On June 22, 2023, we visited Vienna with our teacher group at the invitation of the Technische Universität Wien, where we got acquainted with a special project – Innovationslabor für Bildungsräume in bewegung (BiB Lab). In free translation: Innovation laboratory for educational spaces in motion.

Karin Harather, Ass. Prof. Mag. art. Dr phil. project leader welcomed and guided us. All three workshops operate in a housing estate environment, one of which was set up in an bus. Thus, throughout the summer, it offers programs for children at various points in the housing estate.

At the heart of the project is the creative use of space, which is suitable for learning, exercise and relaxation, and in the design and planning of which the requests and ideas of users, children, and teachers were included.

In the afternoon, we visited an international school, which had considered the users’ needs during its construction. Among the members of the research group, Dalma Dani-Ördög organized and led the study trip, teachers from 8 schools participating in the research joined the program.

Mór Antal Szűcs won a doctorate with his doctoral thesis entitled “The effect of the ‘Mesezene’ (Fairy-tale Music) method on phonological awareness and rapid automated naming”, defended before the Doctoral Committee for Educational Sciences of the Faculty of Pedagogy and Psychology of ELTE. The method is part of our research package, which teachers could familiarize themselves with and choose.

Dr Szűcs continues his research, examines the impact of the method, as well as the possibilities of incorporating it into teaching.

蒙德里安交流会
Exchange Meeting on Mondrian Blocks

时间：3月24日19:30-21:30（北京时间）Time：March 24^th, 13:30-15:30（EU time）

中方与会人员：4位小朋友、教师 Chinese participants: 4 students, and teachers

外方与会人员：明人Mero、器具产品总监Imre、Gyarmathy教授、Kristof教授、

1位一线教师 EU participants: Laszlo Mero, Imre Kokenyesi, Eva Gyarmathy, Kristof Fenyvesi, and a practicing teacher

We held an online meeting with Chinese partners regarding one of our most successful methodological units.

After the introductions, Chinese children asked questions, and our team answered them. A Chinese teacher introduced her understanding of Mondrian Blocks and briefly displayed the curriculum and materials they developed from Mondrian Blocks. Another Chinese teacher talked about the problems they encountered during the research process, and the EU side gave them some ideas.

EU side explained their study and experience in applying the Mondrian block in teaching. Bori Herczeg a practicing Hungarian teacher talked about her experiences and methods. After the discussing methodology, EU participants were asked to give some suggestions to the Chinese side, which would trigger students to conduct independent inquiry. At the end of the meeting, participants explored long-term exchange options.

Following our HAS-AVCC research, we are applying for support for the international dissemination and continuation of our work. Our COGNI-TEaCH project aims the digital curriculum development for higher education and targets the higher education priority of “stimulating innovative learning and teaching practices”. In order to fulfil this priority, we provide teachers with data-based teaching. Innovative, unique content prevails in our project, i.e. the cognitive, emotional and social development of learning. We provide the methodological material in digitized form and transmit it online. The online, open-access curriculum provides future and practicing teachers with effective skills, tools and pedagogical methodologies to develop the cognitive, emotional and social competences of primary school children.

Methodological units developed by the HAS-AVCC Learning Environment Research Group are being tested in 21 classes of 20 schools, the first development phase of which was completed on January 31, 2023. The teachers summarized their experiences for each methodological unit based on a pre-specified system of criteria, enriched with photos and video recordings. HAS-AVCC Learning Environment Research Group developed 17 development materials, from which teachers could freely choose 3-6 units. Thus, the 36 innovative teachers tried a total of 140 methodological units in the first development phase. Among them, Relaxing motor exercises (14 classes), using Mondrian blocks (12 classes) and Poems with movements (11 classes) were the most popular. Teachers’ feedback has been processed. On March 29, 2023, we held an online consultation with the teachers involved in the development about the experiences of the trial.

First grade children and their teachers participate in our research. Teachers participating in the experimental methodological work took part in the testing and implement and comment on the methodological materials. Teachers of the control groups participate only in the testing, they administer the tests, but proceed according to the usual methodologies. The third group teaches using the Chess Palace methodology developed by Judit Polgár.

The number of children of different test groups are the following:

1. 1. The experimental group participating in methodological development N= 443
2. 2. Control group not participating in methodological development N= 300
3. 3. The group studying with the Chess Palace method N= 307

Most of the children solved all the tasks of the test battery, and we got a complete set of indicators for a school-entry sensorimotor and cognitive profile. According to the age distribution, 94.57% of the children participating in the study are 6-7 years old.

Thanks to the competent cooperation of the teachers, we have a rare large database available for further research, in which we examine the development of children starting school. We can create a school-starting profile, which indicates the necessary sensorimotor and cognitive skills needed to acquire school skills.

