Academic literature on the topic 'Preschool curriculum guidelines'
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Journal articles on the topic "Preschool curriculum guidelines"
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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (June 25, 2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.
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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.
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Slunjski, Edita, and Marina Lančić. "Elements of the Transformation of Preschool Curriculum and Educational Practices." European Journal of Education and Pedagogy 3, no. 6 (December 9, 2022): 185–88. http://dx.doi.org/10.24018/ejedu.2022.3.6.433.
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The development of a curriculum poses a challenge for theoreticians, practitioners and educational policy makers. The official curriculum of a country represents the guidelines that should serve as the basis on which practices are developed in educational institutions. However, every institution modifies and applies the curriculum differently. The level of a practitioner’s professional development, as well as the culture of the educational institution in question profoundly influence the manner in which the curriculum is evolving in a particular educational institution. For that reason, it is especially important to facilitate access to systematic and high-quality professional development for preschool teachers, so that they are capable of developing the curriculum in line with the challenges of our time and contemporary scientific findings on early childhood education and care. The practice of many preschool teachers in Croatia reflects an outdated understanding of educational work involving children, and the official curriculum does not have much of an impact on that fact. Despite the fact that the practices of individual preschool teachers, even within the same institution, can differ significantly, there are certain shared traditionalisms that represent a burden for practice in Croatian preschools, and that are not easily removed. In order to gradually remove them, i.e., replace them with more contemporary methods of educating children, it is necessary to first become aware of them, as it is precisely the lack of awareness that such traditionalisms exist that causes them to remain a part of the practice.
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Einarsdottir, Johanna. "Much changes, much remains the same: Icelandic parents’ perspectives on preschool education." Journal of Early Childhood Research 17, no. 3 (June 2, 2019): 220–32. http://dx.doi.org/10.1177/1476718x19849293.
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The aim of the study was to shed light on Icelandic parents’ views on their children’s preschool educations and explore if their views have changed over the last decade. In 2005/2006, focus group interviews were conducted with parents of 5- and 6-year-old children in three preschools in Iceland. In 2016, the same preschools were revisited, and now 26 parent participants were interviewed. Several challenges have been facing Icelandic early childhood education and care in the last decade. Iceland is faced with academic pushes and pressures to increase accountability. In addition, society is moving from a homogeneous to a multicultural nature. Therefore, it was of interest to explore if parents’ views had changed over the last decade. However, mostly parents of Icelandic origin were willing to participate. The findings from the present study therefore show the views of dominant Icelandic parents. The views of those parents have not changed much over the last decade, in spite of changes in the societal and educational landscape. They endorsed play as well as social and personal competences. The findings indicate that socio-cultural discourses are influential in shaping the narratives of participating parents. It seems that the parents were expressing ideas proposed by the Icelandic National Curriculum Guidelines for Preschools and their views reflect the dominant cultural values that are presented in the curriculum guidelines. One can assume that these cultural values reflected in the curriculum are stronger than the current neoliberal, global emphasis since the ideas of the participating parents had not changed significantly from the views of parents a decade ago, in spite of an international trend emphasising the academification of preschools and increasing multiculturalism in the country. Hence, the study shows clearly that despite neoliberal pressures, play and child-centred preschools remain a priority for Icelandic parents.
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Fang, Mengyan. "Capturing “Sense of Belonging” in Preschool Curriculum Guidelines and Implications: An Analysis Based on Chinese and Australian Curriculum Guidelines." Open Journal of Social Sciences 10, no. 05 (2022): 527–38. http://dx.doi.org/10.4236/jss.2022.105035.
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Fang, Mengyan. "Capturing “Sense of Belonging” in Preschool Curriculum Guidelines and Implications: An Analysis Based on Chinese and Australian Curriculum Guidelines." Open Journal of Social Sciences 10, no. 05 (2022): 527–38. http://dx.doi.org/10.4236/jss.2022.105035.
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Chen, Liwen, Tung-Liang Chen, Chieh-Ju Lin, and Hsu-Kuan Liu. "Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan." Sustainability 11, no. 1 (December 26, 2018): 114. http://dx.doi.org/10.3390/su11010114.
