Journal articles on the topic 'Compulsory preschool'

This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development.

In recent years, preschool education has become an important topic in the Czech Republic. Since 1990, the system of preschool education has undergone a number of qualitative changes. A modern preschool curriculum has been created and is constantly being reviewed in line with the needs of society and educational policy objectives.One of the problems of the past decade concerns the high number of pupils with postponed compulsory attendance. This has become a challenge for both teachers and researchers. One of the steps that could help was the enactment of compulsory preschool education in 2017. More attention should therefore be given to systematic preparation of children for starting compulsory education on the basis of individualization in education. However, this requires teachers to use high-quality educational diagnostics in order to ensure children’s development with respect to their capabilities, interests and needs. A team of experts at the Faculty of Education at Palacký University is currently developing and validating an online application as an educational diagnostic instrument that should systematically monitor children’s progress as well as highlight potential problems and eliminate them in time. In the development of the instrument, the team builds on the current trends in preschool education, a number of educational theories and the work of renowned authors (Rogers, Piaget, Bandura, etc.) An interesting and inspiring view of the development and education of preschool children is presented by social constructivism and its main proponent Lev Semyonovich Vygotsky, whose ideas and legacy are outlined in the present study.

Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. This study aims to obtain an overview of the academic-oriented preschool learning process in planning, implementation, and evaluation.

The preschool center there is a place for educational topreschool children before they begin compulsory education at primary school. The different of the preschool children’s furniture will affect the different perceptions of preferences and behaviors of children in the classroom. The furniture that relating the satisfaction of children. It will become the part of stimulus that attracts and motivates children and also an appropriate physical elements to encourage a learning environment. The research found that the different elements of design on the preschool children’s furniture affect the perceptions of children they prefer the follow: warm colors on children’s desk and chair while cool colors on bookshelves, and non-pattern, natural (animal) form and natural (wood) material on children’s desk, children’s chair and bookshelves.The study results can help designers in their selection of elements of design on the preschool children’s furniture, specially for classroom in the preschool center.

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools. Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts. Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition. Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.

Introduction. The problematic of social disadvantaged children and compulsory pre-primary school year are actual theme not just for teachers in kindergartens. The aims of compulsory pre-primary school year are equalizing the developmental differences in children development, eliminate handicaps which they bring from families and easier the beginning of primary schooling. The main aim of the research in this chapter, is to highlight the issue of social disadvantaged children and their status in the kindergarten. Methodology. By using three case studies the author has found out how a status of a social disadvantaged child influence a child and its family. The children were from the second class of the kindergarten in the age 5-7. Also, how this problematic is seen by pedagogical workers in chosen kindergarten. As respondents were chosen two teachers in the kindergarten and one teacher assistant, who works directly with the children. The qualitative research was conducted in the kindergarten which is placed in small village with 700 habitats in Vysočina district, Czech Republic. Findings. According to the teachers it is crucial to work differently with the social disadvantaged children. It is important to keep the individual attitude to each child, use diverse method of work with children and keep the motivation high. The children from the social disadvantaged families not always visit the kindergarten. In the Czech Republic, it is an obligation to attend at least one year before the start of compulsory schooling. The environment where they live is not always stimulating enough for the equal development. The kindergarten is place where they can get the potential, familiarize with many activities and rituals. Conclusions. The main challenge is link families of children who visit the kindergarten and continue developing the idea of active family and child from social disadvantaged environment. Due to this attitude the next generation can be influence by this positive thinking. Thus, it can help to build next positive and engaging generation.

The article provides brief information about the creative word. Ways of development of creative abilities of children of preschool age by means of technology of designing are considered. The goals and importance of the development of children’s creative abilities in the child’s life are defined. The definition of design technology was issued. On the effectiveness of the use of design technology in the development of creative abilities. The features of the design technology and the importance of the development of children’s creativity are considered. In the system of preschool education there are areas of creativity within the framework of the state compulsory standard of preschool education, indicating the types of projects. Ways of application of creative educational activity are presented. In preschool age, educational activities in drawing, music, modeling, modeling affects the influence of the child on the formation of creative and intellectual abilities and psychologically developed personality. The General tasks of creative development are considered.

The article describes the testing results of module "The organization of educational process in preschool organization" in a basic professional educational master program in some universities of Russia. It proves the necessity to develop the program of the educational module "The organization of educational process in preschool organization". We approved its theoretical originality and practical significance and analyzed the module structure as an integrated set of compulsory general scientific and professional subjects, workshops, practical training and research. The article also contains basic educational adjusted results of the module, describes testing results of preparatory and main module stages. We summarized the data of intermediate and summative assessment for the development of modules learning outcomes; the testing results of the module in the universities participating in the project. Finally, we concluded about using the module in an integrated model of professional teachers training for preschool education.

This paper examines the processes of career development experienced by children and adolescents in the school age groups: preschool, infant, primary, secondary and post-compulsory. The data was gathered through focus group interviews and was analysed to determine the subjects' understanding and experience of career development. The findings established that career development is experienced and understood by subjects of all school age groups, and that it is affected by a complex array of influences. The study clearly establishes the processes of career development experienced by the children and adolescents in the study. As a result, it is recommended that career education be included in the school curriculum from preschool to the postcompulsory school years, and that career decision making and career education be set within the broader context of career development.

The establishment of compulsory preventive vaccinations raises a problem of balance with the right to personal integrity and the need to consent to medical intervention. The severity of this problem is added by the established restrictions on the implementation of individual rights of citizens, for example, the right to preschool and school education. The purpose of this article is to concretize the criteria for assessing the balance of interests in disputes regarding the mandatory vaccination. The study concluded that the provisions of the law on compulsory preventive vaccinations indicate an excess of public interest over private interests of individuals. The analysis of legislative norms on the issuance of a certificate, which is necessary for admission to preschool and school education, is carried out.Based on, conclusions were drawn about its content, the dependence of its issuance on the availability of all mandatory preventive vaccinations, the distribution of duties of a doctor and a healthcare institution lackingall such vaccinations. It is argued that when a court is considering cases, the balance between the private interest of a particular person and the public interest in health protection is assessed through the legality and proportionality of interference with human rights. Based on the analysis of a number of court decisions, it was concluded that the proportionality of the intervention is achieved if the state: a) has given the right to choose a person (including the child's parents) to carry out mandatory preventive vaccinations or not; b) created equal conditions for children to receive, regardless of whether or not they have compulsory vaccination of school education; c) provides guarantees of vaccine safety for mandatory vaccinations. It is substantiated that the balance of interests will also be observed if a person can exercise the right to compensation for harm in court if the preventive vaccination entailed harm to health or was carried out without the consent of the person (legal representative in cases provided for by law), or using a low-quality, inadmissible for use in accordance with the procedure established by law, vaccines. Keywords: medical intervention, the right to personal integrity, compulsory preventive vaccinations, the right to education, proportionality of interference with human rights, balance of interests, criteria for assessing the balance of interests.

