طراحی و اعتبارسنجی برنامه آموزشی توجه و تمرکز و تاثیر آن بر ادراک دیداری کودکان پیش‌دبستانی

مقدمه: دوران اولیه کودکی دوره ای حساس و مهم برای رشد مهارت‌های شناختی است و مداخلاتی که توجه و تمرکز را هدف قرار می ‌دهند می ‌توانند پیامدهای مهمی بر رشد کلی کودکان داشته باشند. بنابراین، درک تاثیر چنین مداخلاتی بر ادراک دیداری می ‌تواند بینش ‌های ارزشمندی را برای مربیان و مراقبین فراهم نماید. پژوهش حاضر با هدف تدوین بسته آموزشی توجه و تمرکز و بررسی اثربخشی آن بر ادراک دیداری کودکان پیش‌ دبستانی انجام شد. روش کار: پژوهش حاضر با طرح پیش‌آزمون_پس‌آزمون با گروه کنترل و دوره پیگیری دو ماهه انجام شد. جامعه آماری شامل کودکان مراکز پیش ‌دبستانی شهر تهران در سال تحصیلی 1402-1401 بود. با استفاده از روش نمونه ‌گیری در دسترس، 40 کودک انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش 20 جلسه مداخله آموزشی دریافت کردند. شرکت ‌کنندگان در پیش‌ آزمون_پس‌ آزمون و دو ماه پس از اتمام مداخله‌ ها به پرسشنامه tvps پاسخ دادند. تجزیه و تحلیل داده ‌ها با استفاده از آزمون تحلیل واریانس آمیخته و در فضای نرم ‌افزار spss نسخه 25 انجام شد.یافته‌ها: ویژگی ‌های روان سنجی پروتکل مطلوب و امکان ‌سنجی آن در گروه نمونه قابل قبول بود. بر اساس یافته‌ های به دست آمده برنامه آموزشی طراحی شده به طور موثری توانایی ادراک دیداری کودکان پیش‌دبستانی را افزایش داد (0/001>p). نتیجه‌گیری: چنین می توان عنوان کرد که ارائه آموزش مبتنی بر توجه و تمرکز در دوران پیش‌دبستانی می‌تواند نقش به سزایی در بهبود توانایی‌های ادراک دیداری در کودکان خردسال داشته باشد و اهمیت مداخله ‌های بهنگام در رشد شناختی را برجسته نماید. 

design and validation of an attention and concentration training program and its impact on visual perception in preschool children

