Post on 11-Mar-2020
MULTILATERAL PROJECT: Strengthening Activity – Oriented Interaction and
Growth iN the EArLy Years and TransitionS
WORK PACKAGE: IMPLEMENTATIONKalliope Vrinioti, Eleni Griva, Giannis Thoidis & Klio Semoglou
University of Western Macedonia - Greece
Reykjavik Meeting June 18-19, 2014
Project Framework
Duration FRAMEWORK OF THE PROJECT
March-May 2014
INITIAL NEEDS ANALYSIS
June– August 2014
I) INSTRUMENT DESIGN and SELECTIONII) PROJECT MATERIALS DESIGN
September-October 2014
FIRST STAGE (PRE-STAGE) OF THE PROJECT
November-April 2015
MAIN STAGE OF THE PROJECT: IMPLEMENTATION OF THE INTERVENTION
May- June 2015 POST-STAGE OF THE PROJECT: EVALUATION OF THE INTERVENTION
Reykjavik MeetingJune 18-19, 2014
Initial Needs Analysis
(March-May 2014)
Reykjavik MeetingJune 18-19, 2014
School partnership
• A public Primary school, located in Florina, a city in Northern Greece.
• This school is supervised by the School of Education of the University of Western Macedonia.
• 42 students attending the 1st Grade
Reykjavik MeetingJune 18-19, 2014
CHILDREN
TEACHERS PARENTS
A pre-record and
analysis of the target situation was
conducted
Reykjavik MeetingJune 18-19, 2014
Phase 1- Children’s interviews
Reykjavik MeetingJune 18-19, 2014
A) The children
• Structured interviews were conducted with the total number of children in an attempt to identify their preferences to classroom interaction and cooperation and their participation in favourite games.
• Interviews were conducted in a playful context, through using flashcards, which stimulated children’s motivation for their participating in the “question – answer” process.
Reykjavik MeetingJune 18-19, 2014
• The verbal data, after being coded qualitatively using the techniques by Miles and Huberman (1994), resulted in 39 codes, which were grouped into eight categories classified into four basic themes: – Children’s preferences in games
– Justification for their preferences
– Cooperation in the play
– Children’s reaction to game disruption
Children’s Interviews
Reykjavik MeetingJune 18-19, 2014
Thematic strands/ Categories
Codes- operational definitions Occurrences
CHILDREN’S PREFERENCES IN GAMES
1.Group activities and games
CHAS=ChaseHISEK=Hide and SeekBANOBA=Banana- non BananaFOTB=FootballTHEPOL=Thieves and policemenOTTHRL=One, two, three red lightSECAG=Secret agentsTHAPL=The applesTHFAIR=The FairiesSTRLPI=Strong like a pig
262154131111
1.Individual games PIKFL=Picking flowersGCLIMB=Go Climbing PLPLAY=Playing Playmobil
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Reykjavik MeetingJune 18-19, 2014
JUSTIFICATION FOR THEIR PREFERENCES
3. Playing alone PLESAT=Get Pleasure and satisfaction 4
4. Playing with others GENJOY=Get enjoymentPARROU=It is part of children’s routineFECOMP=Feel the companionshipASHECO=Asking for help and cooperation
13
222
Thematic strands/ Categories
Codes- operational definitions Occurrences
Reykjavik Meeting-June 18-19, 2014
Thematic strands/ Categories
Codes- operational definitions Occurrences
COOPERATION IN THE PLAY
5. Cooperation with classmates
FELFAM=Feel familial with classmates
FESECL=Feel secure while playing with classmates
HCOMIN=Have common interests
15
1
1
6. Cooperation with children of other school grades
GPLENJO=Get pleasure and enjoymentLIKCO=Like cooperating HAMFRI=Have more friends
12
31
Reykjavik MeetingJune 18-19, 2014
Thematic strands/ Categories
Codes- operational definitions Occurrences
CHILDREN’S REACTION TO GAME DISRUPTION
7. Children’s active/intensive response
RECGAM=Reconstitution of the game SECLHE=Seeking classmates’ help SHOVIO=Showing violence EXPSAD=Expressing sadness SEMOHE=Seeking for mother’s help
SETEHE=Seeking for teacher ‘s help CHCOPL=Change co-playerCHAGM=-Change Game EXPANG=Expression of AngerCLCOGA=Claim for the continuation of the
play
1127681 22
4
8. Children’s indifferent response
CHASPC=Change space AVOQUF=Avoid quarrel and Fight CONGAM=Continue with the game TEAINT=Teacher’s Intervention
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Reykjavik MeetingJune 18-19, 2014
Phase 2- THE GAME
Reykjavik MeetingJune 18-19, 2014
The children participated in a physical activity wi th the title “Restructure the Song”.
