HOW EFFECTIVE IS IMPLEMENTING MACRO ERGONOMICS FOR CHILDREN IN THEIR EARLY YEARS OF SCHOOLING? A QUALITATIVE STUDY AT MONTESSORI IN KARACHI
Main Article Content
Abstract
This study evaluates how effective macro ergonomics is in improving the learning environment for children in their early years of schooling. A phenomenological approach was employed in a qualitative research design to gain in-depth insights into the experiences and perceptions of teachers regarding the implementation of macro ergonomics at the Montessori level. Data were collected through a self-developed, semi-structured interview guide using a non-probability, purposive sampling technique from six teachers belonging to Advance Montessori and Preparatory sections. Teachers’ perspectives on the impact of macro ergonomics on children’s physical, cognitive, and socio-emotional development were explored through interviews. Classroom observations were also conducted to identify macro ergonomic elements such as seating arrangements, lighting, noise levels, and curriculum planning and their influence on children’s engagement and learning experiences. The data were analyzed through thematic analysis, identifying recurring themes and patterns from the participants’ responses. The study highlighted specific aspects contributing to children’s well-being, engagement, and learning outcomes. It was revealed that macro ergonomics principles improve children’s physical and cognitive development and motivate them to perform better academically. The study’s implications can suggest to educators, policymakers, and school administrators to integrate macro ergonomics into the early years of education for which teachers’ continuing professional training needs to be designed. The study also contributes to understanding the role of macro ergonomics in promoting optimal learning environments for young children.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abarghouei, N. S., & Nasab, H. H. (2012). An ergonomic evaluation and intervention model: macro ergonomic approach. International Journal of Scientific & Engineering Research, 3(2), 1-7.
Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’ are we there yet? Evidence-backed, school-based positive psychology interventions. ECS Transactions, 107(1), 11199.
Alsaif, F. M. (2014). New Zealand learning environments: the role of design and the design process. http://researcharchive.vuw.ac.nz/handle/10063/4281
Baranowska, A., Matylda Sierakowska, Owczarczuk, A., Beata Janina Olejnik, Agnieszka Lankau, & Baranowski, P. (2023). An Analysis of the Risk Factors for Postural Defects among Early School-Aged Children. 12(14), 4621–4621. https://doi.org/10.3390/jcm12144621
Barrett, P., Treves, A., Shmis, T., & Ambasz, D. (2019). The impact of school infrastructure on learning: A synthesis of the evidence.
Bliss, L. A. (2016). Phenomenological research: Inquiry to understand the meanings of people’s experiences. International Journal of Adult Vocational Education and Technology (IJAVET), 7(3), 14-26.
Caldarella, P., Christensen, L., Kramer, T. J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the Strong Start curriculum. Early Childhood Education Journal, 37, 51-56.
Carter, D. (2016). A Nature-Based Social-Emotional Approach to Supporting Young Children’s Holistic Development in Classrooms with and without Walls: The Social-Emotional and Environmental Education Development (SEED) Framework. International Journal of Early Childhood Environmental Education, 4(1), 9-24.
Chen, Y., Zhou, D., Wang, Y., & Yu, J. (2017). Application of Augmented Reality for Early Childhood English Teaching, International Symposium on Educational Technology (ISET), Hong Kong, China, 111-115, https://doi.org/10.1109/ISET.2017.34
Delve, H., & Limpaecher, A. (2022). The importance of reflexivity in qualitative research. Essential guide to coding qualitative data.
Dowdell, K., Gray, T., & Malone, K. (2011). Nature and its influence on children’s outdoor play. Journal of Outdoor and Environmental Education, 15, 24-35. https://doi.org/10.1007/BF03400925
Eddy, M. H., & Moradian, A. L. (2020). Childhood nature in motion: The ground for learning. Research handbook on childhood nature: Assemblages of childhood and nature research, 1791-1814.
Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Non formal Education, 5(1), 89-96.
Gumasing, M. J. J., & Castro, F. M. F. (2023). Determining ergonomic appraisal factors affecting the learning motivation and academic performance of students during online classes. Sustainability, 15(3), 1970. https://doi.org/10.3390/su15031970
Hargreaves, A., & Shirley, D. (2021). Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World. Association for Supervision & Curriculum Development.
Hendrick, H. W., & Kleiner, B. M. (2002). Macro ergonomics: Theory. Methods, and Applications.
