Thematische Bibliographien / Preschool teacher perceptions

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Auswahl der wissenschaftlichen Literatur zum Thema „Preschool teacher perceptions“

Autor: Grafiati

Veröffentlicht am 24. März 2025

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Zeitschriftenartikel zum Thema "Preschool teacher perceptions"

Dahlström, Helene. „Populärkultur som kunskapskälla i förskolan“. Educare, Nr. 2 (13.11.2023): 61–86. http://dx.doi.org/10.24834/educare.2023.2.890.

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The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.

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OGUNYEMI, Prof Florence Taiwo, Dr Eniola Olutoyosi AKANDE, Dr Iyabo Mosubusola ADEBANJO und Abayomi M. MATHEW. „PERCEPTIONS OF PRESCHOOL TEACHERS ON THE AVAILABILITY AND USE OF CARTOONS AS INSTRUCTIONAL MATERIALS FOR TEACHING LEARNERS IN IJEBU-ODE“. Lagos Journal of Contemporary Studies in Education 2, Nr. 03 (30.08.2024): 369–86. https://doi.org/10.36349/lajocse.2024.v02i03.024.

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The study investigated teachers’ perceptions of the availability and use of cartoons as instructional materials for teaching preschool learners in Ijebu-Ode, Ogun State. A descriptive research design was employed. The population comprised preschool teachers in public primary schools in the Ijebu-Ode local government area. Simple random sampling techniques with a total of 147 preschool teachers were selected as the sample size. Three research questions and three hypotheses guided the study. A self-developed and validated questionnaire “Teacher Perception on the Use of Cartoons Questionnaire” (TPUCQ) was used for data collection with 0.84 as the reliability coefficient. Descriptive statistics were used for analyzing research questions. Hypotheses were tested using a t-test. The findings revealed that Super Why, Word World, team unizoomi, Number Blocks, Wonder Pets, and Cyber Chase were educational cartoons available and utilized for instruction delivery. Teachers perceived cartoons as instructional materials that made preschool pupils laugh or smile, open their horizons, speak volumes, increase attention, and make the lessons interesting among others. It also arouses children’s imagination. There was a significant difference in the mean ratings of teachers on the availability, use, and perceptions of cartoons as instructional materials for teaching preschool learners. Government and stakeholders within the educational industry should provide relevant educational cartoons for preschools in the Ijebu-Ode local government area of Ogun State.

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Blalock, Sarah M., Priscilla Goble, Katherine Purswell, Jennifer H. Greene-Rooks, Harriet L. Glosoff, Sarah Moreno und Laura Flores. „Preschool teacher perceptions of child–teacher relationship training.“ International Journal of Play Therapy 34, Nr. 1 (Januar 2025): 14–25. https://doi.org/10.1037/pla0000229.

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Li, Shiqi. „Key Stakeholders’ Perceptions of Using E-Portfolio in Preschool Teacher Education“. Advances in Education, Humanities and Social Science Research 1, Nr. 1 (10.05.2022): 207. http://dx.doi.org/10.56028/aehssr.1.1.207.

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E-Portfolio is wide-used in higher education and teacher education. Preschool teachers in Chinese preschool are required to create children’s individual learning portfolio. However, preschool teacher students seldom evaluated by a portfolio assessment and create their own E-Portfolio. Therefore, making attempts to use E-Portfolio is urgent. But before extending, key stakeholders’ perceptions have to be taken into account. This study interviewed and surveyed teacher students, college teachers, college administrators and principals about their perceptions of using E-Portfolio within focus group and questionnaire. Three oriented purposes of E-Portfolio were concluded by key stakeholders. Each group shared their opinion on advantages and disadvantages of E-Portfolio and three implement scenarios were conceive.

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McMillen, Jennifer D., Shayna D. Swick, Lauren M. Frazier, Matthew Bishop und L. Suzanne Goodell. „Teachers’ perceptions of sustainable integration of garden education into Head Start classrooms: A grounded theory approach“. Journal of Early Childhood Research 17, Nr. 4 (18.06.2019): 392–407. http://dx.doi.org/10.1177/1476718x19856378.

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The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers’ experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation.