While the children were playing in groups of four
three researchers were recording their communicativ e strategies in a “communicative strategies instrument ” created for the purposes of the project.
Μια φορά ένα παπί
είχε χάσει ένα Πι
είχε µείνει µε το Πα
κι έλεγε όλο ΠαΠαΠα
The example:
Reykjavik MeetingJune 18-19, 2014
Αν όλα τα παιδιά της γης πιάναν γερά τα χέρια
κορίτσια αγόρια στη σειρά και στήνανε χορό
ο κύκλος θα γινότανε πολύ πολύ µεγάλος
κι ολόκληρη τη Γη µας θ’ αγκάλιαζε θαρρώ.
Reykjavik MeetingJune 18-19, 2014
Γύρω-γύρω όλοι στη µέση ο Μανώλης
χέρια-πόδια στη γραµµή
κι όλοι κάθονται στη γη
κι ο Μανώλης στο σκαµνίReykjavik MeetingJune 18-19, 2014
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Reykjavik MeetingJune 18-19, 2014
The game: Restructure the songRequirements:• cones, ropes, hula hoops, balls, baseball bases etc. Eight pieces of paper
(with the lyrics of two different kid songs scrabbled) two pictures (matching to each song)
Description:• There are two teams consisted of 4 kids each.• First, we set up an obstacle course (e.g., a piece of rope to jump over, a hula
hoop to crawl through, cones to run around, etc. In the middle of the course each kids takes a piece of paper (with a part of lyrics) and goes back to his team
– Objectives: ‘circuit training’, developing locomotor skills, running, jumping, hopping etc.
• Afterwards, each team should put in order the jigsawed songs and assign the correct picture.
– Objectives: jigsaw reading, identifying communicative strategies and skills, enhancing work in groups Finally, every team presents a song to the other one.
– Objectives: identifying communicative strategies and skills (presentation skills)
Reykjavik MeetingJune 18-19, 2014
The songs
• If all the children on the earth hold hands firmly boys and girls in order and start the dancethe circle would be large enough to hug the earth once (Yiannis Ritsos)
• Round-round all in the middle is Manolis / hands and legs in the line / and all sit on the earth / and Manolis in the little chair (Greek folk game).
Reykjavik MeetingJune 18-19, 2014
ORAL COMMUNICATION STRATEGIES
Reykjavik MeetingJune 18-19, 2014
Compensatory strategies Strategies: Paraphrasing N (%)
Circumlocution 16 40
Approximation 18 45
Word-coinage 2 5
Strategies: avoidance
Message changing 16 40
Topic changing 18 45
Avoiding communication 2 5
Extra verbal Strategies
Miming 24 60
Gesturing 31 77.5
Reykjavik MeetingJune 18-19, 2014
Interactive strategies
Social strategies N (%)
Asking for repetition 12 30
Asking for clarification 14 35
Turn-taking moves 14 35
Achievement strategies
Repeating 22 55
Self - correction 18 45
Using fillers 14 35
Prefabricated patterns 2 5
Feigning comprehension 6 15
Mumbling 18 45
Reykjavik MeetingJune 18-19, 2014
(Meta)cognitive strategies N (%)
Skimming 19 47.5
Selective (paying) attention 13 32.5
Analysing and reasoning15 37.5
Organising presentation13 32.5
Reykjavik MeetingJune 18-19, 2014
Results of children’s needs analysis
• This preliminary “needs analysis” provided an account of children’s preferences for group activities and physical games, as well as their willingness to cooperating with peers.
• In addition, the game proved to be a useful tool for creating a ‘non-threatening’ and interactive environment, encouraging children’s active participation.
