Dissertationen: „Preschool teacher perceptions“

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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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Ramsey, Sandra G. „Teachers' Perceptions of the Multiage Program at Kingsley Elementary School in Sullivan County, Tennessee“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2966.

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This study examines how teachers at Kingsley Elementary School feel about the multiage program now as compared to when the program was first implemented. There were 28 teachers and two administrators interviewed to determine their perceptions of the positive and negative influences of the multiage program. The purpose of the study is to reveal the success or failure of the multiage program at Kingsley Elementary School and to explore the process used by the school to implement the process. The approach to this study is qualitative and uses interview data from both former and current Kingsley staff. Five research questions were formulated. The field effort concentrated on the respondents' perceptions of the developmental process of the multiage program. Results suggest that the teachers' and administrators' perceptions of the multiage program at Kingsley Elementary School are basically for traditional methods. During the analysis, suggestions emerged from the interviewees to improve the multiage program. Some of these suggestions could be used as a guide for other school systems that are beginning implementation of a multiage program.

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Zuberovic, Meliha, und Miranda Zander. „Det är ju också en del av professionen tycker jag : En fenomenografisk studie av förskollärares profession“. Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144814.

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Denna studie har som syfte att synliggöra de uppfattningar förskollärare har om sin egen profession. För att undersöka detta har vi förhållit oss till kvalitativa metoder med fenomenografi som perspektiv och ansats, övergripande genom hela studien. Fenomenet och begreppet som är i fokus är profession och med hjälp av kvalitativa intervjuer och tidigare forskning bearbetar vi vad detta kan innebära för förskollärarna. I vårt resultat får vi fram fem olika huvudkategorier som synliggör variationen i förskollärarnas uppfattningar. Det komplexa uppdraget och förskollärarnas kompetens kommer fram som viktiga delar, men även det förhållningssätt som förskollärare har till professionen. Förskollärarna har också varierande uppfattningar av hur professionen framställs i övriga samhället och de har olika uppfattningar över vilka insatser som krävs för att stärka och synliggöra professionens betydelse i syfte att höja dess status.

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Lind, Jenny. „Digitalt bildskapande i förskolan : En kvalitativ studie om förskollärares uppfattningar av undervisning i digitalt bildskapande i förskolan“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73204.

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The purpose of the thesis is to contribute with knowledge of preschool teachers' perceptions of working with digital imaging in image teaching. I collected the empirical material by qualitative semi-structured interviews, along with an interview-guide. The respondents were eight preschool-teachers, who works on five different preschools in the middle of Sweden. I analyzed the empirical material with research and by an analysis-model from phenomenography. The result shows that the perceptions were varied. They felt positivity to begin conduct teaching in digital imaging after the curriculum be valid July 1, 2019.
Syftet med examensarbetet är att bidra med kunskap om förskollärares uppfattningar av att arbeta med digitalt bildskapande i bildundervisningen. En kvalitativ forskningsstrategi användes, med fenomenografi som metodansats. Datainsamlingen genomfördes med hjälp av semistrukturerade intervjuer. Informanterna var åtta förskollärare, som arbetar på fem olika förskolor. Analysen av resultatet gjordes med utgångspunkt av multimodal teori och sociokulturellt perspektiv. Resultatet av frågeställningarna visar på en varierad uppfattning av arbete med digitalt bildskapande i undervisning. Resultatet visar också att användandets omfång var varierad på förskolorna. Flera förskollärare hade intresse av att öka undervisningen i digitalt bildskapande, efter den reviderade läroplanen för förskolan trätt i kraft 1 juli 2019.

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Borgstam, Allison. „Preschool Teachers of Tomorrow : The trajectories, perception, and intentions of Sweden’s preschool student teachers“. Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444050.

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This paper focuses on preschool student teachers in Sweden. Underpinned by Pierre Bourdieu’s sociological concepts, the motivations and trajectories which led them to enter the preschool teacher field, their perception of their education, and how they plan to teach once they become teachers is specifically researched in relation to social origin. Preschool teacher education has undergone many changes in recent decades which have led to higher academic demands in a field which is not traditionally theoretically based, and little research which looks into how this affects those training to become preschool teachers has been done. Through a survey of 125 respondents and seven interviews with students at two different university-colleges, the students are discussed based on their different types of capital and social origin. The life trajectories and habitus, which are shaped by their capital and social origin, is explored to describe their perception of their education and their opinions on how they plan to teach their students once they graduate. By doing so, the study reveals the pattern of trajectories which lead people to preschool teacher education occurs through either a break from their low social origin or through choices which took them further away from their high capital assets and led them to preschool teacher education as a last option. Differences in perception of preschool teacher education and the increased academic demands made on them is also seen to be characteristic based on those with a social origin with high capital assets against those who grew up with little to no capital. Finally, it is shown that regardless of social origin the high academic demands placed on preschool teachers does little to change their perception of what and how a preschool teacher should educate.

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Witthohn, Anna-Lena. „Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.

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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.

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Newman, Emma M. „Examining preschool and kindergarten teachers' perceptions of readiness for kindergarten“. Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538514.

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This study examines differing perspectives on kindergarten readiness as defined by preschool and kindergarten teachers. Data were collected through classroom observations and semi-structured interviews of two preschool and two kindergarten teachers and analyzed using perspectives from the maturational theory, the accountability movement, and the ecological perspective. The literature indicates that there is no single concrete understanding developed by preschool or kindergarten teachers surrounding kindergarten readiness. Results of this limited study indicate that both preschool and kindergarten teachers value social and emotional development, focusing on group and individual understanding, as opposed to a focus on academic development per se.

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Jansson, Anette. „Ledarskap i förskolan : En kvalitativ undersökning av förskollärares uppfattningar av begreppet ledarskap i förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34445.

