Journal articles on the topic 'Organisation of preschools'
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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.
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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.
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Schubert, Volker. "Die Organisation von Wohlbefinden in japanischen Kindergärten." Paragrana 22, no. 1 (June 2013): 60–70. http://dx.doi.org/10.1524/para.2013.0006.
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Abstract Is it possible to organize well-being in an educational setting? The paper examines some possible conditions and forms by using the example of Japanese preschools and tries to track down the logic of the organization of well-being. Playful, but systematically learned selective rituals and routines, the specific handling of conflicts and the restraint of the educators create an environment, in which the children are able not only to play enthusiastically, but also to adjust their common activities to a large extent on their own. Well-being in a relaxed and happy social coexistence in the group - on the one hand an indispensable condition for all further educational processes, on the other hand also end in itself - is staged as joint task, for which everybody should try for together.
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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.
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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.
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Nowosad, Inetta. "Przedszkola w debacie polityczno-oświatowej Niemiec. W stronę edukacji, opieki i wychowania." Problemy Wczesnej Edukacji 48, no. 1 (March 31, 2020): 63–74. http://dx.doi.org/10.26881/pwe.2020.48.06.
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Contemporary pre-school institutions in Germany have ceased to be perceived solely as providers of care. Significant importance has been assigned to education and upbringing as equivalent categories. The change in approach is not only apparent in their organisation and functioning, but also in state policies, which clearly emphasise the importance of early childhood. The aim of the article is to analyse the political-pedagogical debate that has been in progress since 2005, as well as to scrutinise the adopted arguments and their consequences in the form of the ever changing early school education and care in Germany. The analysis of conditions that have contributed to bestowing preschools with such significance, not only in the process of early childhood development, but also in the process of more broadly understood social development, has also been recognised as equally important, as a result of which preschool institutions have gained importance in the area of political investment that is equal to that granted to schools. The analysis of educational reports and formal-legal guidelines on both federal and state levels is meant to illustrate the range of the introduced changes and the specifics of the German reform, which is perceived as an interlinked network and as cooperation for the sake of children and their families.
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Muñoz, José Manuel, Francisco Braza, and Rosario Carreras. "Controlling relationships in preschool children." International Journal of Behavioral Development 28, no. 5 (September 2004): 444–48. http://dx.doi.org/10.1080/01650250444000162.
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In order to facilitate the comprehension of social structure in preschool children, our research has two foci: first, to define controlling behaviours (nonaggressive group organisation) and to determine their organisational principles, and second, to analyse the relation of the controlling behaviours with aggressive behaviours. Through direct observation, the behaviour of 90 preschoolers aged 4–5 years old during free playtime was registered. A correspondence analysis revealed that two organisational principles structure controlling relationships, one related to authority and another to acquiescence. The independence of these two dimensions suggests the existence of a social hierarchy in preschoolers’ playgroups based on controlling behaviour. No significant relation between authoritative and aggressive behaviours in 4-year-old children was detected, while 5-year-old children with high levels of authoritative behaviour were less aggressive than individuals with low levels. Our results point out that controlling activity is relevant in the organisation of preschool children’s social groups. Children’s goal development probably determines the change of the behavioural strategies that facilitate the evolution of social structure from aggressive to controlling hierarchies. We judge it necessary for research to focus on controlling interactions.
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Johansson, Inge. "The interplay between organisation and pedagogic content: Results from a study reflecting the changes within 12 preschools in stockholm during a three-year period." European Early Childhood Education Research Journal 5, no. 2 (January 1997): 33–46. http://dx.doi.org/10.1080/13502939785208061.
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Seiser, Anette Forssten, and Ulf Blossing. "Actions and practice architectures for realising sustainable development by restructuring school organisations." Forskning og Forandring 3, no. 2 (December 15, 2020): 69–88. http://dx.doi.org/10.23865/fof.v3.2457.
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Sustainability is increasingly being understood as vital for school improvement. The objective of this study is to expand our knowledge of practice architectures that enable and constrain the realisation of sustainable development by restructuring school organisations to facilitate professional learning. In this follow-up study, we return to one of the three municipalities that were involved in an earlier project from 2009 to 2011. The theory of practice architectures is used as an analytic tool to identify and analyse actions that have an impact on the municipality’s efforts to realise sustainable school improvement. The results reveal dissimilarities between the investigated municipality’s school organisation and the preschool organisation. In the case of the school organisation, the dominating practice architectures disrupt the realisation of sustainable development, while in the case of the preschool organisation they are continuous and foster the same. One disruptive practice architecture in the school organisation is the idea of the autonomous principal, which disturbs the progression of a distributed leadership. In the preschool organisation, the superintendents are crucial for facilitating participation in professional learning.
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Shcherbinina, Ol'ga S., Dmitriy V. Alfimov, and Pyotr V. Plotnikov. "Peculiarities of psycho-pedagogic support of "risk group" children's parents at a pre-school educational organisation." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 44–48. http://dx.doi.org/10.34216/2073-1426-2019-25-4-44-48.
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The purpose of the study is to identify the features of psychological and pedagogic support of parents of children "at risk" at a preschool educational organisation. Collection of empirical data was carried out by methods of questioning and testing of parents (children's apperception test of Leopold Bellak; technique "Analysis of family relationships" of Edmond Eydemiller & Viktoras Justickis; technique of N. A. Martynov). The authors developed and implemented a programme of psychological and pedagogic support for parents of children "at risk " named "Happy family". The effectiveness of its application was assessed using a set of criteria and indicators. On the basis of the conducted research features of psychological and pedagogic support of parents of children of "risk group" in the conditions of preschool educational organisations at which accounting it is possible to increase efficiency of this direction of activity of preschool educational organisations are revealed.
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Osipova, Margarita B., and Anna G. Samokhvalova. "PSYCHOLOGICAL AND ACMEOLOGICAL CONDITIONS FOR THE DEVELOPMENT OF COGNITIVE RESOURCES IN OLDER PRESCHOOL CHILDREN TO OVERCOME COMMUNICATIVE DIFFICULTIES." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2020): 79–85. http://dx.doi.org/10.34216/2073-1426-2020-26-2-79-85.
