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1
Journal, Baghdad Science. "The Role of Home –Made Meals in Meeting the Dietary Requirements For the Kindergarten Children." Baghdad Science Journal 4, no. 1 (March 4, 2007): 63–69. http://dx.doi.org/10.21123/bsj.4.1.63-69.
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This research has been applied on 100 children (age 4 – 6 years) from three kindergartens distributed on basis of 43 children from the college of Education for women kindergarten (A) , 27 children from the governmental Al- Mustafa kindergarten (B) , and 30 children from the private Al – Baraom kindergarten (C) . Details concerning their school meals, already prepared at home , have been analyzed according to their dietary components taken from the tables of the dietary values .The statistical analysis results have shown no significant difference (p< 0.01) in the intake of energy , protein and thiamin between the children of A and C kindergartens while these children have significantly recieved higher amounts of the above nutrients from B children . Similar trend of differences (p < 0.05) among the three kindergartens was reported for calcium , niacin , while no significant difference was observed among the three kindergartens in iron , vit . A, riboflavin and ascorbic acid . The comparison between the average intake recieved by the children of A and C kindergartens and the RDA did not show any significant difference from the standpoint of energy , riboflavin and niacin and also between B kindergarten and the RDA from the standpoint of protein ,riboflavin and niacin . However , the intakes of calcium and vit. A of kindergarten A children were significantly less than RDA and significantly more than RDA for protein , iron , thiamin and ascorbic acid , while the intakes of energy , calcium , iron , vit. A and thiamin by kindergarten B were significantly less than RDA and more ascorbic acid . Kindergarten C children , however , recieved significantly less calcium , iron and vit .A and significantly more protein , thiamin and ascorbic acid than RDA . The percentages of children according to the food groups intake were calculated and no significant differences (p < 0.05) were observed in the intakes of bread and cereals group and milk and its products group between A and C kindergartens children , while B children recieved significantly less amounts than A and C children . Concerning meats and eggs , however , significant differences ( p < 0.05 ) were shown between children intakes of the three kindergartens , so that A recieved more amounts then both B and C and C recieved more than B . In regards of fruits and vegetables group , no significant differences ( p < 0.05 ) were reported between the intakes of B and C kindergartens , while A children recieved significantly more amounts than B and C children .
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de Lima, Cristiana Normalita, Nurlayli Hasanah, Margaretha F. Narahawarin, and Hariani Fitrianti. "The Series Pictures as Media Story to Developing Language Children Ability Group a Kindergarten in Merauke." SHS Web of Conferences 149 (2022): 01045. http://dx.doi.org/10.1051/shsconf/202214901045.
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This research was conducted on 7 Kindergartens in Merauke District, with a total of 200 children as research subjects. A small-scale trial was conducted on 50 children from 2 kindergartens in Merauke, namely Gotong Royong Kindergarten and Tunas Melati Kindergarten. The research method used in this study is research and development, which is a research method to develop or produce a learning product with the following steps: (1) determining potential and problems, (2) gathering information, (3) designing products, (4) design validation, (5) design improvement, (6) small-scale product trials, (7) product revisions, (8) large-scale product trials, (9) product revisions, (10) mass production. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke. Maria Goreti Kindergarten, Motherland XI Kindergarten, Pembina State Kindergarten and Kartika VI9 Kindergarten. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke.
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Majerčíková, Jana. "Extracurricular Education Diversity in Czech Nursery Schools." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 53–71. http://dx.doi.org/10.2478/jolace-2018-0024.
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Abstract This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.
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Mohamed, Nurul Azmawati, Nuurain Amirah Mohd Razi, Habibah Faroque, Aisyah Ar-Redha Che Amir Farid, Mohd Dzulkhairi Mohd Rani, and Ilina Isahak. "Hand Hygiene Awareness Among Childcare Providers." Asian Journal of Medicine and Biomedicine 4, no. 2 (October 20, 2020): 17–21. http://dx.doi.org/10.37231/ajmb.2020.4.2.357.
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Teachers in kindergarten play important role in educating correct hygiene practices to children. This study was conducted to assess the knowledge, practice and perceived barrier of hand hygiene among kindergarten’s teachers. Teachers from two kindergartens were recruited non randomly for a semi-structured face-to-face interview. The open-ended question comprised of questions on what, how and why to do hand hygiene, including what were perceived to impede and facilitate hand hygiene and monitoring process. Eight teachers agreed to participate. Four had attended courses related to hand hygiene and infections. None of them were able to demonstrate proper steps of hand hygiene. Most teachers suggested health promotion and campaigns to promote hand hygiene practices. Respondents believed that too much work hindered them from practicing hand hygiene. Hand hygiene knowledge was inadequate. Measures should be taken to ensure kindergarten teachers and caretakers are adequately trained and competent in providing safe environment to children under their care.
Keywords: hand hygiene, teachers, kindergarten, childcare provider
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Liao, Jiaqiang, Shaoping Yang, Wei Xia, Anna Peng, Jinzhu Zhao, Yuanyuan Li, Yimin Zhang, et al. "Associations of exposure to green space with problem behaviours in preschool-aged children." International Journal of Epidemiology 49, no. 3 (November 29, 2019): 944–53. http://dx.doi.org/10.1093/ije/dyz243.
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Abstract Background Limited evidence is available regarding the association of green-space exposure with childhood behavioural development. This study aimed to investigate the associations of exposure to green space with multiple syndromes of behavioural development in preschool children. Methods This cross-sectional study was conducted in Wuhan, China from April 2016 to June 2018. We recruited a sample of 6039 children aged 5–6 years from 17 kindergartens located in five urban districts of the city. We measured the greenness using average Normalized Difference Vegetation Index (NDVI) within a circular buffer area of 100 metres surrounding the central point of residences and kindergartens. We calculated the residence–kindergarten-weighted greenness by assuming that children spent 16 hours per day at home and 8 hours at kindergarten. The problem behaviours of children were evaluated at kindergarten using the Childhood Behavioral Checklist (CBCL) and standardized into problem behavioural T scores. Linear mixed-effect models and linear-regression models were used to estimate the associations. Results We observed decreases in problem behaviours associated with kindergarten and residence–kindergarten-weighted surrounding greenness in preschool children. For example, a one-interquartile range increase in kindergarten and residence–kindergarten-weighted NDVI was associated with decreased T scores for total behaviour by −0.61 [95% confidence interval (CI): −1.09, −0.13) and −0.49 (95% CI −0.85, −0.12), anxiety and depression by −0.65 (95% CI: −1.13, −0.17) and −0.46 (95% CI: −0.82, −0.10), aggressive behaviour by −0.53 (95% CI: −1.01, −0.05) and −0.38 (95% CI: −0.75, −0.02) and hyperactivity and attention deficit by −0.54 (95% CI: −1.01, −0.07) and −0.48 (95% CI: −0.83, −0.12), respectively. Stratified analyses indicated that the associations of green-space exposure with problem behaviours were stronger in boys than in girls. Conclusions Children attending kindergartens with higher levels of surrounding green space exhibited better behavioural development. The mechanisms underlying these associations should be explored further.
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Hana H. Al-Fulfuly and Hala B. Al-Foqara. "The Role of Learning Corners in Developing Multiple Developmental Intelligences for Kindergarten Children from Their Mothers' Point of View." International Journal for Talent Development 11, no. 21 (February 2, 2021): 123–42. http://dx.doi.org/10.20428/ijtd.11.21.6.