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This is a study where five preschool teachers with different work experience are interviewed around the concept of leadership in preschool. The purpose of the study has been to visualize variations in the perceptions of leadership and the leadership role based on a phenomenographic approach. In order to gather data for the study, qualitative interviews have been used. The result of the study shows that there is a variation in the perceptions of leadership and that the same individual can have several different perceptions about the concept, depending on past experience and or external factors. These factors may be colleagues' professional experience and or guidance documents. The compilation of the material shows the importance of common rules and approaches in the work team, which in turn leads to the erosion of the limit of leadership. The conclusion of this study is that a major role of responsibility is not perceived automatically and interpreted as a clearer leadership role.

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Karteri, Chrysiis. „Preschool teachers’ perceptions of inclusion and their setting’s inclusiveness in Greece“. Thesis, Jönköping University, HLK, CHILD, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-54181.

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The perceptions of inclusive education play a significant role in the successful implementation of inclusion practices. The purpose of this study was to identify and investigate preschool teachers’ perceptions of inclusive education in mainstream education in Greece, as well as the extent of their settings’ inclusiveness. Their beliefs, actions, personal and professional factors that influence these attitudes were in the center of this study. The data were collected from a sample composed of 33 preschool teachers working in mainstream preschool settings located in urban and rural areas of Greece. This investigation utilized a mixed-method approach collecting data from interviews and questionnaires. The results indicated the preschool teachers’ positive but skeptical perspective. The interviews indicated issues on the practical implementation of inclusive education, due to the lack of expertise and support and the questionnaires confirmed these findings, highlighting the tremendous effort from the teachers’ behalf to work under adverse conditions. These results pointed out a need for continuous training on special and inclusive education and for the collaboration of all structures related to education. Only so, will the positive perceptions among mainstream preschool teachers be able to reach the successful implementation of inclusion at the educational process.

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Simerly, Jennifer A. „Teachers’ Perceptions of Students’ Readiness for Kindergarten“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2369.

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The increase in the number of parents who decide not to enroll their children into a formal kindergarten once they become of age has triggered questions of what impacts readiness. The act of redshirting has doubled since 1980. Redshirting is simply delaying a child’s entry into kindergarten by 1 year after they become age eligible to enroll. Parents want to make sure that with high stakes testing, a more demanding curriculum, and an increase in rigorous standards that their children are ready to start kindergarten with the best opportunity for success. The purpose of this study was to examine how preschool and kindergarten teachers perceive age, gender, prior preschool experience, and socioeconomic status impact a child’s readiness for kindergarten upon school entry. The study was also an examination of perceptions of preschool and kindergarten teachers as to whether or not readiness can be determined by a readiness test. The design method chosen for this study was nonexperimental quantitative. Teachers responded to an online survey. The survey was distributed via email to preschool and kindergarten teachers who were employed in 2 rural east Tennessee counties. This study included the responses of 46 participants who chose to respond to the survey.

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Jonsdottir, Arna H. „Professional roles, leadership and identities of Icelandic preschool teachers : perceptions of stakeholders“. Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020704/.

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The purpose of the thesis is to investigate how the professional role and leadership of preschool teachers are perceived by them and other stakeholders and what contextual factors affect the preschool teachers' role and leadership. A further purpose is to investigate how preschool teachers see their professional identity and how the stakeholders' perceptions and relevant contextual factors appear to affect this. The research also has a political purpose as it is giving a voice to a profession that has been fighting for many years for acknowledgement whilst a gendered stereotypical view and discourse in society means that working with the youngest children is considered women's work and therefore subordinated. A theoretical framework, emerging from the literature, is used to analyse the findings, including Whitty's (2008) and Oberhuemer's (2005) ideas of 'democratic professionalism'. The theoretical perspective, or the philosophical stance, informing the methodology of the research, is interpretive, or 'symbolic interaction ism', which stems from the pragmatist philosopher and social psychologist George Herbert Mead (1934), and the sociologist Herbert Blumer (1969). The main research tool used is focus group interviews. The main findings of the research reveal that the preschool teachers tend to focus on the educational dimension of their role where they see themselves as professionals and experts. All elements strengthening that dimension are perceived as 'positive'. They hardly mention the preschools' function of social justice and contextual factors related to the economic function, as the number of children in the groups (classes) and the children's long day in preschools are affecting their role and leadership in a 'negative' way and impacting on their professional identity. Leadership within preschools is mainly seen as traditional and the professional identities of Icelandic preschool teachers, or how they see themselves as professionals and leaders, are also affected by prevailing stereotypically gendered perceptions of some of the stakeholders. In fact they are barely differentiated from the laypersons who numerically dominate their field.

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Clark, Kathleen M. „A survey of kindergarten teachers' perceptions of special needs preschool itinerant services“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406708949.

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Green, Shannon Susan. „PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Wernke, James A. „Kindergarten Teachers' Perceptions of Student Readiness for School“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3207.

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The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest to least. Chronological age was perceived to have a greater impact on student readiness for school than either socioeconomic status or gender.

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Temelkov, Vasil. „Parents' perception of technology in a Swedish kindergarten and technostress amongst preschool teachers“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20868.

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The new changes in the Swedish curriculum for the educational system demand more digitalization in the kindergartens. However previous studies have shown that the current level of handling technology amongst preschool teachers in Swedish kindergarten is low and may create difficulties in their work. This thesis investigates a kindergarten that wants to implement a mobile app for more transparent and effective communication between preschool teachers and parents. The aims are to highlight the common perceptions and expectations from a parental point of view concerning a mobile app for communication while establishing if the preschool teachers experience technostress at their work. The data were gathered from conducting interviews and one online survey. The main finding of this study was that preschool teachers and parents should be more involved in the process of finding a suitable mobile app so they would be motivated to contribute to better daily communication. This study suggests that the most important strategies for implementing a mobile app for communication are to inform, educate and involve all the concerned parties.

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Walker, Dawn Cox. „Living together in the classroom: the coparticipatory construction of preservice teacher and novice student identities“. Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37428.

