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THE OXIPO GAME COLLECTION FOR DEVELOPING COGNITIVE ABILITIES
63-73Views:2164This study is a presentation of the first phase of a complex research project which aims to present the theoretical background of a new game collection (based on OxIPO model). We have compiled a game collection to improve cognitive abilities in early childhood. Concerning cognitive abilities, Affolter's (1972), Sindelar's (1994) and others' earlier developmental approaches took into account visual, auditive or motoric (inter) modalities of perception, however, we believe we need a more complex model to cover the full capability. Within the framework of the OxIPO model (Mező, 2002, 2016), learning is interpreted as an information processing process. In the OxIPO model (Field, 2002, 2016), Learning = Organization x (Input + Process + Output) allows us to control and systemize not only the input modalities but also the output modalities and also to interpret some cognitive abilities in the process phase. We have created a game-collection based on six input (visual, auditive, kinesthetic, olfactory, gustatory, and tactile) modalities and five cognitive abilities (perception, attention, memory, conceptual thinking, problem-solving thinking) and three output (visual, auditive, motoric) modalities. The outcome of the six input modalities and the five target abilities and the three output modalities there are 90 different games that can be described by the OxIPO model. In the future, we would like to prove with empirical studies that this game collection can be used for testing and developing 90 independent cognitive abilities. On the other hand, we need to prove that these cognitive abilities indeed influence the daily lives of children and their effectiveness.
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THE "INNOVATIONS FOR SUSTAINABLE DEVELOPMENT" BOARD GAME MADE IN THE FRAMEWORK OF THE PROJECT "T.É.M.A." OF THE KOCKA KÖR ASSOCIATION
143-149Views:624This article gives a short introduction to the board game "Innovations for sustainable development" and the project "T.É.M.A." (NTP-INNOV-22-0095) of the Kocka Kör Association (Hungary) in which frame this game is born. This board game aims to inspire innovative thinking in the area of sustainable development. The winner is who can play, learn and create ideas during interactions with others. By stimulating innovative thinking, the board game can be a tool for talent development.
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„Here's the Basket, What's in It?” – The System and Components of Folk Games
175-186Views:263An important feature of folk culture is that it is not passive and receptive, but active, creative, and dynamic. The folk games we know today have been shaped over generations into what we know them as today, as children have actively used and shaped them. In order for folk games to be used for educational and traditional purposes, researchers had to find a systemization principle that would allow all types of folk games to be included in a unified system. The systematization principles that emerged examined several aspects of the studied material: classification according to text, melody, spatial form, age, and geography. 1. György Kerényi found a unified system for all types of folk games in the game plot, and in Volume I of the Hungarian Folk Music Collection, he also published a classification based on the game plot, following Pál Járdányi's musical order. 2. The classification according to Klára Gazda can be found in the ethnographic monograph entitled Gyermekvilág Esztelneken (The World of Children in Esztelnek). 3. However, from the 1980s onwards, due to the more than fifteenfold increase in the amount of game material, it became necessary to review the principles applied and the order of games. Instead of the sometimes rambling plot, it was more practical to consider the essence of the game, the "melody core," as the basis. Katalin Lázár, a researcher at the Hungarian Academy of Sciences' Institute of Musicology, has compiled a new classification system for folk games that is still in use today. 1. Games with props; 2. Movement games; 3. Mental games; 4. Matching games; 5. Nursery rhymes; 6. Reading games. Singing games can be found among movement games, intellectual games, matchmaking games, and nursery rhymes. Our folk games differ in structure and sound from the verse structure of adult melodies, "because children's songs end where adult songs begin."
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COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN
59-65Views:660The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development. The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students. The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.
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TERRAFORMING MISSION – A BOARD GAME OF THE “DISCOVERY, CREATION, LEARNING” PROJECT
153-158Views:222The present study is a short introduction to the board game “Terraforming Mission”, which aims to provide and practice scientific knowledge with the help of gamification. The free game is great as an enriching element of talent programs.
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THE IMPORTANCE OF PLAY - THE USE OF GAMES BY SPECIAL EDUCATIONAL NEEDS TEACHER AND MAJORITY TEACHERS IN LESSONS
7-26Views:2194Nowadays, the priority task of pedagogy is to develop skills and basic competencies, because these are necessary for a successful teaching-learning process. In contrast to the traditional frontal education, which the learners treat as a passive recipient. The current education places more and more emphasis on exploration, action-based learning, and knowledge acquisition based on one's own experiences, which can be based on play and playful activity. Gameplays a key role in the development of skills and personality, so in this research, we examine the role of game in the teaching of typical and learning disabilities children. During the study, we used an online questionnaire, which was sent to special educational needs teachers and the majority of teachers working in schools in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (N = 102 people). The distribution of the answers was even for each grade and school type, so we were able to form groups of 25 and 26 people. Our results reflect a different teaching method because special educational needs teachers use games much more often in their work and spend much more time on them compared to the majority of teachers. Special educational needs teachers attribute much more developmental effects to the game, so they use it more often in upper grades as well. The majority of teachers are dominated by info-communication tools, while special educational need teachers use several self-made tools. In terms of methods, teachers consider differentiation to be paramount, followed by an illustration and cooperative learning, while playing came in fourth place.
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DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN
83-93Views:536Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.