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This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences.
Keyword: multiple developmental intelligences, learning corners, kindergarten’s children
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Hana H. Al-Fulfuly and Hala B. Al-Foqara. "The Role of Learning Corners in Developing Multiple Developmental Intelligences for Kindergarten Children from Their Mothers' Point of View." International Journal for Talent Development 11, no. 2 (February 2, 2021): 123–42. http://dx.doi.org/10.20428/ijtd.v11i2.1720.
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This study aimed to identifying the role of learning in developing multiple developmental intelligences for Kindergarten children from their mothers' point of view. The study sample consisted of (160) mothers who were distributed into two groups: the first group consisted of (80) mothers of children attending kindergartens with learning corners, and the second group consisted of (80) mothers of children attending traditional kindergartens. To achieve the study objectives, the descriptive method was used and a questionnaire for assessing learning corners and multiple developmental intelligences scale (MIDAS) were used. The study results showed that multiple developmental intelligences among the children attending kindergartens with learning corners were high, while multiple developmental intelligences among the children attending traditional kindergartens were medium. The results also showed that there are statistically significant differences in the total score and in the sub-scores for each of the multiple developmental intelligences between the children attending kindergartens with learning corners and those attending traditional kindergartens in favor of the children attending kindergartens with learning corners. The study recommended that concerned authorities should include learning corners in the classroom as they develop multiple intelligences.
Keyword: multiple developmental intelligences, learning corners, kindergarten’s children
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Zorab, Hemin Mohammad, and Niyan Namiq Sabir. "Social interaction and its relationship to Psychological Adjustment among Kindergarten children from the Perspective of Kindergarten teachers." Halabja University Journal 7, no. 3 (September 30, 2022): 190–217. http://dx.doi.org/10.32410/huj-10428.
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This research aims to Identify the relationship between social interaction with Psychological adjustment among the children of the kindergarten from the teacher's Perspective and to know the level of social interaction and mental adjustment among children in kindergartens According to these variables (gender ,age, number of children, child sequencing, parent’s education level)
This research used associative method research society is kindergarten children and kindergarten teachers in the center of Halabja Government. The research Sample is 400 kindergarten children, The research tool is the measure of (social interaction and psychological adjustment) of kindergarten children from the teacher’s Perceptive which was created by the researchers, among the most important statistical tools used (person's correlation with Person, Spearman, Alpha Cronbach , T- test is one example and two examples, the statistical equation of discrimination, One away ANOVA, Colmogrov-Sminroo). One of the most important result of the research was that the level of Social interaction and psychological adjustment among kindergarten children does not differ according to the variables (age, number of children, child sequencing, Father's educational level), but it does differ according to the variable (gender , mother's educational level).and it was also found that the social interaction and mental adjustment among children in kindergarten from kindergarten teachers perspective to have a weak positive correlation
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Zilka, Gila Cohen. "Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens." Review of European Studies 14, no. 4 (October 30, 2022): 26. http://dx.doi.org/10.5539/res.v14n4p26.
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This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.
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Specht, Ina Olmer, Sofus Christian Larsen, Jeanett Friis Rohde, Jane Nautrup Østergaard, and Berit Lilienthal Heitmann. "Comparison of Motor Difficulties Measured in the First Year of School among Children Who Attended Rural Outdoor or Urban Conventional Kindergartens." International Journal of Environmental Research and Public Health 19, no. 21 (October 29, 2022): 14158. http://dx.doi.org/10.3390/ijerph192114158.
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Background: Kindergartens can potentially contribute substantially to the daily level of physical activity and development of motor skills and might be an ideal setting for improving these as a public health initiative. We aimed to examine whether children from rural outdoor kindergartens had a lower risk of motor difficulties than children from urban conventional kindergartens. Methods: Motor test results were measured during the first school year by school health nurses using a six-item test of gross- and fine motor skills (jumping, handle a writing tool, cutting with a scissor following a line, one-leg stand on each leg, throwing and grabbing). Register-based information was available on potential confounding factors. Results: We included 901 children from outdoor kindergartens and 993 from conventional kindergartens with a mean (SD) age of 6.5 years (0.4). The children from the two types of kindergarten differed according to demographic information, with outdoor kindergarten children more often being from more affluent families (long maternal education level: 47.5% vs. 31.0%, p < 0.0001) and fewer girls attending the outdoor kindergartens (42.7% vs. 49.5%, p = 0.003). In the adjusted models, we found no evidence of differences in the risk of motor difficulties between children attending either type of kindergarten (OR: 0.95, 95%CI: 0.71;1.27, p = 0.72). Conclusion: Our results do not support outdoor kindergartens as a potential intervention to improve motor abilities among children. Randomized controlled trials are needed to confirm these findings.
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Munawar, Muniroh, Fakhruddin Fakhruddin, Rodiyah Rodiyah, and Titi Prihatin. "Digital literacy curriculum management in kindergarten." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2115–36. http://dx.doi.org/10.18844/cjes.v16i5.6226.
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Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.
Keywords: Curriculum, management, digital, literacy, kindergarten.
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Søndergaard, Steen. "Global kindergartens: Children’s encounter with other cultures through online communication." Global Studies of Childhood 10, no. 3 (July 30, 2020): 218–30. http://dx.doi.org/10.1177/2043610620944935.
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This article is about how to work with young children’s online communication in the kindergarten and how the children can acquire knowledge of other cultures through this online communication. The article presents various projects in which online communication between kindergartens has been attempted. Then the article will argue about the importance of supporting kindergarten children to be able to act in a globalized, mediatized and digitized world, both through a reflection on how society is changing and through a description of how children today use digital technologies. Finally, the article also suggests a future media pedagogy in kindergarten.
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Hasan Drwish, Drwish, Omer Abdullah Haraki, Mustafa Abdullah Almukdad, and Ali Osman Engin. "Developing the Educational Program in Kindergartens in the Syrian Arab Republic in Light of the European Model (An Empirical Study on Female Kindergarten Directors and Teachers in the Damascus Education Directorate)." International Journal of Childhood, Counselling and Special Education 4, no. 1 (March 2022): 11–19. http://dx.doi.org/10.31559/ccse2022.4.1.2.
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The study aimed to develop the education program in kindergartens in Syria in light of the European model. The sample of the study consisted of female kindergarten directors and teachers who were selected randomly from kindergartens in the city of Damascus. Also, the study used the descriptive analytical method in the study, in addition to building a tool to measure the development of educational programs in kindergartens in Syria. Where the questionnaire consisted of 19 items distributed on one axis: the first axis includes "the development of kindergarten in the light of the relationship of female teachers with children and their families." The study revealed that the development of education programs in kindergartens in the city of Damascus from the point of view of kindergarten female kindergarten directors and female teachers was generally large. The study also found that there are no statistically significant differences at the level of significance (α = 0.05) between female kindergarten directors and female teachers’ evaluation of their awareness of the areas of developing educational programs in kindergartens according to the work variable.
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AL Jadidi, Nadia Ahmed A., Dalia Abdelwahed Mohamed, and Enas Mahmoud Elrefee. "TEACHING NATURAL SCIENCES: SIMPLIFYING SOME PHYSICS CONCEPTS AS ACTIVITIES AND LABORATORY TOOLS FOR KINDERGARTEN CHILDREN." Journal of Baltic Science Education 21, no. 6 (December 10, 2022): 928–45. http://dx.doi.org/10.33225/jbse/22.21.928.
