Academic literature on the topic 'Preschool staff'
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Journal articles on the topic "Preschool staff"
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Daniels, Karen, Ulla Forinder, Marina Clarke, Stefanus Snyman, and Karin C. Ringsberg. "Preschool children’s healthy lifestyles: South African parents’ and preschool staff perceptions." Health Education Journal 75, no. 8 (July 28, 2016): 897–910. http://dx.doi.org/10.1177/0017896916635834.
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Background: The worldwide growth of non-communicable diseases requires important lifestyle adaptations. The earlier a healthy lifestyle is adopted, the better. Enabling a healthy lifestyle for children during the preschool years ideally involves the cooperation of parents and teachers. Health promotion with parents and teachers is most effective if it takes into consideration their views and opinions, as well as context. Objective: The aim of this study was to explore perceptions of health and healthy lifestyle from the perspective of preschool children’s parents, and the staff caring for children attending preschools in three diverse settings. Design: Qualitative in-depth study. Setting: Preschools in Western Cape Province, South Africa. Method: Data were collected through six focus group discussions and analysed using qualitative content analysis. Results: Parents and staff shared a holistic view of health, agreeing that children and their health were primarily the responsibility of the parents. Informants described their own health and that of children as affected by a variety of interconnected factors, including environmental, economic, social and individual influences. Conclusion: When tailoring a health-promoting education programme, it is important to consider the pre-existing knowledge the participants have and the context in which intervention will take place. There is also a need to structurally address social determinants of health that may be beyond the control of the individuals.
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Öztabak, Muhammet Ü., and Duygu Yalman Polatlar. "An Overview of the Administrative Issues in Preschools from Preschool Teachers’ Perspectives." Journal of Education and Learning 9, no. 6 (November 26, 2020): 183. http://dx.doi.org/10.5539/jel.v9n6p183.
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The aim of the current study was to review some of the administration issues at preschools from preschool teachers’ perspectives by employing a holistic, multiple-case design. Ten preschool teachers working in state-funded preschools in the Anatolian Side of Istanbul during Fall 2019 and Spring 2020 made up the sample of the study. The data collected from the participants through face-to-face interviews were divided into three themes, which are physical structure, staff and administration. Descriptive statistics were performed. The results revealed that architectural deficiencies in the physical structure, ineffective leadership in the workplace, problems with joint planning and consultation, inexperienced support staff, fees, interfering parents or guardians, double shift schooling and superficial approach to supervision were among the outstanding problems reported by the preschool teachers.
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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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Gritz, Ellen R., Mary K. Tripp, Aimee S. James, Ronald B. Harrist, Nancy H. Mueller, Robert M. Chamberlain, and Guy S. Parcel. "Effects of a Preschool Staff Intervention on Children's Sun Protection: Outcomes of Sun Protection Is Fun!" Health Education & Behavior 34, no. 4 (May 31, 2006): 562–77. http://dx.doi.org/10.1177/1090198105277850.
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The preschool is an important yet understudied setting for sun-protection interventions. This study evaluates the effects of Sun Protection is Fun! (SPF) on preschool staff behavioral and psychosocial outcomes related to protecting children from sun exposure. Twenty preschools participated in a 2-year, group-randomized trial to evaluate SPF, a behavioral intervention grounded in social cognitive theory and designed to be more extensive than previous preschool sun-protection interventions. The staff intervention included training, a video, newsletters, a curriculum, and sunscreen. Cross-sectional samples of staff completed surveys at baseline ( N= 245), a 12month intervention assessment ( N = 192), and a 24-month intervention assessment ( N = 225). At the 12-month and 24-month assessments, significant behavioral effects were seen for use of sunscreen, protective clothing, and shade. Knowledge, self-efficacy, and norms were among the psychosocial variables most affected by the intervention. This study demonstrates that the SPF intervention is effective in improving staff outcomes related to children's sun protection.
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Seidel, Nadja, Vera Fieber, Eckhard Wilhem Breitbart, Martin Bornhäuser, and Friederike Stölzel. "Cluster Randomized Trial: Sun Protection Intervention ‘Clever in Sun and Shade for Preschools’—Effectiveness and Dissemination." Children 8, no. 8 (July 28, 2021): 651. http://dx.doi.org/10.3390/children8080651.