Language is the highest form of communication, it’s given only to people and it is very important for children’s psychological development. In 5 – 6 years most of the children all native language’s sounds pronounce correctly, phonological perception is formed, however, not all children have reached an appropriate level of development, therefore compulsory preparatory school program of language acquisition in children creates an aversion to learning. Disorders of fonological perception are very complicated and require a lot of serious and patient work in the intervention. In 5 – 6 years of age, children are active, open, spontaneous, curious and very persistent. At this age closest activities for children are plays and games and in these activities they acquires their own life experience.

Purpose The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Method Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development—Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18–19 years, were contacted again. Of the original 267 participants, 221 (83%) gave permission to link their results from the preschool language assessments with their performance on national tests in 4th, 7th, and 10th grades. Results The results showed strong correlation between phonological awareness (as measured by the HLJÓM-2) and academic achievement (Icelandic and mathematics) in 4th, 7th, and 10th grades. There was also a significant but lower correlation with oral comprehension skills, as measured with the TOLD-2P. Regression analysis showed that the preschool oral-language assessments in phonological awareness and oral comprehension explained between 35% and 43% of variability in scores on national tests in Icelandic and between 20% and 39% of variability in scores in mathematics. Conclusion Preschool language knowledge is a reliable predictor of later academic achievement.

In Texas, public-funded pre-kindergarten is important because it provides the most vulnerable children with the opportunity to develop school readiness, so they can learn core competencies in kindergarten relevant to academic readiness for first grade. The Texas Legislature was back in session in spring 2019 and, not surprisingly, a bill was filed requiring all Texas school districts to offer free all-day preschool programs for students meeting certain criteria—in the interest of the public good. In this colloquium, the author seeks to bring attention to the problem of pre-kindergarten attendance—an issue that the Legislature needs to address before funding the expansion of pre-kindergarten from half-day to full-day programs. In so doing, the author’s intention is to inspire discourse among the early childhood global community of educators, researchers, and policymakers regarding pre-kindergarten compulsory policy and practice, and thereby inform current thinking and guide further study on this important issue.

<p><em>In the 21^st century the issue about children of minorities, who in preschool beside their mother tongue also acquire the official language at a high level, is a pending matter. However, there are not any normative documents designed in Latvia, which would determine implementation of compulsory bilingual education programmes in preschool, therefore, the possibility for children of minorities to develop the skills of the official language at an early age is undertaken by teachers. The aim of the research is to evaluate the possibilities for children of minorities to acquire the official language at preschool educational establishments for minorities of Latvia and where the language of instruction is Latvian. During the research from October till December in 2014 (1) observations were made in 13 preschool groups with children of different age: in six groups where the language of instruction is Latvian and in seven groups of minorities, (2) three expert interviews with specialists of bilingual education were carried out. Opinions expressed by the experts correspond with the information obtained from the observations and confirm the idea, that a successful development of the Latvian language for children of minorities at an early age is promoted by (1) the official language skills and professional competence of the teachers, (2) the use of material resources and implementation of variedmethods during the game activities and after class activities, (3) cooperation between the teacher of Latvian, the group teacher and parents, (4) the teacher’s individual support and emotionally enabling environment.In the discussion the issue is being raised about the necessary support for preschool teachers’ work with children of minorities in preschool educational establishments for minorities and where the language of instruction is Latvian.</em></p><p> </p>

Abstract In the context of compulsory education for 5-6 year-old children, the question about reading acquisition is one of fundamental concerns for both pre-school teachers and parents. This article examines the methods of reading acquisition frequently applied in preschool, discusses the situation and teachers’ view of reading acquisition in pre-school in Latvia and provides suggestions for reading literacy development of 5-6 years old children based on the keystones of sustainable development. The article is a contribution in the construction of a theoretically grounded and sustainable model of reading acquisition for 5-6 year-old children meeting global educational challenges and Latvian local needs.

Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.

Purpose The aim of this study was to compare the verbal and nonverbal cognitive profiles of children with specific language impairment (SLI) with problems predominantly in expressive (SLI-E) or receptive (SLI-R) language skills. These diagnostic subgroups have not been compared before in psychological studies. Method Participants were preschool-age Finnish-speaking children with SLI diagnosed by a multidisciplinary team. Cognitive profile differences between the diagnostic subgroups and the relationship between verbal and nonverbal reasoning skills were evaluated. Results Performance was worse for the SLI-R subgroup than for the SLI-E subgroup not only in verbal reasoning and short-term memory but also in nonverbal reasoning, and several nonverbal subtests correlated significantly with the composite verbal index. However, weaknesses and strengths in the cognitive profiles of the subgroups were parallel. Conclusions Poor verbal comprehension and reasoning skills seem to be associated with lower nonverbal performance in children with SLI. Performance index (Performance Intelligence Quotient) may not always represent the intact nonverbal capacity assumed in SLI diagnostics, and a broader assessment is recommended when a child fails any of the compulsory Performance Intelligence Quotient subtests. Differences between the SLI subgroups appear quantitative rather than qualitative, in line with the new Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM V) classification (American Psychiatric Association, 2013).

Purpose This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a part of one of Thailand’s southern provinces. Design/methodology/approach Data were collected using a structured questionnaire from parents of children attending 29 day-care or preschool centres in Songkhla Province, South Thailand, over a two-month period in the Spring 2014. The data were analysed mainly using descriptive statistics and some correlation analyses with subsequent logical interpretation. Findings Given the location and non-compulsory nature of the childcare provision being assessed, it would seem fair to say that the answer to the overarching objective was fairly positive. Expectations were non-trivial; parents looked for more than “baby-minding” and expected there to be some appropriately qualified staff. The perceived satisfaction levels indicate that there is nevertheless scope for improvement. Research limitations/implications The sample studied is from a limited geographical region of Thailand; hence, there must be some caution in making recommendations for the whole country. Practical implications As the outcomes being delivered are seen to be mainly positive by parents and guardians, the policy implication for the Thai Government is that they should continue to promote, and ideally enhance, this kind of early years provision. Results suggest that Thai parents would be well advised to make use of childcare centres to promote the socialisation and development of their children. Originality/value The originality of the work derives from the lack of similar systematic studies in Thailand and, in particular, for the rural southern provinces.