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Rogic, Romana. „Perception of inclusion in preschools : European teacher's perspective - A scoping literature review“. Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47318.

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Background: Inclusion is a term that stands for fully including untypically developed chil- dren in regular educational setting. It should be implemented in all of the present educa- tional settings. However, the definition of inclusion and the way of implementing it differs from countries and cultures, which makes it a problem for having a united view on it. More- over, there are different factors that can occur and have an impact of understanding the term. Aim: The aim of this study is to review the existing literature on the perception of inclu- siveness and the term ˝inclusion˝ from preschool teacher’s perspective in preschool settings in Europe and the different factors that have effect on the perceiving. Method: A literature search on the databases of ERIC and PsycINFO and a hand search on the reference lists of the relevant articles was conducted. The articles that are included were recent peer reviewed studies published in English, reporting perception of inclusion and factors that affect it. Results: In the seven studies that have been included, preschool teachers have overall pos- itive attitude towards inclusion. They reported the inclusion is important to be implemented in preschool settings. However, most of them reported that the implementation of the in- clusion is needed, they do not feel secure enough and eligible to do it in a correct way. Furthermore, group of factors that affect the perception of inclusion and implementation of it occurred. The factors that occurred are lack of resources, no complete education and different understanding of what inclusion stand for and what should the implementation be alike. Conclusion: Considering the importance of inclusion as an ongoing process in preschools, education of professional staff for it is a first step in order to implement inclusion. Moreover, making the strong basis in preschool for inclusion will give the staff the confidence and eligible knowledge to provide the inclusive education for every participant of the environ-ment.

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Tajzai, Vagma. „Preschool teachers' perceptions of biology teaching : Biology teaching in an outdoor environment from the child's perspective“. Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85829.

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Abstract This study is about preschool teachers' perceptions of biology teaching in preschool. The study examines three questions based on the purpose of the study that focus on preschool teachers 'perceptions of biology teaching in preschool, the child's perspective as a starting point in biology teaching and preschool teachers' reasoning about the importance of the outdoor environment as a learning environment for biology teaching. The study is based on previous research results that highlight preschool teachers' lack of subject knowledge and uncertainty in science teaching at preschool. In addition, both the preschool curriculum and research studies emphasize the child's perspective in teaching. Learning environment in the form of both indoor and outdoor environment in accordance with previous research studies is a contributing factor in children's learning and development. In this study, the learning environment is highlighted as an outdoor environment in the form of the forest, nature walks and the preschool yard. The study results are based on empirical data collected based on semi-structured interviews with six preschool teachers in two different municipalities in western Sweden. Interviews are then analyzed based on a phenomenographic methodological approach. The results show that preschool teachers' perceptions of the subject of biology and its teaching in preschool are mostly linked to nature, animals, plants, and the human body. The results also show in different ways where the preschool teachers take care of children's questions and perspectives and set it as a starting point in the planning of biology teaching. This is done by planning the teaching with the children where the children get a chance to talk about what they want to learn and do in preschool. Finally, the preschool teachers explained that the learning and teaching environment as an outdoor environment in the form of the forest, walks and the preschool yard has an important role in children's learning in biology.

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Raptopoulou, Anastasia Thomai. „Mind the Gap : A qualitative study on preschool teachers’ perception on digital game-based learning“. Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118785.

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The research reported here is a qualitative case study aimed to identify the position of digital game-based learning (DGBL) in the public and private preschools of Stockholm. The research is placed within the broader framework of digital game-based learning and the practical implementation of digital games in education, while the emphasis of the study is given to the role of the teachers in the practical implementation of digital games into the classroom. The research examines the attitude of the teachers towards digital games and investigates the role of these attitudes in the implementation of DGBL. The empirical findings of the study are analyzed and discussed through the prism of the existing literature on the field.The study shows that the perception of teachers on digital games and on the use of technology in early childhood education is the main factor that influences the implementation of digital games in preschools. The attitudes of the teachers can be distinguished in two categories: the positive teachers and the sceptical teachers. Furthermore, there are several other barriers that prevent the spreading of DGBL in the education institutions. Regardless of the teachers’ stance and the existing barriers, teachers are aware of the existence of digital games applicable to the early childhood education and many of them do make use of them. In this study, the ways of implementation of the digital games are also presented. However, teachers do not discuss digital games with the parents, while the discussion among colleagues is limited. The lack of information and appropriate training reveal a gap between the research community and the educational practice of DGBL.

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Hessvall, Ulrika, und Susanne Svensson. „Konflikter och konflikthantering i förskolan - förskollärares uppfattningar“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6131.

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Studien syfte var att undersöka och beskriva skilda uppfattningar av konflikter mellanbarn och dess hantering i förskolan hos förskollärare. Studien är en kvalitativ studiemed en fenomenografisk ansats som bygger på intervjuer av ett antal förskollärare.De frågeställningar som låg till grund för studien var: Hur ser förskollärare påkonflikter mellan barn i förskolan? På vilket sätt hanteras återkommande konflikter? Påvilket sätt kan förskolläraren få stöd i sitt sätt att hantera konflikter?Det framgår av resultatet att förskollärare i studien har erfarenheter av konfliktereftersom de möter dem dagligen på förskolan. Dessa erfarenheter ligger till grund förhur de agerar i sin yrkesroll. De ser gärna att barnen själva hanterar konflikter ochagerar när de anser att behovet finns. Förskollärarnas agerande grundar sig i personligakänslor och uppfattningar som de mer eller mindre reflekterat över. Förskollärarnaanvänder de strategier som de menar fungerar utifrån deras erfarenheter i barngruppen.Konflikter och konflikthantering visar sig vara ett komplext ämne som kräver reflektionhos förskolläraren och arbetslaget för att fullfölja uppdraget enligt läroplanen. Resultatetvisar att det förekommer sällan organiserad och formell kompetensutveckling angåendekonflikter i förskolan. Ämnet behöver upp på agendan för att barnen ska få bästamöjliga förutsättningar att hantera framtida konfliktsituationer.
The purpose of this study was to examine preschool teachers´ different perceptions ofconflicts between children and preschool teachers´ behavior to deal with them inpreschool. The study is a qualitative study with a phenomenographic approach, basedon interviews of a number of preschool teachers.The issues wich formed the basis of the study was: How do preschool teachers view onconflicts between children in preschool? In what way do they handle recurringconflicts? How can preschool teachers be supported in their efforts to manageconflicts?It follows from the results that the preschool teachers in the study have experiencedconflicts as they meet them every day at preschool. These experiences form the basis ofhow they act as professionals. They prefer that the children themselves deal with withconflicts and act when they belive that the need exists. Preschool teachers acting isbased on personal feelings and beliefs that they more or less reflected upon. Preschoolteachers are using the strategies that they think works based on their experiences in thegroup of children. Conflicts and conflict management turns out to be a complex subjectthat requires reflection of preschool teacher and the team to fulfill the mandate of thecurriculum. The result show that there are rarely organized and formal competencedevelopment regarding conflicts in preschool. The subject needs to be on the agenda forthe children to get the best possible position to meet future conflicts.