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The aim of this study is to explore preschool teachers’ perception of the application of information communication technology in Taiwan using qualitative methodology in the form of interpretive phenomenology. Snowball sampling was used to select fourteen preschool teachers from public preschools. The data was collected from fourteen preschool teachers using one-to-one, semi-structured in-depth interviews, each of which lasted for one to two hours based on the guidelines for semi-structured interviews. The interviews were taped, recorded, and transcribed for the main textual analysis, which was based on a thematic analysis. Five themes were identified: (1) a formative and explorative growth process, (2) information devices: at once plentiful and limited, (3) decisions between control and freedom, (4) parent-teacher communications, and (5) trend-driven resource integration. Suggestions and implications for the utilization of ICT in classroom practice and its implementation in the curriculum are discussed.
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Kavalari, Paraskevi, Domna Kakana, and Vasilia Christidou. "Consistency between Teaching Practice and Curriculum Guidelines in a Preschool Classroom: A Case Study." International Journal of Early Childhood Learning 20, no. 4 (2014): 1–10. http://dx.doi.org/10.18848/2327-7939/cgp/v20i04/48425.
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Ayaga, Godfrey Nyaoga, and Edward Khasakhala Okaya. "Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya." Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 4–17. http://dx.doi.org/10.14434/gjte.v2i1.31198.
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ABSTRACTBased on the findings of the Kenya Institute of Curriculum Development (KICD) needs assessment study carried out in 2016, international best practices in education systems and curriculum reforms, and a desire to make learning more meaningful for the Kenyan scholar Government's initiated an overhaul the 8–4–4 education structure to Competency-based learning because it did not promote wholesome learning. Competency-based education and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. Early Childhood Development and Education has greatly been compromised globally. The EFA’s first goal stipulated that it is the responsibility of every Government to expand and enhance comprehensive Early Childhood Education. In this regard, provision of quality of the environment is very key in enhancing learning. This paper presents results from a study that was conducted in Borabu Sub-county in Kenya to determine the implication of outdoor environment on children’s learning experiences in public preschools. The major findings includes: the general state of outdoor environment component was unsatisfactory; there was a positive relationship between the state outdoor environment and pre-schoolers learning experiences related to preschool children’s ability to performing various loco-motor activities and rhythmic movement activities and general academic achievement. The results further indicated that when all the four states of outdoor (the site, availability, adequacy and effectiveness) investigated combined together explained 35.2% of the variance in the preschool overall learning experiences. The results from observation and interview schedules indicated that a rich outdoor environment had a positive influence on preschool children‘s development of various social, emotional and cognitive skills. The study recommends that teachers and pupils should participate in outdoor play. In addition, the government should put in place policy guidelines to all pre-schools with regard to the availability, adequacy and effectiveness of outdoor environment.Key Words: Competency-Based Curriculum; Outdoor Environment; Availability; Adequacy; Effectiveness; Learning Experiences
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Laranjeiro, Dionísia. "Development of Game-Based M-Learning Apps for Preschoolers." Education Sciences 11, no. 5 (May 12, 2021): 229. http://dx.doi.org/10.3390/educsci11050229.
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Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.
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Chen, Bozhi, Clarice N. Waters, Thomas Compier, Leonie Uijtdewilligen, Nicholas A. Petrunoff, Yee Wei Lim, Rob van Dam, and Falk Müller-Riemenschneider. "Understanding physical activity and sedentary behaviour among preschool-aged children in Singapore: a mixed-methods approach." BMJ Open 10, no. 4 (April 2020): e030606. http://dx.doi.org/10.1136/bmjopen-2019-030606.
