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.
Highlights
The period of early childhood, which covers the time from a child’s birth to their primary school years, plays a significant role in shaping the life of children
This study has shown that the Concept Education Program Based on Configured Concept Map, which was generated from concept functions regarded as important mental activities and functioned to revise the details, positively affected children’s visual-spatial perception mechanisms
The implementation of the present educational programme, using the concept map, led children to perform significantly better on visual-spatial perception skills, as compared to the period before the implementation, and this helped them to be more successful on the test
Summary
The period of early childhood, which covers the time from a child’s birth to their primary school years, plays a significant role in shaping the life of children. Psychomotor, language, social or emotional and cognitive developments take place more rapidly than at any other time in life during this period. It is important that at this time, children gain new experiences and have their developmental areas supported to ensure that they have a successful life (Frank & Barner 2012; Genc 2003). Cognitive development involves the use of certain skills, such as mental perception, retention, reasoning, decision-making and problem solving. Visual perception is quite important for cognitive development, especially considering that 98% of what babies learn during the first year of their lives relies on visual perceptions. 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
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