Using Audiovisual Media in Nursery School, Within The Framework of The Interdisciplinary Approach
Using Audiovisual Media in Nursery School, Within The Framework of The Interdisciplinary Approach
Using Audiovisual Media in Nursery School, Within The Framework of The Interdisciplinary Approach
Themistoklis Semenderiadis
PhD, Aristotle University of Thessaloniki
Rachel Martidou
Preschool Advisor, Thessaloniki
Synergies Sud-Est européen n° 2 - 2009
Résumé : Il est bien connu que les vues contemporains au sujet de l’école
maternelle soulignent l’approche interdisciplinaire à la connaissance. Dans ce
pp. 65-76
cadre, les moyens audiovisuels sont utilisés dans l’éducation préscolaire sur
la base du nouveau programme analytique des études pour l’école maternelle
et suggèrent un cadre d’activités appropriées à l’éducation préscolaire. Il
faut mentionner que dans notre étude par moyens audiovisuels on se réfère
à la télévision et la video, interpretées comme une entité unique, car dans
la pratique quotidienne de l’école maternelle elles sont interdépendantes et
complémentaires.
Introduction
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Synergies Sud-Est européen n° 2 - 2009 pp. 65-76
Themistoklis Semenderiadis, Rachel Martidou
The power of audiovisual media stems from the impression of reality. They display
a cunning verosimility; what isn’t real appears real. Audiovisual techniques
(the angle and depth of filed, the close-up and background shots, the lighting)
construct a new reality, which looks quite real without necessarily corresponding
to actual reality. Audiovisual communication is a complex phenomenon, a game
of messages consisting of words, sounds, and images. The language of audiovisual
media has its own conventions, symbols, and codes. It introduces new ways of
perceiving and recording reality, new ways of educational expression. However,
the introduction of audiovisual media in schools throughout Europe and America
did not produce the expected results, mainly because they were integrated
in traditional teaching, while their distinct features and potential in terms of
expression were ignored (Vryzas, 1997).
The present paper investigates ways of utilising audiovisual media in the day-
to-day educational process, in line with the underlying perceptions of the new
preschool curriculum, and recommends a framework of activities suitable for
preschool education. Within the context of our study, by audiovisual media we
mean the TV and VCR/DVD; these are perceived as a single unit, since they feature
as inter-related and complementary in everyday nursery school practice.
It has long been accepted that the language of audiovisual expression relates
not to technological but rather to social and cultural issues. Not knowing this
language is a major problem for whoever attempts to incorporate audiovisual
systems of communication into educational practice (Koronaiou, 2001).
The need to incorporate television in the educational system has been stressed
by a wide field of social sciences (including Psychology, Sociology, Pedagogy,
Communication Science, etc.). Television as a medium communicates its message
by using a variety of different systems, symbols, codes, and presentation modes.
It is characterised not by the content, but by the form of the message. The way
television programmes are presented is inter-related with the techniques used.
For preschool children, the programmes’ technical features are independent
entities, which capture their attention because they are so special and unreal
(Simatos, 1995).
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Using audiovisual media in nursery school,
within the framework of the interdisciplinary approach
The integration of television in the nursery school can take the form of critique or of
learning material or both (Koronaiou, 2001, Vryzas & Tsitouridou, 2005). Television
is integrated as an object of critique through television literacy processes (Kourti,
2003). Television literacy is defined as the skills necessary for the children to
access, analyse, evaluate and produce TV-related audiovisual messages. That is,
television literacy relates to any type of study, learning and teaching regarding
the history, creativity, use and evaluation of this medium, or its position in society
and its social influence and consequences (Morsy, 1984). The training of children
in television discourse, aiming at the creation of critical TV viewers, poses a
challenge for schooling. Schools must attempt to live up to this challenge from the
very first rung of education, as television constitutes a most powerful and resilient
mass institution regarding children’s socialisation (Koronaiou, 2001).
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Synergies Sud-Est européen n° 2 - 2009 pp. 65-76
Themistoklis Semenderiadis, Rachel Martidou
The VCR is without doubt the audiovisual medium most commonly used in the
educational process. It constitutes a great revolution in audiovisuals. It is used
both for receiving/recording on tape and for projecting videotapes on television.
It is an ideal educational audiovisual medium; in fact, several training and
practice centres have established video libraries, making videotapes a major
medium for watching animated images.
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Using audiovisual media in nursery school,
within the framework of the interdisciplinary approach
advantage when necessary to show activities taking place in facilities that the
children cannot visit or that do not provide visitors with wide visual access to
what is taking place. Moreover, the VCR is an important medium that supports
the children’s activities; these are recorded on tape, and can be shown in the
classroom, providing the learning process with useful feedback.
The video camera is related to the VCR. From an educational perspective, the
video camera is a valued tool, because the production of educational material
favours active learning and promotes research, collection of data, and the
recording of facts and behaviours (Koronaiou, 2001).
The video camera allows for a creative relationship between knowledge and
audiovisual techniques. It is therefore a means of collective expression. Through
it, children can visualise the abstract concepts they are taught. The images they
create help the teachers verify the extent to which the children have understood
these abstract concepts. The video camera is an efficient educational tool,
in which the students are not only consumers but also producers of messages
(Vryzas, 1997).
