Journal articles on the topic 'Education, Preschool'
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1
Pasicznik, Władimir. "Physical education of children in pre-primary education in Ukraine (pedagogical aspect)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 4 (2021): 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.
Abstract:
This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.
2
Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
Abstract:
Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
3
Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (October 5, 2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.
Abstract:
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.
4
Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.
Abstract:
Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
5
Shaari, Mariam Felani, Sabarinah Sh Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.333.
Abstract:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
6
Megersa, Addisu Kumsa, Wudu Melese Tarekegne, and Endalkachew Woldmariam. "Community Participation in Preschool Education of Ethiopia: the Case of South West Shewa Zone." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 274. http://dx.doi.org/10.26737/jetl.v4i2.883.
Abstract:
<em>The objective of this study was to examine the state of community participation in preschool education and factors affecting their participation in selected woredas of South West Shoa Zone. Survey research design was used. Data were collected from 192 preschool teachers, 58 preschool principals, 12 cluster supervisors 4 woreda education expert, and 58 PTA members by using questionnaires, interview and focus group discussion. The findings of the study revealed that the participation of the community in preschool education is very low; the most common areas of community participation are cash contribution and participation in a meeting for the improvement of student behavior. Finally, the major factors identified are lack of awareness, failure to attend the meeting and failure to send their children to preschools. It is suggested that the preschools should be designed effective strategies of cooperation to work with the community in supporting preschools. In addition, continuous efforts should be made by preschools in the orientations and reorientation of community members about the objectives, scopes, principles, methods, and activities of preschool education.</em>
7
Krejsler, Katarina Gustafson, Danielle Ekman Ladru, and Tanja Joelsson. "Säkerhet samt upplevelsebaserat lärande i en variation av lärmiljöer – två centrala policyer i mobila förskolor." Nordic Studies in Education 40, no. 3 (August 24, 2020): 229–48. http://dx.doi.org/10.23865/nse.v40.2444.
Abstract:
Since about a decade there is a new phenomenon in Nordic early childhood education and care, the mobile preschool. It is an ECEC practice conducted on a bus that travels to various locations to perform everyday preschool activities and routines. With theory of policy enactment this article analyzes workshop discussions with mobile preschool professionals. The results show two main policies within mobile preschools; safety as well as experiential learning in a variety of learning environments. While discussing how to handle these policies, the professionals construct the mobile preschool simultaneously as ordinary and unique in relation to ordinary stationary preschools.
8
Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.336.
Abstract:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
9
Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 3, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.343.
Abstract:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
10
Williams, Pia, Sonja Sheridan, and Elisabeth Mellgren. "Likvärdighet och kvalitet." Educare - vetenskapliga skrifter, no. 2 (March 2, 2021): 113–45. http://dx.doi.org/10.24834/educare.2021.2.5.
Abstract:
Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
11
Melenets, Liudmyla. "Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963." ScienceRise: Pedagogical Education, no. 3(42) (May 31, 2021): 17–21. http://dx.doi.org/10.15587/2519-4984.2021.232621.
Abstract:
It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined
12
EINARSDO´TTIR, JO´HANNA. "The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses." Early Years 23, no. 2 (September 2003): 103–16. http://dx.doi.org/10.1080/09575140303110.
13
Melenets, Liudmyla. "Implementation of preschool universal education in rural preschools of Ukraine (1963-1984)." ScienceRise: Pedagogical Education, no. 2(47) (March 31, 2022): 56–61. http://dx.doi.org/10.15587/2519-4984.2022.255206.
Abstract:
Emphasis is placed on the periodization of the development of preschool institutions in rural areas of Ukraine in the chronological boundaries of 1945-1991. There are three periods of formation and development of rural preschool institutions: 1st period (1945-1963) refers to the revival and formation of preschool institutions in rural areas, 2nd period (1963-1984) refers to the implementation of preschool education in rural preschools, 3rd period (1984-1991) refers to the renewal of the educational space of preschools in rural areas. The historical facts of the organization of public preschool education in the Ukrainian village in 1963-1984 are generalized – period of dynamic development of rural preschools: intensive construction of preschools in the village according to standard projects, merging nurseries and kindergartens into one institution, mass transformation of seasonal preschools into permanent ones, period of critical analysis, use and implementation of pedagogical experience, scientific and methodological developments, organization of patronage (mentoring) work, creation of "kindergarten schools". The author's periodization is based on scientific achievements in the periodization of the history of pedagogy by socio-economic and political characteristics and periods of formation of Ukrainian statehood. It is emphasized, that periodization is only an author's version, which can be accepted by scientists or refuted by replacing it with another. The following methods were used in the process of scientific research: analysis, generalization, systematization of archival documents, legislative acts, substantiation of the initial positions of scientists and practitioners on the researched problem. Chronological-systemic and historical methods were used in the dynamics and sequence of time to consider the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the period 1963-1984.