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The article actualises the problem of the development of cognitive resources of the personality of a child of a senior preschool age as a factor in constructive overcoming variative communicative difficulties; psychological and acmeological conditions necessary for the development of cognitive resources of preschool children are considered. Using a set of diagnostic methods, the levels of communicative development of preschoolers were identified, communicative difficulties typical of situations of communication with peers and adults were determined. It is concluded that in older preschool age, contentive and reflective communicative difficulties most often arise due to a lack of knowledge, inability to plan, structure, rebuild and analyse their own communicative actions. In addition, often the child alone cannot overcome the difficulties arising in communication due to the limited supply of cognitive resources that allow it to analyse and constructively solve the difficult task of interpersonal interaction. The authors’ programme aimed at implementing the psychological and acmeological conditions for the development of cognitive resources and the communicative competency of preschool children is presented. The effectiveness of the implementation of this programme is confirmed statistically. In conclusion, the authors conclude that it is necessary to purposefully develop the prerequisites for universal learning actions in older preschool children; the organisation of systematic psychological work with parents aimed at teaching them methods and methods for developing children’s cognitive abilities and facilitating overcoming communicative difficulties; the development of subjective qualities of preschoolers and subject-subject relations with peers and adults.
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ROBERTS, JONATHAN. "Trust and Early Years Childcare: Parents’ Relationships with Private, State and Third Sector Providers in England." Journal of Social Policy 40, no. 4 (April 14, 2011): 695–715. http://dx.doi.org/10.1017/s0047279411000225.
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AbstractRelationships of trust are central to the provision of public services. There are, however, concerns that public service reform may disrupt established trust relations. One such reform is the provision of services by a mix of organisations from state, for-profit and third sectors. This paper reports upon an empirical study of the trust relationships between parents and diverse organisations providing early years childcare. It considers whether organisational form or sector is perceived to be a significant indicator of trustworthiness or untrustworthiness, and examines organisational behaviours which may support or hinder trusting relationships. The paper reports that a priori signals, such as sector, have little effect on decisions to trust. Instead, parents actively construct trust through observation of and interactions with providers. Attention therefore shifts to trust-producing organisational behaviours, such as transparency, and to trust-reducing behaviours, such as staff turnover. The paper identifies some benefit in provision through an integrated centre, where parents develop trust over time prior to preschool childcare use. Such a process may be particularly helpful to parents who face disadvantage.
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Veretennikova, V. B., O. F. Shikhova, and Yu A. Shikhov. "The Technique for the Development of Basic Preschool Teacher and Parental Competencies." Education and science journal 21, no. 9 (November 27, 2019): 154–85. http://dx.doi.org/10.17853/1994-5639-2019-9-154-185.
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Introduction. In recent years, serious changes in the Russian system of preschool education have been observed. These changes are connected not only with the relevant updating of the educational content and introduction of new teaching forms and methods, but also with the need to improve the parents’ psychological and pedagogical culture in the questions of upbringing and education of children. In this regard, it is reasonable to consider the possibilities of social partnership between the family and the preschool educational organisation, the potential of which is currently not fully elicited.The aim of the present article is to present the original technique for the development of basic (core) competencies of preschool educators and parents through social partnership between a family and a pre-school educational organisation.Methodology and research methods. While developing the technique, the basic provisions of competency-based, humanistic, system-based and qualimetric approaches were taken into account, thus allowing the authors to implement the principles of individualisation, cooperation and self-organisation. When identifying and evaluating the level of the development of preschool educators’ and parents’ basic competencies, the method of group expert assessments was used as the main research toolkit. In order to organise and support the development of basic competencies, the authors used case study method, implying practical tasks, discussions and professional simulation games.Results and scientific novelty. Social partnership is considered as the most productive form of relations between the specialists of pedagogical sphere and parents, who are experts in upbringing and understanding of the child. Voluntary and long-term cooperation, based on trust, recognition of mutual responsibility, common goals and values, provides a wide range of opportunities to increase the psychological and pedagogical competency of parents and contributes to the professional growth of the teaching staff of the preschool educational organisation. The authors designed a “reference” thesaurus, which is a hierarchical set of interrelated competencies, needed by each member of the interaction for the full development of a young child. Taking into account the members’ individual educational demands and needs, the stages of social partnership are identified: members of pre-school families – in qualified professional assistance and support; children − in educated parents; teachers – in information on the peculiarities of behaviour of pupils outside the preschool educational organisation. The algorithm of formation of basic competencies of teachers and parents of pre-school children was developed and tested in the course of the experiment.Practical significance. The proposed technique can be used for developing social partnership in other pre-school educational organisations, as well as in the system of advanced training for pre-school teachers and in the preparation for their certification as a guidance material, demonstrating the ways of solving the problems, specified in the Federal State Educational Standard of preschool education.
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Åström, Maria, and Karl-Göran Karlsson. "Using hierarchical linear models to test differences in Swedish results from OECD’s PISA 2003: Integrated and subject-specific science education." Nordic Studies in Science Education 3, no. 2 (June 29, 2012): 121–31. http://dx.doi.org/10.5617/nordina.375.
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The possible effects of different organisations of the science curriculum in schools participating in PISA 2003 are tested with a hierarchical linear model (HLM) of two levels. The analysis is based on science results. Swedish schools are free to choose how they organise the science curriculum. They may choose to work subject-specifically (with Biology, Chemistry and Physics), integrated (with Science) or to mix these two. In this study, all three ways of organising science classes in compulsory school are present to some degree. None of the different ways of organising science education displayed statistically significant better student results in scientific literacy as measured in PISA 2003. The HLM model used variables of gender, country of birth, home language, preschool attendance, an economic, social and cultural index as well as the teaching organisation.
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Burnel, Abram, Vera Pozsgay, and Iryna S. Kravets. "Corporate Culture in Preschool Organisation Administration: European and Asian Context." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 3 (September 9, 2021): 62–70. http://dx.doi.org/10.52534/msu-pp.7(3).2021.62-70.
