Dictionary of Education: Language of Teaching and Learning
Article Notes and Critique No. 1
Ali, M.S. (2007). Dictionary of education: Language of teaching and learning. Bloomington, IN: Author House.
Description of problem addressed in study: Learning in preschool depends highly on the teachers’ cues. Different cues of different teachers have different impact on word leaning on pupils in preschool. For a better understanding and proper learning of children requires the best cues which highly depend on the teachers. Therefore, different teachers’ impact learning differently.
Description of the purpose of the study: The study ...view middle of the document...
There indirect learning condition while playing the game, one of the researchers went to the hall to play the same game while the others were told that the other researcher was going to play a different game. As they played the experimenter told the children told them a new word. In all three incidences the name for the new word was introduced after playing the game. In the direct method the same experimenter who played the game with the child told them the new word. In the indirect and baseline the new word was introduced after the game by the experimenter who did not play the game with the child. Children were then presented with 3 cards and asked to show the card representing the target word. Therefore direct learning was presented by different experimenters.
Description of subjects participating in the study: 40 preschool children (age 3 years to 4 years and 1 month, the mean being 3 years 8 months) were chosen to participate. All spoke English. The majority were middle-class, Caucasian females. Initially 46 children were involved but due to various reasons 6 did not continue with the study. Random sampling was used in this experiment.
Instrumentation and reliability/validity information: A checklist was used by the researchers to help in noting whether children choose the target object or not and they also coded the information during the entire session. (Saylor, 2009).Coding was done by two different people one with knowledge about the research and the other naïve of the research hence providing validation and reliability evidence of the checklist and coding methods. There was 100% agreement between the two coders.
Summary of study’s findings/results: The study showed that children did learn best when more direct, physical cues were given to the children. Contrary to predictions there was not a difference between the understanding for children in the baseline group and the indirect cues group.
Summary of study’s conclusion: ...