Table 1 Number of children participating in the testing and number of completed tasks.

Group	Nr. of children	Completed tests	Completed tasks/children
Training	443	12602	28,45
Control	300	8317	27,72
Chess	307	8776	28,59
Sum	1050	29695	28,28

Table 2 Age of the children participating in the testing

Age	5	6	7	8	9	10	Sum
Children	1	387	606	43	12	1	1050
%	0,10%	36,86%	57,71%	4,10%	1,14%	0,10%	100,00%

Teachers receive statistical and visual feedback about each of the children and classes. We exchange information during joint and individual consultations. By this process we try to ground the data-based teaching. According to our assumption, teachers will be more aware of the data, and that way of their students’ abilities in the next year and when they choose teaching methods from our offer, they consider the development of the class.

The mobile application providing flashcards is ready to use. This is a part of our methodology unit called “Learning with games”. The learning card game is an excellent tool for developing thinking, it helps children succeed in school. Our flashcards contain tasks and questions that support children’s sensorimotor and cognitive development and/or the learning of the school material. Contact link: https://play.google.com/store/apps/developer?id=Tanul%C3%A1si+K%C3%B6rnyezet+Kutat%C3%B3csoport

The most exciting part of our research began on September 1, 2022, the 2-year methodological development in schools. The effect of this can only be shown if the students’ development is followed, examined both at the start and at the end of the development phase. The input testing has been completed at the end of October. Teachers did the testing of 441 students in the 20 developmental classes of the 19 schools undertaking methodological development, and 486 students in the 30 control groups. Plus, teachers using the Chess Palace Polgar Method joined and that way we have another control group using a well-researched method. The teachers examined a total of 1,050 children. The cleaning and aggregation of the received data has begun.

Our HAS-AVCC Learning Environment Research Group submitted its first annual report, which was accepted by the Academy. We have received the next year’s funding and we continue our work.

Here is the short version of the report:

1. Preparation period: 1 September 2021 – 28 February 2022.

The research team consists of 10 people, joined by an internal research team (4 people). This group’s research will focus on teachers’ social and mental characteristics. Our research involved 20 developmental and 21 control classes, and about a thousand first-graders.

2. Teacher preparation period: 1 March 2022 – 31 August 2022

We have developed 17 methodological units in three dimensions (development, spatial organization, and learning organization).

The topics of the methodological units are the following: listening to speech sounds, visualization, singing and music, sensory-motor skills, finger awareness, sayings, rhymes, gestures, relaxation by moving, use of algorithms, use of Mondrian Blocks, Mind Map, board games, and flashcards, free movement opportunities, free learning space, rotating classroom (comfort zone), clear rules, student activity, regular activities, mediated and self-directed learning.

Three-day teacher training was held online and in-person, plus two days, to train for the student testing. Also, detailed written instructions were given to the teachers.

Testing tools: Online Sensory and Cognitive Profile Test (https://kognitivprofil.hu), which can be used by teachers, and the Colour Raven Matrices. Teacher follow-up: Mental Health Test, Aspiration Index, Mini Oldenburg Burnout Questionnaire, Subjective Physical Symptom Scale, and a Socio-economic Status Questionnaire.

Applications: Learning card mobile app; online cognitive training based on Mondrian blocks.

Publication and dissemination of methodological materials:

(Eds.) Halbritter András Albert, Tamáska Máté (2022) Iskolakert, természet és közösség. Szociálpedagógia, 19. thematic issue  – it is entirely related to the work of the HAS-AVCC Learning Environment Research Group

Gyarmathy Éva, Kökényesi Imre (2022) Tapasztalat Alapú tudás I. TaníTani Online, https://www.tani-tani.info/tapasztalat_alapu_tudas_i

Gyarmathy Éva, Kökényesi Imre (2022) Tapasztalat Alapú tudás II. TaníTani Online, https://www.tani-tani.info/tapasztalat_alapu_tudas_ii

Fenyvesi K, Mérő, L., Kökényesi I, Brownell, C., & Stettner, N. (2022) Mondrian Blocks and Cognitive Training. Mondrian 150, Mondrian Day at National Museum of Mathematics, New York, 19 February.PI-Day, 2022.03.14: Transylvanian Maths Festival, School at Gyergyóremete, Apáczai Education and Spectrum Foundation – Digital Mondrian Blocks game with hundreds of schoolchildren. Fenyvesi K, Gyarmathy É., Kökényesi I, Brownell, C., & Stettner, N.; Maths Festival France – Digital games with Mondrian Blocks – by Fenyvesi K., Gyarmathy É., Kökényesi I, Brownell, C., & Stettner, N.; Peruvian Maths Festival – Maths and the Mondrian Blocks – by Fenyvesi K, Gyarmathy, É., Kökényesi I, Brownell, C., & Stettner, N.