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The relevance of the study lies in the need to introduce corporate culture in the field of preschool education to improve the managerial level and pedagogical compliance of employees who influence the development of preschool children as individual members of society. The purpose of the study is to analyse organisational culture in the administration of preschool institutions, based on a comparison of Asian and European cultural paradigms. The research consisted of two stages, namely theoretical and empirical, and involved the use of general scientific research methods, including analysis, synthesis, comparison, systematisation, questionnaires, surveys, and statistical data processing. In the course of the study, foreign scientific literature was analysed in order to determine the phenomena of preschool institution administration and its corporate culture. An empirical study was conducted, the essence of which was an online survey among kindergarten administrators in Germany and Kazakhstan. It is determined that both the German and Kazakh corporate administration cultures have weaknesses, common to which is the lack of full-fledged freedom in decision-making and conducting activities. It was discovered that the two countries have a common view on the development of administrator's corporate competencies, including strategic importance, change management, leadership, performance management, learning orientation, responsibility, focus on results, activity, and social intelligence. It is confirmed that German kindergarten heads are distinguished by their productivity and focus on learning, while Kazakh ones attempt to pay attention to responsibility and thoroughness. The practical value of the research is to compare two views on the corporate administration culture in preschool organisations in the context of European and Asian paradigms
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Laura, Taiteliyeva, Zhubandykova Akgul, Kymbat Balazhanova, Turdaliyeva Sholpan, Salimbayeva Sholpan, and Baizhanova Saule. "Development of readiness of future teachers of preschool organisations to innovative activity." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 1972–82. http://dx.doi.org/10.18844/cjes.v17i6.7547.
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The purpose of this research is to determine the technological pedagogical content knowledge competencies related to the development of the readiness of future teachers of preschool organisations for innovative activities. This study was carried out in accordance with the phenomenology pattern, one of the qualitative research methods. The study group of the research consists of 25 students studying in the departments of preschool teaching at various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the vast majority of preschool teacher candidates stated that they found technology knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their content knowledge sufficient to improve their readiness for innovative activities. The majority of preschool teacher candidates participating in the research stated that they found their pedagogical knowledge and technological pedagogical content knowledge partially sufficient in improving their readiness for innovative activities. As a result of the research, the necessity of expanding the education curriculum and giving educational conferences in universities in order to increase the technological pedagogical content knowledge of preschool teacher candidates has arisen.
Keywords: Preschool organisations, preschool teachers, technological pedagogical content knowledge;
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Vorobyeva, E. V., and T. N. Le-van. "PRESCHOOL ORGANISATIONAL CULTURE FROM THE PERSPECTIVE OF TEACHERS’ ATTITUDES TO ETHICAL DILEMMAS." Education and science journal 20, no. 8 (November 2, 2018): 88–111. http://dx.doi.org/10.17853/1994-5639-20188-88-111.
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Introduction. Both the level and the specific character of the organisational culture of preschool pedagogical staff influence the degree of psychological comfort of the environment in which younger children are brought up. The relevance of the research is related to the need to improve the quality of preschool education through the creation of emotionally favourable conditions for forming pupils’ individuality and preserving their health. In addition, it is important to acquaint the staff of nursery schools with the content of the new methodological requirements (the formation of interaction between a tutor, a child and parents) recorded in the Federal State Educational Standard.The aim of this research paper was to identify the specific features of teachers’ ethical choices when dealing with difficult professional situations according to the type of organisational (corporate) culture established in a pre-school educational institution.Methodology and research methods. In the course of the research, teachers were selected to participate in an anonymous online poll and a follow-up questionnaire. The authors developed a face-to-face feedback approach using the cases of difficult professional situations and parameters to build the corporate culture profile of the organisation. The obtained data were processed by qualitative and quantitative means through the approaches of content analysis, analysis of variance (ANOVA) and intercrossing of confidence intervals calculated by a standard procedure in the R programming language. Results and scientific novelty. A model of differentiated types in the organisational culture of the system of education was designed. “Democratic”, “leaderfollowing”, “laissez-faire” and “bureaucratic” (these terms do not carry an evaluation characteristic) kinds of the corporate cultures of preschool educational institutions were identified and characterised. The concepts of “ethical dilemma” and “difficult situation requiring a direct professional action” were clarified. The first abovementioned concept refers to a contradiction between two equivalent values, while the second denotes a confrontation between new, progressive approaches to implementing professional duties with the stereotypes and traditions entrenched in the teaching process. The diagnostic tools allowed the authors to establish that different solutions to resolving problem situations or ethical dilemmas are often derived from the different values prevailing among preschool teachers as representatives of the various types of organisational cultures. Practical significance. The authors concluded that to ensure permanent improvement of preschool education (increase in the efficiency of participants’ interaction of the learning process) it is important to count not on members’ formal characteristics, but on basic characteristics which often can be seen as implicit representations. The diagnostic tools proposed by the authors and the joint interpretation of findings by all members of the teaching staff with participation of the invited experts and parents will help to identify formal and basic characteristics.
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Fisher, Yael, and Keren Seroussi. "Leading an excellent preschool: what is the role of self-efficacy?" Quality Assurance in Education 26, no. 4 (October 8, 2018): 430–45. http://dx.doi.org/10.1108/qae-04-2018-0045.
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Purpose This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two. Design/methodology/approach Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data. Findings PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit. Research limitations/implications As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments. Practical implications Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers. Originality/value Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.
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Railienė, Asta, Odeta Merfeldaite, and Romas Prakapas. "COVID-19 Lessons: Experience in Organization of Distance Pre-school Education." Digital Education Review, no. 40 (December 27, 2021): 141–53. http://dx.doi.org/10.1344/der.2021.40.141-153.
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The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.
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Petechuk, Ariadna. "EXPERIENCE ON ORGANISATION OF PRE-SCHOOL EDUCATION IN THE POLYCULTURAL ENVIRONMENT OF TRANSCARPATHIA IN 1919-1938." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 98–103. http://dx.doi.org/10.24144/2524-0609.2022.51.98-103.
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The transition of education from a traditional to a person-oriented model, the introduction of the State Standard of Preschool Education provide the preparing of educators for the work in conditions of new social challenges, including multiculturalism, cultural diversity, and bilingual education. The purpose of research was to analyze the experience of organizing preschool education in the multicultural environment of Transcarpathia in 1919-1938, which was the period when Transcarpathia was included under the name of «Subcarpathian Rus» with the rights of autonomy into Czechoslovakia. To achieve the goal, a complex of research methods was apllied: general scientific (analysis, synthesis, induction, deduction, generalization, systematization, classification) ‒ for the purpose of analytical processing of scientific sources and clarification of the essence of the organization of preschool education as a pedagogical fact and phenomenon; search and bibliographic ‒ to study of archival and library funds, catalogs, descriptions, publications, etc.; systemic-historical – to consider the historical prerequisites and evolution of the problem of organising preschool education in Transcarpathia; historical-comparative ‒ to compare events, phenomena, facts, views on the investigated problem with today’s realities; prognostic ‒ to identify directions for the use of historical and cultural experience in the modern conditions of organizing the educational environment of a preschool institution and the introduction of progressive historical experience into the practice of training and retraining of preschool education specialists. The results of the study of the experience of organizing preschool education in Transcarpathia during the Czechoslovak period have made it possible to outline a range of ideas that can be implemented in the system of a multicultural educational environment of modern preschool institutions.