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There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children's knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children's in-app interactions and children's photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child's characteristics at this stage and the nature of education. Keywords: Natural sciences, teaching physics concepts, laboratory tools, the focus group method, kindergarten
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Nilsen, Ann Christin E. "In-between discourses." Journal of Comparative Social Work 11, no. 1 (April 1, 2016): 64–85. http://dx.doi.org/10.31265/jcsw.v11i1.136.
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During the last decades, early intervention has become a major concern across political parties in Norway. In line with the discourse of early intervention, kindergartens are perceived as important arenas for identifying children at risk and initiating intervention. Equally important in the kindergarten sector is the discourse of diversity, in which a tolerance for behaviours that deviate from the majority norm is assumed. Drawing on an institutional ethnography in Norwegian kindergartens, and in particular the concept of ruling relations, I compare these two discourses in this article and discuss how kindergarten staff have to negotiate between different, and sometimes conflicting, institutional discourses that can justify different interventions. As a consequence, and despite good intentions, kindergarten staff can end up treating children with different backgrounds unequally.
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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.
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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.
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Gluschankof, Claudia. "Musical Expressions in Kindergarten: An Inter-Cultural Study?" Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 317–27. http://dx.doi.org/10.2304/ciec.2008.9.4.217.
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In a study conducted in kindergartens in Israel, three ‘cultures' converge: the kindergarten, the community, and the home. The differences among the two kindergartens in this study do not reside solely in the urban vs. non-urban and Jewish vs. Arab. They also reside in the contexts created by the adults as a result of their beliefs about childhood, music, play, and education, and how these beliefs are expressed in their behaviours. This account draws on a larger ethnographic study conducted in a number of kindergarten settings. The aim of this larger study was to describe and understand the self-initiated musical expressions of children aged four to five years, who bring various cultural identities to the early years setting. The sites under scrutiny in this article were two kindergartens in Israel: a non-urban state-sponsored Jewish kindergarten, and an urban Arab kindergarten in a church-operated school. The evidence showed that the musical expressions of the children in the study shared many characteristics. It also showed that differences reside, not only in the culture of the community they belong to, but also in the culture of the kindergarten. This included the physical environment, the degree of structure in the timetable, and the attitudes and rationale of the staff. This article suggests that each kindergarten develops a particular style of musical play, and that inter-cultural issues can include those that are idiosyncratic to specific peer cultures.
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Al-Fulfuly, Hana Hussein, Azza Mohamad Ghanem, and Elham Yahya Al-mortada. "The Effect of the Kindergarten Education Quality on Developing Creative Thinking of First Primary Grade Pupils in Private Schools of the Capital – Sana'a – Yemen." International Journal for Talent Development 9, no. 1 (May 7, 2018): 199–218. http://dx.doi.org/10.20428/ijtd.v9i1.1331.
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This research aimed to investigate the effect of the kindergarten level, (i.e., high, medium, low) on the development of creative thinking amongst first primary grade pupils in the capital Sana'a- Republic of Yemen. The sample consisted of (150) pupils (75 males and 75 females) from grade one of primary stage in 28 private schools in Sana’a. The sample was purposely chosen equally from high, medium, and low level achievers. A data collection tool was developed, and checked for validity, to survey the kindergartens. The researchers used Torrance's test (Form B) for creative thinking, after obtaining its reliability by test-retest method. After analyzing the data statistically, the results revealed that there were statistically significant differences between the average scores of children who finished kindergartens with a high level and the average scores of children who finished kindergartens with a medium level in the creative thinking in favor of the high level. Also there were statistically significant differences between the average scores of children who finished kindergartens with a high level and the average scores of children who finished kindergartens with a low level in the creative thinking in favor of the high level. There were also statistically significant differences between the average scores of children who finished kindergartens with a medium level and the average scores of children who finished kindergartens with a low level in the creative thinking in favor of the medium level. In addition, the results showed no statistically significant differences between the average scores of children depending on the interaction between kindergarten level (low, medium and high) and gender (male and female) variables in terms of their impact on creative thinking.
Keywords: Quality kindergarten education, Creative thinking, Private schools.
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Mariyana, Rita, Myrnawati Crie Handini, and Maruf Akbar. "The Effectiveness of Discovery and Inquiry Learning Strategies in Improving Students’ Early Math Skills." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (March 31, 2020): 173. http://dx.doi.org/10.26737/jetl.v5i1.1144.
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The study aimed to find out the effectiveness of discovery and inquiry learning strategies on the efforts of improving the early math skills of students in kindergartens in West Java Province, Indonesia. This is experimental research. The sampling method was done by multi-stage random sampling with probability sampling and it obtained 72 samples of kindergarten students consisting of 36 children from kindergartens in Bandung, West Java who were treated by discovery learning strategy and 36 children from the kindergartens in West Bandung Regency who was treated using inquiry learning strategy. Data were obtained using a checklist of observation sheets for early math skills of kindergarten children. Data analysis used a quantitative descriptive with a t-test. The findings of the study indicate that discovery-learning strategy is better than inquiry learning strategy in improving early math skills of kindergarten students. It is evidenced by the results showing that the average score of group with discovery learning strategy was 111.63 and the average score of group n using inquiry learning strategy was 101.96 with the result of t-count of 5.551 at the 0.05 level of significance. The conclusion of this research there were differences in early math skills between groups of children with discovery learning strategy and those with the inquiry learning strategy. From the results of data processing and discussion of the study, it was concluded that discovery learning strategy was better than inquiry learning strategy in increasing the score of early math skills of kindergarten children.
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Et.al, Nurul Izzah Yusof. "Knowledge and Readiness of Preschool Teachers in Accepting Special Needs Children." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 143–51. http://dx.doi.org/10.17762/turcomat.v12i3.650.
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This research is conducted to observe the level of knowledge and readiness faced by kindergarten educators in accepting special needs children. This research aims to study the relationship between knowledge and readiness of kindergarten teachers towards their acceptance of students with special needs education. A quantitative approach was used by utilising observation method with non-random sampling in order to select the respondents. n=77 kindergarten teachers who are currently teaching children around the age of five to six at a preschool or kindergarten, regardless of whether it is a private or government school, were identified. The descriptive analysis presented that the mean value is high for every variable of readiness and knowledge of teachers in accepting children who require special education at their kindergartens. The Pearson correlation test was used to describe the relationship between the variables of readiness and knowledge. The result showed that there was a significant relationship between readiness, knowledge, and teachers’ acceptance towards children who require special education. The implication of this study hoped that every private and government kindergarten is able to fully accept special education children without any biases in order achieve the objective of Malaysia’s National Education Blueprint (MNEB). This is to ensure that inclusive education in early childhood education in Malaysia can be accomplished.
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Al-Massarweh, Sami Salamah, Safia M. Jabali, Abdelraouf Hameed Alyamani, and Mohamd M. AL-Dlalah. "The Degree of Contribution of Patterns of Mothers’ Treatment to the Emotional Balance of Kindergarten Children." Journal of Education and Learning 11, no. 2 (February 4, 2022): 76. http://dx.doi.org/10.5539/jel.v11n2p76.
