The effectiveness of using visual representations in organizing activities teaching the concept of time to 5-6-year-old preschoolers: A quasi-experimental study

Tóm tắt

This quasi-experimental study evaluates the effectiveness of using visual representations supporting 5-6-year-old preschool children familiar with the concept of time. Two groups of children (40 each) were compared: the experimental group participated in activities using visual tools (e.g., pictorial calendars, weekly wheels, seasonal charts), while the control group followed traditional instruction. Statistical analysis revealed a significant difference between the two groups after the intervention (p < 0.05), with the experimental group showing greater improvement in time-related understanding. The study highlights the positive impact of visual representations in helping young children acquire the abstract concept of time in a more concrete, logical, and engaging way, and recommends broader application in early childhood education.