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Anarbek, Laura, Gulnara Sarsenbayeva, Elmira Uteubayeva, Nabat Abuova, and Zhanar Tolybayeva. "Development of acmeological competencies of future preschool organisation teachers." Cypriot Journal of Educational Sciences 17, no. 8 (August 31, 2022): 2593–604. http://dx.doi.org/10.18844/cjes.v17i8.7823.
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The research aimed to develop the acmeological competencies of future preschool organisation teachers. The research was applied in the spring term of 2021–2022. The study, which was carried out with the participation of 228 pre-service teachers, was carried out in the survey model. In the study, acmeological education was given to pre-service teachers with 4-week distance education. To collect data in the study, the ‘activating potential and competence’ data collection tool developed by the authors of the study was used. The findings collected from the data collection tool used in the research have been added to the research in the form of tables and comments. When the results obtained are taken into consideration, it is seen that the acmeological status of the pre-service teachers participating in the research was improved and they will use this field in their education.
Keywords: Acmeology, teacher candidates, distance education, potential data;
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Olkhina, E. A., Medvedeva E. Yu, E. E. Dmitrieva, S. N. Kashtanova, S. E. Uromova, and M. Z. Gazieva. "Family as a Factor Determining the Individual Educational Route of a Child with Disabilities." International Journal of Early Childhood Special Education 13, no. 1 (May 5, 2021): 107–13. http://dx.doi.org/10.9756/int-jecse/v13i1.211013.
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The article presents some data on the growing role of a family as a customer of educational services as well as it shows the existence of a priority legal right for parents to choose an educational programme and organisation for their children. A comprehensive study that determines the individual educational route of a child with disabilities was carried out on the basis of the developed technologies of a special pedagogical questionnaire. The authors obtained new data on the opinions of parents on the issue of teaching the hearing impaired, the visually impaired and children with musculoskeletal disorders. In accordance with the selected criteria, the educational requests of parents of children with disabilities at the stage of completion of preschool and school education have been analysed. A detailed analysis of experimental data has made it possible to identify problem areas in planning and implementing of an individual educational route, to clarify features and patterns in the construction of an individual educational trajectory by a family of a child with disabilities. The dynamics of educational requests and expectations of parents raising preschoolers and senior school students with sensory and motor impairments has been traced. Conclusions have been made about the need to expand cooperation between the educational organisation, the psychological, medical and pedagogical commission and the family in the design and implementation of an individual educational route for a child with disabilities.
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Lovec, Vesna, Miroslav Premrov, and Vesna Žegarac Leskovar. "Is There Any Relation between the Architectural Characteristics of Kindergartens and the Spread of the New Coronavirus in Them?—A Case Study of Slovenia." Sustainability 12, no. 24 (December 11, 2020): 10363. http://dx.doi.org/10.3390/su122410363.
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The COVID-19 era is bringing changes to different parts of everyday life, redefining what people used to consider normal. As the world deals with this highly contagious disease, the issue of the built environment, buildings, their architecture and possible relations among their characteristics and the spread of the virus remains unclear. Preschool and school education is an essential part of society. However, with the spread of COVID-19, kindergartens and schools keep on partly or fully closing and reopening, trying to provide a safe and healthy environment for children. Instructions and recommendations from different experts and organisations worldwide were announced in terms of how to adjust the functioning of kindergartens in conditions of the uncontrolled spread of COVID-19. The measures include organisational and hygiene measures. Organisational measures are closely related to the architectural design of a building. At this point, the main question of this research was raised: is there any relation between the architectural characteristics of kindergartens and the spread of the new coronavirus in them? The research examined the architectural characteristics of kindergartens in Slovenia with reported COVID-19 cases among staff or children.
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Melnyk, Natalia, Natalya Bidyuk, Andrii Kalenskyi, Borys Maksymchuk, Nataliia Bakhmat, Olena Matviienko, Tetiana Matviichuk, Valeriy Solovyov, Nadiia Golub, and Iryna Maksymchuk. "Models and organisational characteristics of preschool teachers’ professional training in some EU countries and Ukraine." Zbornik Instituta za pedagoska istrazivanja 51, no. 1 (2019): 46–93. http://dx.doi.org/10.2298/zipi1901046m.
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Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.
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Kamenskaya, Oksana A., and Svetlana S. Prishchepa. "Cooperation between preschool educational organisations and families in musical development of senior preschool children." Izvestia: Herzen University Journal of Humanities & Sciences, no. 205 (2022): 116–27. http://dx.doi.org/10.33910/1992-6464-2022-205-116-127.
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Onyshchenko, I. V. "SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN IN THE CONDITIONS OF RUSSIAN-UKRAINIAN BILINGUAL." Educational Dimension 20 (June 12, 2008): 377–83. http://dx.doi.org/10.31812/educdim.6615.
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In article the essence and prominent features of speech development of children in conditions bilingvizm reveals, pedagogical conditions of the organisation of training of children of the Ukrainian language in a preschool educational institution with training Russian are defined.
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Makarskaitė-Petkevičienė, Rita. "PRESCHOOL AND PRE-PRIMARY EDUCATION CHANGES: BOTH JOY AND WORRY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 2 (December 15, 2020): 54–57. http://dx.doi.org/10.48127/spvk-epmq/20.12.54.
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Journal’s introductory article deals with preschool and pre-primary education actualities. At the end of November, the President of Lithuania signed Education law amendments. From the year 2023, the conditions for the social risk families bringing up preschool age children (5-6 years) should get better, because municipalities are obliged to ensure pre-primary education for all children. There were a lot of discussions up to that. Municipality and parents’ forum and other organisation representatives expressed worries. Municipalities state lacking kindergartens, preschool and pre-primary education teachers, educational environments are not arranged for such age children, etc. Parent representatives fear if their children are not seated in a school desk as first formers, and learn from textbooks, and so on. This problem is essentially solved; 800 are planned to be requalified, among them preschool and pre-primary education teachers. The project “Innovations in the kindergarten” closing next year should significantly contribute to education content creation, and so on. Changes in preschool and pre-primary education are grounded on neuroscience research and recommendations as well. Keywords: preschool education, pre-primary education, education quality.