Technological progress has led to the creation of new products to replace the
old ones. The VCR is now being replaced by the DVD, which is different in terms
of its use and offers enhanced image quality. Thanks to its potential, it is a
useful educational tool. In the nursery school, it is used both for entertainment
and for educational purposes.
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Synergies Sud-Est européen n° 2 - 2009 pp. 65-76
Themistoklis Semenderiadis, Rachel Martidou
According to the views expressed in the new curriculum (Dafermou et al., 2006),
interdisciplinarity refers to the general principles that organize the school,
eliminating subject matters as frameworks of organizing school knowledge,
reviewing the school’s priorities and internal structures, and attempting to approach
school knowledge as a whole, promoting a broad study of issues of common interest
and outmost importance to civilisation. In interdisciplinary curricula, the borders
between different sciences fade out. In contrast, school knowledge is organised
around the themes under study, as these relate to the children’s interests, needs
and lived experiences. The question is what knowledge to choose, from which
subject matter and with what methodology, so that the students will be able to
understand the themes under study, in the short run, and construct solid knowledge
on how the world works, in the long run (Tchudi & Lafer, 1996).
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Using audiovisual media in nursery school,
within the framework of the interdisciplinary approach
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Synergies Sud-Est européen n° 2 - 2009 pp. 65-76
Themistoklis Semenderiadis, Rachel Martidou
Using audiovisual media in the nursery school in the context of CTCF (Cross
Thematic Curriculum Framework): A proposal
Before making a specific proposal on the use of audiovisual media in the nursery
school that conforms to the underlying views of the CTCF (Cross Thematic
Curriculum Framework), it is important to determine the objectives of any related
activities. Taking account of the level of development of preschool children, it is
deemed that any recommended activities may be oriented towards:
- helping children perceive the nature, potential and use of audiovisual media in the
nursery school,
- encouraging them to use audiovisual media in activities that cover the full range of
CTCF objectives.
Audiovisual media can be utilised in the nursery school in the context of the
interdisciplinary approach in a number of ways.
Educators can study the educational documentaries shown on TV and select those
that serve curricular objectives. Documentaries may refer to various subjects, like
environmental protection, proper nutrition, health, consumer awareness, traffic
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Using audiovisual media in nursery school,
within the framework of the interdisciplinary approach
The use of VCR and the video camera in the nursery school provides young
children with many opportunities to develop their creativity, research abilities
and curricular skills. For instance, educators can tape educational school visits,
or children’s activities in and out of the classroom, recording how children engage
in these activities. These tapes are then shown on the classroom television,
offering children the chance to express their views, concerns and proposals. This
provides the programme with feedback, linking it to interdisciplinary activities
involving all subject matters (maths, language arts, environmental studies, arts,
computer science) that relate to the theme under study. Experience dictates
that when children are offered the leading role, they participate actively and
enthusiastically in these activities.
As time goes by, children familiarise themselves with using audiovisual media
and educators encourage them to act as cameramen, that is to record their
interests in their own perspective. Such experiences mobilise the children’s
interest and will to learn. Relevant research findings (Dodge & Colker, 1998)
demonstrate that children develop a positive attitude towards learning
when actively involved in the learning process and when enjoying sufficient
opportunities to interact with their natural and social environment.
In the context of linking school to family life, educators can collect video material
from the children’s activities and present it to the parents at the monthly meetings
in the nursery classroom. It is believed that educational programmes that involve
parents in their children’s learning process are more efficient for early childhood
education (Dombey & Meek Spencer, 1994). The more aware parents are of what
takes place in and out of the classroom, the more they can help their children
and understand the work conducted in the nursery school.
This knowledge mobilises parents, who can offer their valuable help. A parent who
is a dentist may help inform children on the importance of taking care of their
teeth and on the kinds of food that can make their teeth stronger, by showing a
relevant DVD. The parent can then be available to discuss any questions with the
children as an expert. This could go on throughout the school year, with a variety
of documentaries that can be shown in the nursery classroom, supported by the
parents’ professions. Without doubt, the use of audiovisual media can support
and contribute to the implementation of such activities.
Regarding out of school activities and the link between school and home,
educators can recommend a weekly show that the parents can watch with
their children at home. This provides parents with the opportunity to comment
discuss and communicate with their children around the recommended show.
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Synergies Sud-Est européen n° 2 - 2009 pp. 65-76
Themistoklis Semenderiadis, Rachel Martidou
The children can then bring their experiences into the classroom, and enrich
them by discussing and communicating with their peers and educator.
Audiovisual media are also very important for the educational process as
assessment tools. Video recordings of the children’s narrations, discussions,
argumentations and activities in and out of the classroom can constitute an
important part of assessment, and may be selectively placed in the children’s
individual portfolios. By observing the children’s behaviour as recorded on tape,
educators can adapt their teaching strategies to the children’s needs, interests
and particular characteristics. In a nutshell, audiovisual media provide teaching
with feedback, help educators improve their professional skills and enhance the
school environment.
Conclusion
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