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ObjectivesThis study investigated physical activity (PA) and sedentary behaviour (SB) among preschool-aged children in Singapore and potential correlates at multiple levels of the socioecological model from in-school and out-of-school settings.DesignA cross-sectional study using a mixed-methods approach.ParticipantsParent–child dyads from six preschools in Singapore.MethodsPA and SB of children (n=72) were quantified using wrist-worn accelerometers for seven consecutive days. Three focus group discussions (FGDs) among 12 teachers explored diverse influences on children’s activities, and System for Observing Play and Leisure Activity in Youth (SOPLAY) assessed PA environment and children’s activity levels at preschools. Seventy-three parents completed questionnaires on home and neighbourhood factors influencing children’s PA and SB. Descriptive analyses of quantitative data and thematic analysis of FGDs were performed.ResultsBased on accelerometry, children (4.4±1.1 years) spent a median of 7.8 (IQR 6.4–9.0) hours/day in SB, and 0.5 (0.3–0.8) hours/day in moderate-to-vigorous physical activity (MVPA). MVPA was similar throughout the week, and SB was slightly higher on non-school days. In preschools, SOPLAY showed more children engaging in MVPA outdoors (34.0%) than indoors (7.7%), and absence of portable active play equipment. FGDs revealed issues that could restrict active time at preschool, including academic requirements of the central curriculum and its local implementation. The teachers had varying knowledge about PA guidelines and perceived that the children were sufficiently active. In out-of-school settings, parents reported that their children rarely used outdoor facilities for active play and spent little time in active travel. Few children (23.5%) participated in extracurricular sports, but most (94.5%) reported watching screens for 1.5 (0.5–3.0) hours/day.ConclusionMVPA was low and SB was high in preschool-aged children in an urban Asian setting. We identified diverse in-school and out-of-school correlates of PA and SB that should be taken into account in health promotion strategies.
Dissertations / Theses on the topic "Preschool curriculum guidelines"
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LO, FENG-CHEN, and 羅鳳珍. "A Study of Temporary Curriculum Guidelines of Preschool Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64526397667519588835.
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博士國立屏東大學
教育行政研究所
103
The Ministry of Education officially announced the Temporary Curriculum Guideline of Preschool Activities (TCGPA) in 2012 to promote continuous improvements after preschool assessments and the “Integrated Kindergarten-Nursery School Policy.” Since then the Ministry of Education has gradually promoted and implemented TCGPA for the development of early childhood education. This study investigates the process of practicing thematic activities in TCGPA in preschools, as well as its problems and solutions in practice, through data collection of interview, observation, and analysis on document. Findings show that the process of practicing TCGPA in preschools is formulating annual and semester plans as well as selecting material and plotting courses based on preschoolers’ life experience, adjusting thematic activities according to the development of preschooler’s capability, building learning environment with preschoolers, assessing preschoolers’ learning and teachers’ teaching. Problems of ambiguity occurred when teachers and caregivers practice TCGPA in preschools, including unclearly defined scope of the course, confusion over learning indicator use, inadequate sensibility toward activities in emotional areas, lack of concept for integration courses, pressure from parents, insufficient administrative support, and so on. TCGPA is clarified by teachers and caregivers through reflection, teaching conference, group discussion, or workshop for TCGPA. Throughout the process of practicing TCGPA, the solutions to the problems above are derived from reviewing thematic activities and formulating semester plans, adjusting the mode of activity guide, learning to carry out integrated courses in daily schedule, cross-reviewing teaching assessments and preschoolers’ learning assessments, and parents’ sharing capability of preschoolers. Finally, the researcher reflects on the research process and summarizes the research findings to put forth recommendations for government departments.
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Huang, Shu-Chen, and 黃淑珍. "A Study of Implementing the Language Areaof Preschool Curriculum Guidelines." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kjvseg.