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Goncu, Artin, and Frank Kessel. "Preschoolers' Collaborative Construction in Planning and Maintaining Imaginative Play." International Journal of Behavioral Development 11, no. 3 (September 1988): 327–44. http://dx.doi.org/10.1177/016502548801100303.
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Developmental differences in the organisation and complexity of dyadic play were investigated. Based on the views of Bateson and Piaget organisation was defined in terms of verbal initiation, planning, symbolic representation, negotiation and termination of imaginative play. Complexity was defined as a range in which one or more than one dimension of planning and symbolic representation were expressed simultaneously. The sample consisted of 12 41/2-year-olds and 12 3-year-olds. There were six boys and six girls at each age level. The children were videotaped as same-age and same-sex dyads in two 20 minute sessions on consecutive days. The results indicated no age differences in the organisation of play. There were, however, developmental and sex differences in the complexity of play. The 4½-year-olds and girls more than 3-year-olds and boys expressed multiple dimensions of planning and symbolic representation. This finding lends support to the Piagetian notion that play symbols are combined in sequences with increasing age and is discussed in relation to the development of decentration.
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Monastireva, T. A. "INTERACTION BETWEEN A PRESCHOOL EDUCATIONAL ORGANISATION AND FAMILY WITHIN THE FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION." Научное мнение, no. 6 (2018): 26–29. http://dx.doi.org/10.25807/pbh.22224378.2018.6.26.29.
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Travar, Marica, and Smilja Bozalo. "Relationship between preschool institution and social environment from the perspective of preschool staffs." Research in Pedagogy 11, no. 2 (2021): 395–404. http://dx.doi.org/10.5937/istrped2102395t.
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One of the most important social activities and responsibilities is to provide children from an early age with opportunities for high-quality education. One of the most important issues in the functioning of the preschool institution is the issue of openness to the social environment and establishing partnerships with it. The preschool institution and the programmes that are used in it have an effect on the development of children only when, together with the programme, parents and the entire social environment are engaged. The aim of the research conducted on a suitable sample of 41 respondents employed in preschool institutions was to examine their attitudes about the connection of preschool institutions with the social environment consisting of various institutions and organisations. For the purposes of the research, a descriptive method were used. Our initial expectation about the existence of statistically significant differences in the respondents' attitudes of the implementation of cooperation with institutions / organisations from the social environment, as well as the implementation of activities in the field of cooperation with the family, considering some characteristics of the respondents proved correct. The obtained results show that the respondents in kindergartens observe high degree of cooperation with cultural institutions, but also there is the lack of necessary cooperation with institutions in the field of health care. Also, the respondents considered that traditional forms of cooperation with the family are the most common in preschool institutions while modern forms of cooperation are present to a lesser extent. In the future, it is necessary to more intensively connect preschool institutions with the social environment, because in this way children are given the opportunity to expand and enrich their experiences in a direct encounter with the world around them.
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Mota, Vera Lúcia Correia, Ana Isabel Santos, and Maria Madalena Teixeira Da Silva. "Children's Books and Literature from the Perspectives of Preschool and Primary Teachers." Journal of Educational and Social Research 10, no. 1 (January 10, 2020): 37. http://dx.doi.org/10.36941/jesr-2020-0004.
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This paper seeks to understand how a group of preschool and primary teachers perceive the type of use they carry out of children’s literature. Thus, it analyses the type of books in the classrooms and the underlying criteria for their choice, the frequency of the activities implemented within this scope and the organisation of the educational environment for the promotion of reading skills. In terms of the methodology used, this research is based on the collection of information through a questionnaire survey, completed by 24 preschool teachers and 53 primary teachers of S. Miguel Island, The Azores, Portugal. The data collected were analysed both quantitatively and qualitatively. The data allow concluding that, although all respondents value children’s literature, there are differences between the way preschool and primary teachers use it, alerting to the need for deeper reflection on the pedagogical practices implemented.
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Oplatka, Izhar, and Masada Stundi. "The components and determinants of preschool teacher organisational citizenship behaviour." International Journal of Educational Management 25, no. 3 (March 29, 2011): 223–36. http://dx.doi.org/10.1108/09513541111120079.
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Gustafson, Katarina, and Danielle van der Burgt. "‘Being on the move’: Time-spatial organisation and mobility in a mobile preschool." Journal of Transport Geography 46 (June 2015): 201–9. http://dx.doi.org/10.1016/j.jtrangeo.2015.06.023.
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Żyto, Kamila. "An Obstacle to Overcome: Problematic Issues Concerning Early Childhood Film and Media Education in Poland. The New Horizons Association Model as a Solution." Panoptikum, no. 18 (December 29, 2017): 89–105. http://dx.doi.org/10.26881/pan.2017.18.06.
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Film and media education in the case of preschool-age-children is a particularly complicated matter. There are many different factors, including the question of methodology, challenges which stem from the learning abilities and skills of young children that should be discussed. The article on the one hand tries to indicate the main obstacle that preschool audiovisual education in Poland deals with. But on the other hand it presents and describes as a case study the New Horizons Association projects dedicated to children age 3–7. As the New Horizons are a nongovernmental organisation, the kind of solution they propose does not solve all the problems and is limited and restricted. In the final part of the article I critically try to refer to, what is still for many, an exceptional proposition.
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Chia, Michael Yong Hwa, Lee Yong Tay, and Terence Buan Kiong Chua. "Quality of Life and Meeting 24-h WHO Guidelines Among Preschool Children in Singapore." Early Childhood Education Journal 48, no. 3 (October 3, 2019): 313–23. http://dx.doi.org/10.1007/s10643-019-00987-9.