14
Djumaniyazovna, Maryambibi Abdullayeva. "ISSUES OF SPIRITUAL EDUCATION IN PRESCHOOL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 28, 2021): 116–21. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-22.
Abstract:
This article will focus on the necessary aspects of the coverage of preschool educational institutions for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary classes will not be effective enough. That is, educational adaptation-the adaptation of the child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical and psychological unpreparedness. The article considers the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
15
Бакай, С. Ю. "ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ СТАРШИХ ДОШКІЛЬНИКІВ В УМОВАХ СЬОГОДЕННЯ." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 3 (2021): 51–55. http://dx.doi.org/10.34142//2708-4809.siuty.2021.08.
Abstract:
In the article, the author highlights the problem of spiritual and moral education of children of older preschool age in the present, outlines the means of moral education of children in preschool and family and environment institutions. Keywords: moral education, spiritual and moral education, preschool children, senior preschooler
16
Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 29, 2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.
Abstract:
The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.
17
Kamalova, Gavkhar A. "WAYS TO ENSURE THE ACTIVE PARTICIPATION OF PARENTS IN THE EDUCATIONAL PROCESS IN PRESCHOOL EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 8–15. http://dx.doi.org/10.37547/supsci-oje-02-01-02.
Abstract:
In the educational process organized in preschool educational institutions, the cooperation of teachers and parents is very important. In the educational process, educators, assistants, parents are involved in creative activities based on the active knowledge of the preschooler, the development of his interests, imagination, physical, mental and artistic abilities, communication skills, and most importantly, the harmonious development of the personality. Cooperation will take place.
18
Abdullayeva, Maryambibi Djumaniyazovna. "SPIRITUAL EDUCATION OF PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-27.
Abstract:
This article will focus on the necessary aspects of the coverage of preschool educational organizations for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary school will not be effective enough. That is, educational adaptation - adaptation in a child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical, psychological unavailability. The article examines the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
19
Cervantes, Sara, and Anna Öqvist. "Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents." Journal of Early Childhood Research 19, no. 3 (January 30, 2021): 323–36. http://dx.doi.org/10.1177/1476718x20969742.
Abstract:
Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
20
Lindstrand, Sara, Robert Lecuasay, and Lina Mrak. "Lyssnande undervisning i förskolan." Nordisk barnehageforskning 19, no. 4 (December 29, 2022): 206–26. http://dx.doi.org/10.23865/nbf.v19.294.
Abstract:
Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. ENGLISH ABSTRACT Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching.
21
Watanabe, Kanae, and Annette Dickinson. "Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 219–24. http://dx.doi.org/10.19030/cier.v10i4.10035.
Abstract:
In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.
22
Fang, Junjun, Jun Zhang, Yingxin Bai, Hui Li, and Sha Xie. "Preschool Federations as a Strategy for the Sustainable Development of Early Childhood Education in China." Sustainability 14, no. 16 (August 12, 2022): 9991. http://dx.doi.org/10.3390/su14169991.
Abstract:
Teaming a strong preschool with less-developed, rural, or newly established preschools is an effective strategy to promote quality. Since 2015, Shanghai has sought to improve preschool education quality through collaboration. Guided by the “3A2S” theoretical framework, this study evaluated the development and effectiveness of preschool federations in the city using a mixed-methods approach. First, document analysis was conducted to depict features of preschool federations in Shanghai, which identified three main features. Next, a survey study including 702 stakeholders was conducted to assess the evaluations of preschool administrators, teachers, and parents of the effectiveness of preschool federations. Finally, an interview study including 15 stakeholders was conducted to triangulate the findings of the survey study. Results revealed that the stakeholders highly approbated the preschool federations, but parents’ evaluation was significantly lower than that of other stakeholders. Finally, the sustainability and affordability of the preschool federation policy are discussed herein. Implications for policy development and preschool management are also presented.