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碩士正修科技大學
幼兒保育研究所
105
Since the Early Childhood Education and Care curriculum Framework Activities enacted in August 30th 2012, almost all preschools tried to follow this policy to design and execute their teaching activities. Emphasizing ‘young-child-based ’approach, the main educational purposes and the 6 educational areas (contents) of this new curriculum were totally different from the old ‘teacher-based’ curriculum standard for public/private kindergartens and nursery centers. The preschools teachers hence were facing big challenges to prepare and execute teaching activities. This study adopted action research, and a 4-5 year-old children class in a private preschool that the picture-books expending topic-teaching was her main teaching characteristic was taken as the research subject. This study took a semester and 2 topic-teaching activities to discuss the language area of the new curriculum, and the main research purposes were: 1.to discuss the developing process of the language area of this new curriculum within the topic-teaching activities. 2. to discuss the problems and the solving strategies the researcher met while including the language area of the new curriculum into the topic-teaching activities. The research data was collected by sound/video recording, interview, teaching reflection, teaching dairy, children’s work, topic-teaching activity documentary etc. Results: 1.according to the language area of the new curriculum, the topic-teaching activities were completed by 3-steps: (1) preparing step - teachers joined related conferences and work shops to recognize the new curriculum, (2) executing step - according to young children interests and language developing levels, chose relevant learning indexes and used picture-books to expand the teaching activities, (3)complete step - transited curriculum design mode from class mode to whole preschool mode and invited parents participating. 2.problem and solutions: (1)held teachers’studying meeting and peer teachers meeting to understand thoroughly the learning indexes, (2) asked peer teachers to cooperate and support teaching while being busy at administrative and whole preschool activities. 3. teachers professional improvement: (1) be able to inset learning indexes of the new curriculum to the picture-book leading topic-teaching activities, (2) understood the design and record of the child-based activities,(3) topic-teaching activities could include all 6 areas of the new curriculum,(4) language learning not limited in the language corner. 4.children literacy development: (1) improved obviously the understanding and expressive abilities, (2)increased the words observing ability,(3)promoted the reading interest and ability,(4) created songs which were inspired from picture-books. Related suggestions were addressed according to the above results. Key words: topic-teaching activity, Early Childhood Education And Care Curriculum Framework, , preschool
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Chen, Mei-Chuan, and 陳美娟. "The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78980063871018602198.
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碩士國立臺中教育大學
幼兒教育學系碩士班
102
The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool Mei-Chuan Chen Abstract This study is to research the development process of temporary curriculum guidelines （hereinafter referred to as the new curriculum guidelines）of preschool activities regarding language and literature area, problems and coping strategies of implementing, then analyze teachers and children’s growth after implementing the new curriculum guidelines. This study adopts qualitative research method. The subjects are 3-4 years old mixed-age young children class in a public preschool. The way of gathering data includes audio/video recording, interview information, teaching pattern review, observation, notes and children’s works. Conclusions of this research are as below: 1. The implementing process of the new curriculum guidelines regarding language and literature area in preschool includes: (1) Preparation stage: participate the course of new curriculum guidelines, insufficient administration support, difficult to explain learning indicators. (2) Starting stage: integrate learning indicators with routine activities, diversified learning activities and Children’s Day activities. (3) Explore stage: review learning indicators and adjust content of curriculum, include whole kindergarten activities in the curriculum. (4) Transformation stage: modify curriculum, let young children and parents organize learning contents. 2. Problems and coping strategies of implementing new curriculum guidelines regarding language and literature area: (1) Insufficient administration support and could not involve whole kindergarten activities – looking for assistant and configure curriculum in advance. (2) When difficult to explain learning indicators, participate studying course, discuss with professor and other teachers. (3) Configure learning zones for matching learning indicators of different age children, to solve learning indicators coping problem of mixed-age class. 3. Teacher’s professional growth after implement new curriculum guidelines regarding language and literature area: (1) change view of curriculum (2) pay attention to young children’s interests. (3) practice curriculum with integrated way. (4) comprehensively consider young children’s learning. (5) professional interaction with coordinated teachers (6) well utilize resources of parents to make curriculum more diversified. 4. Children’s growth after implementing new curriculum guidelines regarding language and literature area: (1) promote the ability of language communication (2) promote the ability of problem solving (3) more sensitive ability of observation (4) like to read (5) promote ability of social communication. Base on conclusions of this research, provide related suggestions to preschool educators, kindergartens, authorities of education and future researchers. Keywords: temporary curriculum guidelines of preschool activities, integrated curriculum, preschool
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王美娟. "Progress of Teachers’ Professional Growth After Implementation of Preschool Curriculum Guidelines-An Example of Preschool in Kaohsiung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ws4kkj.
