||The Effect of Projector Arrangement on Children Physical Activity
||Department of Industrial Design
||Ngo Tu Quynh Loan
Accessibility of Smart Environments
In kindergarten and elementary education, effective teaching practices are determined to be successful when children are learning while playing. Many “classroom researches” have been conducted to learn about the effect of different teaching styles on children. As a combination of indoor and outdoor activities, the purpose of kindergarten education is to completely develop children in physical, psychological and social aspects. However, there are always some limitations from the surrounding environment that prevent kindergarten education from achieving its purpose. In Southeast Asia, there are seasons with extended rain and cold weather that prevent outdoor activities. In order to conduct an effective indoor kindergarten program, classroom space and the environment inside are the most important factors in such a way that physical activities should be increased with a decreasing of sedentary time. Instead of trying to improve children behavior, this study considers the effect of changing infrastructure inside the classroom on children’s learning through physical activities, in particular is the effect of projector arrangement inside classroom on kindergarten children’s physical activities.
This study is conducted in four different environments: “outdoor environment”, “tradition indoor”, “single projector environment,” and “two projector environment” with the aim to learn about the effect of each environment on children learning process through physical activities. Triangulation of data was achieved through the use of questionnaire, children’s activity log at Singapore and Vietnam, and physical activities from interacting with projector’s images inside classroom. This study emphasizes the importance of the characteristics of a place that encourages physical activities from outdoor yards, parks to indoor classrooms with the support of projectors’ images. The results point to a confident relationship between children’s physical development and in-class physical activities through interacting with projectors’ images. From there, an insight in designing physical education program for kindergarten will be concluded in the future.
TABLE OF CONTENTS VI
LIST OF TABLES IX
LIST OF FIGURES X
CHAPTER ONE INTRODUCTION 1
1.1 Motivation 1
1.2 The Power of Physical Activity 2
1.3 Research Flow Chart 4
CHAPTER TWO LITERATURE REVIEW 7
2.1 Object of Study: 7
2.2 The Environment for Child Development 8
2.2.1 Research on “Cognition” to apply in to education environment 8
2.2.2 The element necessary for children development during “Kindergarten Classroom” 9
2.2.3 The Environment in Child Development: Fundamental Philosophical Views 10
2.3 The Relationship between Technology and Children in Education 13
2.3.1 Benefit of using technology in education 13
2.3.2 Projector for education 14
2.3.3 Children learning with technology 15
2.3.4 The relationship between virtual environment and technology 19
2.3.5 The relationship between language learning and technology 20
2.4 Physical and Mental Development during “Early Childhood” 21
2.4.1 Environment and behavior theories 21
2.4.2 Physical Benefits of Children’s Physical Activities 24
CHAPTER THREE METHODS 27
3.1 Research Concept 28
3.2 Intention 29
3.2.1 Meeting children's needs 29
3.2.2 Kindergarten classroom needs 29
3.3 Observations 30
3.4 Analysis of Observation and Interview 32
3.5 Experiment Design 34
3.5.1 Dependent Variable 34
3.5.2 Equipment 35
3.5.3 Participants 38
3.6 Kindergarten classroom environment 38
3.7 Semi- Structure Interview 42
CHAPTER FOUR RESULTS AND ANALYSIS 46
4.1 Data Analysis 46
4.2 Calorie measurement 47
4.3 Gram measurement 50
4.4 Step measurement 54
CHAPTER FIVE DISCUSSION AND CONCLUSION 58
5.1 Improvement in Environment 58
5.2 Discussion 60
5.3 Conclusion 62
5.4 Limitations 64
LETTERS TO PARENTS AND TEACHER 72
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