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This study aimed to identify the degree of contribution of mothers’ treatment patterns to the emotional balance of kindergarten children and to achieve the objectives of the study; two scales were built: a questionnaire to measure mothers’ treatment patterns and a questionnaire to measure the emotional balance of kindergarten children after ensuring their validity and reliability. The study sample consisted of 195 children aged 5-6 who were selected from the private kindergartens of the Naour Brigade in Amman Governorate in Jordan. After using arithmetic means, standard deviations, Pearson correlation coefficient, and multiple regression analysis, the results of the study reached the following:
The most common treatment pattern for mothers was the democratic one.
The level of emotional balance among kindergarten children was average.
The results showed a positive, statistically significant correlation at the significance level (α = 0.05) between the total score of the emotional balance scale for kindergarten children and the democratic treatment pattern of mothers.
The results revealed a statistically significant negative correlation at the significance level (α = 0.05) between the total score of the emotional balance scale for kindergarten children and the two types of mothers’ authoritarian and abusive treatment.
The regression analysis results revealed that the patterns of mothers’ treatment contribute to the emotional balance of kindergarten children by 34.2%.
The patterns of mothers’ treatment contributed in varying proportions to the emotional balance of kindergarten children, the highest of which was the authoritarian pattern, then the neglectful pattern, and finally the democratic pattern.
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Miljević-Riđički, Renata, Tea Pahić, and Marija Šarić. "A Croatian Study of Practitioners’ and Kindergarten Teacher Students’ Opinions of their Role in Children’s Lives." Center for Educational Policy Studies Journal 3, no. 2 (June 30, 2013): 51–69. http://dx.doi.org/10.26529/cepsj.239.
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In the project Methods and Models in the Education of Preschool Children in Kindergartens conducted at the Faculty of Teacher Education in Zagreb, we were interested in practitioners’ and kindergarten teacher students’ opinions, motivation, satisfaction, expectations and attitudes with regard to their work. Two open-ended questions regarding the role of the kindergarten teacher in children’s lives, were set as a separate mini-questionnaire. For the purposes of this particular study, practitioners (N=69) and first-year university kindergarten teacher students (N=65) had to complete two sentences: “Children are like…because …” and “Kindergarten teachers are like… because…”. Their responses were content analysed and then compared. Analysis shows that both students and kindergarten teachers perceive children in a very positive way and evaluate their job as highly valuable. They also highly value their role in children’s lives (as another parent, teacher, helper, model, safe haven, etc.). The most significant difference between practising teachers and students is their perception of working conditions, where students show a more idealistic approach.
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Ahmed, Omer Ali, and Mhamad Aziz Saeid. "The Level of Teachers ’interest in Consumer Awareness of Kindergarten Children from The Teachers’ point of view." Journal of University of Raparin 7, no. 1 (December 22, 2019): 357–78. http://dx.doi.org/10.26750/vol(7).no(1).paper20.
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The research aims to reveal the level of consumer awareness among kindergarten teachers according to gender or certificate, to show the level of interest of teachers in consumer awareness in kindergarten, by answering the main question of research on the tasks and the impact of kindergarten teacher on raising the level of consumer awareness in children. Kindergartens: with a number of proposals through the search result. The researcher relied on the descriptive analytical method, the research community consists of (12) kindergartens working in the government sector, the sample of the research was chosen by simple random method, and consists of (110) of kindergarten teachers (13) of them male, and (97) female. For the purpose of collecting information, the researcher has prepared a questionnaire consisting of (27) paragraphs all prepared by the researcher himself. The researcher also benefited from the SPSS package and reached the following results: - The level of consumer awareness among kindergarten teachers at a low level. - There is no statistically significant relationship between educational attainment and consumer awareness. - There is a statistically significant relationship between sex and consumer awareness, and the effect was good female sex. The level of consumer awareness of the life needs and requirements of teachers at a high level.
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Nurhafizah, Nurhafizah, and Zadrian Ardi. "The Parent’s Role and Children’s Understanding of Gender Concept; A Correlational Study in Indonesia." Journal of Counseling and Educational Technology 2, no. 2 (November 6, 2019): 48. http://dx.doi.org/10.32698/0761.
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The purpose of this study is to find out the extent of the relationship between the role of parents and understanding of the gender’s concepts of children in kindergartens. This research was conducted on 30 selected kindergarten students by using proportional random sampling technique. The type of this research used is quantitative research with correlation method. The populations of this study were children in Kartika 1-63 kindergarten of Padang, and the samples were children of kindergarten group B using the technique of proportional random sampling in groups B1, B2, B3, and B4. The research data was collected by using Parent Role Inventory (PRI) and Childhood Gender Concept (CGC) Inventory. The analysis of data was done validity and reliability testing and using the normality test, homogeneity test, and hypothesis test. Research data were analyzed by regression analysis. The findings of the study indicate that there is a significant correlation between the role of the parent towards the understanding of gender concepts for the children in kindergarten group B, Kartika 1 - 63 kindergarten, Padang, with correlation coefficient ry. 1 = 0564 of alpha 0.05 and Ŷ = 52, 13 + 0.445X; Based on the results of this study it can be concluded that parent have a significant role for children understanding about the concept of gender.
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Neustroeva, Aiza Borisovna, and Ai-Tal Leonidovich Trofimov. "Features and types of conflicts in preschool educational institutions of Yakutsk." Конфликтология / nota bene, no. 1 (January 2022): 74–86. http://dx.doi.org/10.7256/2454-0617.2022.1.36561.
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The subject of the research in this article are the features, types and frequency of conflicts arising in preschool educational institutions (on the example of kindergartens in Yakutsk). Based on the conducted psychological tests and a sociological survey of kindergarten workers, the authors consider in detail such aspects of the topic as the causes and frequency of conflict situations in kindergartens, the varieties and specifics of conflicts, the dependence of the conflict of kindergarten workers on gender, age, level of education and work experience, position. Particular attention is paid to identifying the relationship between satisfaction with basic working conditions and the level of conflict in the team. The main conclusions of the study are the following: most conflicts in kindergartens arose between children, between parents and kindergarten; most employees faced conflict situations once every six months; among kindergarten employees, such a style of behavior in conflict as compromise prevails; 37% of the surveyed employees revealed a destructive type of behavior in a conflict situation; among women, the frequency of conflicts was higher than among men; among fully satisfied employees, the frequency of conflicts was lower than among dissatisfied employees; educators and teachers needed additional knowledge about effective conflict resolution among children, methods for identifying the causes of conflict between the child and parents.
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Melis, Claudia, Per-Arvid Wold, Kathrine Bjørgen, and Børge Moe. "Norwegian Kindergarten Children’s Knowledge about the Environmental Component of Sustainable Development." Sustainability 12, no. 19 (September 29, 2020): 8037. http://dx.doi.org/10.3390/su12198037.
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Although kindergarten children are the group of citizens who will face the consequences of today’s environmental challenges, research on their knowledge about environmental sustainability is limited. In June 2019, we interviewed 56 children (five to six years old) from eight kindergartens in Norway and asked kindergarten staff and the children’s parents to fill out a short questionnaire. The aim of the study was to investigate children’s knowledge of how our actions affect the natural environment and children’s self-declared sense of belonging to nature. Our results show that upon completing kindergarten, many children had gained an early understanding of environmental sustainability. Garbage disposal, deforestation, and air pollution from vehicles were the environmental issues children were most aware. We detected a positive association between time spent in nature with parents and children’s knowledge; this emphasizes the importance of children spending time in nature with their parents.