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Skin cancer is one of the most common types of cancer and UV radiation is one of the main risk factors. Therefore, sun protection, especially in childhood, is strongly recommended. We examined the effectiveness of the ‘Clever in Sun and Shade for Preschools’ program (CLEVER) in promoting sun protection behavior among preschool staff (trial registration: DRKS00023468) and describe its dissemination. Within a cluster randomized trial with 24 preschools (n = 273 staff members) stating a high need for sun protection measures, an educational workshop for preschool staff and a project kit with materials applicable in preschool groups was provided. Staff members of preschools taking part in CLEVER report significantly stronger sun protection behavior to avoid the sun (effect size [ES] 0.70, 95% confidence interval [CI] 0.04 0.71, p < 0.05) and less perceived impediments to avoid the sun (ES −0.56, CI −0.82 −0.17, p < 0.01) after 12 months as well as higher self-efficacy to avoid the sun (ES 1.09, CI 0.39 1.07, p < 0.001) and to use sunscreen (ES 0.71, CI 0.03 0.88, p < 0.05) after 1 month. Compared to the control group, there was no significant effect on sunscreen use and further psychosocial outcomes. The effectiveness of CLEVER may be underrated due to a high drop-out rate. Within three years, an enhanced free-of-charge program kit, including a media-based workshop and materials, had reached over 4000 preschools, i.e., 7.1% of all daycare centers in Germany. The results show that CLEVER can strengthen sun protection, offer high-quality information at low cost, and is easily disseminable.
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Eriksson, Anita, Ann-Katrin Svensson, and Dennis Beach. "Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy." Educare - vetenskapliga skrifter, no. 3 (August 16, 2019): 87–112. http://dx.doi.org/10.24834/educare.2019.3.6.
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Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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Fuller, Bruce, and Annelie Strath. "The Child-Care and Preschool Workforce: Demographics, Earnings, and Unequal Distribution." Educational Evaluation and Policy Analysis 23, no. 1 (March 2001): 37–55. http://dx.doi.org/10.3102/01623737023001037.
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America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.
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Schepis, Maureen M., Dennis H. Reid, Jean Ownbey, and Jamie Clary. "Training Preschool Staff to Promote Cooperative Participation among Young Children with Severe Disabilities and Their Classmates." Research and Practice for Persons with Severe Disabilities 28, no. 1 (March 2003): 37–42. http://dx.doi.org/10.2511/rpsd.28.1.37.
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Young children with severe disabilities often require specific support to participate in activities with typically developing peers in inclusive preschools. We evaluated a program for training preschool staff to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing videotaped scenarios of examples of how to prompt and praise cooperative participation during different free-play situations, along with specific instructions and on-the-job feedback. The program was implemented with 2 staff persons who worked with 2 preschoolers with severe disabilities in two classrooms. Each time the staff training program was implemented, increases occurred in cooperative participation between the child with disabilities with whom a staff person worked and typically developing peers. Concurrent observations of a child whose support staff did not receive training revealed no corresponding increases in cooperative participation. Results are discussed regarding the importance of staff training procedures that directly impact child performance.
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Palmérus, Kerstin. "Training for Preschool Staff in Child Care." Early Child Development and Care 118, no. 1 (January 1996): 59–66. http://dx.doi.org/10.1080/0300443961180106.
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Kjellström, Sofia, Ann-Christine Andersson, and Tobias Samuelsson. "Professionals’ experiences of using an improvement programme: applying quality improvement work in preschool contexts." BMJ Open Quality 9, no. 3 (August 2020): e000933. http://dx.doi.org/10.1136/bmjoq-2020-000933.
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BackgroundImprovement work can be used in preschools to enrich outdoor environment for children’s better health. Effective improvement work can facilitate the necessary changes, but little is known about professionals’ experiences of participation in improvement interventions. The aim was to evaluate how preschool staff experience quality improvement work, using the Breakthrough Series Collaborative improvement programme, to enhance outdoor environments.MethodsAn improvement intervention using a breakthrough collaborative was performed at 9 preschools in Sweden and examined with a longitudinal mixed method design. Staff completed questionnaires on 4 occasions (n=45 participants) and interviews took place after the intervention (n=16 participants).ResultsThe intervention was successful in the sense that the staff were content with the learning seminars, and they had triggered physical changes in the outdoor environment. They integrated the quality improvement work with their ordinary work and increasingly involved the children. The staff tested improvement tools but did not find them entirely appropriate for their work, because they preferred existing methods for reflection.ConclusionsThe challenges in quality improvement work seem to be similar across contexts. Using the Breakthrough Series Collaborative in a public health intervention is promising but needs to be integrated with preunderstandings, current reflections and quality tools and models.
