The Effect of Mosaic Based Approach on Involvement Levels of Children
This study was conducted to explore the effect of mosaic based approach on children’s involvement levels. In this study, experimental desig.
- Pub. date: November 15, 2018
- Pages: 303-309
- 668 Downloads
- 875 Views
- 0 Citations
This study was conducted to explore the effect of mosaic based approach on children’s involvement levels. In this study, experimental design with pre-test post-test retention control groups was adopted. A total of 52 children from two pre-schools formed the sample of this study. A total of 26 children, 11 girls and 15 boys, attending first pre-school in the afternoon formed the experimental group, and total of 26 children, 11 girls and 15 boys, attending second pre-school in the afternoon formed the control group. In this experimental design, “General Information Form” to collect information about the children and parents together with the Turkish adaptation of “Leuven Involvement Scale for Young Children” to assess children’s involvement levels. Children in the experimental children group received mosaic-based instruction 3 days weekly, for approximately 4 hour each day, for a total of 10 weeks. The data were analyzed by using the Mann Whitney U, Friedman’s Two-Way ANOVA Test and Wilcoxon Signed Rank Test. The results showed that mosaic-based approach created a significant difference in the involvement levels of experimental group respectively (p<0.05).
Keywords: Involvement, mosaic approach, preschool education
References
Akyol, T., & Erkan, S. (2017). Validity and reliability studies of the Leuven involvement scale for young Children (LIS-YC). Social Sciences Studies Journal, 3(6), 819-828.
Baird, K. (2014). Exploring a methodology with young children: Reflections on using the mosaic and eco cultural approaches. Australasian Journal of Early Childhood, 38(1), 35-40.
Bowden-Clissold, N. (2013). A child-centred early years curriculum? How do we increase children’s voices to realise this? (Unpublished Doctoral Dissertation), University of the West of England.
Buyukozturk, S. (2008). Data analysis handbook for social sciences. Ankara: Pegem Academy Publishing.
Buyukozturk, S., Cakmak Kilic, E., Akgun, O.E., Karadeniz, S., & Demirel, F. (2010). Scientific research methods (5th ed.) Ankara: Pegem Academy Publishing.
Clark, A. (2001). How to listen to very young children: The mosaic approach. Child Care in Practice, 7(4), 333-341.
Clark, A. (2007). A hundred ways of listening: gathering children's perspectives of their early childhood environment. Young Children, May, 76-81.
Clark, A. (2008). Early childhood spaces: Involving young children and practitioners in the design process. Working Paper 43. The Hague: Bernard van leer Foundation.
Clark, A. (2010). Transforming children’s spaces: children’s and adults’ participation in designing learning environments. London: Routledge.
Clark, A. (2011). Multimodal map making with young children: exploring ethnographic and participatory methods. Qualitative Research, 11(3), 311-330.
Clark, A., McQuail, S. & Moss, P. (2003). Exploring the field of listening to and consulting with young children. Research Report 445. London: Department for Education and Skills.
Clark, A., & Moss, P. (2005). Spaces to play: more listening to young children using the mosaic approach. London: National Children’s Bureau.
Clark, A., & Moss, P. (2011). Listening to young children: The mosaic approach (2th ed.). London: National Children’s Bureau.
Coleyshaw, L., Whitmarsh, J., Jopling, M., & Hadfield, M. (2010). Listening to children’s perspectives: improving the quality of provision in early years settings. Part of the Longitudinal Study of Early Years Professional Status, University of Wolverhampton.
Fiedler, M, K. (2012). Listening to the voices of boys: A mosaic approach to exploring the motivation to engage in reading. (Unpublished Doctoral Dissertation.) University of Northern Colorado.
Green, S. B., & Salkind, N. J. (2008). Using spss for windows and macintosh:Analyzing and understanding data (6th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Kanyal, M. I., & Cooper, L. (2012). Young children’s perceptions of their classroom environment: perspectives from England and India. Cross cultural perspectives on early childhood. London: Sage. pp.58-72.
Kaptan, S. (1998). Scientific research and statistics techniques Ankara: Tekisik Web Ofset.