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Zafeiroudi, Aglaia. "Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece." Journal of Studies in Education 11, no. 3 (July 10, 2021): 84. http://dx.doi.org/10.5296/jse.v11i3.18724.
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This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.
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Stárek, Lukáš. "Social disadvantage from the perspective of a teacher in preschool education." Perspectives of Science and Education 49, no. 1 (March 1, 2021): 338–56. http://dx.doi.org/10.32744/pse.2021.1.24.
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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.
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Kim, Min-Jung. "The Perception and Requirements of Kindergarten Teachers and Mothers on the Status of Distance Education and the Long Term of COVID-19 in 2020." Korea Association for Early Childhood Education and Educare Welfare 26, no. 3 (September 30, 2022): 37–58. http://dx.doi.org/10.22590/ecee.2022.26.3.37.
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This study was conducted to examine the daily lives of young children at home, the distance education in kindergartens, and the perceptions and requirements of teachers and parents about the prolonged COVID-19 situation during 2020. The participants were 1,272(383 kindergarten teachers and 889 parents) and were conducted frequency analysis and difference verification. Two conclusions were made from the following study. First, it was found that young children spent time at home with their parents and siblings through education(play) package and video contents that were serviced by their kindergartens. The kindergarten teachers provided play packages and video content. Kindergarten teachers showed high satisfaction with pre-produced contents, but mothers were satisfied with the contents produced by kindergartens and real-time interactive education than pre-produced contents. However, their common stance was that the development of high-quality education(play) packages was necessary, but within their shared opinion, kindergarten teachers responded that national-level public trust content was needed, while mothers emphasized the need for education that enables two-way communication. Second, they were concerned about the prolonged distance education due to COVID-19 in 2020, the delay in sociality and development, and the educational gap in children. In addition, it was found that kindergarten teachers had difficulty in role conflict. As the COVID-19 situation is prolonged, efforts should be made to establish a systematic and equitable system for distance education in order to prevent the educational gap in children. Despite the great difficulties caused by the prolonged COVID-19 situation, there were a few survey participants mentioning the benefits such as family-centered culture and individual customized education, as well as quality education and health education made possible by the decreased ratio of teachers and children. Based on the results, it was possible to derive implications for the direction of distance education in early childhood education, public trust-led distance education management, reconsideration of the teacher-child ratio, and the need for customized education.
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Celik, Bunyamin. "A Study on the Factors Affecting Reading and Reading Habits of Preschool Children." International Journal of English Linguistics 10, no. 1 (December 15, 2019): 101. http://dx.doi.org/10.5539/ijel.v10n1p101.
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In the developing world, reading habit, which is one of the first habits of traditional education, continues primarily in the family and then in kindergartens. In this research, factors such as family, environment, kindergarten and libraries are discussed in terms of acquiring reading habit in preschool period and evaluations are made about the effects of these factors on reading habit. In this study, the results of the research on the factors in the reading habit of Ishık Kindergarten students of Ronaki Hawler Education Company in Erbil, Iraq are included. Within the scope of the research, one-on-one interviews were conducted with 106 children in the six-year age group who were closest to starting primary school among the kindergarten students and 20 kindergarten teachers and a questionnaire was conducted. In this process, the kindergarten was observed. Then, the data obtained from the questionnaires were analyzed in SPSS program. In addition, structured interviews provided information about activities that aimed at acquiring reading habits of kindergarten teachers. In the conclusion part of the study, the data obtained were evaluated in terms of the factors that enable children to acquire reading habits. The results of the study showed that families have a guiding role in having the children acquire the reading habit. In addition, it was concluded that the group of friends, the environment, various books and genres, kindergarten education and libraries were other important elements in this preparation period.
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Susan Abdulla Mohamed and Jameela Raheem Abd. "Cognitive Motive of the Kindergarten Child." Journal of the College of Education for Women 33, no. 2 (June 29, 2022): 100–112. http://dx.doi.org/10.36231/coedw.v33i2.1599.
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Encouraging children towards the cognitive motivation through the discovery and knowledge of the environment around them is essential. Thus, during the two researchers’ supervision of the practical lessons that involved the female students’ application of their experience in the Applied Kindergarten Laboratory, it has been noticed that there was a difference in the cognitive motivation of kindergarten children. In order to reinforce the research problem, the two researchers sent an open questionnaire to a sample of randomly selected kindergarten teachers from Al-Karkh and Al-Rasafa sides. The responses collected accentuated the researchers’ sense of the existing problem. To achieve the aim of the study represented by examining the kindergarten child’s cognitive motive, and the differences of the motive in terms of gender variable (male, female), a sample of (150) (males, females) children of an age ranging between (5-6) years of the preliminary stage was selected. The sample was randomly selected from the governmental kindergartens in Baghdad from its two sides Karkh and Rusafa. The two researchers prepared a triple alternatives measure of cognitive motive, which consisted of (45) items divided into two fields. The first field that was concerned with knowing the environment that surrounds the child consisted of (26) items, whereas the second field, which is about problem solving, consisted of (19) items. The results have shown that kindergartens children have a cognitive motive. To achieve the validity of the test, the researchers relied on the logic and constructive validity indicators. Moreover, to estimate the reliability of the study, Cronbach Alpha was adopted. The study have concluded that there were no statistically significant differences between the male/female variable with respect to the cognitive motive.
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Tzuriel, David, and Hila Flor-Maduel. "Prediction of Early Literacy by Analogical Thinking Modifiability Among Kindergarten Children." Journal of Cognitive Education and Psychology 9, no. 3 (January 1, 2010): 207–26. http://dx.doi.org/10.1891/1945-8959.9.3.207.
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Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this study was to assess the power of a major cognitive process: analogical reasoning, to predict early knowledge of writing as evaluated by kindergarten teachers. 103 kindergarten children, randomly selected from 10 kindergartens, were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test. The children were also evaluated for their primary knowledge of writing by their kindergarten teachers as part of a routine didactic assessment. Early writing was significantly predicted by analogical reasoning above and beyond age and gender. Analogical reasoning and early writing may have similar cognitive components requiring inferential processing and closing of information gaps.
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Anisah, Nur, Budi Purwoko, and Najlatun Naqiyah. "Influence of Visual Support Media in Developing Expressive Language and Logical Thinking of Children Aged 4-5 Years in Inclusion Kindergarten Sidoarjo District." Volume 5 - 2020, Issue 9 - September 5, no. 9 (September 30, 2020): 737–46. http://dx.doi.org/10.38124/ijisrt20sep343.
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The research objectives were to (1) examine the effect of visual support media on the development of expressive language and logical thinking of children aged 4-5 years in inclusion kindergarten; (2) examining the effect of visual support media on the development of language expression and logical thinking in children aged 4-5 years in inclusive kindergartens; Type and quantitative research design with a quasi-experimental design type of non-equivalent control group. The sample used in the study was Kindergarden Diti School class A1 with 15 students and class A2 with 10 students as the experimental class; and TK Batik class A1 15 students and class A2 10 students as the control class. Data collection techniques using tests and observations. Data analysis techniques used analysis of variance (ANOVA) and MANOVA. The results showed that the SPSS output obtained a significance probability value <0.05, so it could be concluded that Ho was rejected and H1 was accepted, meaning (1) there was a significant influence between visual support media on expressive language development and logical thinking in children aged 4-5 years in Inclusion Kindergarten. Future research is expected to test media and educational aids that can develop expressive language and logical thinking.