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碩士高苑科技大學
經營管理研究所
104
This study is a case study that mainly adopts qualitative research method and the purpose is to explore progress of teachers’ professional growth and difficulties encountered after implementation of preschool curriculum guidelines in a preschool. Through inductive analysis of depth interviews, the obtained results are as follows: 1. Methods for advancing teachers’ professional growth: Schools apply for counseling of curriculum guidelines, self-learning mechanism; arrange systematic training activities, cooperative learning and implement strategic alliances of inter-institution. 2. Connotations transformation of teachers’ professional growth: There are changes in teaching competence, classroom management, counseling skills, professional attitude, interpersonal communication and research development etc. and among that the most significant transformation is teaching competence. 3. Encountered difficulties and coping strategies: During the process of implementing preschool curriculum guidelines, the encountered difficulties mainly are the problems that it is hard to cast aside inherent teaching mode, it spends much time to write curriculum guidelines, misused of learning indicators of curriculum guidelines, misunderstanding of curriculum guidelines from parents and difficulties and frustrations about implementation of curriculum guidelines, etc. For these problems, teachers must adjust themselves to accept new knowledge, practice more on writing curriculum guidelines, observe children’s prerequisite capacities and then set learning indicators, strengthen communication between parents and teachers and do counseling for fitness at first and then enter counseling for curriculum guidelines. 4. Implementation strategies of preschool to implement “preschool curriculum guidelines”: To apply program of counseling for curriculum guidelines, establish learning community, set up curriculum leader, set a long-term plan, teachers must receive new curriculum guidelines, participate in relevant workshops and continuously to learn and implement. Keywords: Preschool curriculum guidelines, preschool teacher, teachers’ professional growth
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CHOU, CHIA-CHUN, and 周佳君. "A Study on the Related Goals of Preschool Life-Education Curriculum-Take the Preschool Curriculum Guidelines of Physical Movement andHealth,Social and Emotional Areas as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xma649.
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碩士國立臺北教育大學
生命教育教學碩士學位班
107
Abstract The purpose of this research is to explore “Curriculum Guidelines forPreschool Activities” (hereinafter called Preschool Curriculum Guidelines,enacted on August 1, 2017 by the Ministry of Education) and makes therelevant 、appropriate study of the preschool life-education curriculum. From the three major areas, health and behaviors of PreschoolCurriculum Guidelines、social 、and emotional areas, the researcher pickedout the suitable 、relevant curriculum objectives of preschool life-education, and furtherly, drew up the draft questionnaire of Delphi technique. The research method adopted in this study is Delphi TechniqueMethod, a 13 Delphi technique experts group was invited, and then completing three times the Delphi questionnaire survey. Furthermore, in order to be viewed as a suitable, relevant curriculum objective, two of three survey results achieve the middle-levelappropriateness and middle-level consensus. Three of the eight items of the curriculum objectives in physical movement and health areas of Preschool Curriculum Guidelines、fifteen of the fifteen items of the curriculum objectives in social area、seven of theseven items in emotional area, are selected as the relevan curriculum objectives. Finally, researchers based on the final results, to provide suggestions forthe preschool educators with a reference to design the preschool lifeeducation curriculum in the future.
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Teng, Peiwei, and 鄧珮偉. "A Study on the Teaching Practice of the Curriculum Guidelines for a Mixed-Age Preschool Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14423871687064542738.
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碩士國立臺中教育大學
幼兒教育學系碩士班
103
The main purpose of this qualitative study was to examine how two teachers of a mixed-age class at a public preschool incorporated the Curriculum Guidelines into the theme-based curriculum, as well as the teaching strategies employed, any challenges faced, and adaptive strategies adopted by the teachers during implementation of the Guidelines. The researcher served as an on-site teacher for a mixed-age class at the target preschool for this study. The research tools used to collect data included participant observation, interviewing, and documentation. The duration of data collection was nine months. Triangulation, participant auditing, thick description, and researcher introspection were also utilized to further reinforce the truthfulness of the study. The findings were as follows: 1. Implementation of the curriculum guidelines within the mixed-age class can be classified into the following phases: curriculum planning, instructional execution, and learning and instructional assessment. (1) The curriculum planning phase of implementing the new curriculum included the two categories of instructional discussion and written plans. (2) The instructional execution phase of implementing the curriculum guidelines included classroom management, guidance of routine activities, and pedagogical practice of the theme-based curriculum. (3) The learning and instructional assessment phase of implementing the curriculum guidelines included qualitative descriptions of the children’s skill development as a way of assessing the children’s learning during the implementation transition period. 2. Challenges faced during implementation of the new curriculum included: the two teachers could not effectively cooperate, designing and arranging the charts and forms for the new curriculum required much time and effort, instructing students on the use of the assignment books took up too much time, the number of themes per semester was excessive, classrooms accumulated too many teaching materials, occurrence of unfulfilled group activities, a lack of class-wide experience activities, the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester lacked effectiveness, and a clash in ideas and concepts with the co-teacher in the class. 3. The adaptive strategies used by the two teachers of the mixed-age class in response to the challenges listed above can be summarized in four ways: underwent instructional discussions with other teachers to adjust the teaching methods, teaching strategies, and learning environment, as well as to strengthen the teaching beliefs of all teachers in the school; used “theme-based course design” software to examine the relationship between teaching activities and learning indicators; teaches for each class made suggestions to make changes to and adjust the assignment book and the number of themes to be included per semester; worked to improve the effectiveness of the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester.