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Lindholm, Alexandra, und Pedersen Maria Holmqvist. „Uppdrag undervisning! - Spelar rollen någon roll? : En fenomenografisk studie kring begreppet undervisning och yrkesrollernas uppfattning om begreppet“. Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41159.

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The purpose of our study is to examine preschool teachers’ and child minders’ perceptions about the education of preschool children and if the profession plays a factor when teaching at a preschool. We have made qualitative interviews and the phenomenographic analysis concludes that both child minders and preschool teachers consider themselves to be qualified to teach and have the responsibility to educate, but that the preschool teachers have the ultimate responsibility to plan the lessons and make the follow ups if needed. In the Swedish preschools, all educators work in teams and our study shows that all educators find the team way of working valuable. Active educators express the importance of collaboration with words like “work together” and “...only one preschool teacher can’t do all the work”. These are the issues we address in this study: Are there differences and similarities in the perceptions of the concept of teaching in the respondents? How do the two professions interpret the text about teaching in the regulatory documents? Whose mission it is to teach, are there differences and similarities in respondents' perceptions?

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Urbina, Garcia Miguel Angel. „Transition from preschool to first grade primary school in Mexico : the perceptions of teachers, headteachers and parents“. Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8540/.

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Transition from preschool to first grade primary school has been an important topic for worldwide researchers concerned about the promotion of an effective adaptation process for children entering primary school. Studies have highlighted the importance of this process for children’s academic and personal development. The main aim of this study was to explore the perceptions of transition between preschool and first grade primary school held by teachers, headteachers and parents in the public education system in Mexico City. A questionnaire was developed based on previous transition studies and administered to a sample 15 preschool and 15 primary school teachers. A semi-structured interview was conducted with five parents from preschool and primary school and five headteachers from preschool and primary school in Mexico City. Overall, the results revealed that teachers moderately used some practices (e.g., creating children´s portfolio), whilst some practices were rarely used (e.g., primary school visits). Teachers rarely carry out activities with families and other teachers. Teachers’ reported children´s problems mostly focused on behaviour and following directions. Working in the same school for a number of years, predicted more family involvement in school matters. Preschool teachers who attended more specialised courses reported more children´s problems. Parents and headteachers are aware of this transition and concerned about children’s lack of academic skills; however neither group employs a range of effective transition practices to support children. These findings are in line with the international literature, however, further research is needed to address particularities in Latin American contexts. Findings from this study open a window for further research in Mexican educational settings focused on current educational policy reforms. Implications are discussed for research, policy and practice.

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Lögdal, Nellie, und Heba Derawi. „En studie om vad åtta pedagoger uppfattar att ett stöttande av barns spontana utforskande av skriftspråk handlar om“. Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37375.

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This essay discusses children's spontaneous exploration of the written language. The aims is toinvestigates preschool teachers perception of supporting children in the spontaneous exploration ofthe written language. The reason we want to find out preschool teachers perception is due to what wefound out in the previous research, which shows that the interaction between educators and childrenaffects how students perform. The method used is qualitative which was a semi-structured interview.We also did a short observation where we looked at how the written language was visible in theenvironment. We used this as a basis to one of the questions in the interview. The result and analysisof this essay shows that the teachers in this study perceive that many factors matters when theyshould support children in their exploration of the written language. Teachers perceive that theirapproach o and their design of the environment is main factors when it comes to their supporting ofchildren's’'s spontaneous exploration of the written language. Teachers perceive that their approachand their design of the environment is main factors when it comes to their supporting of children's’'sspontaneous exploration of the written language

Godkännande datum: 2019-06-07

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Rattanamasmongkol, Pongsuda. „Factors Influencing Preschool Teachers? Perceptions of Behavior Support Strategies for Addressing Young Children?s Emotional and Behavioral Problems“. Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002288.

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Factors Influencing Preschool Teachers’ Perceptions of Behavior Support Strategies for Addressing Young Children’s Emotional and Behavioral Problems Preschool teachers play an important role in the process of early identification and intervention for young children who are at-risk for or have emotional and behavioral problems. However, various factors may impede or promote preschool teachers in initiating the process of early identification and intervention for emotional and behavioral problems. This study focused on positive behavior support (PBS) as a system approach to preschool teachers’ identification and intervention for emotional and behavioral problems in young children.

This study used quantitative methods to investigate early childhood education factors that influence preschool teachers’ perceptions of the importance and feasibility of behavior support strategies for addressing young children’s emotional and behavioral problems. Participants were 141 early childhood general and special education teachers who taught 3-5 year-old classrooms in a large, middle Atlantic state during the 2014-2015 school years. The teachers completed a paper-based comprehensive survey that consisted of demographic sections and several validated measures including the Behavior Support Questionnaire. Data were analyzed to examine relative relations among program, teacher, and child factors and the teachers’ perceptions of behavior support strategies, to identify which potential factors (program setting, teaching beliefs, and severity of problem behaviors) best predict the teachers’ perceptions of behavior support strategies, and to determine whether there were significant differences in the perceptions of general education teachers and those of special education teachers regarding behavior support strategies.