23
Goh, Sophia C. F., and Shi Yue Tan. "Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers." Polish Journal of Educational Studies 73, no. 1 (December 1, 2021): 83–98. http://dx.doi.org/10.2478/poljes-2021-0006.
Abstract:
Abstract Inclusive education is the next item on the agenda of policy makers in Singapore, in its striving to provide quality education for all children. The move to introducing more inclusive practices in preschools has not been easy. There are many structural obstacles in Singapore’s current preschool context. This review of existing literature on this topic reveals how policymakers, schools, teachers, and parents need to work together to create a successful inclusive education system. There is much that Singapore must work on to develop a successful inclusive preschool education model. The paper aims to provide an understanding of how inclusion in preschools can be more effectively practiced in Singapore by considering the current dual education system in Singapore and the recent measures introduced to improve inclusive preschool education. It examines how effective these measures and recommendations in existing literature will be when placed in Singapore’s current education system which prioritizes academic excellence. In doing so, this paper hopes to highlight the critical issues that policymakers and key stakeholders should consider when planning for inclusive practices in Singapore’s preschools.
24
Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.
Abstract:
Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
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Nosenko, Yu G., and V. О. Bogdan. "Characteristics of Google cloud services in aspect of preschool educational institution management." CTE Workshop Proceedings 3 (March 20, 2015): 9–15. http://dx.doi.org/10.55056/cte.205.
Abstract:
The implementation of cloud technologies in education began relatively recently in Ukraine. Particularly in preschool education it is still at an early stage of development and requires further study. Using cloud services releases prospects for improving the quality of preschools’ management processes. Purpose of the study: to describe the characteristics of Google cloud services in terms of preschool educational institution management. Object of study: informatization of preschool education management. Subject of study: the use of cloud services in the preschool educational institution management. Research methods: analysis, generalization and systematization of scientific and methodological sources on the use of cloud technologies in education; study of characteristics, comparison of different vendors’ cloud service to determine the most optimal ones for use in preschool educational institution management. The main results and conclusions: after a preliminary analysis of various cloud services, we have chosen Google services, as optimal for use in preschool educational institution management. Their main advantages which are principal for Ukrainian preschools, were defined: free of charge; ease of use, intuitive interface; availability of universal account that provides access to all services; the use on different platforms (Windows, Android, iOS); the available functionality, required for preschool management; the availability via any digital device connected to the Internet; no need to deploy “cloud”. The characteristics of Google services (Gmail, Google Calendar, Google Drive, Office suite, Google Sites, Google+, Blogger, Hangouts, Google Forms) in terms of preschool educational institution management were considered.
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Okeke, Chinedu Ifedi, and Enock Nyanhoto. "Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices." South African Journal of Education 41, no. 2 (May 31, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n2a1910.
Abstract:
In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector.
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Barnes, Kate, Fay Hadley, and Sandra Cheeseman. "Preschool educational leaders: Who are they and what are they doing?" Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 351–64. http://dx.doi.org/10.1177/1836939119870905.
Abstract:
This study sought to understand and illuminate the distinctive nature of the role of educational leader in preschool settings. Research regarding the educational leader role is limited, and in preschool settings it is scant. The theory of practice architecture was applied as an analytical framework to investigate how educational leaders of New South Wales preschools enacted their role. This article discusses phase 1 of a mixed method study which surveyed 153 preschool educational leaders. The findings indicated that preschool educational leaders were experienced, educated and enacted their roles in varied ways. They frequently used practices that were informal and collaborative, responding to their unique contexts and situations.
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Turnšek, Nada, Olga Poljšak Škraban, Špela Razpotnik, and Jana Rapuš Pavel. "Challenges and Responses to the Vulnerability of Families in a Preschool Context." Center for Educational Policy Studies Journal 6, no. 4 (December 31, 2016): 29–49. http://dx.doi.org/10.26529/cepsj.52.
Abstract:
Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.
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Sandberg, Anette, and Tuula Vuorinen. "The Future is Created by and within Children." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 1–7. http://dx.doi.org/10.1177/183693910703200202.
