Learning environment and type of goals: how it affects preschool children's performance and their perceptions of their performance?

Abstract

The aim of this research was to study the effect of learning environment and type of goals on: (a) preschool children's performance during a play, (b) preschool children's perception of their performance and (c) preschool children's satisfaction. Fifty-six preschool children (24 boys and 32 girls; M_age = 5.5 years) took part in this study. The children played a game three times with different goal and under different learning environment each time. Results showed that preschool children had higher performance when the game was conducted under the presence of their classmates independently of the type of goal being set by the researchers. Furthermore, the vast majority of preschool children evaluates their performance as very good and answered that they felt happy in every condition.

Keywords:

• childhood
• learning environment
• type of goal
• satisfaction

Notes on contributors

Angeliki Tsiakara is a kindergarten teacher with a master degree in ‘Educational Sciences: Educational Material and Pedagogical Toys’ and currently a PhD student in pedagogical science at University of Thessaly, Department of Physical Education and Sport Science, Greece.

Nikolaos Digelidis is an Assistant Professor in Teaching Physical Education, University of Thessaly, Department of Physical Education and Sport Science, Greece. His research interests are learning environments at school settings, enhancing motivational climate in PE settings, conducting short- or long-term school interventions, teaching styles and teacher education.