Original Research

Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms

Miray Ö. Danacı, Zeynep Çetin
South African Journal of Childhood Education | Vol 12, No 1 | a942 | DOI: https://doi.org/10.4102/sajce.v12i1.942 | © 2022 Miray Özözen Danacı, Zeynep Çetin | This work is licensed under CC Attribution 4.0
Submitted: 05 October 2020 | Published: 31 January 2022

About the author(s)

Miray Ö. Danacı, Department of Early Childhood Education, Faculty of Education, İzmir Demokrasi Üniversitesi, Izmir, Turkey
Zeynep Çetin, Department of Child Development, Faculty of Health, Hacettepe University, Ankara, Turkey


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Abstract

Background: To understand how the human brain organises the information, how prototypes are handled in the categorisation system, researchers have pointed out that there may be a relationship between visual perception and concept acquisition.

Aim: This study was conducted to examine the effect of a concept education programme, developed on the basis of a configured concept map, on the visual-spatial perception mechanisms of children between the ages of 48 and 60 months who were selected through random sampling from central kindergartens.

Setting: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.

Methods: The experimental group and control group each included 59 children. For data collection, the Frostig developmental test of visual perception and the Boehm Test of Basic Preschool Concepts-3 were used.Additionally, the concept education programme based on configured concept map was developed by consulting expert opinions, and this programme was applied to the experimental group.

Results: In assessing the relationship between pre- and post-test scores, the findings indicate that a significant increase occurred in favour of the post-test results. However, a significant relationship favouring the experimental group was present between the post-test scores of experimental and control groups. No significant difference was found between the post-test/monitoring measurements regarding visual-spatial perception and Boehm-3 concept skills. The data suggest that the concept education programme supported the development of children’s visual perception skills.

Conclusion: On the basis of the study results, parents, teachers and researchers are recommended to use concept maps in the learning processes, particularly those related to visual-spatial perception.


Keywords

early childhood; visual perception; education on concept; concept map; perception skills

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