Abstract:
THE OVERALL AIM OF THIS STUDY was to present research areas within early childhood education in a dialogue between municipality and university. The purpose was to produce ideas and develop research in teacher education, with the hope of increasing the understanding of what kind of research is needed into early childhood education. The data collection comprised 10 focus group interviews with politicians, managers, principals, lecturers, preschool teachers and parents, as well as children in after-school recreation centres and preschools, in all a total of 46 participants. The preschool teachers and parents also answered a questionnaire. From the results, different research areas appear; those especially highlighted were play, intervention, cooperation between preschool and home, the position of preschools in relation to schools, and child group research. There was also an increasing demand for children's perspective in gender, class and ethnicity research.
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Kilichova, Marhabo Khudoykulovna. "LITTLE FEATURES OF FOREIGN EXPERIENCE IN EDUCATION OF CHILDREN IN PRESCHOOL EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 241–46. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-43.
Abstract:
This article discusses the specifics of foreign experience in raising children in preschool education. In Japan, Korea, the United States, Germany, the United Kingdom, and Russia, the preschool education system has its own peculiarities of child rearing. There are also specific recommendations on the correct choice of educational tools in preschool education. It was also noted that an analytical approach is needed in the use of best practices abroad. The specifics of the entire national education system are also highlighted, and the main tasks of pre-school education and upbringing in Uzbekistan are outlined.
31
Kovač Šebart, Mojca, and Roman Kuhar. "The Pluralisation of Family Life: Implications for Preschool Education." Center for Educational Policy Studies Journal 7, no. 3 (September 25, 2017): 155–71. http://dx.doi.org/10.26529/cepsj.292.
Abstract:
The article takes as its starting point the public debate about the newly proposed Family Code in Slovenia in 2009. Inter alia, the Code introduced a new, inclusive definition of the family in accordance with the contemporary pluralisation of family life. This raised a number of questions about how – if at all – various families are addressed in the process of preschooleducation in public preschools in Slovenia. We maintain that the family is the child’s most important frame of reference. It is therefore necessary for the preschool community to respect family plurality and treat it as such in everyday life and work. In addition, preschool teachers and preschool teacher assistants are bound by the formal framework and the current curriculum, which specifies that children in preschools must be acquainted with various forms of families and family communities. This also implies that parents – despite their right to educate their children in accordance with their religious and philosophical convictions – have no right to interfere in the educational process and insist on their particular values, such as the demand that some family forms remain unmentioned.
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MACHYNSKA, Nataliya, and Oksana MAIER. "FORMATION OF LIFE COMPETENCE OF A CHILD OF PRESCHOOL AGE – A CONDITION FOR ENSURING THE FOLLOW-UP OF STEP-BY-STEP DEVELOPMENT PRESCHOOL STUDENT OF PRIMARY SCHOOL." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 109–14. http://dx.doi.org/10.31651/2524-2660-2022-2-109-114.
Abstract:
The article is devoted to clarifying the problem of ensuring continuity in the gradual development of the child's personality in the system of preschool and primary education. The content of the main competencies defined in the normative documents that make up the new life competence of the preschooler is analyzed. It is shown that continuity in the system of preschool and primary education is ensuring the continuity of human education. The peculiarities of primary school student's educational activity are outlined, their characteristic is offered (formation of culture of primary school student's educational activity; emergence and development of new social relations in dyad "child-adult"; formation of personal culture basis. A comparison of the competencies presented in the Basic Component of Preschool Education (State Standard of Primary Education), which form the basis of the life competence of a preschooler, is proposed. It is shown that their content fully reflects the implementation of the principle of continuity in the organization of the educational process both in preschool education and primary school system. The optimal organizational and pedagogical conditions for the formation of life competence of a preschool child are identified and characterized as: clear knowledge and consideration in practice of age and individual psychological and pedagogical characteristics of preschool children and primary school children; the image of the preschool institution and its educational services is formed; the structural and functional model of life competence of the preschooler-junior schoolboy is developed. The structural-functional model contains three blocks - target or theoretical-oriented; practice-oriented or content-procedural; effective or diagnostic-corrective; a brief semantic description of each of these blocks is proposed.
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Tran, Viet-Nhi, Tuan-Vinh Nguyen, Kim-Nhung Ta Thi, and Nhung Le Thi. "The status of the education of science for children aged 5–6 in some central Vietnamese public preschools." Hungarian Educational Research Journal 11, no. 4 (December 20, 2021): 360–76. http://dx.doi.org/10.1556/063.2021.00075.