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Chen, Feiyan, and Joseph Agbenyega. "Chinese parents' perspectives on home–kindergarten partnership: A narrative research." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 95–105. http://dx.doi.org/10.1177/183693911203700213.
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THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.
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Suwargiani, Anne Agustina, Riana Wardani, Fidya Meditia Putri, Sri Susilawati, Cucu Zubaedah, and Tadeus Arufan Jasrin. "Caries risk and preventive home-treatment in pre-school children - An Irene Donuts ellaborative pilot study." Padjadjaran Journal of Dentistry 30, no. 2 (July 31, 2018): 84. http://dx.doi.org/10.24198/pjd.vol30no2.18323.
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Introduction: Caries risk assessment is an effort performed to determine the causes of dental caries and the caries risk of the children. The purpose of the study was to determine the caries risk of pre-school children and the possible preventive home-treatment in reducing the risk. Methods: This research was descriptive with sampling method used was the total sampling technique. Data were collected using the Irene’s Donuts caries risk form to determine the caries risk and preventive treatment of the children. Caries risk assessment data was presented in the form of frequency distribution tables. Results: The first-year research resulted as follows: distribution of caries risk frequency based on the interview conducted towards the parents in Ulul Azmi and Amanah Kindergarten, regarding their education, age, children’s habits, showed that the highest risk (88.9%) in both kindergartens was found in children who still drink milk with pacifier bottles until more than four-years-old. The second highest risk amongst Ulul Azmi Kindergarten students (88.9%) was found in children with daily candy consumption; the highest risk amongst Arroyyan Kindergarten (90%) was tooth decay which considered not interfering the children’s development with the pH level below 6.5. Regarding the treatment choice of the students, the most choices taken amongst Ulul Azmi Kindergarten parents were helping their children brush their teeth at night before bedtime; assuring the children’s sufficient water consumption in Amanah Kindergarten parents; assuring the children’s vegetable and fruits contained menu in Arroyyan Kindergarten parents. Conclusion: The highest caries risk of pre-school children is tooth decay, with the possible preventive home-treatment, were helping the children to brush their teeth at night before bedtime, assuring the children’s sufficient water consumption, and assuring the children’s vegetable and fruits contained menu.
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Kyuchukov, Hristo. "Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?" Journal of Language and Education 4, no. 4 (December 31, 2018): 54–64. http://dx.doi.org/10.17323/2411-7390-2018-4-4-54-64.
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How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.
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Kyuchukov, Hristo. "Mother Tongue of Turkish Immigrant Children in Berlin: to Be or not to Be?" Journal of Language and Education 4, no. 4 (December 31, 2018): 63–74. http://dx.doi.org/10.17323/2411-7390-2018-4-4-63-74.
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How do bilingual Turkish children develop their mother tongue knowledge in German kindergartens and what are some of the difficulties they face? These are the questions which this paper tries to answer. For this purpose, a study with Turkish kindergarten children from Berlin, Germany was conducted. A total of 40 children were divided into two groups between 3 and 6 years old and tested twice in a year with the TEDIL Test . The test consists of pictures and measures the knowledge of Turkish nouns, verbs, adjectives, prepositions, and syntax. All of the children were tested individually by a native Turkish speaker and by the researcher. The testing was done in the kindergarten setting. The results showed that the knowledge of both age groups on different grammatical categories in Turkish was equal on the first test and there were no statistical differences. However, during the second test the group of older children showed a decrease in their knowledge of the grammatical categories in their mother tongue. This paper discusses the factors that influenced the regression in the knowledge of Turkish. This study is one of only a few on bilingual Turkish children and it presents new information about mother tongue loss among kindergarten children, discusses the reasons, and suggests that kindergartens and families should cooperate and work together in order to prevent mother tongue loss from a very early age as well as its effect on the cognitive development of bilingual children.
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Chai, Hollis Haotian, Sherry Shiqian Gao, Kitty Jieyi Chen, Duangporn Duangthip, Edward Chin Man Lo, and Chun Hung Chu. "A Kindergarten-Based Oral Health Preventive Approach for Hong Kong Preschool Children." Healthcare 8, no. 4 (December 9, 2020): 545. http://dx.doi.org/10.3390/healthcare8040545.
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Early childhood caries (ECC) remains the single most common chronic childhood disease. Untreated caries can cause tooth loss and compromised dentition. Severe ECC can also influence nutrition intake, cognitive development, general health and quality of life. In Hong Kong, approximately half of 5-year-old children suffer from ECC, and more than 90% of these caries remain untreated. Thus, the development of effective strategies for promoting the oral health of preschool children is warranted. The Faculty of Dentistry of the University of Hong Kong has provided kindergarten-based dental outreach services to selected kindergartens since 2008. In 2020, the project expanded to serve all kindergarten children in Hong Kong. The aim of the service is to improve oral health through the prevention and control of ECC among preschool children. The service provides dental screening and silver diamine fluoride treatment for ECC management. In addition, the parents receive oral health talks, and teachers receive training in delivering regular oral health education at kindergarten. The objectives of this service are to improve oral and general health of preschool children, develop the children’s good oral health-related behaviours, maintain the children’s psychological well-being and reduce the burden on their family. This paper describes this kindergarten-based dental outreach service.
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Moreira, Mariana, Guida Veiga, Frederico Lopes, Derek Hales, Carlos Luz, and Rita Cordovil. "Kindergarten Affordances for Physical Activity and Preschoolers’ Motor and Social–Emotional Competence." Children 10, no. 2 (January 25, 2023): 214. http://dx.doi.org/10.3390/children10020214.
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This study examined the relationship between the quality of the kindergarten physical and social environment to promote physical activity (PA) and preschoolers’ motor and social–emotional competence. Two Portuguese kindergartens (Gondomar city) were selected from a pool of seventeen with an assessment of kindergarten PA best practices (one with high PA practices, the other with low). Thirty-six children (M = 4.42; SD = 1.00 years) without neuromotor disorders participated in this study. Motor and social–emotional competence were assessed with standardized motor skills tasks and parent report of child behaviors. Children from the kindergarten with higher compliance with PA best practices showed significantly better motor competence. No statistically significant differences were found for social–emotional competence scores. These findings emphasize the critical importance of kindergarten in promoting preschoolers’ motor competence by assuring a physical and social environment that enhances their PA practice. This is a particularly relevant concern for directors and teachers during the post-pandemic period, given the developmental delays and decreases in physical activity preschool children experienced across the pandemic period.
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Židić, Nela, and Nada Tomasović Mrčela. "Comparison of Nutritional Status between Kindergarten Groups in Split." Hrvatski časopis zdravstvenih znanosti 1, no. 2 (November 29, 2021): 99–103. http://dx.doi.org/10.48188/hczz.1.2.1.
