Examination of the Conceptual Development of Children at Six Years of Age Attending Kindergarten Une E´tude sur le De´veloppement Conceptuel des Enfants de l'Age de Six Anne´es qui Assistant au Jardin d'Enfants Un Estudio en el Desarollo Conceptual de los Niños al Grupo de Edad de Seis Años que Asisten al Jardín de Infantes

This study was made in order to determine whether concepts are related to each other in the conceptual development of 6 year olds. The sample group of the study consisted of 40 children, 24 of which were girls and 16 were boys. The conceptual development of children was evaluated using the Bracken Basic Concept Scale (BBCS). Data were collected in a period of 8 weeks at two kindergartens, one belonging to the state and the other to the private sector. The data obtained were evaluated via the test of the significance of the difference between two matching elements. Cette étude a été exécutée pour déterminer si les concepts avaient été en rapport avec l'un l'autre dans le cours du développement conceptual des enfants au groupe de l'âge de 6 années. Le groupe des sujets a contenu de 40 enfants totaux, inclure 24 filles et 16 garçons. Les développements conceptuels des enfants ont été évalués sur le Bracken Basic Concept Scale (BBCS). Les données se sont rassemblés sur un travail qui dure pour 8 semaines dans deux jardins d'enfants institutionnels, un privé et un public. Les données rassemblés ont été évalués sur la base du test sur importance de la différence entre deux égaux. Este Estudio fue realizado para determinar si los conceptos se relacionaran a nosotros en el curso del desarollo conceptual de los niños al grupo de edad de 6 años. El grupo de ejemplos constó de de total 40 niños, incluyendo a 24 muchachas y 16 muchachos. Se evaluaron los desarollos conceptuales de los niños en el Bracken Basic Concepts Scale (BBCS). Los datos se coleccionaron en un trabajo que dure durante 8 semanas en dos jardines de infantes institucionales, uno privado y uno público. Los datos reunido se evaluaron en base a la prueba en la importancia de la diferencia entre dos partidas.     

Use of handwriting recognition technologies in tablet-based learning modules for first grade education

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application aims to support the handwriting learning process in first grade and provides an efficient interface to the learning modules through the natural form of handwriting input. The learning modules consist of handwriting and arithmetic modules, which were deemed to benefit most from the use of handwriting recognition technologies. The developed e-content was designed to be used in the evaluations of the developed application, rather than being a complete set of exercises. Among the main findings were that the majority of the children in the two evaluations were visibly motivated to use the application for doing exercises and preferred using the tablet over pen–paper, while teachers were concerned about the extra work associated with preparing questions in the new medium. Reflections from the design of the application and students’ and teachers’ perceptions and teachers’ observations in two separate evaluations are presented with related recommendations.