Cámara-Martínez Alba, Ruiz-Ariza Alberto, Suárez-Manzano Sara, Cruz-Cantero Rosa M, Martínez-López Emilio J
Department of Didactics of Musical, Plastic and Body Expression, University of Jaen, 23071 Jaén, Spain.
Behav Sci (Basel). 2023 Mar 15;13(3):260. doi: 10.3390/bs13030260.
The aim of this study was to analyse the effects of an integrated active lessons programme based on playful math games, of 10 weeks' duration (30 min/day × 2 days/week), on self-concept, self-esteem and social skills in preschool children. One hundred and ninety-four preschool children (53.6% girls) aged 53.36 ± 11.82 months were split into a control group (CG) and an experimental group (EG). The EG improved significantly in self-concept compared to the CG in boys and girls (6.8% and 7.1%, respectively). Personal and academic self-esteem levels increased significantly (8.1% and 5.5%, respectively, only in girls). Although the EG obtained significant improvements in social self-esteem and social skills compared to the beginning of the study, these results were not found in comparison with the CG. The introduction of active lessons based on playful maths games within the classroom is recommended as support for the improvement in self-concept, self-esteem and social skills in early childhood education.
本研究的目的是分析一项为期10周（每天30分钟×每周2天）、基于趣味数学游戏的综合活动课程对学龄前儿童自我概念、自尊和社交技能的影响。194名年龄在53.36±11.82个月的学龄前儿童（53.6%为女孩）被分为对照组（CG）和实验组（EG）。与对照组相比，实验组男孩和女孩的自我概念均有显著改善（分别为6.8%和7.1%）。个人自尊和学业自尊水平显著提高（仅女孩分别提高了8.1%和5.5%）。尽管与研究开始时相比，实验组在社会自尊和社交技能方面取得了显著进步，但与对照组相比未发现这些结果。建议在课堂上引入基于趣味数学游戏的活动课程，以支持幼儿教育中自我概念、自尊和社交技能的提升。