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Kutluca, Ali Yiğit, und Tringa Shpendi Şirin. „An Examination of Preschool Teacher Candidates' Pedagogical Conceptualizations of Multiculturalism in terms of Their Competence Perceptions“. Theory and Practice in Child Development 4, Nr. 1 (30.06.2024): 1–30. https://doi.org/10.46303/tpicd.2024.1.

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The purpose of this mixed method study is to examine the effect of preschool teacher candidates' multicultural competence perceptions on their pedagogical views. Within the scope of this purpose, 63 fourth grade students studying in the preschool teaching department of a foundation university in Istanbul were included in the study. First, the Multicultural Competence Perceptions Scale was applied to all participants. In this way, the level of competence perception of the participants was determined. In addition, in the process of determining the subsample, four participants with high levels of multicultural competence perceptions were included in the higher group and four participants with low levels of multicultural competence perceptions were included in the lower group. After this, preschool teacher candidates in the lower and higher groups answered the questions with the help of five case scenarios on multicultural education in early childhood. While the quantitative data collected within the scope of the research were analyzed with descriptive statistics, the qualitative data were analyzed with inductive content analysis. The results showed that preschool teacher candidates' multicultural competence perceptions were high. On the other hand, preschool teacher candidates with higher competence perceptions evaluated issues related to multicultural education more holistically. Finally, all participants in the lower and higher groups expressed the idea of equity pedagogy in the context of promoting a positive classroom climate in early childhood education. The results were discussed in depth based on the existing literature and necessary suggestions were given regarding their educational implications.

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Walkington, Jackie. „Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the role“. Australasian Journal of Early Childhood 30, Nr. 1 (März 2005): 28–35. http://dx.doi.org/10.1177/183693910503000106.

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The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.

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Hu, Bi Ying, Yuanhua Li, Chuang Wang, Barry Lee Reynolds und Shuang Wang. „The relation between school climate and preschool teacher stress“. Journal of Educational Administration 57, Nr. 6 (04.11.2019): 748–67. http://dx.doi.org/10.1108/jea-08-2018-0146.

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Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

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Xu, Rongrong, Alfredo Bautista und Weipeng Yang. „Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs“. Education Sciences 14, Nr. 5 (01.05.2024): 479. http://dx.doi.org/10.3390/educsci14050479.

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Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers.

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Öztabak, Muhammet Ü. „Examination of the Perceptions on the View of Preschool Teachers About School Counselor“. Journal of Education and Training Studies 6, Nr. 6 (17.04.2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.

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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.

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Dissertationen zum Thema "Preschool teacher perceptions"

Maness, Brandie D. „Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3384.

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With the incidence of prenatal drug exposure increasing, it is important that preschool teachers are prepared and confident in serving the needs of children affected by this exposure. Teachers need more training and education to prepare them for working with children with prenatal drug exposure. The purpose of this sequential mixed-methods study was to explore the perceptions, training, and shared experiences of preschool teachers when working with 4- and 5-year-old preschool children who have experienced prenatal drug exposure. The researcher invited 77 preschool teachers in northeast Tennessee working in either Head Start or Tennessee Voluntary Pre-K Initiative programs to complete an initial quantitative survey – of which 53 participated. Of the survey participants, 34 reported they might have worked with a child with prenatal drug exposure. Six of those teachers who said they had experience with children with prenatal drug exposure participated in a follow up semi-structured interview with the researcher. The findings revealed that preschool teachers were favorable toward children with prenatal drug exposure regarding the children’s ability to learn. Preschool teachers were already using many effective interventions (e.g., working one-on-one with the child, offering flexible seating options, repetition of information) that they may have used with other children with special needs, but they were eager for more information about the best way to work with these children. School leaders and those in teacher preparation programs would be excellent advocates in spreading knowledge and translating medical knowledge into resources more applicable to the teaching and childcare profession. It is important that the information become more accessible to all teachers and stakeholders in education.

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Perez, Salvador. „Teacher Perceptions of Head Start Preschool Programs in an Urban Public School“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.

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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.

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Alexander, Dorothy Jean. „Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice“. Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.

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The National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009).

Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).

This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.

The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.

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Watson, Tammy. „Parent, Teacher, and Administrator Perceptions of School Community Relationships“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3615.