Purpose The purpose of this paper is to describe the policy and trends in rural education in China over the past 40 years; and also discuss a number of challenges that are faced by China’s rural school system. Design/methodology/approach The authors use secondary data on policies and trends over the past 40 years for preschool, primary/junior high school, and high school. Findings The trends over the past 40 years in all areas of rural schooling have been continually upward and strong. While only a low share of rural children attended preschool in the 1980s, by 2014 more than 90 percent of rural children were attending. The biggest achievement in compulsory education is that the rise in the number of primary students that finish grade 6 and matriculate to junior high school. There also was a steep rise of those going to and completing high school. While the successes in upscaling rural education are absolutely unprecedented, there are still challenges. Research limitations/implications This is descriptive analysis and there is not causal link established between policies and rural schooling outcomes. Practical implications The authors illustrate one of the most rapid rises of rural education in history and match the achievements up with the policy efforts of the government. The authors also explore policy priorities that will be needed in the coming years to raise the quality of schooling. Originality/value This is the first paper that documents both the policies and the empirical trends of the success that China has created in building rural education from preschool to high school during the first 40 years of reform (1978-2018). The paper also documents – drawing on the literature and the own research – the achievements and challenges that China still face in the coming years, including issues of gender, urbanization, early childhood education and health and nutrition of students.

Despite many works concerning school maturity in Poland, there are only few that focus only on emotional aspects of social behaviours of children who are to start school education. Interest in this issue started increasing when educational authorities announced lowering the age of compulsory education. Majority of available studies concerns evaluation and abilities of children referring to their cognitive possibilities. Although they are very important for the children’s further development, the reasons for success are rather related to emotional and social intelligence. This article presents the research results concerning socio‑emotional competenciesof future pupils of the first year of primary school. Pedagogical observation comprises children from two years remaining at preschool before starting school education. The goal of the study was to present social and emotional state of the 6- and 7-year-old children after cancellation of, so called, “six-year-olds law”.

The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

This study attempts to trace the development of pre-school and school education of special settlers in the 1930s in the Khanty-Mansiysk Okrug – Yugra. By the mid of 1930s, cultural and educational work among children and young adults of special settlers was carried out in special settlements. A program of universal compulsory primary education for children of special settlers was developed, building of new schools was planned. The whole process of formation and development of preschool and school education in special settlements was carried out in difficult geographical and material conditions. It is important to note that this was the subject of constant care of Commissars of Education of the USSR, of the Gulag, local authorities and public education, heads of industries and institutions where special settlers worked. The main forms of work among special settlers included: school classes, talks, lectures, circle work, supply of literature and periodicals. The percentage of children of special settlers included in the education process had very important political consequences.

With the implementation of inclusive education, students with special needs, such as learning disabilities, emotional & behavioral disorders, speech & language disabilities, autism, and gifted children, are in need of professional support. In the future, inclusive education will focus on compulsory education and continuously extend to early intervention and eldly service until lifelong education. Based on the overall education goals of the 2030 Agenda for Sustainable Development issued by the United Nations Development Summit, Shanghai Changning District has carried out a practical exploration from mainstreaming to lifelong inclusive education, with the concept of “universal, inclusive and lifelong”, has developed and implemented support programs, providing “group”, “categories” and “individual” support for school-age, preschool and post-school-age students with special needs, developed and implemented 37 transition service programs including five stages: from home to kinder garden, from kindergarten to primary school, from primary school to junior middle school, from junior middle school to special vocational school; after special vocational school.

This paper describes the rationale for the adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) (Gagarina et al., 2012, 2015, 2019) to Scottish Gaelic (Gaelic) and presents some preliminary results from the macrostructure measures. Gaelic is a heritage minority language in Scotland being revitalised through immersion education, which spans across all levels of compulsory education (preschool, primary and secondary level). MAIN was adapted to Gaelic for two reasons: (i) to gauge the language abilities of children attending Gaelic immersion schools using an ecologically valid test, and (ii) to help identify areas of language impairment in children with Developmental Language Disorders within a broader battery of language tasks. Preliminary results from the macrostructure component indicate a wider range of Gaelic language abilities in six- to eight-year-old typically developing children in Gaelic- medium education. These results set the stage for future use of the tool within this context.

ABSTRACT Objective: To assess the prevalence of malocclusion and treatment need in children and adolescents with sickle cell disease (SCD). Materials and Methods: In this cross-sectional study, the sample size comprised 35 five-year-old children and 36 adolescents of both sexes, aged between 12 to 18 years, with SCD. Dental occlusion was assessed using two indexes: the Malocclusion Index (World Health Organization) and the Dental Aesthetic Index (DAI). Results: The prevalence of malocclusion in the preschool children was 62.9%. The main malocclusions observed in this age group were Class II (37.1%), increased overjet (28.6%), reduced overbite (28.6%), and open bite (17.1%). In the 12- to 18-year-old subjects, the prevalence of malocclusion was 100%, and the most prevalent types of malocclusion were maxillary overjet (63.9%) and maxillary misalignment (58.3%). It is noteworthy that the majority of adolescents (80.6%) had very severe or disabling malocclusions. Conclusion: The results revealed a high prevalence of malocclusion in children and adolescents with SCD. According to DAI score, the majority of the sample presented with very severe malocclusion and a compulsory treatment need.

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.

The article is a study of the main directions of the current system of pedagogical education in Romania. It is established that the current reform of Romania's education began in 2002 and aims at the gradual integration into the educational space of the European Union. The current structure of the Romanian education system is examined and each component is analyzed in detail. The system of preschool education organization and its division into age groups is defined. Highlighted on features of secondary education. It is established that secondary education starts from primary school and the defined of the assessment system at this level is determined. It is noted that starting from the fifth grade there is a transition to high school, where the system of assessment is changed to the ten-grade system. It is noted that high school has two components: compulsory education and senior-level grades. The training of specialists is carried out by public and private institutions that have autonomy in carrying out their training activities. It is determined that Romania's higher education system is divided into three stages. The first degree of higher education is considered, which envisages two study options and may last from four to six years depending on the chosen specialty. It is determined that the second higher education degree in Romania includes a master's program and a postgraduate program. It is established that the third level of higher education is a doctorate, which lasts from four to six years depending on the form of study and ends with the award of the doctor's degree after successfully defending the dissertation. The degree of education of pedagogical staff in the system of preschool and primary education, as well as the minimum requirements for their further professional training in higher education institutions, are determined.