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Abstract The objective of the study was to determine the proportion of preschool children under 5 years old meeting the 24-h World Health Organisation guidelines on physical activity, sedentary behaviour and sleep. Another objective was to examine the association between the health-related quality of life and meeting these guidelines among preschool children in Singapore. Parents completed an online and anonymous SMALLQ® (Surveillance of digital Media hAbits in earLy chiLdhood Questionnaire) on children’s physical activity, sedentary behaviour and sleep. Meeting the 24-h WHO guidelines meant, within a 24-h period, (i) having at least 180 min of physical activity (ii) engaging in less than 60 min of screen media and (iii) having 10–13 h of good quality sleep. Parent-reported health-related quality of life of the children was determined using the Pediatric Quality of Life Inventory™, collected online at the same time. Parent-reported data showed that 12.6% met none while 9.6% of preschool children met all the WHO guidelines. 70.7%, 56.9% and 26.5%, of preschool children respectively, achieved the sleep, physical activity and screen media use guidelines within a 24-h period. 40.5% met two guidelines while 37.4% met one guideline. Significant differences were detected in the health-related quality of life among preschool children who met all, none, or met 1–2 of the WHO guidelines (i.e. total health score: 82.9 ± 12.4 vs. 76.4 ± 15.1 vs. 78.6 ± 14.5%, p < 0.05; ƞ2 = 0.008–0.11). Our results show that the health-related quality of life of preschool children increased with the number of WHO guidelines accomplished.
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Gruss, Christine, Ian Jackson, Anne Grimson, and Derek Hedgcock. "Antisocial Play in the Preschool: Survey Data on Children's Behaviour and Some Response Strategies in Current Use." Australasian Journal of Early Childhood 23, no. 1 (March 1998): 10–15. http://dx.doi.org/10.1177/183693919802300104.
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Antisocial play behaviour, though not commonly encountered in the preschool, nonetheless introduces interpersonal as well as organisational tensions when it occurs. The research reported in this paper is based on survey details which outline the behaviours involved and a range of strategies currently used to deal with disruptive play. The study used a sample from State preschool centres in North Queensland. Survey responses highlighted the general practice of keeping centre rules and guidelines constantly in public view, and the need for diversity and flexibility in access to and deployment of strategies designed to ameliorate the impact of antisocial play.
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Rudenko, Yuliia. "Testing the results of the training aimed at future preschool educators by means of the Microsoft Teams program in distance and mixed forms of teaching / learning." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 75–81. http://dx.doi.org/10.24195/2617-6688-2021-1-10.
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The article considers the specifics of teaching the discipline "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education" in terms of distant and blended learning. The educational and methodological complex of the course is elaborated in accordance with the syllabi; program learning outcomes; a list of general and profession-related competences that are expected to be formed while studying the discipline; lectures, seminars, practical, laboratory classes; tasks for independent work; individual educational research tasks; evaluation criteria for different types of work for all types of control, etc. At the initial stage of teaching the discipline, a special seminar was held for students – future educators on the topic "Organisation of distance learning using Microsoft Teams software». During a specialised seminar, the future educators were acquainted with: the features of the online content of Microsoft Teams; registration procedure on the platform; obtaining an access password and e-mail address to participate in the work of virtual classes and commands; organisation of the educational process, remote dialogic communication using Microsoft Teams resources; creation of a library of learning materials (lecture notes, video lectures, presentations on the content of lectures, assignments for seminars, practical classes, etc.); possibilities of placing practical materials (tasks for practical classes, independent work, individual educational research tasks, etc.) with the help of OneDrive. The specialised seminar helped to increase the level of digital, information-related, information-digital competence of future educators of preschool educational institutions, which was a prerequisite for success in mastering profession-related disciplines. The article provides instructions for organising practical classes and lectures on the course "Methods of Acquainting Children with Ukrainian Ethnography in Establishments of Preschool Education", prescribes the procedure for testing (current (modular) and final testing). The testing of the programme outcomes using Microsoft Teams and Office 365 software allowed us to optimise the teaching of the course within blended and distance learning.
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Goncharenko, Alla, and Nataliia Diatlenko Diatlenko. "Professional Development of Teachers of Preschool Education Institutions and Distance Learning: Advantages, Difficulties and Prospects." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 8, no. 1 (March 31, 2022): 24–30. http://dx.doi.org/10.52534/msu-pp.8(1).2022.24-30.
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In times of fast-changing information, in order to keep teachers’ knowledge and skills up to date and to comply with one of the tenets of sustainable development – lifelong learning – specialists in the sector should develop professionally. This will not only meet professional needs for new information, knowledge and skills, help teachers to perform their professional duties effectively in a rapidly changing environment, but will also help them to be competitive in the labour market. The purpose of this study was to investigate the advantages of applying distance learning for the professional development of preschool teachers, to identify the challenges that specialists of this industry face in the process of distance learning, and to determine the prospects for the development and improvement of this form of education. In the course of the study the authors used a set of general scientific theoretical and empirical research methods, such as analysis, statistical data processing, synthesis, surveying and generalisation. The key advantages of distance learning are highlighted, including individuality, flexibility, asynchrony, openness and self-organisation. It has been revealed that the remote format of education today is characterised by a number of problematic aspects in the implementation process, in particular the insufficient level of technical equipment, the lack of an adequate competence component in the professional training of teachers and the disruption of communication between the subjects of the educational process. It has been found that the majority of postgraduate institutes have courses designed for the professional development of preschool teachers and use both full-time and distance learning. The likelihood of technological, organisational and pedagogical difficulties for the trainees of the upgrade training courses has been determined. The study revealed that most teachers are generally satisfied with this form of training, but not all are ready to implement it in their work. The practical value of the study consists in summarising the characteristic features of distance education on the basis of theoretical analysis and questionnaires
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Mysan, Inna. "Theoretical Background and Methodology of Senior Preschoolers’ Enlargement of the Vocabulary by Means of Phraseological Units." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 30–36. http://dx.doi.org/10.1515/sigtem-2016-0004.
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Abstract The article deals with the problem of preschoolers’ development of speech by means of phraseological units. It reveals their importance for children’s mental development, in particular emphasises that the most striking verges of the child’s language are reflected in its means of expression, that is, in phraseology. They make the language varied, expressive, emotional, vivid, figurative, deepen its ethno-cultural identity; offered are the results of the analysis of children’s speech on listening and use of phraseological units in oral speech. By taking into account the data on specific features of perception, understanding and use of phraseological units in the statements of children are represented the methods of work on phraseology in kindergarten based on the following assumptions: on timely and methodically correct implementation of work on phraseological units will depend speech and mental development of the preschool children because at this age, they begin to comprehend figurative meanings of words and master the process of meanings changing. In addition, at this age period, the child’s vocabulary is sufficiently formed to acquire the wealth and national characteristics of the native language, as well as expressive and aesthetic functions that perform phraseological units. Methodic contains and reveals its components such as: principles, goals, objectives, contents, methods, organisational forms and means of enlarging the vocabulary (impressive and expressive) with phraseological expressions.
