Effect of Music Games Thematic Curricula on Teaching for Preschool Children with Intellectual Disabilities
10.3969/j.issn.1006-9771.2013.01.025
- VernacularTitle:运用音乐游戏开展学龄前智障儿童主题课程教学的效果
- Author:
Xiarao CHEN
;
Lijun LI
;
Lequn TANG
;
Lijun LIU
- Publication Type:Journal Article
- Keywords:
Objective To explore the effects of music games thematic curricula on preschool children with intellectual disabilities. Methods 30 children with intellectual disabilities accepted music games thematic curricula (experiment group, n=15) or routine thematic curricula (control group, n=15) respectively. They were assessed with the Scales of Learning Attitude, Scales of Emotive Behavior, Scales of Communicational Ability, and Scales of Social Skill before and after 20 weeks of curricula. Results The experiment group performed better in learning attitude, emotive behavior, communicational ability, and social skill than the control group (P<0.001). Conclusion Using music games in thematic curricula can not only improve the mood and behavior of the preschool children with intellectual disabilities apparently, but also inspire their learning interest, develop their communicational and social abilities.
- From:
Chinese Journal of Rehabilitation Theory and Practice
2013;19(1):86-90
- CountryChina
- Language:Chinese
-
Abstract:
Objective To explore the effects of music games thematic curricula on preschool children with intellectual disabilities. Methods 30 children with intellectual disabilities accepted music games thematic curricula (experiment group, n=15) or routine thematic curricula (control group, n=15) respectively. They were assessed with the Scales of Learning Attitude, Scales of Emotive Behavior, Scales of Communicational Ability, and Scales of Social Skill before and after 20 weeks of curricula. Results The experiment group performed better in learning attitude, emotive behavior, communicational ability, and social skill than the control group (P<0.001). Conclusion Using music games in thematic curricula can not only improve the mood and behavior of the preschool children with intellectual disabilities apparently, but also inspire their learning interest, develop their communicational and social abilities.