Technology has been a compulsory subject in the Swedish school curriculum since 1980. However, many primary school teachers say that they do not feel comfortable with teaching technology. This often results in a teaching time that is a (too) small part of the total teaching time of science and technology. In addition, studies show that pupils are probably not given equivalent education as the syllabi may be interpreted in different ways. Against this background, we have conducted three research circles under the guidance of researchers, in three municipalities in the Mälardalen region, addressing teachers working in preschool class to grade 6. Each circle had up to five participants and had five meetings during one year. Based on the teachers’ own questions and needs we have studied didactic literature connected to the subject of technology, discussed the syllabi for technology and different forms of teaching support. An existing model for pedagogical content knowledge in technology has been used to interpret the activities in the research circles. The teachers experienced and appreciated the opportunities to work with the subject content linked to the syllabi for technology and saw ways to integrate technology with other school subjects.

Aims: To investigate to what extent socioeconomic differences in swimming abilities persist among children in the city of Malmö, Sweden, after a community-level swimming intervention programme in public primary schools. Methods: A compulsory swimming education programme was launched in 2014 in second grade (at age 8) in all public primary schools in Malmö, Sweden. Data for the present study on sociodemographic conditions and self-reported swimming ability in fourth grade (age 10) were used for the last birth cohort unexposed ( n = 1695) and the first birth cohort exposed ( n = 1773) to the intervention. Results: The swimming ability was 78 and 77%, respectively, in the pre- and post-intervention cohorts. Significantly lower self-reported swimming ability was found both pre- and post-intervention among children with support activities in school, with parents born outside Europe, North America and Australia, with manual working, unemployed or studying parents and in children enrolled in schools with socioeconomic index below median. Conclusions: The findings do not suggest that sociodemographic differences in swimming ability have decreased in the first birth cohort exposed to the community-level intervention in Malmö. Striking differences in self-reported swimming ability were noted when the children reached the fourth grade both pre- and post-intervention with marked lower abilities in socially disadvantaged groups. Monitoring of swimming abilities should continue for the present, and similar interventions aimed at reducing inequalities among children. Efforts to increase water comfort at preschool age ought to be considered.

Abstract Adult Day Services (ADS), an alternative to institutionalization, offer daytime programs for those with physical and/or cognitive impairments. ADS have grown rapidly in Taiwan and the U.S., to improve quality of life (QOL) and provide respite for caregivers. ADS researchers have focused primarily on caregiver outcomes, with less emphasis on consumers. Our study is among the first to examine these issues in a cross-cultural context. Surveys are insufficient for ADS attendees, since many have diminished capacity. We use ethnographic methods to more fully understand the life of clients in ADS in two countries. The focus is on clients and staff, while including the physical and social environments. Data were collected over 820 hours of observation and 77 interviews with key ADS stakeholders, including clients, for insider perspective. Comparisons between the two countries, found that infantilization (e.g., baby-talk, child-oriented activities and decor) occurred in all 10 settings to varying degrees and outcomes were shaped by culture. In Taiwan, infantilization embedded within a cultural tradition of respecting elders and exhibited as a parent-child role reversal, where staff played the adult-child role. Their over-helping and over-controlling were aimed to ‘benefit’ clients, who were seen as incompetent aging parents. In the U.S., infantilization resembled a primary school environment with elementary décor. Aides used baby-talk and ‘taught’ compulsory child-oriented songs and games. This effect was exacerbated when preschool-aged children were added, and all generations were treated similarly. Results can be translated to implement age-appropriate care environments across cultures to improve QOL in ADS.

This study refers to the unexplored scientific field of administration in preschool education and comes to investigate the views of teachers working at the public kindergartens of Piraeus region, regarding their educational administration needs and the form of relevant training programs they wish to attend. In Greece, one kindergarten teacher of each school unit is required to perform both administrative and teaching tasks simultaneously, as there is not a separate principal who performs only administrative tasks. This survey was conducted from April to May 2019, whereas the quantitative approach was chosen for the collection of data. The questionnaires were delivered through the e-mail addresses of the kindergarten schools of the Piraeus region. The population of the survey was 150 kindergarten teachers, whereas the sample was 71 kindergarten teachers (response rate 47.3 %). The results of the survey show that the vast majority of teachers regard management training as being a crucial factor of effectiveness, while in terms of training programs they state that they desire a combination of introductory and periodic training organized by institutions such as the Institute of Educational Policy, Universities, the Ministry of Education and the Regional Centers for Educational Planning. In addition, they prefer to attend compulsory and fast-paced training programs whenever there is a change in administrative duties and whenever an educational reform occurs, organized by experienced school unit principals and the Professors of the National Centre for Public Administration and Local Government during working hours with exemption from teaching duties. The results of the present study provide guidance for the development of an educational program for kindergarten teachers in administrative issues.

Background. At the present stage of development of scientific knowledge, to know the etiology and pathogenesis of dental diseases is impossible without a systematic approach to this problem. Currently, the problem of forecasting and the formation of “risk groups” at the stages of disease development and determining the boundary values of background indicators of diagnostic criteria in order to prevent the development of pathology and take preventive measures is relevant. In order to process the information received, elements of applied mathematics are increasingly being used, namely cluster and factor analyzes for processing the data from physiological parameters to the onset of pathology. These methods of applied mathematics are a component of modern computer software packages and are used for mathematical modeling of the clinical situation. The goal ― is to create and test a model for predicting dental caries in children in the pediatric dentistry clinic with the help of a systematic approach using elements of applied mathematics. Methods. 1158 caries-resistant children of pre-school and school age were examined for the study of dental status and the formation of a regional data bank. Results. The applied system approach with the use of elements of applied mathematics allowed introducing into practical public health computer processing of data of clinical and laboratory diagnostics of the dental status of caries resistant children of preschool and school age in order to predict the risk of developing a carious process in each individual. Findings. Predicting the risk of a carious process will increase the effectiveness of primary preventive measures, save public funds allocated in the amount of compulsory health insurance to provide dental care for children in the region, maintains caries resistance in each individual and, subsequently, will reduce the incidence of caries among the children's population at populations.