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Koshelchenko, Angelina Sergeevna. "Organisation of Work on Sensory Development of Children of Junior Preschool Age Through Examination of Visual and Didactic Material." Interactive science, no. 4 (59) (May 26, 2021): 20–24. http://dx.doi.org/10.21661/r-554010.
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The importance of sensory development in junior preschool age is difficult to overestimate. This age is most optimal for improvement of receptors, accumulation of notions about the world around us. Sensory development is the task of intellectual, aesthetic and physical education. Complete sensory development can occur only in the process of organised sensory education when the notions of form, colour, size and features of different objects and materials, peculiarities of their positioning in space and so on.
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Tolkacheva, G. N., L. M. Volobueva, E. I. Izotova, and M. Yu Paramonova. "The Experience, Problems and Prospects of Module-organized Preschool Teacher Training Program within the Network of Higher and Preschool Educational Organisations." Психологическая наука и образование 20, no. 5 (2015): 117–29. http://dx.doi.org/10.17759/pse.2015200511.
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The article presents the testing results of new modules of the basic professional educational bachelor program, «Psycho-pedagogical Education» (preschool teacher) training direction, which is part of the modernization project of teacher education (Government contract # 05.043.11.0028 d.d. 16.06.2014, Federal Targeted Program for the Development of Education in 2011¬2015). Main attention is paid to the analysis of the development of student competencies according to Federal State Education Standard of «Psycho-pedagogical Education» training direction for bachelor students focused on the performance in accordance with the pre-school teacher professional standard. For this purpose, we compared the data obtained during final certification of modules that have already been tested, and computer testing conducted by the resource center for support projects on modernization of teacher education in Moscow State University of Psychology & Education. We identified problem issues and particular errors that may be debatable among professionals. Authors outlines promising ways to improve the modules of the basic professional educational program on the basis of proposals made by subcontracting universities.
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Ahmad Nazir, Nadzmin, Nor Hafizah Mohamed Harith, and Suhami Abd Samad. "A Systematic Literature Review of Structural Quality Policy Implementation in Public Preschools." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 9 (September 30, 2022): e001779. http://dx.doi.org/10.47405/mjssh.v7i9.1779.
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The benefits of quality early childhood experiences are indisputable as more studies have demonstrated the positive results of high-quality early childhood care and education (ECCE) on child outcomes. These benefits have recently spurred many countries to prioritise preschool programmes in their national plans and pursue a quality preschool agenda. This systematic literature review (SLR) aimed to analyse the worldwide practice of policy implementation regarding public preschool structural quality and examine the related challenges. This paper was based solely on SLR, where the literature was examined via the Scopus and Web of Science databases and Google Scholar. The review adopted PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and thematic analysis was employed to analyse the relevant research papers. The SLR revealed that varying service quality was the main theme of global public preschool policy implementation. In many countries in the included articles, the preschool education programmes were conducted by multiple agencies, which resulted in varied quality of the service provided. In this study, the analysis revealed five main themes: wide-ranging policy aims, combined public and private funding, complex governance and management systems with mixed national and state involvement, persistent fragmented structural and organisational aspects between ECCE and primary schooling, and varied ECCE service regulation and quality assurance. Thus, future research is necessary to bridge the knowledge gap to examine policy implementation of structural quality, specifically in individual country settings.
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Sheridan, Sonja, Pia Williams, and Ingrid Pramling Samuelsson. "Group size and organisational conditions for children’s learning in preschool: a teacher perspective." Educational Research 56, no. 4 (October 2, 2014): 379–97. http://dx.doi.org/10.1080/00131881.2014.965562.
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Mirziyoyevа, Sh Sh. "FACTOR ANALYSIS OF STRUCTURAL COMPONENTS OF INNOVATIVE COMPETENCE OF A HEAD OF A PRESCHOOL EDUCATIONAL ORGANISATION." Научное мнение, no. 1-2 (2020): 88–98. http://dx.doi.org/10.25807/pbh.22224378.2020.1.2.88.98.
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Ibrahim Aliyeva, Kamala. "The possibility and the ways of teaching the autistic children in the instruction process." SCIENTIFIC WORK 59, no. 10 (November 6, 2020): 89–92. http://dx.doi.org/10.36719/2663-4619/59/89-92.
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The article named "The possibility and the ways of teaching the autistic children in the instruction process" deals with the diversity of the teaching techniques and its help to the proper organisation of an individual approach to a child in the preschool and little school age period. Choosing the right teaching method and assessment program by the teacher leads to a quick comprohension of the child and time saving. The methods wich the parents can even use easily, will accelerate the learning processes of autistic children are broadly described in the article. Key words: Instruction, game, assessment, behavioral disorder, autism, development, method, ability, program, Doman method, The Son Rise Program
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Martín-Díaz, Juan Pedro, Miguel Montes, Myriam Codes, and José Carrillo. "Characterisers of Teaching in a Mathematics Problem Posing Lesson in Preschool Education." Sustainability 12, no. 15 (July 30, 2020): 6148. http://dx.doi.org/10.3390/su12156148.
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Problem posing is rarely seen in Spanish classrooms, least of all in preschool education. The lack of research, coupled with a lack of guidance, has resulted in teachers simply not considering the approach as something that could enrich their work. This study examines a problem-posing lesson given by a preschool teacher to a class of four-year-olds. It focuses in particular on the organisational principles and the factors to be taken into consideration in applying the strategy. Through the application of a bottom-up analysis, seven characterisers are identified, four associated with task design and planning: Characteristics of the resources, type of problem, expression of problem formulation, and type of problem formulation; and three associated with lesson management: Stages in task execution, degree of liberty, and role of the pupils’ drawings of the problem.
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Arat, Arzu, Marie Norredam, Ulrike Baum, Stefán Hrafn Jónsson, Geir Gunlaugsson, Thomas Wallby, and Anders Hjern. "Organisation of preventive child health services: Key to socio-economic equity in vaccine uptake?" Scandinavian Journal of Public Health 48, no. 5 (May 17, 2019): 491–94. http://dx.doi.org/10.1177/1403494819850430.
