the relationship between dance and the attention skills of 18 kindergarten students
DESCRIPTION
The Relationship between Dance and the Attention Skills of 18 Kindergarten Students. Ila De Vuyst Final project presentation Spring 2008, ED 703.23. Table of Contents. Abstract Introduction Statement of the Problem Review of the Literature Statement of the Hypothesis 3. Method - PowerPoint PPT PresentationTRANSCRIPT
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The Relationship between Dance and the Attention Skills of 18 Kindergarten
Students
Ila De Vuyst
Final project presentation
Spring 2008, ED 703.23
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Table of Contents
1. Abstract2. Introduction• Statement of the Problem• Review of the Literature• Statement of the Hypothesis3. Method • Participants and Instruments• Experimental Design • Procedure
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Table of Contents (cont.)
4. Results
5.Discussion
6.Implications
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Abstract
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Statement of the Problem
• Many Kindergarten students in room 111 at PS 58 struggle to stay focused on the required learning material throughout the school day.
• The Kindergarten curriculum only allows for 15 minutes of daily outdoor play and one hour of physical education a week.
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Literature Review
Pros:• The benefits of dance and art on cognitive skills:Burton, Horowitz & Abeles (2000); Hanna (1983); Rivkin (2006); Heath
(2001) Lobo & Winsler(2006); Sharpe, Harris & McKeen(2005); Stinson(1985); Swaim(1997); Tarnowski(1999)
• Early childhood cognitive skills:Greenspan (2004); Stinson (1985)
Cons:Keinanen, Hetland & Winner(2000); Martin & Mann(2002); Moga, Burger,
Hetland & Winner(2000)
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Hypothesis
• HR1 Ila De Vuyst’s dance activities will enhance the attention span of the Kindergarten students in room 111 at PS 58
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Method
• Participants (N)
18 kindergarten students from a total of 96 kindergarteners at an upper-middle class public school in Brooklyn, New York
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Method (cont.)
Instruments:
ObservationsParent QuestionnaireStudent Sentiment Survey
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Quasi-experimental Design
• Individuals were not randomly selected• One designated treatment group and no control group• One single group was pretested (o)
exposed to a treatment (x) and then post tested (o).
• Instruments:Pretest: parent survey, student sentiment
surveyTreatment: observationPost-test: observation, student survey
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Threats to Internal ValidityThreats to Internal Validity
◊ History: what doesn’t distract kindergarteners?
◊ Maturation:◊ Instrumentation: self-created survey,
not been pilot tested.◊ Differentiation Group threats◊ Selection Maturation Interaction:
different ages.
◊ History: what doesn’t distract kindergarteners?
◊ Maturation:◊ Instrumentation: self-created survey,
not been pilot tested.◊ Differentiation Group threats◊ Selection Maturation Interaction:
different ages.
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Threats to External ValidityThreats to External Validity
◊ Generalizability◊ Ecological Environment◊ Selection-Treatment Interaction:
students weren’t individually selected
◊ Confounding Variables: any type of change is distracting.
◊ Generalizability◊ Ecological Environment◊ Selection-Treatment Interaction:
students weren’t individually selected
◊ Confounding Variables: any type of change is distracting.
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Survey Questions
1. I feel relaxed after yoga class.
2. I feel relaxed after dance class.
3. I have more energy after yoga class.
4. I have more energy after dance class.
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Survey questions (cont.)
5. Writing is always easier after dance class.
6. Writing is easier after yoga class.7. Writing is always hard even after
yoga or dance.8. Dance center time gives me
energy.9. I would rather watch t.v. than play
outside.
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Survey Results (pre-test)Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9
Oscar 2 3 4 2 3 3 3 4 4
Eva 3 3 4 4 4 4 2 4 4
Evan 4 4 4 4 2 4 2 3 4
Dahlia 4 4 4 4 3 4 1 4 4
Chrystal 4 3 3 4 1 3 3 4 4
Raul 4 3 4 3 1 3 2 4 4
Brandon 4 1 4 4 4 4 2 4 1
Conrad 4 4 3 4 4 4 2 4 4
Feiyan 4 4 2 4 4 4 1 4 4
Grace 2 2 4 4 4 4 2 4 4
Lucy 2 2 2 3 3 2 4 4 3
Noah 2 2 3 3 2 3 4 4 3
Walker 4 4 4 4 4 4 3 4 3
Imani - - - - - - - - -
Laura 2 3 4 4 4 4 2 4 3
Isabella 4 4 4 4 4 4 2 4 3
Ben 3 4 4 3 4 4 4 4 4
Robert 3 2 3 3 4 4 2 2 4
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Results
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CorrelationCorrelationThe Relationship between survey question 5
and students' attention span
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
0 1 2 3 4 5
Question 5
Students' Attention Span
Series1
Linear (Series1)
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Data Analysis(correlation)
• Independent variable: Question 5
• Dependent variable: Students’ attention span during writing.
• Rxy: 0.435
• Conclusions: There is no correlation between question 5 and the students’ level of focus during writing.
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0
5
10
15Amount of
Movement activi
Students' Focus
during Writing
Dance
Yoga
NoMovement
0
5
10
15Amount of
Movement activi
Students' Focus
during Writing
Dance
Yoga
NoMovement
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Data Analysis (bar graph)
Data Analysis (bar graph)
• Independent variable: movement activities
• Dependent variable:Students’ Attention Span
• Mode: dance:14, yoga:14, no movement: 11
• Conclusion: More students were focused during writing after participation in yoga or dance.
• Independent variable: movement activities
• Dependent variable:Students’ Attention Span
• Mode: dance:14, yoga:14, no movement: 11
• Conclusion: More students were focused during writing after participation in yoga or dance.
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DiscussionDiscussion
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ImplicationsImplications