Document Type : Research Paper
Authors
1 Allameh Tabataba'i University
2 Allame Tabataba,i University
Abstract
Abstract
The purpose of this research was to develop and validate the cognitive empowerment program with the Embodiment approach and its effectiveness on improving pre-mathematical skills and visual-spatial working memory in preschool children The research method was semi-experimental with pre-test-post-test with control group. The purpose of the research was practical and in terms of the data collection method, it is part of mixed (qualitative-quantitative) research. The statistical population of this research included all 5-7-year-old preschool children in Tehran, 30 of these children (15 experimental groups and 15 control groups) were selected by multi-stage cluster sampling method and randomly assigned. In the next step, two tests of basic math skills (Kohan Sedgh, 1997) and visual-spatial working memory (mazes memory and block recall) from the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001) were administered as a pre-test. To test the hypotheses, the Mancova and Ancova analysis method was used in SPSS25 statistical software. The results showed that the cognitive empowerment program with embodiment approach affects improving pre-mathematical skills in the areas of numbers and operations, measurement, basic calculations and geometry, and the visual-spatial working memory subtest Based on the results, it can be said that the cognitive empowerment program with embodiment approach involves the nervous, sensory, motor and cognitive systems at the same time due to relying on direct physical and movement experiences.
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