Statistically significant findings revealed that preschool teachers across early childhood education settings perceived behavior support strategies as important more than feasible, and that special education teachers perceived behavior support strategies as more important than general education teachers. The findings also showed that professional development, teacher age, and years of teaching experience seemed to influence teachers’ perceptions of the feasibility of behavior support strategies. Program setting appeared to influence teachers’ perceptions of the importance of behavior support strategies. Furthermore, the findings suggested that teaching beliefs tended to influence the teachers’ perceptions of both the importance and feasibility of behavior support strategies, and that the teaching beliefs by far were the strongest predictors of the teachers’ perceptions of the importance and feasibility of behavior support strategies.

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Karagrigori, Foteini. „A study of Greek pre-school teachers’ perceptions of LGBTQ-themed literature in kindergarten classrooms“. Thesis, Linköpings universitet, Tema Barn, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-160200.

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Purpose: The present thesis aims to gain an insight into pre-school teachers’ perceptions of the relevance of using illustrated books that include representations of same-gender families/relationships and address issues of gender expression that do not follow the normative gender categories in the classroom. The thesis was conducted within the interdisciplinary field of child studies, drawing from a social constructivist viewpoint and having queer theory as a point of departure. Methods: A small-scale, qualitative study was designed, which included semi-structured interviews with pre-school teachers who educate four to six years old children in Greece. Five participants were interviewed, and the interviews were analysed with the use of thematic analysis. The questions asked in the interviews were oriented around the teachers’ reflections on the use of a mentioned book in their classrooms, upon possibilities or difficulties in relation to the use of this kind of literature and finally, their ideas about children, gender and sexuality. Results: The pre-school teachers did not discuss the implementation of pedagogical practices that are driven by interrupting heteronormativity, neither positively nor negatively. They did discuss an unwillingness to address topics about sexual minorities or gender non-conformity within their classrooms, because of the following difficulties: unreadiness, children’s insensibility towards sexual minority topics, societal normative values. Finally, they discussed gender understood as synonymous to sex and through the binary of male and female. Conclusions: The findings of the thesis support the ongoing silencing of some forms of sexuality or gender-related topics in early childhood education. Furthermore, they provide an insight into the difficulties pre-school educators come across when they face the dilemma of addressing topics that challenge heteronormativity. Moreover, the results of the study problematise dominant discourses about children, gender and sexuality. Consequently, this study presents in-depth qualitative knowledge of a small group of pre-school teachers and motivates further research on gender education that Greek children receive.

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Dai, Chenyan. „PRESCHOOL TEACHERS IN SHANGHAI, CHINA: PRE-SERVICE PIANO SKILL DEVELOPMENT, PERCEPTION OF ADEQUACY, AND CURRENT INSTRUCTIONAL USAGE“. Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3656.

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This study investigates the influence of preschool teachers’ perceptions of the adequacy of their undergraduate piano skills training on the frequency of their use of piano skills with their students in Shanghai, China. In addition, the study explores the possible influence of these adequacy perceptions regarding their piano skills training on their usage of various piano skills in the classroom. The researcher-designed questionnaire covered twelve specific functional piano skills including improvisation, playing piano repertoire, accompaniment, sight reading, solo singing with self-accompaniment, composition, score reading, techniques, chord progressions, harmonization, transposition and modulation. They also reported on their perceived use and training adequacy of piano skills as a whole. Cluster sampling was used to recruit preschool teacher participants who graduated between 2013 and 2018 from six Shanghai preschool teacher preparation programs and had at least one year’s teaching experience. There were 567 participants who returned usable, completed surveys. Using descriptive statistical analyses and sequential multiple regression, the researcher found that nearly all (99.1%) of the preschool teachers reported receiving less than three years of piano training before college. The analysis suggests that preschool teachers’ overall perception of the adequacy of college-level piano training they received affects their overall frequency of using piano skills in preschool teaching, after controlling for the amount of time spent on training received prior to entering college. Not only was this true for their perceptions regarding their training as a whole, but the same was found for 11 of the 12 specific skills investigated. That is, as perceptions of adequacy increased, so did usage of the particular skill in preschool teaching. The one exception was “score reading” which was not statistically significant. Specifically, 9.1% of the variation in piano skills usage, overall, can be predicted from their perceptions of undergraduate piano training adequacy, as a whole. Implications for college trainers and in-service teachers are discussed and suggestions for further research are offered. Caution is advised, however, when inferring cause from non-experimental designs such as the survey research employed in this study.

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Nichols, Annemarie. „Utilizing music to teach basic spatial concepts to preschool children the impact on acquisition /“. Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/380.

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Hedin, Pernilla. „De sammanflätas, undervisning och leken : En kvalitativ intervjustudie om hur förskollärare beskriver sin uppfattning av begreppen lek och undervisning“. Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-56025.

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Studiens syfte var att undersöka hur förskollärare beskrev sin uppfattning av begreppen lek och undervisning. Syftet var också att undersöka vilka förutsättningar förskollärarna såg funnits som grund för skapandet av dessa uppfattningar. Studien var kvalitativ där metoden var semistrukturerade intervjuer med en hermeneutisk ansats i analysprocessen. Resultatetvisade på att förskollärarna anammat och reflekterat över begreppet undervisning och grundar sin uppfattning i styrdokument. Begreppet lek har ej haft samma fokus och har därför inte reflekterats över i samma utsträckning i arbetslagen. Egna erfarenheter lyfts som grunden till hur förskollärarna beskrev leken. Förutsättningarna för reflektion kring begreppen skiljde sig åt mellan kommuner och förskolor. Studien visade på ett behov av mer centraliserad styrning av planerings och reflektionstid för förskollärare. Genom fastställd och prioriterad tid för planering och reflektion kan ett professionellt språk växa fram vilket ligger till grund för en likvärdig förståelse för begrepp och uppdrag. Studien tydliggjorde att begreppet lek behöver få en mer framträdande ställning i reflektioner på förskolan. Det som framkommit i studien kan användas som en del i arbetet för att säkerställa uppdraget som förskollärarna har utifrån styrdokument.

