اثربخشی مداخله‌های زودهنگام آموزشی بر فهم عدد کودکان پیش‌دبستانی
محورهای موضوعی : تربیتیمهناز جدیدی فیقان 1 , سالار فرامرزی 2 , احمد عابدی 3 , سمیه جمالی 4 , مریم جدیدی فیقان 5
1 - کارشناس ارشد روان‌شناسی دانشگاه اصفهان
2 - عضو هیأت علمی دانشگاه اصفهان
3 - عضو هیأت علمی دانشگاه اصفهان
4 - دانشجوی دکتری روان‌شناسی دانشگاه الزهرا
5 - کارشناس ارشد روان‌شناسی دانشگاه اصفهان
کلید واژه: مداخله‌های زودهنگام, فهم عدد, پیش‌دبستانی,
چکیده مقاله :
هدف پژوهش حاضر تعیین اثربخشی مداخله‌های زودهنگام آموزشی بر فهم عدد کودکان پیش‌دبستانی بود. طرح پژوهش از نوع نیمه آزمایشی با پیش‌آزمون و پس‌آزمون و گروه گواه بود. جامعه آماری پژوهش، کودکان ناتوان در ریاضی شهر اصفهان در سال تحصیلی 91ـ1390 بودند. برای اجرای این پژوهش، 30کودک پسر که از نظر فهم عدد ضعیف بودند، به شیوه نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب و با روش تصادفی در دو گروه آزما ی ش و گواه (15 نفری) قرار گرفتند. ابزارهای پژوهش شامل آزمون فهم عدد (جردن، 2008) و مقیاس هوش کودکان پیش از دبستان وکسلر (رضویه و شهیم، 1371) بود. مداخله آزمایشی (مداخله‌های زودهنگام آموزشی مبتنی بر آموزش مستقیم) بر روی گروه آزمایش به مدت 8 جلسه 60 دقیقه‌ای و یک بار در هفته اجرا گردید. پس از اتمام برنامه آموزشی از هر دو گروه پس آزمون به عمل آمد. نتایج تحلیل کواریانس نشان داد که مداخله‌های زودهنگام آموزشی بر فهم عدد این کودکان مؤثر بوده است (001/0> P ).
The aim of the present research was to assess the effectiveness of early educational intervention on number sense of preschool children . The research method was semi-experimental with pretest-posttest, and control group. Research statistical population included male children with disabilities in mathematics in Isfahan city in the year 2010- 2011. The research sample included 30 male children who had a poor sense of number and were selected using multistage random cluster sampling and were assigned in the two groups of experimental and control randomly. The instruments used were Number Sense Test ( Jordan, 2008) and Wechsler Preschool and Primary Scale of Intelligence (Razavi & Shahim , 1972). Experimental intervention ( early t raining interventions based on direct instruction ) was held on the experimental group in eight sessions, each session lasted sixty minutes once a week. After completing the training program, post-test was taken from both groups. Results of analysis of covariance showed that early educational intervention was effective in the improvement of sense of number in preschool children (P < 0.001)
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