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Background: Measles has made a comeback in Western Europe, with more cases being reported each year. One factor behind this development is low vaccination coverage in socially disadvantaged segments of the population in many countries. This study investigates whether socioeconomic patterns of uptake of the measles, mumps and rubella (MMR) vaccine in the Nordic countries differ by national organisation of preventive health services for children. Methods: MMR vaccine uptake before the age of two years was analysed in register data from Denmark, Finland, Iceland and Sweden, linked to family indicators of socio-economic status (SES) from national registers. Results: Denmark, a country where child vaccinations are administered by general practitioners, presented the lowest overall coverage of MMR at 83%. It also had the greatest difference between subpopulations of low and high SES at 14 percentage points. Finland, Iceland and Sweden, countries where preschool children are vaccinated in ‘well-baby’ clinics, had a higher overall coverage at 91–94%, with a more equal distribution between SES groups at 1–4 percentage points. Conclusions: This study suggests that the organisation of preventive health care in special units, ‘well-baby’ clinics, facilitates vaccine uptake among children with low SES in a Nordic welfare context.
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Werebe, Maria Jose Garcia, and Pierre-Marie Baudonniere. "Social Pretend Play Among Friends and Familiar Preschoolers." International Journal of Behavioral Development 14, no. 4 (December 1991): 411–28. http://dx.doi.org/10.1177/016502549101400404.
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The aim of the present study is to assess the role of partner familiarity in the organisation, duration, and content of spontaneous social pretend play in a triadic situation where two friends are in the presence of a third familiar child. Children were observed in a familiar room of their school, provided with two sets of matching objects. The sample comprised 120 children (60 girls and 60 boys) aged 3;0 to 5;0 years, forming 40 same-sex triads (20 female and 20 male). Each triad of classmates was made up of a dyad of friends, plus a familiar partner (not a friend). The findings showed that friends prefer each other as a partner in fantasy play: Play between friends is longer and richer than play with the third partner. The most important sexrelated differences involve the amount of time spent in pretend play. Girls spent nearly twice as much time in fantasy as boys. The use of two sets of identical objects for three children, without adult presence, constituted a powerful paradigm to evidence the effect of the degree of familiarity in children's interaction in general, and in pretend play in particular.
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Bray, Paula, and Rodney Cooper. "The Play of Children with Special Needs in Mainstream and Special Education settings." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 37–42. http://dx.doi.org/10.1177/183693910703200207.
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EDUCATORS AND OCCUPATIONAL THERAPISTS regard play as a primary occupation of childhood, which in the case of children with special needs has not been well studied. The aim of this descriptive study was to observe the free-play behaviour of children with special needs in both special education and mainstream education settings. The Revised Preschool Play Scale and Lunzer Scale of Organisation of Play Behaviour were used to observe and record short play samples of 12 children with special needs, aged 48 to 84 months, in both educational settings. Results suggest that developmental play skills remained constant between the two settings. This study highlights the strong developmental foundations provided by play as well as advocating for the importance of play assessment in school-based therapy.
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Suharyati, Henny, Griet Helena Laihad, and Muslim Muslim. "School as a learning organization through strengthened self-efficacy and empowered preschool teachers." Cypriot Journal of Educational Sciences 17, no. 12 (December 31, 2022): 4335–47. http://dx.doi.org/10.18844/cjes.v17i12.7876.
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A school as a learning organisation (LO) is indispensable today. However, the limitations of schools in human resources (teacher) problems, infrastructure facilities and funds become real obstacles. This research is carried out to find a LO model based on strengthening self-efficacy and empowering teachers. The research was conducted with a quantitative approach, a causal associative type with survey methods involving 237 pre-elementary teachers. Samples are determined by using a simple random sampling technique. Data analysis uses regression analysis to test aspects of relationships and direct influence between independent and dependent variables. The main result of this research is a positive causality relationship, and if the self-efficacy and empowerment of teachers are high, then the LO will be increased significantly. Strengthening the LO through self-efficacy and teacher empowerment is very important because it can improve the quality of graduates. Keywords: : Learning organization, strengthened self-efficacy, empowered teachers, pre-elementary school, school management
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Shterts, Olga. "Using the Biological Feedback Method in Speech Therapy for the Formation of Speech Breathing in Preschool Children with Erased Dysarthria." Space and Culture, India 8, no. 1 (June 29, 2020): 225–33. http://dx.doi.org/10.20896/saci.v8i1.739.
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The article discusses the problem of the formation of speech breathing in preschool children with an erased form of dysarthria using the biological feedback method. In children suffering from speech impairment, the work of the respiratory system is not normal. Disorders of prosody supplement violations of the sound-producing side of speech. As a result, in children, including the ones with dysarthria, speech becomes unclear and slurred. The theoretical part of the study considers the specificity of the prosodic side of speech in children with an erased form of dysarthria from the point of view of various researchers. The problem of dependence between the prosodic side of speech and the severity of a speech defect is considered. The practical part of the study reveals the content of the organisation of the empirical study on the formation of diaphragmatic relaxation breathing using a hardware-diagnostic complex “BF” (Biological Feedback). It has been established that the biological feedback method contributes to the formation of diaphragmatic-relaxation breathing in preschool children with an erased form of dysarthria. In pre-schoolers, suffering from erased dysarthria and having a history of attention deficit hyperactivity syndrome, the process of formation of diaphragmatic relaxation breathing becomes more complicated.
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Şekerci, Reyhan. "Evaluation of the Turkish education system in the context of learning organisations according to the opinion of the candidate teachers." African Educational Research Journal 8, no. 4 (October 30, 2020): 360–65. http://dx.doi.org/10.30918/aerj.8s2.20.066.
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The aim of this study is to evaluate the Turkish education system in the context of learning organizations according to the opinions of prospective teachers. In this study, in which qualitative research methods and techniques were used, the 4th grade students of Akdeniz University Faculty of Education, Department of Preschool Teaching, who took the school management course in the Turkish Education system, were asked to present their opinions and suggestions. The data were collected using the documentation technique. As a result of the research, some suggestions were made regarding the decrease in quality and quantity problems by giving place to the opinions of the teacher candidates about the Turkish Education system.