Η ανάγνωση / κατανόηση των μύθων στο νηπιαγωγείο μέσω παιγνιώδους διδακτικής παρέμβασης

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Date
2009
Authors
Sivropoulou, Irini
Tsapakidou, Aggeliki
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Flinders University Department of Languages - Modern Greek
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Abstract
Please note: this article is in Greek. Reading and understanding myths through play in pre-school education: The present paper aims at evaluating the contribution of play to the procedure of reading and understanding myths in Greek pre-school education. Specifically, it describes the results of a pilot study that took place in kindergartens of Thessaloniki over a period of three months in 2006. Fifty pre-school children were involved in the study, forming two groups: a control-group and a group under experimentation. The research was carried out in two stages separated by a teaching intervention based on a game. In the first stage the two groups were given a pre-test, then the intervention took place and during the second stage both groups were given a meta-test. Statistical analysis of the test results yielded valuable conclusions concerning the extent to which, the aforementioned teaching intervention, contributed to the pre-schoolers’ reading and understanding of myths.
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Greek Research, Greece, Australia, Irini Sivropoulou, Aggeliki Tsapakidou
Citation
Sivropoulou, Irini and Tsapakidou, Aggeliki 2009. Η ανάγνωση / κατανόηση των μύθων στο νηπιαγωγείο μέσω παιγνιώδους διδακτικής παρέμβασης. In E. Close, G. Couvalis, G. Frazis, M. Palaktsoglou, and M. Tsianikas (eds.) "Greek Research in Australia: Proceedings of the Biennial International Conference of Greek Studies, Flinders University June 2007", Flinders University Department of Languages - Modern Greek: Adelaide, 501-514.