Abstract:
Abstract The study aims to determine the status of organizing science activities for preschoolers aged 5–6 and teachers' views on improving science education quality for 5–6-year-olds in Vietnam. The research was undertaken on 150 preschool teachers working with 5–6 years old classes in 24 public preschools in 3 provinces, including Quang Binh, Quang Tri, and Thua Thien Hue. Mixed methods, including surveys, interviews with teachers, and observation of science discovery activities, were used. According to the study results, science education activities were regularly organized in the preschools with specific plans following the school-year curriculum and the national ECE framework of Vietnam. Teachers used various methods and forms for organizing scientific activities, but the classroom environment was dominant. The participation of family and society in science activities at preschools was limited. Teachers also highlight some measures to improve the quality of science education in preschools, including providing necessary facilities, equipment, toys for preschools and increasing modern teaching methods. The findings of this study provide necessary evidence on science education for preschool children in practical terms as the basis for further studies on solutions to improve the efficiency of science education for preschool children in Vietnam.
34
Rek, Mateja. "Media Education in Slovene Preschools: A Review of Four Studies." Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 45. http://dx.doi.org/10.26529/cepsj.659.
Abstract:
In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschoolchildren on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well asdependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actuallearning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conductedin the groups of preschool children.
35
Kutlimuratovna, Shamuratova Khurliman. "Preschool education reform." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 9 (2021): 152–55. http://dx.doi.org/10.5958/2249-7137.2021.01885.1.
36
Lobok, Alexander. "Preschool Education Bullied." Journal of Russian & East European Psychology 50, no. 6 (November 2012): 92–114. http://dx.doi.org/10.2753/rpo1061-0405500605.
37
Kettler, Todd, Mattie E. Oveross, and Rania C. Salman. "Preschool Gifted Education." Gifted Child Quarterly 61, no. 2 (January 31, 2017): 117–32. http://dx.doi.org/10.1177/0016986217690228.
38
Li, Xicai. "Design and Application of Children's Entertainment Education Software in Preschool Education." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 201. http://dx.doi.org/10.3991/ijet.v13i07.8809.
Abstract:
The current preschool education children's educational software mostly ig-nores the preschool children's psychological characteristics and rigidly com-bines the educational and entertainment nature of the game, which affects the learning effect of preschool children. Based on the psychological charac-teristics of preschool children, the characteristics of preschool children's de-mand for computer games were deeply analyzed. In addition, the preschool children's entertainment software was designed and developed. The game was built according to the system elements and design principles of the edu-cational games, and the appropriate kindergarten curriculum content was se-lected so that pre-school children can be substituted and truly entertained. The practice showed that the preschool children's educational software cap-tured the psychological characteristics of preschool children. It is concluded that the software effectively promotes preschool children to obtain knowledge in a relaxed gaming environment and improves the learning ef-fect of preschool children.
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Et. al., Nguyen Thi Ut Sau,. "ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1676–80. http://dx.doi.org/10.17762/turcomat.v12i4.1422.
Abstract:
The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.
40
Areljung, Sofie. "Capturing the world with verbs: Preschool science education beyond nouns and objects." Contemporary Issues in Early Childhood 21, no. 1 (October 15, 2018): 70–82. http://dx.doi.org/10.1177/1463949118805438.
Abstract:
This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children’s noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one’s surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.
41
Duc Hoi, Dinh. "Preschool Education Students’ Communication Skill." American Journal of Educational Research 6, no. 5 (April 23, 2018): 485–89. http://dx.doi.org/10.12691/education-6-5-19.
42
Lee, Valerie E., and Susanna Loeb. "Where Do Head Start Attendees End Up? One Reason Why Preschool Effects Fade Out." Educational Evaluation and Policy Analysis 17, no. 1 (March 1995): 62–82. http://dx.doi.org/10.3102/01623737017001062.
Abstract:
This study investigates the relationship between preschool experience and the quality of schools subsequently attended as young adolescents. In particular, we differentiate the characteristics of middle-grade schools attended by eighth graders who earlier experienced Head Start, other preschool programs, or did not attend preschool. School quality is defined in terms of social composition, academic rigor, safety, and social relations. After accounting for family background and demographics, we find that former Head Start attendees are educated in middle-grade schools of significantly lower quality than their counterparts who did not attend preschool, and particularly compared to peers who attended other preschools. No matter how beneficial Head Start was initially for its young participants, such benefits are structurally undermined if students are subsequently exposed to schooling of systematically lower quality. The low quality of middle-grade schools attended by former Head Start participants explains, in part, why Head Start effects fade over time.