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Loti, Angeliki. „To play or not to play in the schoolyard? : Greek preschool teachers’ perspectives about play in the schoolyard“. Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-179104.

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This study intends to investigate Greek preschool teachers' perspectives about play in the schoolyard. Ten preschool teachers were interviewed using a semi-structured interview approach to gather data. Results were coded and analyzed using thematic analysis. The themes that were brought up revealed that Greek preschool teachers value play in the schoolyard. This study found that the teachers think there is a relation between play in the schoolyard and learning since they believe playing outside is a type of experiential learning. Moreover, they think that this relation can be more potent if teachers get involved more by organizing activities, and if the sense of place is increased to students. Furthermore, the Greek preschool teachers agree that play in the schoolyard has only positive effects on children's wellbeing. The barriers to facilitate outdoor play appear to be the schoolyard since they describe it as unsafe, empty, without any green elements, and missing pedagogical corners. Considering the Greek educational context that predominantly focus on the traditional inside the classroom teaching, the possitve attitudes that the preschool teachers showed for outdoor play are remarkable. These attitudes are a little step for further implementation of outdoor play in preschool education.

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Salas, Claudia, und Hait Cherin El. „"Den pedagogiska miljön ska prägla alla barn som finns på förskolan” : En fenomenografisk studie om den pedagogiska miljöns betydelse i relation till flerspråkighetsarbetet i förskolan“. Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45574.

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The purpose of this examination is to study and have a deeper understanding about the different perceptions preschool teacher have regarding to the importance of the pedagogical environment, in relation to strengthening multilingual work and children's mother tongue. We also want to study preschool teachers' perceptions about the structure and organization of the indoor environment and how it can promote children's multilingualism. The study used phenomenography as a methodological approach and the theory of variation as the theoretical starting point, based on semi-structured qualitative interviews. We have interviewed ten preschool teachers from three different municipal preschools and one special educator that works in one of the communes. The results of our study show that there are different perceptions about the pedagogical environment in relation to multilingual work. The result high lighted a greater awareness from preschool teachers’ perceptions about the work with the pedagogical environment compared to the multilingual work. Experiences and knowledge about the pedagogical environment were also experienced more than the multilingual work, which the preschool teachers perceived as problematic as they have the majority of children who are multilingual in preschool.

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Vinberg, Cornelia, und Annika Wiblom. „Begreppet undervisning i förskolan - från motstånd till professionsutveckling : En kvalitativ studie kring sex förskollärares uppfattningar av begreppet undervisning i relation till sin profession och praktik“. Thesis, Jönköping University, Förskolepedagogisk-didaktisk forskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53525.

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I och med den senaste revideringen av förskolans läroplan (Skolverket, 2018) skrevs begreppet undervisning in i läroplanen. Studien syftar till att bidra med kunskap till den aktuella diskussionen kring begreppet undervisning. Frågeställningarna studien utgår från är: Hur uppfattar förskollärare att diskussionen kring undervisning i förskolan ser ut idag i relation till sin egen praktik? Hur beskriver förskollärare att de uppfattar begreppet undervisning i relation till sin profession? Studien är kvalitativ och utgår från sex semistrukturerade intervjuer med förskollärare där resultatet analyserats genom en tematisk analys. Studien har genomförts utifrån en fenomenologisk utgångspunkt där analysen skett utifrån de intervjuade förskollärarnas uppfattningar kring begreppet undervisning i relation till sin profession. Studiens resultat visar att det finns olika uppfattningar om vad begreppet undervisning innebär samt hur det används i praktiken. Det framkommer att det inledningsvis funnits ett motstånd och en oro kring införandet av begreppet undervisning i förskolan och att det därmed krävs mer avsatt tid och gemensamma diskussioner. I studien framkommer förskollärares uppfattningar om att den aktuella diskussionen idag snarare handlar om en positiv uppfattning om begreppet undervisning som bidrar till en professionsutveckling.

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Motor, Angelica, und Nida Shahid. „Mobbning i förskolan : En kvalitativ studie om förskollärarnas uppfattning om mobbning och dess förekomst i förskolan“. Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118602.

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Syftet med studien är att öka insikten kring mobbning i förskolan. Vi är medvetna om att mobbning uppmärksammats i skolan och finner därmed intresse i att ta reda på om det även förekommer i förskolan. Våra frågeställningar utgår från hur förskollärarna uppfattar mobbning och på vilket sätt det förekommer. Ytterligare en frågeställning är hur förskollärarna berättar att de får syn på fenomenet och hur de förklarar att de arbetar för att förebygga uppkomsten. Studiens ämnesområde undersöks med hjälp av kvalitativa intervjuer och sex förskollärare intervjuas. Det teoretiska perspektivet som vi använder är det sociokulturella perspektivet. Resultatet pekar på att förskollärarna definierar mobbning som något som sker under en längre tid och att en systematik ska finnas samt att viss medvetenhet finns i utförandet. Förskollärarna berättar att mobbning kan ske på olika vis och att flickor och pojkar har olika sätt att utöva mobbning. Gällande det förebyggande arbetet får vi reda på att de diskuterar med barnen om situationer för att göra dem medvetna om sina handlingar och visa på konsekvenser som handlingarna ger, därmed komma på lösningar för att förebygga mobbning. Vår slutsats är att mobbning förekommer i förskolan och att förskollärarna behöver mer kompetens samt konkreta verktyg för att motverka uppkomsten för att det inte ska fortsätta upp till skolåldern.
The purpose of the study is to raise awareness of bullying in kindergarten. We are aware that bullying attention in school and therefore considers interest to find out if it also occurs in preschool. Our questions are based on how preschool teachers perceive bullying and how it occurs. Another issue is how preschool teachers tell us that they see the phenomenon and how they explain their work to prevent the occurrence. The study's subject is examined by means of interviews and six preschool teachers interviewed. The theoretical perspective that we use is the socio-cultural perspective. The results indicate that preschool teachers define bullying as something that takes place over a longer period of time and that a systematic approach should be, and that some awareness is in execution. Early childhood educators tell us that bullying can happen in different ways and that girls and boys have different ways to practice bullying. Regarding prevention work, we find out that they discuss with the children about situations in order to make them aware of their actions and demonstrate the impact that the documents provide, thus coming up with solutions to combat bullying. Our conclusion is that bullying occurs in kindergarten and preschool teachers need more skills and practical tools to counteract the appearance that it will not continue up to school age.