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DEVELOPMENT OF LOGICAL-MATHEMATICAL ABILITIES OF HEARING IMPAIRED STUDENTS THROUGH THE USE OF BOARD GAMES
5-16Views:340Students with hearing impairment can be successful at and enjoy studying mathematics. Our research focuses on studying the effectiveness of using board games in developing basic mathematical skills and logical thinking in students with hearing impairment. Sample: n = 10 (2 females, 10 males) hearing impaired pupils (average age = 11,6 years). Method: an examination of logical-mathematical abilities before and after development. Result: strategic and logic-based games significantly impacted the development of mathematical skills and knowledge acquisition in mathematics.
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ABILITY DEVELOPMENT GAMES FROM ASPECTS OF IPOO-MODELL: THE POSSIBILITY OF DIAGNOSTICS INTEGRATED IN DEVELOPMENT
55-66Views:4714According to Mező's IPOO-model of learning, learning is a kind of information processing, which has got four different, but a related component. These components are input, process, output, and organization. This model is useable to analyzing and to diagnostic and to develop a wide range of learning phenomenons (from personality development to the development of learning strategies and abilities). The present study gives a short summarize of possibilities of ability diagnostics and development in the theoretical frame of the IPOO-model.
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The Impact of Video Gaming on 0-12-Year-Old Children’s Visual Cognitive Abilities: Narrative Review
157-170Views:354This narrative review explores the growing prevalence of video gaming among children and its impact on their visual cognitive development, particularly attentional mechanisms and visual information processing. As games are introduced at younger ages and become increasingly prevalent, concerns emerge about their effects on developing cognitive systems. The review synthesises current evidence on how fast-paced video games challenge children’s visual processing, filling a gap in the literature, which has mostly focused on adolescents and adults. It outlines childhood gaming habits, key visual cognitive developments, and the effects of gaming on these processes. Research suggests that video gaming can enhance spatial-visual attention and stimulus processing speed; however, the effects vary depending on age, game type, offline engagement, and parental involvement. Early and excessive gaming may lead to cognitive overload and attention difficulties that extend beyond gaming contexts. While games may enhance divided attention, these skills often fail to transfer effectively to real-world tasks, such as learning. The review concludes with practical considerations for age-appropriate, balanced gaming to support healthy cognitive development.
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Examination of Agility Development in Extracurricular Activities
59-69Views:295In contemporary sports, achieving higher levels of performance has become almost unimaginable without scientific support. This is equally true for modern football, where agility stands out as one of the most critical abilities. Agility is a multifaceted skill that encompasses components such as change-of-direction running, recognizing game situations, decision-making, and response time. While physical abilities contribute significantly to performance enhancement, the distinguishing factor in agility often lies in the speed of decision-making. The objective of our research was to investigate the trainability of agility. Specifically, we aimed to design an agility test that evaluates not only physical abilities related to direction changes – such as dynamic leg strength and running technique – but also agility in its full complexity, incorporating all related decision-making mechanisms. Our study sought to determine the extent to which agility could be developed in the examined age group through an 8-week training program consisting exclusively of agility tests. School sports clubs provided an appropriate foundation for the research, as participants were non-elite athletes, making short-term progress more likely. The study was conducted in 2023 at the gymnasium of Huszár Gál High School, Elementary School, Basic Art Education Institution, and Kindergarten. The participants were first- and second-grade boys, with an average age of 7.4 years. A total of 16 students took part in the research. At the start of the study, during the initial assessment, students performed several tests: a 20-meter straight-line sprint, a shadowing agility test, an auditory signal agility test, and a predetermined course agility test with a known route. Following this baseline measurement, an 8-week period commenced, during which students participated in sports club sessions twice a week. These sessions incorporated agility tests as training elements. Specifically, students performed three Agility T-tests and three Illinois agility tests during each session. After eight weeks, post-training assessments were conducted under identical conditions. The results indicated that incorporating agility tests as training elements led to significant improvements in time-based performance metrics. It was also evident that tasks requiring decision-making took longer to execute compared to those following predetermined routes. Our findings confirmed the hypotheses set before the research and provided answers to the research questions posed.
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THE USE OF ENGLISH MEDIA IN EARLY CHILDHOOD
49-57Views:370The flow of information in the digital age is facilitated not only by traditional media such as television, radio, and print but also by new media such as the internet, desktops, and integrated computers, tablets, and smartphones, etc. The presence of IT tools is quite common these days among kindergarten-aged children (3-6/7), and even toddlers can use them on a daily basis. Moreover, modern pedagogy is unthinkable without digital devices that have become integral parts of innovations such as game-based learning, media-based learning, and edutainment. There are several language schools and bilingual creches where they accept very young children and babies. It is said that parents know their child best and children spend a lot of time with their parents. In consequence, this provides an excellent opportunity for parents to raise a bilingual child even if it is not his/her first language. In our paper we are combining these two, currently, central issues: the use of English-language media and early childhood language-learning, as only limited research is available about it. We are going to present the results of empirical research carried out mainly in kindergartens in Debrecen, which focused on early second language learning and the children’s use of media. Our research has two goals, so the questionnaires asked parents about the use of foreign-language media, its content and the time children spend consuming English content. In addition, we were interested in the parents’ attitude to their children’s English-language media use. We analyzed our data in the framework of early second language learning. Our research was carried out within the Early Childhood Research Group run by the Faculty of Education for Children and Special Educational Needs of the University of Debrecen. The research was carried out between October 2016 and January 2017.