Ivanova, R., Berechikidze, I., Gazizova, F., Gorozhanina, E., & Ismailova, N. (2020). Parent–teacher interaction and its role in preschool children’s development in Russia. Education 3-13, 48(6), 704-715.
Jabeen, R., & Hussain, N. (2022). Teachers’ awareness and practices on school ergonomics in Karachi, Pakistan. Journal of Humanities, Social and Management Sciences (JHSMS), 3(1), 366-381. https://doi.org/10.47264/idea.jhsms/3.1.26
Jabeen, R., Bhutto, G. H., Shahzadi, A., Hirani, R., & Siddiqui, F. S. (2023). Exploring the influence of performance appraisals and evaluation system on teachers’ self-efficacy and job satisfaction: a case study of Cambridge school. Russian Law Journal, 11(4), 369-380.
Jabeen, R., Unar, N., Khan, D. S., Tunio, S., & us Sabah, N. (2023). A study on the effects of students’ posture, comfort and health in consequences of prolonged sitting among senior Cambridge students. Journal of Positive School Psychology, 7(5), 642-652.
Jayaratne, K. (2012). Inculcating the ergonomic culture in developing countries: National healthy schoolbag initiative in Sri Lanka. Human factors, 54(6), 908-924. https://doi.org/10.1177/0018720812456870
Karsh, B. T., Waterson, P., & Holden, R. J. (2014). Crossing levels in systems ergonomics: a framework to support ‘mesoergonomic’ inquiry. Applied ergonomics, 45(1), 45-54. https://doi.org/10.1016/j.apergo.2013.04.021
Kennedy, E., Dunphy, E., Dwyer, B., Hayes, G., McPhillips, T., Marsh, J., ... & Shiel, G. (2012). Literacy in Early Childhood and Primary Education (3-8 Years). National Council for Curriculum and Assessment.
Kleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). Comparing parental and school pressure in terms of their relations with students’ well-being. Learning and Individual Differences, 104, 102288. https://doi.org/10.1016/j.lindif.2023.102288
Kulset, N. B., & Halle, K. (2020). Togetherness!: adult companionship–the key to music making in kindergarten. Music Education Research, 22(3), 304-314. https://doi.org/10.1080/14613808.2020.1765155
Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years education. Computer Science and Information Systems, 17(1), 339-356. https://doi.org/10.2298/CSIS190511043L
Legg, S., Iceland, H. D. C., Iceland, E. E. A., Iceland, G. K. H., Cecila, C. B. S., Thor, T. H. N., & Heleen, H. D. K. N. (2008). Report on the Nordic Ergonomics Society (NES) 2008 Workshop on Ergonomics for Schools in the Nordic countries.
Matthews, E., & Lippman, P. C. (2020). The design and evaluation of the physical environment of young children’s learning settings. Early Childhood Education Journal, 48, 171-180. https://doi.org/10.1007/s10643-019-00993-x
N., Sam M.S., “Macro ergonomics” in Psychology Dictionary.org, April 7, 2013 https://psychologydictionary.org/macroergonomics
Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018). Understanding and promoting resilience in the context of adverse childhood experiences. Early childhood education journal, 46, 343-353.
Sly, J. L., & Carpenter, D. O. (2012). Special vulnerability of children to environmental exposures. Reviews on environmental health, 27(4), 151-157. https://doi.org/10.1515/reveh-2012-0024
Soltaninejad, M., Babaei-Pouya, A., Poursadeqiyan, M., & Feiz Arefi, M. (2021). Ergonomics factors influencing school education during the COVID-19 pandemic: A literature review. Work, 68(1), 69-75.
Stankovic-Ramirez, Z., & Vittrup, B. (2023). Prekindergarten Teachers’ Perspectives on Classroom Environments and Barriers to Optimal Learning Spaces. Early Childhood Education Journal, 1-14.
Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research. Systematic reviews in educational research: Methodology, perspectives and application, 41-54.
Tokarek, N. (2023). Educational Environments and Children’s Physical Activity and Sedentary Behaviors (Doctoral dissertation, The University of Wisconsin-Milwaukee).
Zeng, N., Ayyub, M., Sun, H., Wen, X., Xiang, P., & Gao, Z. (2017). Effects of physical activity on motor skills and cognitive development in early childhood: a systematic review. BioMed research international, 2017. https://doi.org/10.1155/2017/2760716
Zhang, Q., Meng, K., & Sun, N. (2022). Study on the Design Strategy of Children’s Aesthetic Education Curriculum Based on Experience Design [J]. Frontiers in Educational Research, 5(14), 69-73.