The effect of a whole brain teaching based instruction on developing number competencies and arithmetic fluency in kindergarten children

Abstract

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre-and post-Test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0.Two-way ANOVA analysis and t-Test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children s learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children.