The media raises our children and form an important part of their daily lives. It is impossible to imagine life without the presence of the media. They are the main source of information, content, and topics on upbringing, education, culture, politics, and entertainment. The media are socializing agent which impact on society, children and youth is significant. Accordingly, there should be a greater social intention for media education and training. The role of media education in our schools is still underused, often marginalized and sometimes misunderstood by both teachers, preschool teachers, children and young people. The number of media, internet users and profiles and social networks is growing every day, as evidenced by numerous studies, but there is not enough education for the media nor education for critical thinking. Therefore, in this paper we tried to explore the media habits of children and youth in the local community, with special reference to the time that they spent on the Internet, mostly on social networks, and whether the time spent affected their daily interactions with the environment, friends, family and, at the end of the day, their succes in school. We where interested in how much they used social network, at what age they created their profiles, and how free they felt in providing information about themselves and others through the media. According to the results, children create their profiles on social networks at a very early stage, even when they are not ready or educated for it. In addition, children are very open to the virtual world of communication with the people they do not know in real life, even to meet strangers without being aware of possible manipulation, false profiles, violence and the like. There is a clear awareness among most respondents about the need for media education, regardless of the difference in the amount of time that they spend on social networks, as well as a clearly articulated stand on the need to introduce media education as part of compulsory education in schools.

<p>O objetivo deste artigo é refletir, com base em números do Instituto Brasileiro de Geografia e Estatística (IBGE), sobre o processo de oferta da educação pré-escolar no período de 2003 a 2014, tendo em vista o conjunto de leis que determina a sua universalização obrigatória dessa etapa até o fim de 2016. Assim, ainda que o avanço nesse atendimento tenha sido expressivo, constatou-se um déficit de cobertura superior a 600 mil crianças de 4 e 5 anos. Os mais excluídos são os sujeitos provenientes do estrato dos 25% mais pobres da população, de raça/cor preta e residentes em áreas rurais, sobretudo nas regiões Norte e Centro-Oeste. Não foi percebido maior impacto nem com a adoção de novos parâmetros para o financiamento educacional nem com a promulgação das leis que obrigam tal oferta universal, no sentido de alterar o ritmo progressivo das matrículas verificado, como também não se percebeu relação direta entre maior cobertura e melhores indicadores de qualidade.</p><p><strong>Palavras chave:</strong> Educação Pré-escolar; Direito à Educação; Legislação da Educação; Indicadores Educacionais.</p><p> </p><p><strong><em>La preescuela y el derecho a la educación: aportes para un debate</em></strong></p><p><strong><em>Resumen:</em></strong></p><p><em>El objetivo de este artículo es el de reflexionar, en base a números provenientes del Instituto Brasileiro de Geografia e Estatística (IBGE), sobre el proceso de oferta de la educación preescolar entre 2003 y 2014, teniendo en cuenta el conjunto de leyes que determina su universalización obligatoria hasta fines del 2016. Aunque el avance en dicha atención fue expresivo, se constató un déficit de cobertura superior a 600 mil niños entre 4 y 5 años. Los principales excluidos son los sujetos provenientes del estrato 25% más pobre de la población, de raza/color negro y residentes en las áreas rurales, sobre todo en las regiones Norte y Centro Oeste. No se detectó un gran impacto tanto con la adopción de nuevos parámetros para la financiación educacional como con la promulgación de las leyes que obligan tal oferta universal, en el sentido de alterar el ritmo progresivo de las matrículas que se verificó durante los años investigados, así como tampoco se percibió una relación directa entre mayor cobertura y mejores indicadores de calidad.</em></p><p><strong><em>Palabras clave:</em></strong><em> Educación Preescolar; Derecho a la Educación; Legislación de la Educación; Indicadores Educacionales.</em></p><p><em><br /></em></p><p><strong><em>Preschool and the right to education: contributions to a debate</em></strong></p><p><strong><em>Abstract:</em></strong></p><p><em>This article aims to reflect on the process of offering pre-school education from 2003 to 2014. It is based on figures from the Brazilian Institute of Geography and Statistics (IBGE) and guided by the set of laws that determine the compulsory universalization of pre-school education by the end of 2016. Thus, even if the number of children attending school has been expressive, there is a deficit of more than 600,000 places for 4 and 5 year-old children. Most of the children excluded come from the poorest 25% stratum of the population, who are black and reside in rural areas, especially in the North and Midwest regions. No impact was detected in the change of the progressive pace of enrollment, neither with the adoption of new parameters for the educational funding nor with the legislation that establishes preschool education as universal and compulsory. Also, no direct relationship between more places and better quality indicators was detected.</em></p><p><strong><em>Keywords:</em></strong><em> Pre-school; Education; Right to Education; Education Legislation; Educational Indicators.</em></p>

The article deals with burning issues of legal regulation and methodological provision for the academic subjects “Life Safety” and “Civil Protection” at Higher Educational Institutions at present time. It is suggested that the safety education standards have to build the basis for legislation of safety education. These standards are to be developed and put into operation under the Articles 39 and 41 of Civil Protection Code of Ukraine, Clauses 20 and 23 of Order of the Cabinet of Ministers “About approval of the procedure for training the population to act in emergencies”, Ukrainian Act “On Higher Education”. According to these legal acts, the main tasks have been defined which are stated in the “Regulation on functional subsystem of preschool children, pupils and students training to respond to emergencies (on life safety issues) of the National Integrated System of Civil Protection”, and safety education standards in relation to academic subjects “Life Safety” and “Civil Protection” were developed. October, 20, 2010, the Ministry of Health and the Ministry of Emergency together with the State Service of Mountain Supervision and Industrial Safety of Ukraine represented the corporate Legal Act “On organization and improvement of education in occupational safety, life safety and civil protection at Higher Educational Institutions of Ukraine”. Clause 1 of the Legal Act states that normative subjects “Life Safety”, “Occupational Safety” and “Civil Protection” are studied by all students, cadets and learners of Higher Educational Institutions. Order of the Cabinet of Ministers № 590 dated 30.05.2014, withdrew the mentioned above legal act which, in fact, resulted in suspending the fourth typical program on Life Safety. Educational community of Ukraine was left without the documents of the Ministry of Education and Science which regulate the teaching of subjects on general and special safety issues at Higher Educational Institutions, such as “Life Safety”, “Occupational Safety”, and “Civil Protection”. This approach to teaching students build the ground for creating future leaders and specialists of the national economy with low level of knowledge on occupational safety, industrial, fire and natural safety. There has been imbalance in a structure and a number of higher education specialists’ training considering the person’s needs, interests of the country, local societies and employers, especially in obtaining knowledge in the fields of life safety, occupational safety, and civil protection. This paper analyses the findings of the Ukrainian researchers P. Volianskyi, S. Osypenko, O. Zaporozhets, S. Poteriaiko, О. Barylo, E. Lytvynovskyi, V. Grechaninova, V. Shamshur, V. Mykhailov and others. These works investigate the issues of legal regulation and methodological provision for training the population in the field of civil protection and life safety. Taking into account the considerations above, the purpose of this paper is to substantiate the need to restart the compulsory subjects “Life Safety” and “Civil Protection” for junior specialists, bachelor’s and master’s students, and, at the same time, the introduction of modern forms, methods and content of training that meet the requirements of safety management.

