Design and assessment of a teaching program to address temporal concepts in Early Childhood Education and Primary Education using stories

Verónica Vivas-Moreno (), Pedro Miralles-Martínez and Cosme Jesús Gómez-Carrasco
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Verónica Vivas-Moreno: University of Murcia
Pedro Miralles-Martínez: University of Murcia
Cosme Jesús Gómez-Carrasco: University of Murcia

Palgrave Communications, 2021, vol. 8, issue 1, 1-12

Abstract: Abstract In the educational field, there is a discussion about how to teach temporal concepts within Social Science in Early Childhood Education and in Primary Education. This debate arises from the young age of the students, which shows the need to make use of different teaching approaches from those used in other higher educational levels. As stories have been proved as an effective teaching method used in this educational level for the past 30 years, the research problem revolves around the following question: is it possible to teach temporal concepts in Early Childhood Education using a non-specific story to teach social sciences? For this reason, the purpose of this study was to design, implement, and assess a teaching program for the temporal concepts past/present/future, before/after, and change/transformation in the third year of Early Childhood Education using a non-specific story to teach social sciences. For a better understanding of the program, a brief explanation of the Spanish Educational system has been included. The participants of the study were the 47 students of an Early Childhood and Primary Education Center in Molina de Segura, Murcia, Spain. Quantitative data were analyzed using the software program SPSS v. 24. With the goal of evaluating the students’ achievement of each activity’s objectives, as well as the teaching program as a whole, percentages and frequencies of the assessment charts’ different components were calculated. Once the data from the brainstorming session on the students’ prior knowledge of temporal concepts had been collected, it was transcribed and organized in the corresponding chart. In this way, a primary text document was created. Together with the Initial Questionnaire on Temporal Concepts (IQTC) and the Final Self-assessment Questionnaire (FSQ), which did not require transcription, three hermeneutic categories were created, one for each document, using the program ATLAS.ti (version 7.5.2). The results showed a high percentage of fulfillment of the objectives, with somewhat significant differences between one class and another. These results lead us to conclude that the temporal concepts chosen for this teaching program can be taught in third-year Early Childhood Education classes using the story Ramona la mona by Aitana Carrasco.

Date: 2021
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DOI: 10.1057/s41599-021-00814-w

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