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The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

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Watson, Alma Louise. „A descriptive analysis of parent and teacher perceptions regarding parent involvement in a program for the preschool handicapped“. Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171508/.

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Terry, Voit Tara. „Head Start Preschool Teachers’ Perceptions of Reggio Emilia Principles Practiced Within Their Own Setting: A Case Study“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3812.

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The Reggio Emilia Approach (REA) and Head Start (HS) value high-quality early education, support for families, and community partnerships according to the literature. Exploring principles of REA in relation to the HS program model may reveal alignment that will inform high-quality developmentally appropriate practices that are meaningful and enhance learning outcomes. This multiple case study explores the REA in alignment within three Head Start programs in New Mexico, Massachusetts, and Tennessee. Participant groups include one education director, one education leader, and four teachers in each of the three locations. In New Mexico, the HS program was located on a Native American pueblo. In Massachusetts the HS program was located in a diverse urban community, and the HS program in Tennessee was located in rural east Tennessee. Data to demonstrate participant’s alignment with nine REA principles include a survey, an interview, and observations without children present at each location. All participants responded with some alignment to the REA principles, yet lack of clear understanding was found among a majority of participants. Classroom observations revealed stronger alignment with REA principles in New Mexico. An interesting finding was that across cases there was one teacher who had more experience with including Reggio-inspired principles in her teaching practices. Teachers were interested in professional development beyond HS mandates. A small ungeneralizable sample is a limitation, which suggests future research using the survey and development of the 3 observation tool with a larger sample. Implications suggest future professional development introducing the REA may inform teaching practices in Head Start programs.

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Engdahl, Angelica, und Anna Sundin. „Step by step towardsquality preschoolsin Sri Lanka : A qualitative study based on preschoolteachers’ perceptions“. Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-155419.

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The aim of this study is to create a better understanding of how preschool teachers in ametropolitan region in Sri Lanka view their opportunities to create quality preschools and alsoidentify factors that affect quality enhancement. Three research questions were created focusingon the preschool teachers’ perceptions of the quality of their preschools, what actions theyimplement to enhance the quality of preschools and what they consider affects their preschools’quality. In order to achieve the aim of the study, interviews were conducted with six preschoolteachers, all from different preschools. The results show that preschool teachers have anapparent positive attitude towards the quality of their own preschools. The actions theyimplement in hope of improving quality are staff meetings, where they plan for the future andenvironmental improvements. Further the results also show that four out of six preschools carryout some part of the Systematic Quality Development Work (SQDW). The factors that theteachers believed influence the quality of preschools included the minimum standards in SriLanka, shortcomings in preschool teacher education and expectations.

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West, Martha M. (Martha Myrick). „Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278495/.

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In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.

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Weckéll, Gunilla. „Kemi i förskolans vardag : - En kvalitativ intervjustudie om förskollärares uppfattningar kring att uppmärksamma ämnesområdet kemi i vardagen“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37145.

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Syftet med den här studien var att undersöka förskollärares uppfattningar och erfarenheter av att uppmärksamma ämnesområdet kemi i förskolans vardag. En kvalitativ metod användes med intervjuer som genomfördes med sex förskollärare på en förskola. Samtliga förskollärare hade lång erfarenhet av att arbeta i förskola. Den fenomenografiska utgångspunkten bygger på att kategorisera in förskollärarnas svar, där erfarenheter och personliga åsikter spelar stor roll. Resultatet visar att förskollärarna ofta associerade kemi i förskolan till sina egna minnen från skolans kemi och upplevde detta som någonting jobbigt och svårt. Det gavs dock många exempel på där förskollärarna kunde se kemin i vardagen, alltifrån planerade aktiviteter till spontana frågor. Det naturvetenskapliga arbetssättet och förskollärarnas roll i detta synliggjordes. Eget intresse samt att lägga ambitioner på en lämplig nivå lyftes fram som framgångsfaktorer.
The aim of this study was to examine preschool teachers’ perceptions and experiences of acknowledging the field of chemistry in preschools everyday-life. A qualitative approach was used in which interviews were conducted with 6 preschool teachers at one preschool. All of the preschool teachers had a long experience of working in preschool. The phenomenographic approach is based on categorizing the preschool teachers’ answers, where experiences and personal opinions matter. The result show that the preschool teachers most often associated chemistry in preschool with their own memories of chemistry in school and experienced this as something hard and difficult. Although, a lot of examples where mentioned where the preschool teachers could see chemistry in the preschool on a day-to-day basis, from planned activities to spontaneous questions. The scientific approach and the preschool teacher’ role in this was visualized. Personal interest and a suitable level for the ambitions were noted as a factor for success.