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CHEN, PAO-YEN, and 陳寶燕. "A Study of the Practice of Creative Play Courses Under the Preschool Curriculum Guidelines in Mixed-age Classes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/767esd.
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碩士國立臺中教育大學
幼兒教育學系碩士在職專班
106
This study focused on examining the practice of creative play courses as part of the six major Preschool Curriculum Guidelines in mixed-age classes, as well as the children’s participation and behavior during the courses. A mixed-age class of 29 preschool children aged 3 to 6, at a public preschool where the researcher worked as an educator, was chosen as the research subjects for this study. Using the six major Preschool Curriculum Guidelines as a premise, the study underwent 15 weeks of creative play course activities, utilizing multiple methods such as observation of the children’s learning situations, the educators’ thoughts on class instruction, audio and video recordings of the classes, and interviews with assistant educators for data collection and cross validation. The study also employed the use of think description and thorough assessment to analyze the educators’ planning and strategies for class activities, children’s learning development, and displays of creativity during class activities. The findings were as follows: 1.Applying creative teaching strategies as the major guide for curricula and activities planning. 2.The Preschool Curriculum Guidelines can ably serve as a blueprint for the planning of class activities for mixed-age classes. 3.Class activities should be based upon the children’s age, interests, and abilities in order to better distribute the levels of difficulty and variations. 4.Class planning should be geared towards play activities, using multiple types of activities for creative play courses, combining activity topics with the learning topics to further enhance the children’s learning process. 5.The use of the Scaffolding learning method by educators and peers can increase the preschool children’s learning efficacy and interest. 6.Educators should be aware of any difficulties that may arise during instruction, and plan for contingencies ahead of time. Thorough assessment and adjustments to the instruction methods can enhance the educators’ professional development, as well as improve the current state of teaching. In conclusion, from the findings of this study, principles for planning learning activities in mixed-age classes can be raised, as well as serving as reference and recommendations for any difficulties and or strategies involved during the practice of creative play courses in preschools.
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(13283710), Caroline Browning. "Catholic principals' images of quality preschool practice: A far north Queensland perspective." Thesis, 1999. https://figshare.com/articles/thesis/Catholic_principals_images_of_quality_preschool_practice_A_far_north_Queensland_perspective/20540196.
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Preschool education in Queensland is undergoing a series of redevelopments. The process of redefining preschool education is a long and involved one. In the final publication stage, these developments have been given a curriculum focus, with a framework proposed to link all aspects of preschool curriculum. As the vehicle through which the preschool curriculum is delivered, the Guidelines highlight and promote developmentally, socially and culturally appropriate learning opportunities and outcomes for children in a preschool program. Determining whether such outcomes are appropriate has in the past, been a task relegated to the professional judgment and decision making of the teacher. The focus of the renewed Preschool Curriculum Guidelines explores a new perspective, by highlighting the need to develop worthwhile and 'workable' partnerships with parents, children, professional colleagues and community members to influence the quality of the learning outcomes for children. Resolving whether such outcomes meet quality measures introduces a focus on the value of preschool education, and particularly, its contribution to establishing foundations for lifelong learning. At the same time as introducing a focus on what is appropriate, understanding 'quality' involves the interpretation and understanding of 'quality' asa more inclusive term, incorporating all elements of practice.