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AIM: to determine whether there is a difference in the level of nutritional status of children across age groups, which would indicate the need for a change in caloric values of daily menus that are currently the same for all age groups in kindergartens in Split. PARTICIPANTS AND METHODS: The study was conducted during June 2020 in “Grigor Vitez” kindergarten in Split. All parents were asked to voluntarily complete a questionnaire with a guarantee of anonymity. The data on height and weight of children were used to calculate the nutritional indicators: the body mass index (BMI) and the percentile curves of the body mass index (% BMI), defined by gender and age. RESULTS: Data for 128 children aged 3 - 6.99 of the kindergarten "Grigor Vitez" were analyzed. Children in the selected kindergartens did not differ significantly in relation to the level of their nutritional status across age groups (3 – 3.99 years, 4 – 4.99 years, 5 – 5.99 years, 6 – 6.99 years). The highest average percentile was determined (60.30) in the age group of children aged 6.00 - 6.99, which is 12.89 points higher than the average value of the percentile of children aged 3.00 - 3.99 years, while no difference was found by testing (F = 0.936; p = 0.426). CONCLUSION: Only percentile values were compared between kindergarten groups, and so it can be concluded that meals may have appropriate energy values, which should be checked by analyzing the menus, and comparing them with the recommendations.
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Al-Fulfuly, Hana Hussein, and Iqbal Abdel Wahab Ahmed Mahadeen. "Effect of Science Corner Activities in the Development of Some Mental Habits of kindergarten Children in Jordan." International Journal for Talent Development 10, no. 1 (July 10, 2019): 163–83. http://dx.doi.org/10.20428/ijtd.v10i1.1532.
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This study aimed at identifying the impact of Science Corner Activities on developing some mental habits among the Kindergarten children in Jordan. The study sample consisted of 42 male and female children from the second level in kindergartens in Jordan, whose ages range between (5-6) years old. The researchers used the semi-experimental design with its pre and post tests for the control and the experimental groups. In order to achieve the study objectives, the researchers used the following tools: Science Corner Activities and, a depicted test for some mental habits, prepared by the researchers. The study results showed that there were differences between the mean scores for the experimental group and the control group children regarding the test of some mental habits in favor of the experimental group. However, no differences were found between the mean scores of the male and female children regarding the test of some mental habits. The results also showed that there is no impact for the interaction between the gender and the activities in the test of mental habits. In the light of these results, the study concluded that Science Corner Activities are effective in developing some mental habits among the Kindergarten children. The study recommended preparing and training the Kindergarten teachers in a way that enables them to be a good example for the children in practicing the mental habits as well as training the children to employ the mental habits through the various activities. The study also recommended providing the educational elements in the Kindergarten setting so as to facilitate the learning process and make it as attractive as possible.
Keywords: science corner activities, mental habits, kindergarten children.
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Grindheim, Liv Torunn. "Barnefellesskap som demokratisk danningsarena." Tidsskrift for Nordisk barnehageforskning 4, no. 2 (August 28, 2011): 91–102. http://dx.doi.org/10.7577/nbf.309.
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Title: The community of peers as an arena for democratic education: What possibilities for participation can be found in play, among peers, in the kindergarten? Abstract: Children’s formal right to participate in the formation of their everyday life in Norwegian kindergartens, has led to several discussions of democracy connected to young children in kindergartens. This article represents an element in these discussions, based on experiences from fieldwork in a Norwegian Kindergarten. The main focus is the playful community of peers and what negotiation of participation is related to, in this community. Four observations of children’s negotiation of participation provide the content and the structure of the article. The aim is to reveal the problematic and various ways children are constructers and also being constructed as citizens in their community of peers.
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Tangel, Darlene M., and Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24, no. 2 (June 1992): 233–61. http://dx.doi.org/10.1080/10862969209547774.
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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).
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Syed Chear, Syed Lamsah, Sareena Hanim Hamzah, Norhayati Mohd Zin, Fadliah Darini, Irma Syuryani Jaswir, and Norsyahida Mat Nazir. "Private kindergartens compliance to standard operating procedures during movement control order period." EDUCATUM Journal of Social Sciences 7, no. 2 (July 10, 2021): 23–33. http://dx.doi.org/10.37134/ejoss.vol7.2.3.2021.
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Pandemic COVID-19 and the enforcement of Movement Control Order (MCO) have created new norms in society. The re-opening of the private kindergarten during this MCO period was met with a different reaction from the entrepreneurs. The objective of this study is to analyse the level of compliance with the standard operating procedures (SOPs) to prevent the spread of COVID-19. This study involved 50 private kindergartens in Selangor. The assessment is based on two perspectives: feedback from kindergarten management and the trainee teachers. The findings showed that compliance levels were high with the mean score of 4.260 (before operation) and 4.278 (during operation) given by the operators on a scale of 1 – 5, while trainee teachers gave a mean score of 4.212. Before its operation, kindergartens have prioritized three safety measures: ensuring parents were free from COVID-19 (mean 4.64), monitoring teachers’ health (mean 4.52), and tightening the rules for visitors (mean 4.38). During its operation, kindergartens have improved their safety measures especially in prohibiting symptomatic children to kindergarten (mean 4.54), providing adequate hand sanitizer (mean 4.44), enforcing the use of face masks (mean 4.44), making isolation towards symptomatic children (mean 4.40), carrying out comprehensive disinfection activities (mean 4.36), and ensuring parents to cooperate accordingly (mean 4.32). The observations of trainee teachers have also supported these claims. According to the teacher trainees, the lower scores concerned around ensuring children to wear a face mask at all times (mean 3.72), prohibiting children from sharing personal equipment (mean 3.89), prohibiting physical contact among children (mean 3.96); conducting learning group activities (mean 3.98), and tracking close contacts of symptomatic children (mean 4.02). The high level of compliance indicates the entrepreneur's determination in ensuring that private kindergartens can operate properly and safely. The results of this study have a significant impact on the role of the relevant authorities to provide training and financial assistance to private kindergartens. Such support is essential for them to offer quality services in the interests of child education and safety.
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Azzahra, Syahla Fatimah, Anne Agustina Suwargiani, and Anna Muryani. "<strong>Differences in the motivation for seeking oral health treatment among parents of kindergarten students</strong>." Padjadjaran Journal of Dentistry 34, no. 3 (December 3, 2022): 293. http://dx.doi.org/10.24198/pjd.vol34no3.40458.
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ABSTRACTIntroduction: Motivation and the role of parents are essential in educating children on maintaining their oral health. The low parental knowledge in seeking oral health treatment will increase the prevalence of children’s oral disease. This study aimed to analyse the differences in the motivation for seeking oral health treatment among parents of kindergarten students in two kindergarten. Methods: The research was analytic with a cross-sectional technique, conducted on 109 parents taken as respondents, consisting of 54 parents of Bunda Asuh Nanda Kindergarten students and 55 parents of Mekar Arum Kindergarten students. Data collection was carried out with an online Google form questionnaire. Results: The mean intrinsic motivation range of Bunda Asuh Nanda Kindergarten and Mekar Arum Kindergarten parents was 45 to 65, while the extrinsic motivation range was 51 to 59, and the combined motivation range was 47 to 63. The Mann-Whitney test result showed a significant difference in the intrinsic and combined motivation, with a p-value of 0.0008 and 0.0073, respectively, while the extrinsic motivation showed no difference (p-value=0.2313). Conclusions: The motivation for seeking oral health treatment in parents of kindergarten students showed differences in intrinsic and combined motivation, while no difference is found in extrinsic motivation. Most of the parents in both kindergartens have rather good motivation in seeking oral health treatment for their children.Keywords: children; oral health; motivation; parents; treatment-seeking behaviour
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Wang, Jiahui, Zefei Xu, Jingyu Yao, Maochao Hu, Yuewen Sun, Cong Dong, and Zhongming Bu. "Identification of Phthalates from Artificial Products in Chinese Kindergarten Classrooms and the Implications for Preschool Children’s Exposure Assessments." International Journal of Environmental Research and Public Health 19, no. 13 (June 30, 2022): 8011. http://dx.doi.org/10.3390/ijerph19138011.