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Widmer, Franziska. „A Sequential Explanatory Mixed Method Research Study of Teachers' Perceptions and Perspectives of High Quality Movement in the Classroom“. Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1617722764701464.

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Bücher zum Thema "Preschool teacher perceptions"

Fracker, Randi Rachel. Solitary play and social competence: Peer, teacher and self-perceptions. 1997.

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Carlson, Patricia Ann. Preschool and kindergarten integration: Washington State parent and teacher perceptions of the effects on the nonhandicapped child. 1989.

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Brent, Julaine M. The effect of participating in parenting and readiness centres on ESL parents' perceptions of self-efficacy, parent involvement, and parent and teacher perceptions of child outcomes. 2002.

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Peterson, Patti S. The effects of a professional development training program on self-perceptions of competency, self-efficacy, and self-concept. 1988.

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Gindi, Shahar. How preschool autism programs work: Parent and staff perceptions. 2004.

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Buchteile zum Thema "Preschool teacher perceptions"

Canada, Theresa J. „Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers“. In Research Anthology on Balancing Family-Teacher Partnerships for Student Success, 528–52. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7601-7.ch026.

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This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

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Rad, Dana, Raul Lile, Alina Costin, Gabriela Vancu, Henriette Torkos, Edgar Demeter und Gavril Rad. „Romanian Preschool Teachers' Perceptions About Early Childhood Online Education“. In Handbook of Research on Learning in Language Classrooms Through ICT-Based Digital Technology, 213–29. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6682-7.ch017.

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COVID-19 replaced face-to-face instruction with online learning. This study examines preschool teachers' online ECE attitudes. 375 preschool teachers took an online course on quality and inclusive early childhood education. 195 out of 375 preschoolers completed this study's online questionnaire about internet learning. The authors coded responses to find pros, cons, and mixed viewpoints. Romanian preschool instructors see the challenge of online learning in Zoom kindergarten, the requirement of online teaching instead of not retaining contact with kids and families, and tightening the connection with parents as advantages of early childhood online education. Romanian preschool teachers have mixed opinions about Zoom kindergarten's pros and cons, including that online classes can be used as integrated online educational sequences but never replace traditional kindergarten.

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Arici, Elçin Yazici. „Preschool Teachers' Views on Digital Games“. In Advances in Early Childhood and K-12 Education, 91–113. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2377-9.ch004.

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The use of digital technology is very important to support children's learning and development in the preschool period. With the rapidly developing technology, the types of games played by children have also changed. Digital games have gradually replaced traditional games. According to the relevant literature, there are studies highlighting teachers' perceptions about the benefits and obstacles of the use of digital games. These studies mostly focused on primary, secondary, and high school education, and there are a limited number of studies covering preschool teachers. This study aims to investigate the opinions of preschool teachers regarding the integration of digital games into the educational process. The opinions of 20 preschool teachers were collected with a semi-structured interview form. The interview form consisted of two parts. While the first section includes demographic information about teachers, the second section includes questions about how preschool teachers perceive the opportunities and challenges related to digital games. Data was collected via Google Forms. The findings show that the teacher's role is critical in incorporating digital games into the educational process. In addition, it points out that teachers are an important guide in integrating the education process into the digital platform. Recommendations and implications for the use of digital games in classroom applications are discussed.

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Papadakis, Stamatios, und Michail Kalogiannakis. „Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education“. In Research Anthology on Computational Thinking, Programming, and Robotics in the Classroom, 807–23. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2411-7.ch035.

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Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

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Papadakis, Stamatios, und Michail Kalogiannakis. „Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education“. In Advances in Early Childhood and K-12 Education, 339–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4576-8.ch013.

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Vorkapić, Sanja Tatalović, Lidija Vujičić und Željko Boneta. „Contemporary Challenges and Preschool Teachers' Education in Croatia“. In Professional Development and Workplace Learning, 1024–42. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch057.