It has been argued that the Queensland Preschool Curriculum Guidelines are reaffirming the like-minded and that, since it is the responsibility of principals and school administrators to disseminate the Guidelines, the focus should be narrowed to identifying and exploring their views regarding the Preschool Guidelines and understanding of quality preschool practice. This research represents a new and innovative approach to the study of professional knowledge and the way it is used to make judgments about the provision of a quality curriculum in the preschool context.
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Liu, Mei-Yin, and 劉美吟. "Leading Teachers to Practice Spirit and Belifes of Curriculum Guidelines for Early Childhood Education and Care －A Preschool Director’s Action Reserch." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/cbqsb2.
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碩士國立東華大學
幼兒教育學系
102
This action research investigated how a preschool director led teachers to practice spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. The researcher, also functioned as the preschool director in this study, guided a team formed mainly by new teachers.The researcher discovered that starting from gathering centripetal team. It could be fulfilled through (a) establishing a positive atmosphere in teacher book club. Meanwhile, the researcher also invited the professional into the preschool to enhance teachers’ ability to understand the classroom management. We comfor to the spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. To the preschool director, this action research is a precious process on how a team of teachers worked and struggled together in order to achieve the goal. During this process, the researcher understood the leadership of director understanding the curriculum guidelines could assist the implementation of the spirit and belifes of curriculum guidelines. Only when the teaching team gathered centripetal team, the curriculum concerning the spirit and belifes of curriculum guidelines could be gradually developed through group discussions and actions.
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Lin, Shu-Hui, and 林淑慧. "A Case Study of Integrating Creative Music Teaching Activities into the Domains of the Guidelines for Preschool Educare Activities and Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4nca7n.
Full textBooks on the topic "Preschool curriculum guidelines"
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Agency, Texas Education. Prekindergarten curriculum guidelines. Austin, Tex. (1701 N. Congress Ave., Austin 78701-1494): The Agency, 1999.
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Gronlund, Gaye. Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press, 2014.
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Make Early Learning Standards Come Alive: Connecting Your Practice And Curriculum to State Guidelines. Redleaf Press, 2006.
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A Guide to effective instruction in reading, kindergarten to grade 3. [Toronto, Ont.]: Ministry of Education, 2003.
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Acting on what we know: Guidelines for developing effective programs for young children. Little Rock, Ark. (Box 5403, Brady Station, Little Rock 72215): Southern Association on Children Under Six, 1985.
Find full textBook chapters on the topic "Preschool curriculum guidelines"
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Krenn, Jamie L. "Cooking with “App-titude”." In Advances in Mobile and Distance Learning, 37–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0251-7.ch003.
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Food preparation for preschool and elementary school children is described from the perspective of enhancing cognition and learning through the use of mobile devices. While most children are too young to use a stove or slice with a knife, with proper guidance and simulated experiences through mobile devices, children can actively contribute to food choice, preparation, and knowledge while educators contribute knowledge from various academic areas. The kitchen can be a positive learning environment for the educator; the student; and, potentially, people in the student's household, as part of an effort to develop a positive attitude toward food preparation. Learning implications and cooking curriculum suggestions are provided, along with future research recommendations. Educators have the potential to foster culinary mobile device interactivity when given guidelines for acceptable mobile-device application, or app, selection. Such a curriculum requires healthful food preparation practices, including cooking methods, nutritious ingredients, and practical problem-solving opportunities.
Conference papers on the topic "Preschool curriculum guidelines"
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Helmane, Ineta, and Dagnija Vigule. "Transformation of Mathematics Education Curriculum in Pre-School in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.52.
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The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying the new education curriculum for the acquisition of mathematics in the competence-based approach in pre-schools in Latvia. From the school year 2017/2018, competence-based learning is gradually being introduced in Latvia. The research focuses on the analysis of preschool education guidelines (2018) developed by the National Centre for Education in the framework of the project “Competence-Based Approach to Curriculum,” preschool curriculum (2019) and the document “Education for modern literacy: description of the teaching/learning content and approach” (Skola 2030) giving particular attention to mathematics to be acquired in pre-school. Such criteria as the aim, content, teaching strategies and assessment were chosen in the research aspect of applying the new education curriculum for the acquisition of mathematics in preschool. Main findings reveal the improvement of the aim, teaching and learning as well as teaching strategies of mathematics education in the acquisition of mathematics in preschool.