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Phthalates are typical chemical pollutants in kindergarten classrooms since numerous artificial products (e.g., polyvinyl chloride (PVC) floorings, soft polymers and plastic toys) that might contain phthalates are widely distributed in kindergarten classrooms. Although Chinese preschool children spend a considerable amount of their waking hours (>8 h/day) in kindergartens, phthalate exposure in such indoor environment has not been given much attention. In this study, the mass fractions of six phthalates in twenty-six artificial products (fifteen flat decoration materials and eleven plastic toys) commonly found in Chinese kindergarten classrooms were measured. Di-2-ethylhexyl phthalate (DEHP) was the most predominant compound in all materials. The emission characteristics of the DEHP from these materials were further investigated. The measured emission characteristics were used for predicting multi-phase DEHP concentrations in kindergarten classrooms by applying a mass transfer model. The modeled concentrations were comparable with those measured in the real environment, indicating that these products might be the major sources of DEHP in Chinese kindergarten classrooms. Preschool children’s exposure to DEHP was found to be 0.42 μg/kg/day in kindergartens under baseline conditions, accounting for 18% of the total exposure to DEHP in Chinese indoor environments.
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Ruf, Sebastian, Franziska Hommes, Welmoed van Loon, Joachim Seybold, Tobias Kurth, Marcus A. Mall, Frank P. Mockenhaupt, and Stefanie Theuring. "A Retrospective Outbreak Investigation of a COVID-19 Case Cluster in a Berlin Kindergarten, November 2020." International Journal of Environmental Research and Public Health 19, no. 1 (December 21, 2021): 36. http://dx.doi.org/10.3390/ijerph19010036.
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While SARS-CoV-2 infection activity in German kindergartens during the first year of the pandemic appeared to be overall low, outbreaks did occur. We retrospectively investigated an outbreak in November and December 2020 in a Berlin kindergarten participating in the Berlin Corona School and Kindergarten Study (BECOSS). Interviews were conducted with affected families regarding symptomatology, contact persons and possible sources of infection, as well as relevant information on the conditions on-site and infection prevention measures. A chronology of the outbreak was elaborated, and based on data on contacts and symptoms, we mapped the most likely chains of infection. Overall, 24 individuals, including ten educators, seven children, and seven household members, were infected with SARS-CoV-2 in a four-week time interval. Courses of infection ranged from asymptomatic to severe, with children less affected by symptoms. Viral spread within the facility seemed to occur mainly through kindergarten staff, while children primarily transmitted infections within their families. Interviewees reported that hygiene measures were not always adhered to inside the facility. To prevent outbreaks in kindergartens, especially in the light of current and newly emerging viral variants of concern, strict compliance to hygiene rules, staff vaccinations against SARS-CoV-2, and immediate reaction to suspected cases by quarantining and frequent testing seem reasonable measures.
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Tomić, Anamaria, Jasmina Ivšac Pavliša, and Sanja Šimleša. "Uključivanje djece s teškoćama u razvoju u ustanove ranog i predškolskog odgoja i obrazovanja iz perspektive odgojitelja." Hrvatska revija za rehabilitacijska istraživanja 55, no. 2 (January 28, 2020): 40–52. http://dx.doi.org/10.31299/hrri.55.2.4.
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For children with developmental disabilities, inclusion in mainstream kindergartens is considered the most appropriate type of education. To achieve this goal, certain preconditions of education quality must be fulfilled, such as process and structural aspects of early education quality. Staff attitudes on inclusion of children with disabilities, and inclusion in general, are one of the process preconditions. Knowing the main sources of negative attitudes towards children with disabilities, which are one of the biggest challenges in the inclusion process, enables understanding of the nature of attitudes, provides guidance for measuring those attitudes more accurately and improves the inclusion process. The aim of this research was to examine the attitudes of kindergarten teachers on the inclusion process in mainstream kindergartens in the Republic of Croatia, and to analyse how those attitudes depended on teacher age, education level, work experience (and years of work in the profession), size of the place of employment, and experience working with children with developmental disabilities. The research participants were kindergarten teachers (N=333) in 14 kindergartens offering a full-time programme in the Republic of Croatia. Data were collected with the Opinions Relative to Integration of Students with Disabilities (ORI) questionnaire, which had been translated to Croatian and adapted for this population. Most participants had neutral or mildly negative attitudes toward inclusion. More positive attitudes toward inclusion were associated with older age, lower education level, and smaller work environment. These results can be a starting point for further analysis of inclusive issues and the development of lifelong learning programmes for kindergarten teachers in preschool settings.
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Anggraeni, Putri, and Syarif Hidayatullah. "BENTUK LIRIK LAGU ANAK DI TAMAN KANAK-KANAK JAKARTA TIMUR:KAJIAN INTERTEKSTUAL." SeBaSa 5, no. 2 (November 13, 2022): 201–11. http://dx.doi.org/10.29408/sbs.v5i2.6220.
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Children's song lyrics in kindergarten always have their own characteristics. Children's song lyrics found in kindergarten are usually song lyrics adapted from previous song lyrics. Children's song lyrics are taught in kindergarten to train children or teach children various things such as religious values, independence, introduction to animals and others. The purpose of this study was to describe the form of the lyrics of children's songs sung in Kindergarten based on the types of hypograms. The subjects in this study were the lyrics of children's songs at the Kindergarten PG/RA Al Bakiriyah East Jakarta, TK Laboratory Jakarta, and PAUD Harapan Mulya. This research is a qualitative research with content analysis technique. The content analysis technique of this research is by collecting data and describing it by collecting data, presenting data, and conclusions. The result of this research is that there are 14 songs from 3 kindergartens in Jakarta. 1 song is included in the expansion hypogram, there are 7 songs included in the convention hypogram, there are 6 songs included in the hypogram, and none of the songs are included in the Ekserp hypogram.Keywords: Intertextual, Children's Song Lyrics, Hypograms
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Alawneh, Yousef Jaber. "Role of Kindergarten Curriculum in Instilling Ethical Values among Children in Governorates of Northern West Bank, Palestine." Dirasat: Educational Sciences 49, no. 3 (September 17, 2022): 360–75. http://dx.doi.org/10.35516/edu.v49i3.2337.
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Objectives: This study aims to identify the role of kindergarten curricula in instilling ethical values among children from the point of view of kindergarten’s principals and teachers in the northern governorates in West Bank, Palestine.
Methods: The study relies on an analytical descriptive approach. The sample of the study consisted of (317) kindergarten principals and teachers selected in a random manner. A survey consisting of (40) paragraphs spread over four areas (objectives, content, methods and activities, calendar) was designed; the validity and reliability coefficients of the questionnaire were verified.
Results: The results of the study show that the role of kindergarten curricula in instilling ethical values in children from the point of view of kindergarten principals and teachers in the governorates of the northern West Bank was average. They also showed that there were statistically significant differences at the level of significance (0.05α=) in the average responses of the study sample members due to job title, kindergarten type, qualification, and teachers experience.
Conclusions: Based on the above results, it is recommended to conduct a study of the same title dealing with primary school teachers in public and private schools in the northern West Bank governorates.