43
Ozdemir Beceren, Burcu, and Atiye Adak Ozdemir. "Description of psychosocial traits of preschool education teachers and investigation of correlations between these traits." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 2020): 153–70. http://dx.doi.org/10.18844/cjes.v15i2.4290.
Abstract:
The aim of this research was to describe the psychosocial traits of preschool teachers and to investigate the correlations between these traits. Designed according to the relational screening method, participants in this research comprised 102 teachers working in independent preschools and preschool classes linked to primary schools in Canakkale province. To collect psychosocial data, the research used a personal information form, semi-structured interview form, the Empathic Tendency Scale, Ways of Coping Questionnaire, Satisfaction with Life Scale, Burnout Measures– Short Form and Self-Efficacy Scale. Findings obtained in the research showed that having a model (teacher, friend and family) was more effective than other factors in preschool teachers choosing this profession. Nearly, half of the teachers (49%) stated they would choose preschool teaching again if they had the chance, while the remaining teachers stated they would choose a different area of teaching or a different profession (theology, engineering, medicine, etc.).
Keywords: Preschool teachers, psychosocial, life satisfaction, burnout, coping with stress.
44
Shaari, Mariam Felani, Sabarinah Sheikh Ahmad, Izaham Shah Ismail, and Yazid Zaiki. "The Influence of Modified Open-Plan Preschool Spaces on Cognitive School Readiness in Malaysia." Environment-Behaviour Proceedings Journal 5, no. 15 (December 25, 2020): 123–30. http://dx.doi.org/10.21834/ebpj.v5i15.2466.
Abstract:
Modified open-planning to define children’s spaces is important in preschool design. Cognitive school readiness (SR) is an objective of Malaysian preschools. This study investigates the correlation between modified open-plan spaces and cognitive SR in Malaysian preschools. A prospective cohort study involving 378 children at 18 Malaysian Ministry of Education (MOE) preschools was conducted. Compared to other preschool physical aspects (size, scale, circulation, facilities, indoor environment quality, safety, home bases, activity areas, and play yards), the quality of modified open-plan spaces showed the strongest correlation with children’s cognitive SR (Pearson’s r=0.658, p=0.000). Findings are hoped to promote better preschool designs. Keywords: Modified open-plan, preschool design, children education, school readiness eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5i15.2374.
45
Abraham, Getahun Yacob, and Valerie Margrain. "“We are Swedish Preschool Teachers”. Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education." World Studies in Education 23, no. 1 (August 1, 2022): 77–95. http://dx.doi.org/10.7459/wse/22.1.06.
Abstract:
Course materials in teacher education programmes are one of the means to support young teachers learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.
46
Tishabaeva, Irodaxon. "FORMATION OF PRESCHOOL EDUCATIONAL INSTITUTIONS IN UZBEKISTAN(1960-1990)." JOURNAL OF LOOK TO THE PAST 11, no. 3 (November 30, 2020): 70–77. http://dx.doi.org/10.26739/2181-9599-2020-11-10.
Abstract:
This article describes the expansion of the network of preschool education institutions in Uzbekistan in 1960-1990, the level of coverage of preschool children in educational institutions on the basis of scientific, historical literature and sources. The study also included children's attendance and demographic indicators in preschools, urban and rural kindergartens.
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Masnan, Abdul Halim, Hafizul Fahri Hanafi, Azizah Zain, and Farah Shafawati Mohd-Taib. "The Development of Preschool Nature Education Module (PreNEM) for Preschool Teachers Based on Higher Order Thinking Skills." Indonesian Journal of Islamic Early Childhood Education 5, no. 1 (January 2, 2021): 27–33. http://dx.doi.org/10.51529/ijiece.v5i1.187.