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The evaluation of the new graduate study program Early and Preschool Care and Education (EPCE) was conducted recently in Croatia. Preschool teachers and graduate students were asked about their motivation for enrolling, the level of competencies developed during their study, and the predictive power of three significantly connected motives in relation to those competencies. Statistical analysis revealed highly positive perception of relevant competences gained. This finding confirmed the hypothesis that continuing professional development through formal higher education contributes significantly to improved preschool teachers' performance while coping with changing and growing job demands. Moreover, subjects demonstrated highly intrinsic motivation for enrolling. Extrinsic motives were indicative of a more negative, while intrinsic motivation led to more positive, perception of learning outcomes and gained competencies. Overall, the evaluation was highly positive and the findings confirmed the importance of satisfying the professional needs of preschool teachers.

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Vorkapić, Sanja Tatalović, Lidija Vujičić und Željko Boneta. „Contemporary Challenges and Preschool Teachers' Education in Croatia“. In New Voices in Higher Education Research and Scholarship, 292–309. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7244-4.ch015.

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Montesinos, Cristina Honrubia, Pedro Gil-Madrona und Luisa Losada-Puente. „Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development“. In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 1019–35. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch051.

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Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

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Montesinos, Cristina Honrubia, Pedro Gil-Madrona und Luisa Losada-Puente. „Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development“. In Advances in Early Childhood and K-12 Education, 16–32. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch002.

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Delia Voicu, Camelia, Maria Ampartzaki, Zuhal Yilmaz Dogan und Michail Kalogiannakis. „STEAM Implementation in Preschool and Primary School Education: Experiences from Six Countries“. In Early Childhood Education - Innovative Pedagogical Approaches in the Post-modern Era [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.107886.

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This chapter presents a survey focusing on pre-primary and primary STEAM education in six countries. The survey sought to identify: a] the perceptions of teachers, parents, and professionals from STEM and the Arts (hereafter STEAM professionals) about the STEAM approach; b] teachers’ training needs; c] teachers’, parents’, STEAM professionals’ perceptions of the value of the STEAM’s role in increasing the participation of young girls and disadvantaged students in STEM. Data was collected through focus-group interviews and were qualitatively analyzed. Results showed that teachers, STEAM professionals, and most of the parents had positive perceptions of the STEAM approach; they believed that it increases children’s motivation and engagement in learning, regardless of the child’s gender; it increases creativity, self-confidence and offers good learning opportunities for both boys and girls, taking into consideration their emotional and social abilities. The main difficulties identified were related to curriculum limitations, school infrastructure, and lack of resources, experience, and training in the STEAM approach. Teachers highlighted the need of training on the STEAM philosophy, essential concepts, and specific methods; access to STEAM-specific digital resources/software; practical training/seminars or blended learning training. Student teachers emphasized the need for more STEAM lessons in their initial training.

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Konferenzberichte zum Thema "Preschool teacher perceptions"

Kostyk, Liubov, und Vasyl Kostyk. „Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.

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Clipa, Otilia, Gabriel Cramariuc, Maria doina Schipor und Aurora adina Colomeischi. „STUDENTS PERCEPTIONS UPON ICT IN UNIVERSITY TRAINING PROCESS“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-156.

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PProblem Statement: We have approached the main line of the theoretical and investigative characteristics for university education such as they appear within scientific literature in the science of education area. Nowadays is more and more present within educational field the using of ICT. Purpose of Study: The aim of our research is to establish the way the ICT is used within university didactic and to find out what is the students` perception about the ICT impact in university education Research Methods: The investigative part is done through the survey about perception of students regarding some aspects of the use of ICT in university education. The sample comprises 248 students who are preparing to became the teacher for primary and preschool teacher from University Stefan cel Mare - Suceava, Romania. Findings: In terms of the gained results we have described the perceived assessor portrait from the teachers' point of view. We tried to measure some specific dimensions such as: the status of the ICT within university didactic, the ICT used forms, the activities which involve ICT, and what are the advantages / disadvantages perceived by students. Conclusions: ICT within university is seen by students as a very important tool for communication and information, for enhanced learning experience. There are differences between the student's perception in terms of their study field, and this enable us to consider that the students from technical areas are more exposed to the ICT integration in didactic activities, since the students from humanistic areas should have access more to this kind of learning experiences.

