤثرند. نتایج آزمون تعقیبی نشان داد اثرگذارترین روش آموزشی بر خلاقیت نوآموزان، مربوط به رویکرد آموزشی رجیوامیلیا است، همچنین در افزایش مهارت‌های اجتماعی روش های‌اسکوپ تأثیر بیشتری دارد.

چکیده انگلیسی:

The purpose of this research was to determine the difference of educational methods of Reggio Emilia and High Scope effectiveness on creativity and social skills of preschoolers. Data was collected in the framework of semi-experimental research design of pre-test, post-test with control group kind and by performing Torrance test, form B (pictorial one) and Gresham & Elliot' social skills test (SSRS). The statistical population of the research includes all the 4 and 5-year-old preschoolers of Tabriz during 2019-2020. The sample included 60 preschoolers that 40 people were selected as the experimental group and 20 people as the control one by convenience non-Random Sampling. After holding educational methods of Reggio Emilia and High Scope classes for three months and data analysis with ANCOVA, the results showed that the educational methods of Reggio Emilia and High Scope were effective on creativity and social skills of new learners. Further, the results of follow up test showed that the most effective educational methods on preschooler's creativity relates to the educational approach of Reggio Emilia, also, in increasing social skills, high Scope method has the most efficacy

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Assady Gandomani, R., Nesayan, A., Adib Sershki, N., & Karimlou, M. (2013). The Effectiveness of Theory of Mind Training on Improving Cooperation, Self-control and Assertive in Autistic Boys. Journal of
Exceptional Children , 13 (3) :33-44 [In Persian].

Aziz Chohan, M., & Zain ul abdin, N. (2013). Effects of High Scope approach on the self-regulatory skills of Preschoolers age (3-5). Course: This Literature Review is Submitted as a requirement for Course II:  Policies, Programmes, and Practices, For Advance Diploma in Human Development (Early Childhood Development). Aga Khan University – Human Development Programme.

Cadwell. B. (1997). Bringing Rrggio Emilia home: An innovative approch to early childhood education. New York: Thecher college press.

Cagliari, P., Giudici, C., & Rinaldi, C. (2011). The Wonder of Learning, The Hundred Languages of Children. Published by: REGGIO CHILDREN.

Cutcher, A. (2013). Art Spoken Here: Reggio Emilia for the Big Kids. International Journal of Art & Design Education, 32(3):318-330.

Coşkun, H. & Durakoğlu, A. (2015). A Project-Based Approach in Child Education: Reggio Emilia. International Journal of Humanities and Education, 1(2): 141-153.

Dever, M., & Falconer, R. (2009). Foundations and change in early childhood education. Translated by Hosseini nasab, D. (2008). Tabriz: shayesteh Publications [In Persian].

Edwards, C., Gandini, L., & Forman, G. (1998). The hundred Languages of Childeren: The Reggio Emilia Approach, Advanced Reflections(2^nd). Greenwitch, Ct: Ablex. ED 425855.

Fathi, W., K., Arefi, M., & Taraghi jah, A. (2009). Study how to form Reggio Emilia curriculum for children 6 to 8 years' old. Educational Studies in Psychology, Ferdowsi University of Mashhad, 10(3):41-64 [In Persian].

Fisher, R., & Williams, M. (2009). Unlocking creativity: teaching across the curriculum. Translated by choobineh, N. (2004). Tehran: peik bahar Publication [In Persian].

French, G.  (2012).  The HighScope Approach to Early Learning. The high scope approach to early learning, Book chapter from "Early childhood education and care: an introduction for students in Ireland" Maire Mhic Mahuna and Mark Taylor (Eds). Gill and McMillan, Dublin.

Gencera, A. A., & Gonen, M. (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children’s Creative Thinking Skills. Procedia - Social and Behavioral Sciences, 186: 456 – 460.

Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system manual. cricle pines, M.N: American Guidance Service.

Habibi, P., & Ahmadi gharache, A. M. (2014). The world Patterns of Preschool Education.Tehran: Soroush Publications [In Persian].

Heidi Alene, H. (2021). Parental Choice and Perceived Benefits of Reggio Emilia Inspired Programs. Early Child Development and Care,191(1):123-135.

Hendrick, J. (2004). Reggio Emilia and American schools: Telling them apart and putting them together – Can we do it? In J. Hendrick(Ed): Next steos toward teaching the Reggio way: Accepting the challenge to change: Upper Saddle River, NJ: Pearson Education.