Abstract:
The purpose of this study was to develop the Preschool Nature Education Module (PreNEM) based on Higher Order Thinking Skills (HOTS) as a professional exercise and guide for preschool teachers to undertake teaching and learning related to the environment. The process of developing the module involved three phases, which were the phase of needs analysis of the module elements, the module development phase, and the module implementation and evaluation phase. The developed module encompassed based on HOTS in the Malaysian Nature Education in Preschool (MyNEPs). Program in the components of weather, flora, fauna, insects and microbes for children to face the environment, environmental care and independence of life. This qualitative study involved four excellent preschool teachers who had at least 10 years of teaching experience as well as the quantitative study involved 29 children from four preschools in Selangor state, Malaysia. The research found that preschool teachers had great knowledge on preschool nature education, however, they lacked the skills and attitudes to implement teaching and learning based on HOTS. The teaching and learning implementation results using the PreNEM based on HOTS helped to increase the teaching skills of preschool teachers and increase knowledge, skills and the attitudes of children towards the MyNEPs program.
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Samsudin, Mohamad, Husni Rahim, and Didin Saepudin. "Academic Orientation in Preschool Education." International Journal for Educational and Vocational Studies 3, no. 1 (March 30, 2021): 49. http://dx.doi.org/10.29103/ijevs.v3i1.3386.
Abstract:
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.
49
Luo, Lan. "Preschool Education Based on Computer Information Technology Literacy and Big Data." Journal of Sensors 2022 (October 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/4457811.
Abstract:
In this practical framework, the preschool teacher is reinforced to utilize a more significant teaching model, like forming real-time-based contextual issues, to help participants to identify a deep learning-based learning model. Numerous studies have been released as a result of the popularity of the use of CIT in preschool education as a research subject. Due to the fact that it broadens teaching resources, provides learning time flexibility, and strengthens teacher-student relationships, this teaching method has received a lot of attention in academia. Teaching strategies in preschool classrooms combine elements of both direct instruction and free play. Among these, CIT stands out as a powerful tool for boosting students’ motivation and engagement in the classroom. Integrate new technology and science into the classroom setting, as well as implement pedagogical changes that make use of IT. Preschool education informatization is now deploying new technology in a variety of preschools, yet there are still flaws. In this paper, a theoretical and problematic-based classifier model, a deep learning-based methodology that was reinforced by utilising a Python-based model to create the comprehensive among preschool students and high-phase semantic parameters, and to enhance computer-based teaching through estimation and text design that can detect high-frequency-based knowledge samples, are used. In this practical model, teachers are insisted to utilize significant frameworks like contextual issues to provide skills to students. The results show that this integrated CIT teaching method is suitable for students and able to raise their aptitude and enthusiasm for studying. By offering new theoretical and practical results about preschool education, the study helps to reform preschool education.
50
Meshko, Halyna, and Oleksandr Meshko. "MANAGEMENT OF THE FORMATION PROCESS OF SOCIO-PSYCHOLOGICAL CLIMATE IN THE PEDAGOGICAL STAFF OF THE PRESCHOOL EDUCATIONAL INSTITUTION." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 186–90. http://dx.doi.org/10.24144/2524-0609.2022.50.186-190.
Abstract:
The study is devoted to the problem of forming a socio-psychological climate in the teaching staff of preschool education. The article analyzes the state of development in the scientific literature and educational practice of problems. Based on the study of psychological literature, the factors of formation of the socio-psychological climate in the teaching staff of preschool education are determined. The necessity of managing the process of forming the socio-psychological climate in the teaching staff of preschool education is substantiated. Since the basis and prerequisite for the formation of an optimal socio-psychological climate is the level of socio-psychological development of the team, so to determine the level of socio-psychological development of the teaching staff of preschool education, we used the method of socio-psychological self-assessment R.Nemov. The characteristics of the team, such as responsibility, collectivism, cohesion, contact (personal relationships), openness, organization and awareness, are identified and schematically presented in the form of a diagram of the average socio-psychological relief of relationships in the teaching staff of preschool education. The results of the study showed low indicators of socio-psychological climate in the teaching staff of preschool education, confirming the presence of pedagogical teams in many preschools in an atmosphere of hostility, unhealthy competition, low levels of mutual assistance and high levels of conflict. Based on the analysis of scientific literature and the results of studying the state of the socio-psychological climate in pedagogical teams of preschool education, a program to manage the process of socio-psychological climate in the teaching staff and ways to optimize it in the context of the head of preschool education. The prospects of further scientific research aimed at developing and implementing a system of training future specialists of preschool education institutions and heads of educational institutions for purposeful management of the process of forming a favourable socio-psychological climate in the teaching staff are outlined.