When providing the prehospital aid the most important factor is time. The more time expires from the moment of receiving injury until delivery to a hospital, the worse forecast becomes for a victim. Mortality grows geometrically. So, for example, in cases of transport injuries if medical care was provided within 30 minutes – 1 hour, then mortality among injured did not exceed 30%. If this time increases, then the mortality reaches 60-80%, and growth in a geometrical progression takes place. In general, it becomes clear that even two injured from three ones who died in city streets, could be saved if they received the help in due time [2]. Ministry of Education and Science of Ukraine registered in the Verkhovna Rada of Ukraine the project of the Law of Ukraine about full general secondary education dated April 5, 2019 № 10204. This project of the Law provides that all teachers will take courses on the prehospital help. It has to reduce the quantity of death of children during lessons. Protection of children’s health is one of the mandatory functions of the educational organization. If it is necessary, the first aid at school is to be given to the child both professionally and in time. Teachers, studying a profession in higher education institution, have to be trained on providing the prehospital help. There is nothing more important, than rendering the prehospital help to the child during the first minutes after a trauma or in the event of a symptom hazardous to health, for example, epilepsy [3]. The purpose of the article is to highlight the importance of teaching teachers and students the skills of rendering the prehospital help. According to the Law of Ukraine “About the Emergency Medical Care”, persons who have no medical education, but according to their the official duties they have to provide the first aid and to manage main practical skills on rescue and preservation a human life for those who require that, have to be the first who study the prehospital help [4]. And based on the project of the Law of the Ministry of Education and Science of Ukraine mentioned above teachers can also be referred to the category of persons who have no medical education and are obliged to provide the prehospital help though it is not included into their official duties. Except the planned training of the teachers of the prehospital help, to our opinion, there should be also started a training of pupils on the program of the first level [5] which first of all provides obtaining practical skills of rendering the prehospital help to the injured at cardiac arrest and breath before arrival of the emergency medical care. The training program “Protection of the Fatherland” for pupils of 10-11 classes is introducted for gradual increasing of the number of the citizens in the system of secondary education, who manage the skills of the prehospital help [7]. Such a program, in the question of pre-hospital help, combines teaching theoretical knowledge with a practical training with use of dummies and other other visual materials. Every year All-Ukrainian gathering and competition of young rescuers “School of Safety” is also provided where the pupils, who are 12 years old and older show their abilities on providing the pre-hospital help to the injured. The last two years we had an opportunity to compare theoretical knowledge and practical skills of the prehospital help of pupils who finished the 11th class and studied according to the program “Protection of the Fatherland” and pupils of the 8-9 classes who were trained by the “School of Safety”. It turned out to be that the pupils of 8-9 classes, in the majority, prevail on the level of knowledge of the prehospital help the graduates of high school. In our opinion, it is expedient to develop and implement at secondary school the program of training of rendering help to injured who are in emergency, for pupils, starting from the fifth class. Anybody, irrespective of a profession, is able to be trained and to manage the skills of the prehospital aid. The trauma or accident can happen at any time. Not only success of further treatment, but sometimes human life depends on prehospital help provided timely and correctly. In certain cases the victim has to render prehospital help to himself - to stop bleeding, to put the bandage etc. That all is not difficult, but it is necessary to take the corresponding training for mastering skills of rendering the prehospital help. In our opinion, in modern conditions it is compulsory to: introduce the permanent prehospital help training for tutors and nurses of preschool institutions; introduce the permanent prehospital help training in schools for children, starting from the age 12 years old and older.

This article underlines the importance of learning grammatical rules of the Latvian language for Latvian as a second or foreign language. In fact, grammar is one of the four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence. Aside from rules and tables, there are more effective and engaging ways to teach and learn grammar. One of them is through educational games. When language learners can apply grammar and use it in a fun way, there is a better chance that they will retain it all. They will be able to practice and internalize grammar phenomena extensively rather than just learning a collection of rules superficially. Not all games can be considered educational. It is important to recognize the purpose of a grammar game. The authors propose to consider several principles that can foster effective learning and improve student outcomes when teaching Latvian grammar to non-native speakers (both language minorities as well as foreigners): - consider the influence of students’ mother tongue, - offer wide selection of contemporary spoken grammar and vocabulary, - teach phases instead or separate words, - consider different learning styles to aid student learning (Auditory, Visual, and Kinesthetic Learning Styles), - utilize (or adopt) speech therapy methods. The authors present educational games for teaching such Latvian grammar phenomena as noun-adjective agreement, verb conjugation, use of prepositions, forming the comparative degree of adjectives, and more. Grammar games for learning English do not only motivate, they also promote the idea of competition, thus increasing learner attention, memory, as well as speaking, listening and cooperation skills. Games are beneficial for any age groups. They can be used with young learners who study Latvian as their first language, as well as Latvian as a second or foreign language students learning Latvian in preschools, schools and other educational institutions. The process of language acquisition starts in the first year of a child’s life and, in some cases, continues through their lifetime. The first language or native language, also known as a mother tongue, is the language children learn first from their parents. In the modern world, it is common that a person’s first language differs from the official language of their homeland. Under the circumstances, children must acquire two languages in the very first years of their lives. The representatives of ethnic minorities in Latvia study Latvian as a second language. This means that Latvian is not their first language; it is the official language of the state, the compulsory language to study. Latvian as a second language is being taught in minority-language schools across Latvia. It was traditionally believed that there is a prominent difference between second language acquisition and foreign language learning process. Therefore, different teaching principles and methods are applied. But in recent years, these fields have come closer together.