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Keiriö, Östlin Elinor, und Malin Kvarnström. „Förskolläraryrket : ett uppdrag, flera föreställningar“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34560.

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The purpose of this study is to get hold on the different perceptions preschool teachers have about their own profession. We have noticed that there are many studies about the profession of preschool teachers according to scientists and students who study to be preschool teachers, but there are not so many studies where the preschool teachers themselves give their point of view. To get a grip of the preschool teachers perceptions we use a phenomenographic perspective as point of departure. The empirical material consists of qualitive interviews with seven preschool teachers. The results of the study show that the preschool teachers view their profession in very different ways. We have categorized these perceptions into three main categories and nine subcategories: Leadership, responsibility, communication and power Child focus, presence, teaching and security Competence, development, work experience and knowledge of theory
Syftet med den här studien är att uppmärksamma verksamma förskollärares olika föreställningar kring sin yrkesroll. Vi har uppmärksammat att det finns många studier kring vad förskollärarens roll är enligt olika verksamma, till exempel forskare, förskollärarstudenter och andra verksamma inom förskolan men vi saknar fler röster från de som verkligen utför yrket själva, förskollärarna. För att få syn på dessa föreställningar kommer vi använda oss av ett fenomenografiskt perspektiv där vi intervjuar sju förskollärare med hjälp av kvalitativa intervjuer. Efter intervjuerna har vi genom transkribering och analysering fått fram tre olika beskrivningskategorier med sammanlagt nio underkategorier där förskollärarnas föreställningar har blivit synliga. Ledarskap, ansvar, kommunikation och makt Barnfokus, närvaro, undervisning och trygghet Kompetens, utveckling, arbetslivserfarenhet och litterärkunskap

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Thomas, Angelique. „A Mixed Method Study of Teacher Perception of How Screen Time Affects Cognitive Development of Children between the Ages of Four and Five at One Early Childhood Education Center“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/136.

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The purpose of this study was to determine the impact screen time has on the cognitive development of children between the ages of four to five, at one early childcare education center. The significance of the study will help determine how the amount of screen time affects children’s cognitive development. The results of this study will help educational leaders determine how to effectively use technology for learning. Research suggests that the most important factor in a child’s development is a positive parent-child relationship, in which loving caregivers respond to a child’s cues and provide age-appropriate activities that nurture curiosity, exploration and learning (Lerner & Barr, 2014). This provides the foundation for teacher and child interactions in preschool programs. The role of early childhood educators lays the foundation for education. Currently, over 80% of children between the ages of three and five years are reported to be using some type of electronic device on a daily basis (Joan Ganz Cooney Center and Sesame Workshop, 2011). Time spent with these electronic devices is defined as screen time, the total amount of time spent in front of any and all screens (Common Sense Media, 2013). The National Association for the Education of Young Children (2012) defines technology and media tools as, “computers, tablets, multi-touch screens, interactive white boards, mobile devices, cameras, DVDs, music players, audio recorders, electronic toys, games, e-book readers, and older analog devices.” The impact of positive and consistent interactions to young children can help mold development. These meaningful interactions cannot be substituted with technology tools. The educators of School A are restricted to only allowing their students to engage in interactive screen time for a total of thirty minutes per week. This research was geared towards finding out if screen time effects a child’s cognitive development between the ages of four and five.

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Mangwaya, Ezron Pemberai. „Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018179.

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Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.

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Gagnerud, Angelina. „Auditiva perceptionens utveckling : En undersökning om hur ljudmiljön påverkar små barns språkutveckling“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77734.

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The purpose of my research is to investigate how preschool teachers think about how the ability to distinguish language sounds affects children's language development and how preschool teachers work on teaching children to distinguish different sounds. I used qualitative interviews and analyzed with interpretative phenomenological analysis. The result I got was that preschool teachers work consciously to distinguish sounds and that they see the importance of children's ability to discern language sounds has an effect on language development. The conclusions I came up with are that preschool teachers actively try to keep the volume down and that they are aware that the concentration is affected by external auditory stimuli.
Syftet med min undersökning var att undersöka hur förskollärare tänker om hur förmågan att urskilja språkljud påverkar barnens språkutveckling och även hur förskollärarna jobbar med att lära barnen urskilja olika ljud. Jag använde mig av kvalitativa intervjuer och analyserade med interpretativ fenomenologisk analys (IPA). Resultatet jag fick var att förskollärarna arbetar medvetet att urskilja ljud och även att de ser vikten av barnens förmåga att urskilja språkljud har en påverkan på språkutvecklingen. Slutsatserna jag kom fram till är att förskollärarna aktivt försöker hålla nere ljudvolymen och att de är medvetna om att koncentrationen påverkas av yttre auditiva stimuli.

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Tönsberg, Sara. „”Vi kan inte kunna allt, det måste vi inte utan vi ska ju lära tillsammans med barnen i många lägen” : En kvalitativ studie om dynamiken mellan utbildning och praktisk verklighet kring teknik i förskolan“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68108.