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Cvikić, Lidija, und Željka Knežević. „Beliefs about Standard Language as a Building Block of Preschool Teacher Cognition“. In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.259c.

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Teacher cognition refers to the cognitive dimension of teaching that encompasses teachersʼ knowledge, beliefs, and thinking. This paper deals with the linguistic aspect of teacher cognition investigating the beliefs of early childhood care and education (ECEC) students in Croatia. The study aims to explore: their beliefs about the standard Croatian language (SCL), and their perception about the use of vernaculars versus the standard language in public communication. The data were collected through an online questionnaire administered to 69 students of ECEC at the University of Zagreb. The results showed that the participants generally agreed with commonly expressed beliefs that are sometimes build on the misconceptions about the nature and role of the SCL. However, their perception about the use of the SCL vs. vernaculars in public communication varied, with participants showing a lack of strongly formed opinions.

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Hendriawan, D., Susilawati, N. Sundari, I. R. Ridwan, Tiurlina und Fatihaturosyidah. „Primary School Teachers Perceptions Towards Preschool Education“. In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.028.

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Lepičnik Vodopivec, Jurka, Martina Kovačič Kuzimić und Aleksandra Šindić. „Individualne razlike djece predškolskog uzrasta iz perspektive studenata“. In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.125lv.

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For the successful creation of educational work in kindergarten, it is essential that the preschool teacher starts with the children in the group, their authenticity, individualities and peculiarities. When appreciating childrenʼs authenticities and individualities, the basic assumption is that the preschool teacher recognizes the specificities of children and notices the differences among them, i.e. the peculiarities and possibilities of each child. This enables the preschool teacher to support the development of each child in the best possible way while observing the principle of individualization. Students have more modest experience related to the real kindergarten context, the educational work with children, and the differences between them. Therefore, the aim of our empirical quantitative study was to determine in more detail the perception students enrolled in a preschool teacher education study program have of the differences among children of preschool age. The online study was carried out in the academic year 2022/2023 on a sample of 105 students from the Faculty of Pedagogy of the University of Primorska, using an independently created survey with a five-point Likert-type scale of appropriate reliability. The obtained results indicate that students perceive the existence of differences among children related to all aspects of development.

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Semmar, Yassir, und Tamader Al-Thani. „An Exploratory Study of Teachers' Perceptions of Prosocial Behaviors in Preschool Children“. In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.sshaop3200.

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Yaakub, Mohd Ridzwan, Filzah Zahilah Mohamed Zaki, Muhammad Iqbal Abu Latiffi und Susan Danby. „Sentiment analysis of preschool teachers’ perceptions on ICT use for young children“. In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225938.

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Conde Gómez, Ana Lucia, Ignasi de Bofarull Torrents und María Cerrato Lara. „YOUNG CHILDREN AND SCREEN-TIME: SPANISH RESEARCH GAP AND FUTURE INVESTIGATIONS PROPOSALS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end089.

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"Nowadays, technology and digital screens have become an essential part of our routine. At the same time, young children are being exposed to these screens at an earlier age. Literature suggests that there is a digital gap between those children who have been trained to use technology critically and effectively and those who have not. Considering the relevance of the topic in developed societies, we will analyze the current national (Spain) and international literature on the issue. The objective of the study is to recognize the needs and weaknesses of Spanish research with the aim to offer an effective data collection tool for future research. The literature review reveals that as a result of COVID-19 pandemic, several new articles have been produced with the aim of analyzing the situation, anticipating possible consequences and providing action strategies and healthy routines for families and schools. On the international scene, during the last 10 years the number of studies about experts' recommendations, health concerns and the benefits of educational Apps has increased consistently. Focusing on national research, most Spanish studies exclude young children (0-6 years) and those who include them, focus on a specific field or analyze a small sample. To cover the research gap from 0-6 years old, we have designed two surveys, one for caregivers and one for preschool teachers. Some semi-structured interviews are also being considered to complement the quantitative data with qualitative information related to the perceptions, experiences, beliefs and practices of parents and teachers. The sample is divided into the main caregivers of young children and early education tutors of preschools in the Metropolitan Area of Barcelona. To include different socioeconomic status (SES), should be conducted in at least 30 preschool education centers distributed as follows: 10 schools located in low-income neighborhoods, 10 schools located in middle-income neighborhoods and 10 schools located in high-income neighborhoods."