Dissertations / Theses on the topic "Preschool staff"
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Predny, Mary Lorraine. "Assessing an Intergenerational Horticulture Therapy Program for Elderly Adults and Preschool Children." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/31717.
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The goal of this research project was to determine if introducing intergenerational interactions would supplement or detract from the use of horticulture as a therapeutic tool when working with elderly adults and preschool children. The program was set up to compare independent group activities with intergenerational activities. A group of elderly adults in the University Adult Day Service and a group of preschool children in the University Child Development Laboratory School took part in both separate age group and intergenerational activities. There were three sessions each week: one for the children's group, a second one for the elderly adults' group, and a third one that combined both groups. The same activity was done during all three sessions each week, with modifications to make the activity appropriate for each age group and to make it more interactive for the intergenerational group. These activities took place in the campus building where the day care centers are located. Four volunteers assisted with the activities. Two worked with the children's group both during separate and intergenerational activities, and two volunteers similarly assisted with the elderly adult group. Video cameras were used to record each session. These videos were viewed and evaluated after the 10-week horticulture therapy program was completed to score attendance and participation during separate age group activities, and attendance, participation, and interaction between the two groups during intergenerational activities. This data was used to determine if introducing intergenerational interactions affected the individual's attendance or participation, and to determine if the interactions between the two groups showed any change over time.
Several variables were shown to affect the outcome of research. The first variable discussed is the effect of the staff, volunteers, or administration on the participants and the activities. Staff and volunteers can greatly affect intergenerational interactions by: 1) failing to encourage participation from participants of all ages, 2) lacking experience or having discomfort in working with special populations, 3) failure to establish adequate communication with the researcher or with each other, or 4) demonstrating a negative attitude towards the project. The second variable in research is the limitation introduced by data analysis using video. While video recording is useful in evaluating data, it can cause problems due to a limited viewing area, limited viewing angles, blocked screens, or unfamiliarity with recording equipment.
Videos were used to assess participation and interaction. Participation scores include three categories: "no participation" for present but inactive participation, and "working with direct assistance" or "independent participation" for active participation. Participation was affected by the horticulture activities' set up, difficulty level, and availability of assistance from volunteers. Children's participation during separate group activities was affected mainly by the difficulty level and set up of activities. Elderly adult's participation during separate age group activities was affected mainly by each individual's abilities and availability of assistance. Children's intergenerational participation scores show an increase in the category of "working with direct assistance", while elderly adults' intergenerational scores show an increase in the categories of "no participation" and "independent participation". In part, the change in intergenerational participation was due to a decrease in the assistance available from volunteers for each individual.
Lastly, the percentage of total interaction time between the generations during activities increased over time. However, the introduction of intergenerational interactions detracted from the use of horticulture as a therapeutic tool for elderly adults and preschool children. It is recommended that intergenerational programming may not be useful to fulfill specific horticulture therapy goals for these groups. At the same time, the intergenerational activities involving horticulture plant-based activities were more successful at increasing interactions than the craft-type activities. Therefore horticulture may be a useful activity for intergenerational programs with a goal of increased interaction and relationship development.Master of Science
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Chika, Satoko. "Nutrition education training needs of early childhood program staff serving 3-5 year-old children." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/s_chika_120109.pdf.
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Thesis (M.S. in human nutrition)--Washington State University, December 2009.Title from PDF title page (viewed on Feb. 19, 2010). "Program in Nutrition and Exercise Physiology." Includes bibliographical references (p. 57-66).
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Göransson, Emilia. "Preschool Staff perception of the pedagogical meal : A mixed methods study of the pedagogical work with meals in Swedish preschools from 2005 to 2020." Thesis, Högskolan Kristianstad, Avdelningen för mat- och måltidsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21800.
