Development of ergonomic skills of future teachers of preschool organizations based on klax pedagogy

Abstract

Training future preschool teachers requires the systematic development of ergonomic skills due to the high physical and emotional demands of their professional activity. However, existing teacher education programs often emphasize theoretical knowledge while providing limited opportunities for the development of practical ergonomic competencies. This study addresses this gap by investigating the effectiveness of klax pedagogy, a movement-oriented and experiential approach, in dev eloping ergonomic competence among future preschool teachers. A quasi-experimental pre-test/post-test control group design was employed with 84 students (experimental group: n=42; control group: n=42). The experimental group participated in klax-based activities focused on posture control, movement coordination, spatial organization, and ergonomic awareness, while the control group received traditional instruction. The results revealed a statistically significant improvement in ergonomic skills in the experimental group (t=9.84, p<0.001; Cohen’s d=1.42), with the most substantial gains observed in postural ergonomics and spatial organization. In contrast, the control group demonstrated only minor changes. The findings indicate that klax pedagogy is an effective approach for developing ergonomic competence and promoting health-oriented professional behavior. The study contributes to educational ergonomics by providing empirical evidence supporting the integration of movement-based pedagogical approaches into teacher education.