• Moreover, while playing some interactive strategies and a number of verbal and non-verbal compensatory strategies were recorded, which helped children communicate their message in the target language.
Reykjavik MeetingJune 18-19, 2014
Communicatio
n Cooperation
Conceptualisat
ionCreation
The experimental project will be designed and devel oped on the basis of children’s preferences and needs, as recorded in this prelimin ary phase, for :
� providing a suspended task- based framework � in a game-based environment
� following the 4 principles
PROJECT Principles
Phase 3- The teachersQuestionnaires (Johansson, Sandberg, Broström,
Frøkjær, 2010) were distributed to the teachers of the primary school in an attempt to identify:– their perceptions on issues related to classroom
interaction – their attitudes to using games and physical activities
in the learning process– their awareness on personal beliefs and tacit theories – their familiarisation with task-based approach
Reykjavik MeetingJune 18-19, 2014
Children’s parents
• Some focus group interviews were conducted with a number of parents in order to record:– their perceptions on issues related to children’s
participation in home activities– their behavior to children’s interaction within family
environment – their engagement in out of school activities and
literacy practices– their attitudes to children’s involvement in the project.
Reykjavik MeetingJune 18-19, 2014
RESULTS ofTeachers’ Questionnaires
Reykjavik MeetingJune 18-19, 2014
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What is learning? - Situations that influence learni ng
Item M
A1_Creative activities 2,29A2_Goal oriented activities in order to develop reading and writing
1,46
A3_Situations which contributes to children’s social development
1,85
A4_Circle time 2,18A5_Free play 2,08A6_Play where children and adults participate together 2,67A7_Conflicts in everyday life which children try to solve themselves
2,27
A8_Situations which build on children’s own initiatives 2,08
Reykjavik MeetingJune 18-19, 2014
What is learning? - Situations that influence learni ng
Reykjavik MeetingJune 18-19, 2014
How do children learn?Item M
B1_See what other children do and say 1,75
B2_See what adults do and say (observe adults) 1,92
B3_Participate in different activities in every school day life
1,62
B4_Self take initiatives to activities 1,83B5_Play with other children 1,85B6_Be challenged by the adults 1, 67
B7_The adults explain and show 2,00
B8_The child are allowed to be in peace and quiet 2,82B9_The child become absorbed in some-thing 2,25B10_Participate in activities together with adults 2,07
Reykjavik MeetingJune 18-19, 2014
How do children learn?
Reykjavik MeetingJune 18-19, 2014
The importance of participation – how do teachers un derstand the concept ‘participation’?
Item M
C1_To be a part of a group and enter into its active being together 1,50
C2_To listen 1,91
C3_Have influence on what happens 2,9
C4_To be involved in current activities 1,46C5_Teachers listen to children and understand their way of thinking
1,67
C6_Teachers encourage children to make their own decisions 1,58
C7_Teachers make up best conditions for children’s independent choices
1,67
Reykjavik MeetingJune 18-19, 2014
The importance of participation
Reykjavik MeetingJune 18-19, 2014
Preconditions for learning - What are the best condi tions for 1st and 2nd primary school grade children’s learning?
Item M
D1_Children experience respect and security from adults 1,64
D2_A good cooperation with parents 1,85
D3_Children get many experiences 1,58
D4_The children meet challenges adjusted to their level of development
1,69
D5_Teachers are in active interaction with children and support them
1,64
D6_Children’s own choices without adult intervention 2,09
Reykjavik MeetingJune 18-19, 2014
Preconditions for learning
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We could develop children’s oral skills and communi cative strategies by…
Item M
E1_Making children communicate with adults 1,71
E2_ Making children ask questions to the teacher 1,69
E3_ Making children participate in peer activities 1,31
E4_Children’s communicate while playing 1,69
E5_Making children cooperate within group 1,58
Learning - Playing – Communicating
Language development
Reykjavik MeetingJune 18-19, 2014
Develop children’s oral skills and communicative st rategies by
Reykjavik MeetingJune 18-19, 2014
Children’s participation in games in a task/activit y based context enables them…
Item M
F1_To get involved in decision-making 1.33
F2_To participate in problem solving activities1.92
F3_To interact and communicate 1.38
F4_To develop communicative oral strategies 1.75
F5_To learn by doing 1.43