Educational conditions reflect society’s cultural traditions and political system, in turn affecting society’s development. The development of the younger generation is guided by way of education, for which reason working out educational policy requires the participation of society’s various interest groups. This article analyses changes in the teaching of history in the transitional period from the Soviet era to restored independent statehood. The development of subject content, the complicated role of the history teacher, the training of history teachers, and the start of the renewal of textbooks and educational literature are examined. The aim is to ascertain in retrospect the developments that took place prior to the restoration of Estonia’s independence, in other words the first steps that laid the foundation for today’s educational system. Legislation, documents, publications, and media reports preserved in the archives of the Ministry of Education and Research and the Archival Museum of Estonian Pedagogics were drawn upon in writing this article, along with the recollections of teachers who worked in schools in that complicated period. These recollections were gathered by way of interviews (10) and questionnaires (127). Electronic correspondence has been conducted with key persons who participated in changes in education in order to clarify information, facts, conditions and circumstances. The discussion in education began with a congress of teachers in 1987, where the excessive regulation of education was criticised, along with school subjects with outdated content, and the curriculum that was in effect for the entire Soviet Union. The resolution of the congress presented the task of building a national and independent Estonian school system. The congress provided an impetus for increasing social activeness. An abundance of associations and unions of teachers and schools emerged in the course of the educational reform of the subsequent years. After the congress, the Minister of Education, Elsa Gretškina, initiated a series of expert consultations at the Republic-wide Institute for In-service Training of Teachers (VÕT) for reorganising general education. The pedagogical experience of Estonia and other countries was analysed, new curricula were drawn up and evaluated, and new programmes were designed for school subjects. The solution was seen in democratising education: in shaping the distinctive character of schools, taking into account specific local peculiarities, establishing alternative schools, differentiating study, increasing awareness and the relative proportion of humanities subjects and foreign language study, better integrating school subjects, and ethical upbringing. The problems of schools where Russian was the language of instruction were also discussed. The Ministry of Education announced a competition for school programmes in 1988 to find innovative ideas for carrying out educational reform. The winning programme prescribed compulsory basic education until the end of the 9th grade, and opportunities for specialisation starting in the second year of study in secondary school, that is starting in the 11th grade. Additionally, the programme prescribed a transition to a 12-grade system of study. Schools where Russian was the language of instruction were to operate separately, but were obliged to teach the Estonian language and Estonian literature, history, music and other subjects. Hitherto devised innovative ideas for developing Estonian education were summed up in the education platform, which is a consensual document that was approved at the end of 1988 at the conference of Estonian educators and in 1989 by the board of the ESSR State Education Committee. The constant reorganisation of institutions hindered development in educational conditions. The activity of the Education Committee, which had been formed in 1988 and brought together different spheres of educational policy, was terminated at the end of 1989, when the tasks of the committee were once again transferred to the Ministry of Education. The Republic-wide Institute for In-service Training of Teachers, the ESSR Scientific-Methodical Cabinet for Higher and Secondary Education, the ESSR Teaching Methodology Cabinet, the ESSR Preschool Upbringing Methodology Cabinet, and the ESSR Vocational Education Teaching and Methodology Cabinet were all closed down in 1989. The Estonian Centre for the Development of Education was formed in July of 1989 in place of the institutions that were closed down. The Institute for Pedagogical Research was founded on 1 April 1991 as a structural subunit of the Tallinn Pedagogical Institute, and was given the task of developing study programmes for general education schools. The Institute for the Scientific Research of Pedagogy (PTUI) was also closed down as part of the same reorganisation. The work of history and social studies teachers was considered particularly complicated and responsible in that period. The salary rate of history teachers working in secondary schools was raised in 1988 by 15% over that of teachers of other subjects, since their workload was greater than that of teachers of other subjects – the renewal of teaching materials did not catch up with the changes that were taking place in society and teachers themselves had to draw up pertinent teaching materials in place of Soviet era textbooks. Articles published in the press, newer viewpoints found in the media, published collections of documents, national radio broadcasts, historical literature and school textbooks from before the Second World War, and writings of notable historians, including those that were published in the press throughout the Soviet Union, were used for this purpose. Teachers had extensive freedom in deciding on the content of their subject matter, since initially there were no definite arrangements in that regard. A history programme group consisting of volunteer enthusiasts took shape at a brainstorming session held after the teachers’ congress. This group started renewing subject matter content and working out a new programme. The PTUI had already launched developmental work. There in the PTUI, Silvia Õispuu coordinated the development of history subject matter content (this work continued until 1993, when this activity became the task of the National Bureau of Schools). The curriculum for 1988 still remained based on history programmes that were in effect throughout the Soviet Union. The greatest change was the teaching of history as a unified course in world history together with themes from the history of the Estonian SSR. The first new curriculum was approved in the spring of 1989, according to which the academic year was divided up into three trimesters. The school week was already a five-day week by then, which ensured 175 days of study per year. The teaching of history began in the 5th grade and it was taught two hours per week until the end of basic school (grades 5 – 9). Compulsory teaching of history was specified for everyone in the 10th grade in secondary school, so-called basic education for two hours a week. The general and humanities educational branches had to study history three hours a week while the sciences branch only had to study history for two hours a week. Students were left to decide on optional subjects and elective subjects based on their own preferences and on what the school was able to offer. The new conception of teaching history envisaged that students learn to know the past through teaching both in the form of a general overview as well as on the basis of events and phenomena that most characterise the particular era under consideration. The teacher was responsible for choosing how in-depth the treatment of the subject matter would be. The new programmes were implemented in their entirety in the academic year of 1990/1991. At the same time, work continued on improving subject programmes. After ideological treatments were discarded, the aim became to make teaching practice learner-oriented. The new curriculum was optional for schools where the language of instruction was Russian. Recommendations for working with renewed subject content regarding Estonian themes in particular were conveyed by way of translated materials. These schools mostly continued to work on the basis of the structure and subject content that was in effect in the Soviet Union, teaching only the history of the Soviet Union and general history. Certain themes from Estonian history were considered in parallel with and on the basis of the course on the history of the Soviet Union. The number of lessons teaching the national official language (Estonian) was increased in the academic year of 1989/1990 and a year later, subjects from the Estonian curriculum started being taught, including Estonian history. The national curriculum for Estonian basic education and secondary education was finally unified once and for all in Estonia’s educational system in 1996. During the Soviet era, the authorities attempted to make the teaching profession attractive by offering long summer breaks, pension insurance, subsidised heating and electricity for teachers in the countryside, and apartments free of charge. This did not compensate the lack of professional freedom – teachers worked under the supervision of inspectors since the Soviet system required history teachers to justify Soviet ideology. The effectiveness of each teacher’s work was assessed on the basis of social activeness and the grades of their students. The content and form of Sovietera teacher training were the object of criticism. They were assessed as not meeting the requirements of the times and the needs of schools. Changes took place in the curricula of teacher training in 1990/1991. Teachers had to reassess and expand their knowledge of history during the transitional period. Participation in social movements such as the cultural heritage preservation movement also shaped their mentality. The key question was educational literature. The government launched competitions and scholarships in order to speed up the completion of educational literature. A teaching aid for secondary school Estonian history was published in 1989 with the participation of 18 authors. Its aim was set as the presentation of historical facts that are as truthful as possible from the standpoint of the Estonian people. Eesti ajalugu (The History of Estonia) is more of a teacher’s handbook filled with facts that lacks a methodical part, and does not include maps, explanations of terms or illustrations meant for students. The compendious treatment of Estonian history Kodulugu I and II (History of our Homeland) by Mart Laar, Lauri Vahtre and Heiki Valk that was published in the Loomingu Raamatukogu series was also used as a textbook in 1989. It was not possible to publish all planned textbooks during the transitional period. The first round of textbooks with renewed content reached schools by 1994. Since the authors had no prior experience and it was difficult to obtain original material, the authors of the first textbooks were primarily academic historians and the textbooks had a scholarly slant. They were voluminous and filled with facts, and their wording was complicated, which their weak methodical part did not compensate. Here and there the effect of the Soviet era could still be felt in both assessments and the use of terminology. There were also problems with textbook design and their printing quality. Changes in education did not take place overnight. Both Soviet era tradition that had become ingrained over decades as well as innovative ideas could be encountered simultaneously in the transitional period. The problem that the teaching of history faced in the period that has been analysed here was the wording of the focus and objectives of teaching the subject, and the balancing of knowledge of history, skills, values and attitudes in the subject syllabus. First of all, Soviet rhetoric and the viewpoint centring on the Soviet Union were abandoned. The so-called blank gaps in Estonian history were restored in the content of teaching history since it was not possible to study the history of the independent Republic of Estonia during the Soviet era or to gain an overview of deportations and the different regimes that occupied Estonia. Subject content initially occupied a central position, yet numerous principles that have remained topical to this day made their way into the subject syllabus, such as the development of critical thinking in students and other such principles. It is noteworthy that programmes for teaching history changed before the restoration of Estonia’s independence, when society, including education, still operated according to Soviet laws. A great deal of work was done over the course of a couple of years. The subsequent development of the teaching of history has been affected by social processes as well as by the didactic development of the teaching of the subject. The school reform that was implemented in 1987–1989 achieved relative independence from the Soviet Union’s educational institutions, and the opportunity emerged for self-determination on the basis of curricula and the organisation of education.