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Unianu, Ecaterina maria, und Monica ana paraschiva Purcaru. „THE IMPACT OF DIGITAL EDUCATIONAL RESOURCES ON LEARNING MATHEMATICS“. In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-207.

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Background: Learning has a different meaning since the beginning of the digital era. This is the main reason for which a large part of pedagogy has been adapted to new educational policies, practices, teaching and learning strategies and evaluation. The digital era allows a changed approach regarding learning environment, learning strategies and learning resources. This change is even better seen on distance learning educational systems where e-learning platform is the most important digital educational resource. This platform offers answers for many questions regarding the learning objectives, learning strategies, exchange of information, communication between teachers and students and a good learning network. Purpose of study: The main purpose of our study is to identify the role and importance of e-learning platform for students from distance educational programs. We tried to identify student's perception on strengths and limits of this platform in order to improve it. We also want to identify the relation between this perception and student's motivation for learning. Methodology: In our study we had two main categories of instruments: a questionnaire regarding student's perception on the role of e-learning platform in learning Algebra and Geometry, and the Didactics of Mathematics. The second instrument was a SWOT analysis made by students from distance learning educational programs. This research was made with 70 students of Pedagogy for Preschool and Primary Education. The third instrument is a questionnaire regarding student's motivation for learning. Results and discussion: This study revealed the fact that e-learning platform has many benefits regarding communication both with the teacher and their colleagues, an immediate answer and feedback on homework, educational resources (suggestions of web sites for additional learning, courses, Algebra and Geometry problems, e-books, educational strategies for teaching Mathematics to preschool or primary school pupils, lesson plans for teaching Mathematics, evaluations tests and so on). But this platform has also limits: the students need a face to face feedback sometimes, especially when it comes for problem resolving, interactive teaching regarding elaboration of a graphic image or graphic representations. Conclusions: This research revealed the necessity of a better understanding and knowing of the role of e-learning platform among students. It also revealed better ways to adapt e-learning teaching strategies in order to improve student's learning.

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Čepić, Renata, Petra Pejić Papak und Lucija Marijan. „PRESCHOOL TEACHERS' PERCEPTIONS OF EXISTING EDUCATIONAL CONDITIONS AND OPPORTUNITIES FOR PARTICIPATION IN PROFESSIONAL DEVELOPMENT PROGRAMS“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1093.

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Berichte der Organisationen zum Thema "Preschool teacher perceptions"

Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, Februar 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."

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VEDESHKINA, NATALIA A., und VALENTINA A. MAXIMENKO. COMPUTER GAME "THE WAY TO A SECURE INTERNET". SIB-Expertise, November 2023. http://dx.doi.org/10.12731/er0743.18112023.

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The computer game "The Way to a secure Internet" was created by teachers of the MDOU "D/ s № 73" of Magnitogorsk on the cross-platform environment for the development of Unity computer programs. The game is aimed at older preschool children. It is aimed at the formation of life skills of students in the information society in order to ensure the information security of children. The main educational material is the selection of rules for safe behavior when using the Internet information network by students, taking into account the peculiarities of children's perception of information. The plot of the game situation and the algorithm of sequential actions of the user in order to move from one level to another suggest the following stages of the educational course and, accordingly, game tasks for the player: get and assimilate information about the dangers on the Internet, listen (read) the rule about safe behavior on the Internet, get acquainted with the game situation, choose the right solution, applying the rule about safe behavior on the Internet. The introductory information contains options for dangerous situations in which a child may find himself in the real world with incorrect communication on the Internet. The information included in the training information introduces preschoolers to the rules of safe behavior on the Internet. The control of the assimilation of educational material is presented at the game level of solving a problem situation. When choosing an answer, the game reality is realized in one of two directions: the correct answer - the training material is learned – the player moves to the next level; the wrong answer – the training material is not learned – the player returns to the level of familiarity with the rule. The system of criteria for evaluating user behavior during the implementation of an interactive game is expressed in the accumulation of bonuses (presented in the form of stars that appear on the playing field in the process of solving game problems).

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