طراحی و تدوین مدل بازی آموزشی با تاکید بر رشد مهارت میان فردی کودکان پیش دبستانی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد گرمسار، دانشکده روانشناسی، گرمسار، ایران

2 استادیار، دانشگاه آزاد اسلامی، واحد گرمسار، دانشکده علوم تربیتی، گرمسار، ایران.

چکیده

هدف: پـژوهش حاضـربـه منظـور صـورت بنـدی چـارچوب ارجـاع معنـایی مدل بازی آموزشی و تدوین بسته ی مدل بازی آموزشی با تاکید بر رشد مهارت میان فردی است . روش: طرح تحقیق، کیفی، و با روش استنتاج تحلیلی به انجام رسید . یافته ها: استخراج تعریفی پیرامون بازی آموزشی ، استخراج ویژگیهای آموزشگری مدل بازی آموزشی، تدوین مؤلفه های آموزشی مبتنی بر مهارت های میان فردی و ترکیب معانی استنتاج شده تحت پوشش یک چـارچوب آموزشی و نظریه شناختی مبتنی بر مهارت های میان فردی. نتیجه گیری: بر اساس چارچوب معنایی استخراج شده می توان گفت رشد مهارت میان فردی از طریق بازی های آموزشی حایز اهمیت است . این نوع از آموزش می تواند به رشد مهارت های اجتماعی کودکان نقش دارد و تلویحات مهمی در زمینه پیشگیری، آسیب‌شناسی و بهبود مهارتهای میان فردی کودکان پیش دبستانی دارد .

کلیدواژه‌ها


عنوان مقاله [English]

Design and Development of Educational Game Model with Emphasis on Interpersonal Skills in Preschool Children

نویسندگان [English]

  • Meysareh Keramati 1
  • Akbar Mohamadi 2
  • Sara Haghighat 2
1 PhD Student of Educational Psychology, Islamic Azad University, Garmsar Branch, Faculty of Psychology, Garmsar, Iran
2 Assistant Professor, Islamic Azad University, Garmsar Branch, Faculty of Educational Sciences, Garmsar, Iran
چکیده [English]

Aim: The present study is a basic conceptual framework of the semantic reference framework of the educational game model and the development of an educational game model package with emphasis on interpersonal skill development . Method: The research design was qualitative, with analytical inference method . Results: Extraction of definitions about educational game, extraction of educational features of educational game model, formulation of interpersonal skills training components, and combination of inferred meanings covered by an interpersonal skills training framework and cognitive theory . Conclusion: Based on the extracted semantic framework, it can be said that the development of interpersonal skills through educational games is important. This type of education can contribute to the development of children's social skills and has important implications for the prevention, pathology and interpersonal skills of preschool children .So playing can teach the child new skills

کلیدواژه‌ها [English]

  • Interpersonal Skills
  • social skills
  • preschool children
[1] Zare N, Pavareh M, Nori b, Namdari M. Assessment of Mental Health Status of Iranian University Students Using GHQ-28 Questionnaire: A Meta-Analysis Study, Scientific Journal of Kurdistan University of Medical Sciences. 2016; 21(6): 1-16 [Persian]
[2] Zangalani MB, Khoda Yari Shuti S, Maljzade A. The Relationship between Mental Health and Progress Motivation in Students of Tabriz University of Medical Sciences. Development Strategies in Medical Education. 2016; 3(2): 14-24. [Persian]
[3] Azizi S, Ebrahimi M T, Shamshirian A, Hoshmand Sh, et al. Study of Depression among Students of Paramedical Faculty of Mazandaran in 2015. University of Medical Sciences. Preventive Medicine Journal. 2015; 1(3): 41-48 [Persian]
[4] Cho YB, Haslam N. Suicidal Ideation and Distress among mmigrant Adolescents: The Role of Acculturation, Life Stress, and Social Support. Journal of Youth and Adolescence. 2010; 39(4):370- 379.
[5] Bore M, Kelly B, Nair B. Potential predictors of psychological distress and well-being in medical students: a cross-sectional pilot study. Adv. Med. Educ. Pract. 2016; 7:125– 135.
[6] Hall A. Analyzing the efficacy of improvisational music therapy as a treatment method for children with ASD. Research Week. 2018.
[7] Beh Pozhveh A, Soleymali M, Afruz Gh, Lavasani M. The effect of social skills training on social adjustment and academic performance of late students. Journal of Educational Innovation. 2010; 4(11): 161-186 [Persian]
[8] Mofidi F. Management of preschool centers. Tehran: Allameh Tabataba'i University Press, Fifth Edition. 2005. [Persian]
[9] Rajabpour M, Makvand Hoseini SH, Rafieinia P. The Effectiveness of Parent-Child Relationship Group Therapy on Aggression in Preschool Children. Journal of Clinical Psychology. 2012;4(1): 65-75. [Persian]
[10] Pour Hosein R, Habibi M, Ashouri A, Ghanbari, et al. Prevalence of behavioral disorders in preschool children. Journal of Mental Health Principles. 2015; 17(9):140-190. [Persian]
[11] UNICEF. 2014. UNICEF annual report 2014 - Timor-Leste. Available at http://www.iiep.unesco.org/capacity-development/training/virtual-campus/ ediscussion-forums.htm
[12] Grant MM. Getting a grip on project-based learning: Theories, cases, and recommendations. Meridian: A.  2002
[13] Firuzi A. The effects of body activities and nurturing games on academic achievement of elementary students. West Azerbaijan Education Comprehensive Plan. 2010. [Persian]
[14] Jafari AR. The Impact of Traditional Educational Games on Academic Achievement of Elementary School Students in Tehran. PhD thesis. National University of Tajikistan. 2011.
[15] Jafari AR. The effect of traditional educational games on academic achievement of elementary school students in Tehran. Ph.D. Thesis. National University of Tajikistan. 2011.
[16] Rahbanfard H. The effect of a special motor program on perceptual-motor abilities of educated mentally retarded 10-13 year old boy students in Tehran. University of Tehran, Master thesis. 1999; 86-72. [Persian]
[17] Aghapour SM, Jamshidiha GH, Farokhi A. A meta-analysis of the interaction of motor and social development. Harakat Magazine. 2006; 27: 153-171. [Persian]
[18] Masen, Pavel Henri, Kigan, et al. Child development and personality. Translation: Yasai, Mahshid. Tehran: Center. 2001. [Persian]
[19] Jafari AR. The effect of play therapy with the cognitive-behavioral approach of Mycenae on reducing shyness in preschool children. Research design. Islamic Azad University of Abhar Branch. 2011 [Persian]