childhood is considered as a pivotal period for developing fundamental cognitive skills (1). research indicates that the first five years of a child’s life are critical for cognitive skill development (2). among the essential abilities necessary for learning in preschool children is attention. attention is conceptualized as an integral component in all cognitive processes (3). studies suggest that, like other skills, attention can be enhanced through education and practice (9). an example of an approach to improving cognitive structure is attention training using the sohlberg and mateer 2001 method (10). these exercises aim to address deficiencies in attention dimensions through specific attention exercises, thereby enhancing attention-related abilities, including visual perception in children (12). visual perception is the process of integrating sensory-based data from experiences to make accurate judgments about objects’ size, shape, color, and spatial relationships (13). recognizing the role of education in preventing learning difficulties in preschool children and the importance of providing timely preschool education to prevent such problems, this research aimed to develop an educational package on attention and concentration and assess its effectiveness on the visual perception of preschool children.methodsthe present study employed an experimental design with pre-test and post-test control groups and a follow-up period. the statistical population included preschool children aged five to six in tehran, iran, who were enrolled in preschool centers in the years 2022-2023. sampling was conducted by randomly selecting district 10 among the educational districts, and two preschools from this district were randomly chosen one as the experimental group and the other as the control group. twenty students were randomly selected from each preschool, totaling 40 participants in the research. the primary objective was to investigate the validity and reliability of the “attention and concentration” educational package developed and its effectiveness on the visual perception of preschool children. the following four stages were undertaken to achieve this:first stage: conducting literature studies and reviewing the research premise.second stage: designing an educational exercise package to improve visual perception and assess content validity. content validity was evaluated using the lawshe method, with supervision from 10 experts in the field of executive functions. content validity ratio (cvr) and content validity index (cvi) were assessed, and the content was modified based on expert opinions.third stage: pilot program developmentten students available at the time participated in a 30-session training program, each lasting 1 hour per day and conducted three days per week. upon re-evaluation, the session count was adjusted to 20, maintaining the same duration and frequency.fourth stage: implementation of educational interventionbefore the intervention, both the experimental and control groups underwent a pre-test using the tvps visual perception test. subsequently, the educational program was implemented for the experimental group, consisting of 20 sessions lasting 1 hour per day, conducted three days per week. the control group did not receive this educational intervention. after completing the program, the tvps test was administered again to both groups. a follow-up test was conducted after a 2-month interval from the pre-test, where students from both groups completed the tvps questionnaire. the collected data was then analyzed.resultsin the first stage, ten experts assessed the content validity of the attention and concentration educational package, confirming its adequacy through cvr and cvi. therefore, the validity of the educational package was established. descriptive statistics, including mean, standard deviation, and skewness, were examined for both the experimental and control groups to describe the average performance and dispersion of participants’ scores in visual perception variables.in the experimental group, visual perception showed an increasing trend from pre-test (80.8) to post-test (85.11) and follow-up (87.12). however, in the control group, the mean visual perception scores decreased from the pre-test (70.17) to the post-test (60.01), and follow-up showed a mean of 59.95, indicating a decreasing trend.after ensuring assumptions such as the continuity of the dependent variable, normality of data distribution, homogeneity of covariance among groups, and independence of individuals, a mixed analysis of variance (anova) was conducted (within-subjects factor and between-subjects factor). the visual perception score variable was analyzed across three levels (pre-test, post-test, and follow-up) and two groups (experimental and control).mauchly’s sphericity test was employed to verify the homogeneity of covariances. as the calculated mauchly’s sphericity value was less than 0.05 (0.008<0.05, χ² (2)=59.9, w=77), indicating a violation of the assumption of covariance homogeneity, the correction methods such as epsilon estimation or multivariate tests were considered.the summary of within-group anova analysis revealed a significant interaction effect between visual perception and group (p<0.001, f (15.191)=15.191). this interaction implies that different results were obtained from the combination of levels of visual perception (pre-test, post-test, and follow-up) and group levels (control and experimental). the between-group anova analysis showed a significant difference between the two groups (p<0.001, f (38.127)=38.127), indicating a meaningful distinction between the experimental and control groups.the results of the mixed anova showed that the main effect of time on visual perception is significant (f (2, 37)=71.14, p<0.001, η²=0.64). this result indicates that, regardless of the experimental and control groups, the mean visual perception scores significantly changed from pre-test to post-test and follow-up. furthermore, the interaction effect between time and group is also significant (f (2, 37)=7.66, p<0.001, η²=0.27). this means that the changes in the mean visual perception scores across the three stages of pre-test, post-test, and follow-up differ significantly between the experimental and control groups. finally, the main effect of the group is also significant.table 4 indicates that the experimental intervention significantly impacted the experimental group. finally, to determine which two periods among the mean scores of the three test phases differed, the bonferroni post-hoc test was utilized. the results indicated a significant difference between pre-test scores and both post-test (p<0.001) and follow-up (p<0.001) scores, confirming the second hypothesis of the research regarding the effect of the attention and concentration educational package on the visual perception of children between the pre-test and post-test phases.table 4. result of within-group and between-group analysis of variancechange of sourcessum of squaresdfmean squaredfpbetween-groupvisual perception153.631.73688.51205.100.001visual perception group143.181.73682.49191.150.001error28.6465.950.43group21.27121.2727.330.001error29.56380.77conclusionthe primary aim of this research was to develop an educational package to enhance attention and concentration and determine its effectiveness on the visual perception of preschool children. as per the studies conducted, the first five years of a child’s life mark a crucial developmental stage for cognitive skill growth, laying the foundational groundwork for a child’s initial learning experiences during this golden period. one of the most vital and necessary factors influencing education and learning is attention. attention is the process of directing processing resources toward a particular stimulus, playing a crucial role in advanced mental activities such as planning, problem-solving,