The article analyzes the preschool educational work. The preschool education dynamics in 5 – 7 olds‟ compulsory preparation opportunities for school in preschool institutions and schools are compared. The opportunities of the holistic child development facilitation at the preschool educational institutions and in the preschool classes at the interests education institutions are characterized. An insight into development of the preschool education content is provided. Responsibility for the child readiness for school by teachers, parents and medical health staff is focused on. An insight into the preschool pedagogical process at x primary school is provided. The necessity for balance in theory and practice is pointed out for the accomplishment of mobile work at teachers‟ further education development at preschool. Conclusion is drawn that the adult support is significant in promotion of the child development

The preschool education is compulsory to children in Malaysia. This regulation has encouraged more premises to be refurbished as a preschool building. This paper examines the pupils’ absenteeism and the prevalence of Sick Building Symptoms (SBS) initiated in congested private preschool with different ventilation. The study analysed data from the attendance record of 10 classrooms and the questionnaire surveys administered to 151 parents about their children health symptoms once they were leaving the schools building. Indoor Carbon Dioxide (CO2) measured as indicator of the problems. Questions on SBS used 5-point likert scale with symptoms concern on nose, eye, head, throat, skin, breath and tiredness. The descriptive and chi-square test applied to obtain the association of SBS and ventilation strategies in the classrooms. With quantitative and qualitative explanation, the unhealthy environment in refurbished pre-schools explained respiratory symptoms and higher rates of absenteeism frequently reported in air-conditioning (AC) classrooms due to concentrations of CO2 exceeded 1000 ppm. These symptoms show there were weaknesses in ventilation performance and environment in the selected preschools. Further analyses on objective measurements in future research are strongly recommended.

This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

The article deals with issues concerning the general characteristics of the features and ways of optimizing the process of forming the preschool children’s speaking skills at the foreign language lessons; the stages, exercises and tasks of forming the speaking skills are substantiated. education of in a foreign language learning by preschool children is not compulsory, so it isn’t provided by programs of the Basic component of preschool education in Ukraine and refers to the variable component. But, on the basis of a theoretical analysis of the works by foreign and Ukrainian scientists it has been proved that the studying of foreign languages at early age is aimed at preschool children’s speech development of in the most favorable period for them. The theoretical and methodical bases of preschool children’s speaking skill formation are examined. The emphasis is on the main methodological stages of the foreign language learning process. The essence of the concept "method", which means the means to achieve any goal and the solution of a specific task is considered. The author of the article defines the types of exercises and tasks, characterizes their functions for preschool children’s speaking skills teaching foreign language communication. The importance of using the native language in classes has been proved, since gaming activities are organized, the tasks, ways of their performance are explained in the native language. It is determined that the main purpose of preschool education in foreign languages is to formulate children’s idea of a foreign language as a means of communication, as well as the development of elementary skills of foreign communication. The basic tendencies of teaching preschoolers as well as speaking skill forming are presented.

A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.

<p>The success of transition programs into compulsory education by implementing developmentally appropriate practices, the relationship that takes place between the child and the Instructor, play as well as the child’s interaction with their peers all comprise significant components of a well-tempered transition. In the context of the current research that was conducted during the 2015-2016 school year, the views of 217 Greek Nursery School Teachers and 194 Kindergarten Educators, all from the wider Epirus Region, were examined on the practices they implement with aims at enhancing inter-personal relationships among children of early age, in order for their experience regarding preschool education and learning centers to be a pleasant one, while the process of transition from one context to the other, to be effective. The research shows that Greek Early Childhood Instructors is of uttermost importance that they possess knowledge on their training expertise along with the emotional facet of the overall transition procedure. It is, furthermore, essential that they should enforce children’s active participation into a transition program to compulsory education and assist them on obtaining fundamental social skills on the basic direction of a smooth transition into compulsory education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0633/a.php" alt="Hit counter" /></p>