The Effect of Play-Based Math Activities on Different Areas of Development in Children 48 to 60 Months of Age

Abstract

There are previous studies in the literature conducted on the effect of play-based math activities on the mathematical skills, language, and cognitive development of preschool children. However, the number of studies conducted to determine the effect of play-based math activities on different areas of development in preschool children was too few. The purpose of this study is to investigate the effect of play-based math activities on different developmental areas (personal-social, fine motor, language, and gross motor development) of children 48 to 60 months of age. The pretest/posttest quasi-experimental research design with control and experimental groups was employed in this study. The research group of this study is composed of 45 children 22 of whom (10 girls and 12 boys) were in the experimental group and 23 (10 girls and 13 boys) in the control group. Denver II Developmental Screening Test was used as the data collection tool. As a result, it was determined that there was a significant difference between the subscales and pretest-posttest total scores concerning personal-social, fine motor, and language areas in the experimental group, while there was no statistically significant difference in the gross motor subscale. In addition, it was observed that there was statistically no significant difference between pretest–posttest scores concerning personal-social, fine motor, language, gross motor subscales and total scores of the control group. The result revealed that play-based math activities have a positive effect on personal-social, fine motor, language, and gross motor developments of children. Further studies can be planned to investigate the effects of play-based mathematics education integrated with different activities where children can have fun and be physically active on children’s developmental areas.

The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes

“… x Capio et al [ 80 ] Observational x ✓ ✓ x ✓ ✓ ✓ Chagas et al [ 81 ] Observational ? ✓ ✓ x ✓ ✓ ✓ Condello et al [ 82 ] Experimental ✓ ✓ ✓ x ✓ ✓ ✓ De Oliveira et al [ 83 ] Experimental x x ✓ ✓ ✓ ✓ ✓ De Waal and Pienaar [ 84 ] Observational ✓ x x x x ✓ ✓ Derman et al [ 85 ] Experimental x ✓ ✓ x ✓ ✓ ✓ Duncan et al [ 86 ] Experimental ✓ ✓ a …”

“…AF focuses on embedding gross and fine motor development and social-emotional development into the learning curriculum. CG classes followed normal curriculum BOT-2 SF, MABC-2 Product-oriented Aiming, catching and balance Intellectual functioning (WPPSI-III) Experimental, 18 mo T1 : Aiming, catching and balance, intellectual functioning T2: Aiming, catching and balanc e T3: Aiming, catching and balance Derman et al (2020) [ 85 ] Turkey 45 20 (g) 25 (b) 54.0 ± 3.4 mo (4.5 ± 0.3 y) A quasi-experimental quantitative design including a pre-test–post-test and experimental–control group was used to assess the effect of play-based math activities on different developmental areas (personal-social, fine motor, language and gross motor development). The IG performed 14 play-based math activities for 1 h × 2 d/wk/8 wk The CG continued their education within the framework of the Ministry of National Education-Preschool Education Curriculum Denver II Developmental Screening Test Product-oriented Language (Denver II Developmental Screening Test) Personal–social (Denver II Developmental Screening Test) Experimental, 2 mo T1: Personal social, language, gross motor skills T2: Personal social, language, gross motor skills Duncan et al (2019) [ 86 ] UK 74 35 (g) 39 (b) 3–4 y Combined movement and story-telling IG received across 6 wk, 2 × 20–30-min sessions received twice/wk.…”

“…A further two studies were conducted in each of the following countries: South Africa [ 79 , 84 ], Finland [ 90 , 113 ], Hong Kong [ 80 , 95 ], Iran [ 88 , 91 ], Norway [ 71 , 72 ], and Germany [ 93 , 97 ]. In addition, a single study was conducted in Canada [ 75 ], China [ 118 ], Mexico [ 105 ], Serbia [ 92 ], Spain [ 110 ], Sweden [ 87 ], Taipei [ 96 ], Taiwan [ 116 ], Turkey [ 85 ], and the UK [ 86 ].…”

Theoretical, Psychological, and Philosophical Interrelation in Mathematics Learning through YouTube for Elementary School Students

“…Both teachers and elementary school students experience the process of interacting with their art experiences on YouTube with math material (Burns et al, 2017). The process comes from sensing, feeling, thinking, and other things that support the stages of the experience of learning mathematics with art technology (Harton et al, 2002;Taner Derman et al, 2020). By inquiring about the work of thought, the discussion will inevitably turn to intelligence.…”

“…The importance of students learning mathematics, namely because mathematics is "(1) a clear and logical means of thinking, (2) a means to solve problems of everyday life, (3) a means of recognizing patterns of relationships and generalizing experiences, (4) a means of to develop creativity, and (5) a Sri Hartatik, Nafiah Nafiah, Pance Mariati / Theoretical, Psychological, and Philosophical Interrelation in Mathematics Learning through YouTube for Elementary School Students means to increase awareness of cultural development" (Hull et al, 2018;Linebarger, 2011;Taner Derman et al, 2020). Therefore, mathematics is a compulsory subject that is needed.…”