High/Scope Education Research Foundation. (2004). Signification benefits: The High/Scope Perry Preschool Project. Retrieved May 2004 from. http://www.highscope.org/Research/PerryProject/

Ho Huanga, C., & Guo Kuo, C. (2015). High scope project in Taiwan provides students both career exploration and preparation for further study. Social and Behavioral Sciences, 174:1798-1803.

Hohman, M., & Weikart, D., (2002). Letting differences, the high/scope preschool Curriculum-H. S. ER.

Inan, H. Z., Trundle, K. C., & Kantor, R. (2010). Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool. Journal of Research in Science Teaching, 47(10):1186-1208.

Jalili, M., Allahverdi, M., & Sharifian mahd, N. (2014). High Scoop How to cultivate talent for Iranian children. Tehran: Soroush Mandegar Publications [In Persian].

Kerr. B. & Gagliardi. (2006). Measuring creativity in research and practice. Arizona state university.

Mir kamali, M., & khorshidi, A. (2008). Methods nurturing creativity in educational organization. Tehran: Yastaroon Publications [In Persian].

Peyton, L. (2005). "High/Scope Supporting the Child, the Family, the Community": A Report of the Proceedings of the High/Scope Ireland Third Annual Conference, 12th October 2004, Newry, Northern Ireland. Child Care in Practice, 11(4): 433-456.

Pirkhaefi, A., Manavipour, D., & Pasha Sharifi, H. (2008). A Comparison between Creativity and Intelligence among University Students in Different Fields of Study. Journal of Modern Thoughts in education, 3(1): 29-42 [In Persian].

Pirkhaefi, A. (1994). Investigating the relationship between intelligence and creativity among male theoretical high school students in Tehran. Master Thesis. Allameh Tabatabai University [In Persian].

Rankin, B. (2004). Dewey, Piaget, Vygotsky: Connections with Malaguzzi and the Reggio Emilia approach. In J. Henderick(Ed), Next steos toward teaching the Reggio way (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Samadi, A. (2008). Maria Montessori alternative education system. Tehran:
Danje Publication [In Persian].

Santin, F. S., & Torruella, M. F. (2017). Reggio Emilia: An Essential Tool to Develop Critical Thinking in Early Childhood. Journal of New Approaches in Educational Research, 6(1):50–56.

Santin, M. F., & Torruella, M. F. (2020). Developing critical thinking in early childhood through the philosophy of Reggio Emilia. Thinking Skills and Creativity, 37:100686, doi.org/10.1016/j.tsc.2020.100686.

Schneider, B. H., Manetti, M., Frattini, L., Rania, N., Santo, J. B., Coplan, R. J.., & Cwinn, E. (2014). Successful Transition to Elementary School and the Implementation of Facilitative Practices Specified in the Reggio-Emilia Philosophy. School Psychology International, 35(5):447-462.

Schweinhart, L. J.; Montie, J.; Xiang, Z.; Barnett, W.S.; Belfield, C. R., & Nores, M. (2005). The eighth monograph of the Perry Preschool study, Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. Ypsilanti, MI: High/Scope Press. © 2005 by High/Scope® Educational Research Foundation, pp:194-215.

Seong Bock, H., LaShorage, SH., & Jisu, H. (2017). Reggio Emilia Inspired Learning Groups: Relationships, Communication, Cognition, and Play. Early Childhood Education Journal, 45(5): 629-639.

Shahim, S. (1998). A Study of ValidityReliability of Social Skill Rating Scale in a Group of Children in Shiraz Elementary Schools. Journal of Educational Sciences,5(2):17-38 [In Persian].

Shahim, S. (1999). Assessment of social skills in a group of educable mentally retarded children using social skills grading system.
Journal of Psychology and education, 4(1):18-37 [In Persian].

Smith, A. P. (2011). The incorporation of principles of the Reggio Emilia approach in a North American pre-school music curriculum: An action research. Visions of Research in Music Education, 17. Retrieved from http://www--usr.rider.edu/vrme~/

Smith, F., & Hullfish, G. (2010). Logical thinking. Translated by Shariatmadari, A. Tehran: Samt Publications [In Persian].

Soltani, M., & Obalasi, A. (2016). Pioneer methods in education "Montessori & Reggio Emilia". Tabriz: Soudmand Publication [In Persian].

Striker, S., & Warner, S. (2009). young at art and encouraging the artist in your child. Translated by geitasi, A. (1946). Tehran: Saberin Publication [In Persian].

Thornton, L., & Brunton, P. (2018). Bringing the Reggio approach to your erly years practice. Translated by Mohammadi, A. (2010). Tehran: Children's Literature History Research Institute [In Persian].

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