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A study on Primary School
Children’s Haptic Perception


ROYAL ASIATIC SOCIETY OF SRI LANKA
  6th Annual Research Conference
                 T.Mukunthan
   Dept. of Early Childhood and Primary Education,
       Faculty of Education
  The Open University of Sri Lanka
                                                     1
Outline
• Introduction
• Research problem
• Methodology
• Findings and Discussion

                            2
Introduction
PERCEPTION

‘Perception is the
  knowledge of objects
  resulting from direct
  contact with them’.

    -Jean Piaget (1948)
                            3
Introduction (Continue..)
Haptic perception
• the way a person can gain
  information about his or her
  environment through touch.

• It involves skin sensors and
  receptors in other parts of body like
  muscles, which recognize sensation
  such as pressure.                       4
Introduction (Continue..)
• These work together to send signals to
  the brain, which interprets them to form a
  representation of the environment for the
  person to understand.




                                               5
• Psychologist Jean Piaget conducted study
  about children’s haptic perception.
• He noted that,
‘…with stage II we encounter the beginning of
  recognition of eucliden shapes, based on
  distinction between straight and curved lines,
  angles different sizes, parallels and especilly
  on relations between equal or unequal sides of
  figures…
                                                6
Research Problem
• Jean Piaget’s Cognitive Development Theory is
  one of the theories which has tremendously
  influenced pre-school curriculum worldwide
  (Case 1993, Dockett, 1995) and Piagetian
  perspective is very relevant in teaching
  mathematics in the primary school today
  (Kamii, 2004)



                                              7
The idea of hapitic perceptions also included in
  the Pre-School and primary mathematics
  syllbi.

the present study has attempted to identify
  applicability of children’s haptic presented in
  his theory to Sri Lankan Context.


                                                    8
Methodology- SAMPLE
age          Boys      Girls

6 Years      15        15

7 Years      16        16

Total        31        31
                               9
Methodology
Instrument

The similar instrument which Jean Piaget used
  his experiment used in this study.

Child was placed before a screen behind which it
 feels objects handed to it.


                                                10
• By following this procedure rather than
  the conventional one of placing objects
  beneath a table, the experimenter can see
  the methods of tactile exploration
  employed, knowledge of which is vital to
  the study of the results.

                                          11
12
Following objects were given to the child.
(i). Common Objects

(ii). cardboard cut-outs of Geometrical
  shapes



                                             13
Common Objects




                 14
cardboard cut-outs of Geometrical
             shapes
A. Simple and symmetrical

B. More complex but also symmetrical

C. Asymmetrical but with straight sides

D. a number of purely topological forms

                                          15
cardboard cut-outs of Geometrical
             shapes
(A) Simple and symmetrical
   Circle, ellipse, square, rectangle,
    rhombus, triangle and cross




                                         16
(B). More complex but also
              symmetrical
(B). More complex but also symmetrical
Star, cross of Lorraine, swastika, simple semi
  circle and semi circle with notches along the
  chord




                                                  17
(C) Asymmetrical but with straight sides
trapezoids with various sides




                                           18
(D). a number of purely topological forms
 irregular surfaces pierced one or two holes,
   Open or closed rings and two intertwined
   rings.




                                                19
Findings
OBJECTS                                   PERCENTAGES


Common Objects                            95%


A.   Simple and symmetrical               75%


B. More complex but also symmetrical      67%


C. Asymmetrical but with straight sides   55%


                                          48%
D. a number of purely topological forms                 20
Findings
• Most of the children in 6 can identify the
  common objects easily
• ,54% of children identify the simple and
  symmetry geometry shapes,
• 41% those identify More complex but also
  symmetrical of geometrical shapes and only
• 5% identify Asymmetrical but with straight
  sides: trapezoids with various sides type
  geometrical shapes
• nobody could not identify ) a number of purely
  topological forms.
                                                   21
Summary
•   Introduction
•   Research problem
•   Methodology
•   Findings and Discussion




                              22
THANK YOU

            23

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A study on Primary School Children’s Haptic Perception

  • 1. A study on Primary School Children’s Haptic Perception ROYAL ASIATIC SOCIETY OF SRI LANKA 6th Annual Research Conference T.Mukunthan Dept. of Early Childhood and Primary Education, Faculty of Education The Open University of Sri Lanka 1
  • 2. Outline • Introduction • Research problem • Methodology • Findings and Discussion 2
  • 3. Introduction PERCEPTION ‘Perception is the knowledge of objects resulting from direct contact with them’. -Jean Piaget (1948) 3
  • 4. Introduction (Continue..) Haptic perception • the way a person can gain information about his or her environment through touch. • It involves skin sensors and receptors in other parts of body like muscles, which recognize sensation such as pressure. 4
  • 5. Introduction (Continue..) • These work together to send signals to the brain, which interprets them to form a representation of the environment for the person to understand. 5
  • 6. • Psychologist Jean Piaget conducted study about children’s haptic perception. • He noted that, ‘…with stage II we encounter the beginning of recognition of eucliden shapes, based on distinction between straight and curved lines, angles different sizes, parallels and especilly on relations between equal or unequal sides of figures… 6
  • 7. Research Problem • Jean Piaget’s Cognitive Development Theory is one of the theories which has tremendously influenced pre-school curriculum worldwide (Case 1993, Dockett, 1995) and Piagetian perspective is very relevant in teaching mathematics in the primary school today (Kamii, 2004) 7
  • 8. The idea of hapitic perceptions also included in the Pre-School and primary mathematics syllbi. the present study has attempted to identify applicability of children’s haptic presented in his theory to Sri Lankan Context. 8
  • 9. Methodology- SAMPLE age Boys Girls 6 Years 15 15 7 Years 16 16 Total 31 31 9
  • 10. Methodology Instrument The similar instrument which Jean Piaget used his experiment used in this study. Child was placed before a screen behind which it feels objects handed to it. 10
  • 11. • By following this procedure rather than the conventional one of placing objects beneath a table, the experimenter can see the methods of tactile exploration employed, knowledge of which is vital to the study of the results. 11
  • 12. 12
  • 13. Following objects were given to the child. (i). Common Objects (ii). cardboard cut-outs of Geometrical shapes 13
  • 15. cardboard cut-outs of Geometrical shapes A. Simple and symmetrical B. More complex but also symmetrical C. Asymmetrical but with straight sides D. a number of purely topological forms 15
  • 16. cardboard cut-outs of Geometrical shapes (A) Simple and symmetrical Circle, ellipse, square, rectangle, rhombus, triangle and cross 16
  • 17. (B). More complex but also symmetrical (B). More complex but also symmetrical Star, cross of Lorraine, swastika, simple semi circle and semi circle with notches along the chord 17
  • 18. (C) Asymmetrical but with straight sides trapezoids with various sides 18
  • 19. (D). a number of purely topological forms irregular surfaces pierced one or two holes, Open or closed rings and two intertwined rings. 19
  • 20. Findings OBJECTS PERCENTAGES Common Objects 95% A. Simple and symmetrical 75% B. More complex but also symmetrical 67% C. Asymmetrical but with straight sides 55% 48% D. a number of purely topological forms 20
  • 21. Findings • Most of the children in 6 can identify the common objects easily • ,54% of children identify the simple and symmetry geometry shapes, • 41% those identify More complex but also symmetrical of geometrical shapes and only • 5% identify Asymmetrical but with straight sides: trapezoids with various sides type geometrical shapes • nobody could not identify ) a number of purely topological forms. 21
  • 22. Summary • Introduction • Research problem • Methodology • Findings and Discussion 22
  • 23. THANK YOU 23