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https://hdl.handle.net/10316/47219
Título: | Morning-evening Types İn Kindergarten, Time-of-day And Performance On Basic Learning Skills | Autor: | Cruz, Hugo Miguel Fernandes Gomes, Ana Allen Martins, Alcina Manuela Leitão, José Augusto Clarisse, René Le Floc’h, Nadine Silva, Carlos Fernandes da |
Palavras-chave: | Morningness-eveningness; Children; Time of day; Optimal time; Basic learning skills | Data: | 2016 | Editora: | Sakarya | Projeto: | info:eu-repo/grantAgreement/FCT/SFRH/SFRH/BD/86577/2012/PT PTDC/PSIEDD/120003/2010 |
Título da revista, periódico, livro ou evento: | International Online Journal of Educational Sciences | Volume: | 8 | Número: | 5 | Resumo: | Research on the combined effect of diurnal type and time of day on school/ preschool performance is still scarce, probably because until recently there were no non-invasive questionnaires measuring diurnal type in younger children. To our knowledge, in the literature studies on the so-called synchrony effect only exist for adolescents and adults and no work has been conducted on prepubertal children. This study investigated in kindergarten the relationship between morningevening types with time-of-day and performance on a battery of tests covering basic skills involved in preschool learning. The sample comprised 80 children between 5 and 6 years old (M = 5.42, SD ± 0.495): 36 morning (45%) and 44 evening (55%) types, classified according to the Children’s Chronotype Questionnaire (Werner et al., 2009; PT version, Couto et al., 2014). The children completed a battery of tests related to kindergarten learning (Vitória de La Cruz, PT version, 2012) at four times in the kindergarten day (9:30-10:00; 11:30-12:00; 13:30-14:00; 15:00-15:30). Analyses indicated: an asynchrony effect on the Constancy of Form test, as M-E types performed better in their non-optimal moments, reaching significance in M-types; time-of-day effects in the Verbal (13:3014:00 > 11:30-12:00), Quantitative Concepts (15:00-15:30 > 9:30-10:00/ 11:30-12:00/ 13: 30-14:00) and Position in Space (11:30-12:00 > 13:30-14:00) tests. These results suggest the “synchrony effect” may be a simplistic hypothesis, and better performances are not necessarily associated to early times in the school day. Replication studies are necessary. | URI: | https://hdl.handle.net/10316/47219 | DOI: | 10.15345/iojes.2016.05.014 | Direitos: | openAccess |
Aparece nas coleções: | I&D CINEICC - Artigos em Revistas Internacionais |
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Ficheiro | Descrição | Tamanho | Formato | |
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10.15345[slash]iojes.2016.05.014.pdf | 934.22 kB | Adobe PDF | Ver/Abrir |
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