Σκοπός της έρευνας είναι η αξιολόγηση της επίδρασης ενός διαθεματικού προγράμματος Φυσικής Αγωγής (ΦΑ) μέσω της παιδικής λογοτεχνίας σε παιδιά προσχολικής ηλικίας. Η προσέγγιση αυτή στοχεύει στην ανάπτυξη βασικών κινητικών δεξιοτήτων μέσα από αφήγηση επιλεγμένων λογοτεχνικών κειμένων, ως ερεθισμάτων κινητικής εξερεύνησης, έκφρασης και επικοινωνίας. Στην έρευνα έλαβαν μέρος 50 νήπια (29 αγόρια και 21 κορίτσια) χωρισμένα τυχαία σε τρεις ομάδες, μία ομάδα παρέμβασης και δύο ομάδες ελέγχου. Η ομάδα παρέμβασης περιελάμβανε 18 νήπια Μ.Ο.: 70.7 , η α’ ομάδα ελέγχου 16 νήπια Μ.Ο.:69.8 και η β’ ομάδα ελέγχου 16 νήπια Μ.Ο.:60.8. Το παρεμβατικό πρόγραμμα εφαρμόσθηκε στην ΟΠ, διήρκησε 2 μήνες με συχνότητα 2 φορές την εβδομάδα και περιελάμβανε 16 σαρανταπεντάλεπτες οργανωμένες δραστηριότητες. Η α΄ΟΕ παρακολούθησε 16 σαρανταπεντάλεπτες οργανωμένες δραστηριότητες ΦΑ, σύμφωνες με το αναλυτικό πρόγραμμα, ενώ η β’ ΟΕ δεν παρακολούθησε συγκεκριμένο πρόγραμμα, ενώ ασχολήθηκε με ελεύθερο κινητικό παιχνίδι αντίστοιχου χρόνου. Για την αξιολόγηση της κινητικής απόδοσης των παιδιών χρησιμοποιήθηκε, πριν και μετά την παρέμβαση η δέσμη Karlsruher Motorik – Screening 4 – 6 (Bös, Bappert, Tittlbach, & Woll, 2004). Η ανάλυση των αποτελεσμάτων ανέδειξε τη βελτίωση της ΟΠ και της α΄ ΟΕ σε τρεις από τις τέσσερις μεταβλητές και της β΄ ΟΕ σε μία, αλλά η ΟΠ υπερείχε στατιστικά σημαντικά σε δύο μεταβλητές (στο άλμα χωρίς φόρα και στη δίπλωση κορμού) συγκριτικά, τόσο με την α΄ ΟΕ, όσο και με την β΄ ΟΕ. Συμπερασματικά, η βελτίωση των κινητικών δεξιοτήτων ήταν συνολικά μεγαλύτερη στην ΠΟ σε σύγκριση με τις δύο ΟΕ και το διαθεματικό πρόγραμμα αξιολογείται θετικά.
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An important aim of Physical Education (P.E.) in the preschool curriculum is the promotion of physical fitness as well as the motor skill development that constitute indicators of normal movement development and school readiness (Gallahue, 2002· Pedagogical Institute, 2011). Creative movement helps children to construct new motor skills and exercise acquired movement schemas. Structured physical activities based in improvisation constitute important elements of preschool P.E. as long as they provide opportunities of emerging gross motor expression and trigger emotional reactions (Bergstein Dow, 2010· Pavlidou, 2012). According to the Preschool Educator’s Guide, cross-curricular thematic instruction allows children to integrate content and skills from multiple content areas into one cohesive learning experience (Dafermou, Koulouri, & Basagianni, 2006). Movement activities can contribute to the acquisition of knowledge and skills from different disciplinary areas such as mathematics and music (Shilling, 2002), computer science (Papastergiou, 2009) and language (Connor-Kuntz & Dummer, 1996· Goti, Derri, & Kioumourtzoglou, 2006· Goti-Douma, 2006· Tsapakidou, Zachopoulou, & Samara, 2001).Basic aim of the present study was to assess the effectiveness of a preschool cross-curricular P.E. program in the development of motor skills through children’s literature books. Our hypothesis was that a cross-curricular designed P.E. program using storytelling of children’s literature books as the main guide of kinetic direction and movement exploration can contribute to the development of basic motor skills in preschoolers. The current study aimed to assess the effectiveness of a preschool cross-curricular P.E. program with emphasis on a storytelling based on children’s literature books.Storytelling was used to guide creative movement and to provide opportunities of motor experimentation, and expression. The selected children’s literature books depicted the story grammar structure (Mandler, 1984). Pressley and Woloshyn (1995) story grammar rules were also adapted and used for the construction of the activities.To investigate the hypothesis, a research intervention was designed. A total of 50 children participated in the research, classified randomly in three groups (one experimental and two control groups) based on their structural and program differences. The experimental group consisted of 18 children (boys, n = 10 and girls, n = 8; Μ: 70.7, SD: 2.96), the first control group consisted of 16 children (boys, n = 11 and girls, n = 5; Μ: 69.8, SD: 2.89), and the second control group consisted of 16 children (boys, n = 8 and girls, n = 8; Μ: 67.8, SD: 2.69). The intervention lasted for two months and involved two organized activities per week, of 45 minutes duration each. The first control group attended a typical P.E. program for two months, involving two organized activities per week, of 45 minutes duration each. Finally, the second control group did not attend any structured P.E. program, except free kinetic play by choice.Four tests from the Karlsruher Motorik Screening 4 – 6 (Bös, Bappert, Tittlbach, & Woll, 2004) were used for the evaluation of the program and were administered in all groups twice, before and after the intervention. Non parametric Wilcoxon signed rank tests revealed significant improvement in three motor skills (balance, long jump, front bending of the trunk) for the experimental group and the first control group (side jumps, long jump, front bending of the trunk) after the implementation of the programs (interventional vs typical), and improvement in one motor skill (side jumps) for the second control group. Non parametric Kruskal-Wallis and Mann-Whitney tests revealed significant differences in two motor skills (long jump, front bending of the trunk) with the experimental group obtaining the highest scores.Our findings showed that our hypothesis was verified to a satisfactory degree and confirmed the pedagogical value of the preschool cross-curricular P.E. program.
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