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Syftet med studien var att undersöka hur förskollärare utbildade på den nya förskollärarutbildningen ser på dynamiken mellan utbildning och praktisk verklighet och se vilka förutsättningar de får för att undervisa i teknik som ämnesområde. Studiens frågeställningar är följande: Hur definieras teknik och teknikundervisning i förskolan av nyutbildade förskollärare? Vilka förutsättningar anser nyutbildade förskollärarna att det finns för att arbeta med teknik i förskolan? Studien är utförd med kvalitativa intervjuer tillsammans med fyra förskollärare och en fenomenografisk analysmodell har hjälpt till med bearbetningen av insamlad data under intervjuerna. Resultatet av studien visar delade meningar då några menar att utbildningen var mycket gynnsam för en framtida proffesion samtidigt påpekar andra att undervisningen inte alls var anpassad för barn i förskoleåldern. En annan respondent menar att hon själv skapar sina förutsättningar för en verksamhet som ska präglas av teknik medans en annan erbjuds fortbildning av sin chef.
The aim of the study was to investigate how pre-school teachers educated at the new pre-school teacher education look at the dynamics between education and practical reality and to see in what conditions they are required to teach technology as a subject. The study's questions are as follows:• How is technology and technology education defined in preschool of newly educated preschool teachers?• What conditions do newly educated preschool teachers see for working with technology in preschool? The study was conducted with qualitative interviews with four pre-school teachers and a phenomenological analysis model has helped with the processing of collected data during the interviews.The result of the study shows divided perspectives, since some believe that the education was very beneficial for a future profession while others point out that the education was not at all adapted to children in pre-school age. Another respondent means that they themselves create their prerequisites for an activity that is characterized by technology while another is offered training by the boss.

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Isoluoma, Rebecca, und Erika Östgren. „Får alla vara med? : En studie om hur förskollärare förstår barns inkludering och exkludering“. Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29085.

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Syftet med denna studie är att få kunskap om hur förskollärare agerar och stödjer barn i deras tillträde i den fria leken samt undersöka vilka tillträdesstrategier som används av barnen utifrån ett förskollärarperspektiv. Studien är kvalitativ och använder semistrukturerade intervjuer med sju förskollärare som metod. Data transkriberades och analyserades genom att använda Corsaros studier med begreppen tillträdesstrategier samt kamratkulturer. Vid analysen framkom två teman: stöttning och tillgänglighet samt ”får jag vara med?”. Båda teman har flera underrubriker. Studien visar att det fanns två olika uppfattningar kring stöttning och tillgänglighet, där den aktiva förskolläraren uppfattas som att förebygga exkludering långsiktigt medan den avvaktande förskolläraren har en mer kortsiktig plan och löser problemen som finns här och nu. Studien visar även förskollärarnas upplevelser kring barnens hinder och vägar till lek och vilka tillträdesstrategier som förskollärarna anser fungerar mer eller mindre bra för att få tillträde till den fria leken. En slutsats som framkom i vår studie utifrån tillträdesstrategier ur ett förskollärarperspektiv är att det inte är den strategi som förskollärarna uppfattar förekommer mest som är den som oftast leder till lek, något som även Corsaro har kommit fram till i sina studier.

Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07

Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.

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Cadenius, Samia, und Emmi Särkinen. „En studie om hållbar utveckling med utgångspunkt i värdegrundsarbetet i förskolan : En fenomenografisk studie utifrån nio förskollärares uppfattningar i relation till social hållbarhet“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34209.

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The aim in this study is to examine preschool teachers’ perceptions of sustainable development and to put it in relation to the global definition of social sustainability and study how this work can be associated with the value-based work in the preschool curriculum. The study contextualizes sustainability using phenomenography as theoretical approach. Phenomenography approach is also used in method based on qualitative, semi-structured interviews to study the preschool teachers’ perceptions. The results of the study show that there are varied perceptions in the meaning of sustainable development. The results also indicate that there is a lack of discussion regarding sustainable development to achieve a consistent approach in value-based work.

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Huffstetter, Mary. „The effects of an internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers' perceptions of the program“. Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2929.

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This investigation examined the effects of instruction, within the context of the Headsprout Reading Basics program, on the oral language and early reading skills of at-risk preschool students, and their teachers perceptions of the program. Random assignment was used in a pretest-posttest, control group design to assess the effects of this program. Thirty-one students, across two preschool settings, participated in the experimental group, and 31 students participated in the comparison group. The experimental group received instruction through the Headsprout Reading Basics program, which teaches the alphabetic principle, decoding strategies, print awareness, vocabulary, and deriving meaning from texts. The comparison group received instruction through Millies Math House, which teaches numbers, shapes, counting, sizes, patterns, quantities, sequences, addition, and subtraction. Daily instruction was provided for 30 minutes over a period of eight weeks. Oral language skills were measured using the Test of Language Development-Primary: 3rd edition (TOLD-3) and early reading skills were measured using the Test of Early Reading Ability- 3rd edition (TERA-3). Teachers and teachers assistants perceptions of the Headsprout Reading Basics program also were assessed through analysis of their responses to a structured, open-ended interview. Results indicated that students who received instruction through the Headsprout Reading Basics program exhibited gains in oral language and early reading skills that were statistically higher than the students who did not receive this instruction. Effect sizes associated with these gains were found to be large. Examination of the effects of gender, and minutes of instruction received did not yield significant statistical differences. Analysis of interview data indicated that the teachers and teachers assistants viewed Headsprout Reading Basics as a desirable way to increase the oral language and early reading skills of their students and would continue to use the program if given the opportunity. Implications for future research are discussed.

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Huffstetter, Mary. „The effects of an internet-based program on the early reading and oral language skills of at-risk preschool students and their teachers̕ perceptions of the program“. [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001337.

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