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Meals in Swedish preschools has undergone change between 2005 and 2020 regarding meals as important pedagogical tools. Due to new guidelines for conducting preschool meals presented by the Swedish Food Agency an increased focus has been placed on pedagogy during the meals to help develop the minds of young children. Previous research has shown that preschool staff had little to no education on food and meal or how to conduct pedagogical meals. To understand how the preschool staff, perceive the pedagogical meal and how it has changed over time, a convergent mixed method with a survey and interviews was used. The results showed that the staff does not have formal education on food, meal and how to conduct pedagogical meals, but instead rely on peer learning. They perceive themselves as role models in forming a positive relationship with the social and nutritional aspects of food and meal. While their job has many positive aspects, they face challenges with stress and increasing child groups. As the role of preschool staff has changed, from making sure children eat, to socially participating in the meal, the guidelines have changed alongside the role.
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Roantree, Anne Elizabeth, and n/a. "Policy changes, the impact on preschool staff and a way forward in the provision of early childhood services : a case study in the ACT." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061107.141351.
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In recent years Australia has seen a national change in policy focus for the
provision of early childhood services. The change has been from delivery of a
discrete education model of sessional preschool to a diverse range of services to
families. This policy focus is reflected in the Australian Capital Territory (ACT).
There has been a move from a discrete preschool provision by the Department of
Education and Training to a more cohesive early childhood approach by
Children's Services Branch within the expanded Department of Education and
Training and Children's, Youth and Family Services Bureau.
The purpose of the study is to investigate reasons for, and nature of, the shift in
policy focus and the impact on preschool staff in the ACT. The review of
literature reveals that implementation of a more cohesive provision of early
childhood services in Australia has not been without difficulties. These difficulties
are investigated.
The research is undertaken at an ACT Government preschool site. At this site
the sessional government preschool and a community long day care centre are
located in a purpose built shared facility. The research traces the values and
practices of preschool staff in the sessional government preschool as they work
in the shared facility in the first year of operation.
Action research is employed in the form of a single case study, and guided by
principles of Problem Based Methodology to clarify the issues involved and
develop strategies to address a positive way forward in the ACT.
The reflective, qualitative research provides the government preschool staff and
the researcher with opportunities to develop and implement strategies to address
difficulties. These difficulties are discussed in the context of the review of
literature.
Drawing on conclusions and recommendations from the case study, the
investigation provides management insight into a way forward for more cohesive
provision of early childhood services in the ACT.
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Butikienė, Vilija. "Ikimokyklinio ugdymo įstaigos pedagoginio personalo atrankos kriterijų tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080926_182143-34979.
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Ankstyvosios vaikystės amžiaus tarpsnio vaikus ugdo šeima ir ikimokyklinių įstaigų pedagogai, todėl svarbu, kad ikimokyklinio ugdymo įstaigoje dirbtų tinkamiausi šiam darbui pedagogai. Ikimokyklinis ugdymas gali būti analizuojamas ne tik instituciniu, bet ir intrapersonaliniu lygmenimis, todėl vertinant ikimokyklinio ugdymo įstaigos pedagogų atranką, galima teigti, kad pedagoginėje veikloje atsiranda papildoma dedamoji – veiklos priklausomybė nuo darbuotojo pašaukimo profesijai. Profesinio kryptingumo aspektas vertinant ikimokyklinio ugdymo pedagogą ir įtraukiant šį kriterijų į pedagoginio personalo atranką gali būti vertinamas kaip švietimo vadybos naujovė ikimokyklinio ugdymo įstaigoje.
Tyrimo objektas – ikimokyklinio ugdymo įstaigos pedagogų atrankos kriterijai. Tyrimo tikslas – išsiaiškinti pagrindinius ikimokyklinio ugdymo įstaigos pedagoginio personalo atrankos kriterijus, įvertinant formaliuosius kvalifikacinius reikalavimus bei pedagogo profesinį kryptingumą. Uždaviniai: atskleisti ikimokyklinio ugdymo sistemos kaitos bruožus; nustatyti ikimokyklinio ugdymo pedagogo profesinio pašaukimo ir profesionalumo sąsajas; nustatyti ikimokyklinio ugdymo pedagogų profesinį kryptingumo vertinimo kriterijus. Tyrimas atliekamas naudojant šiuos teorinius, empirinius bei statistinius tyrimo metodus: mokslinės literatūros analizė, dokumentų turinio analizė, anketine apklausa, struktūrizuotas interviu, kokybinis vaikų prezentacijų tyrimas, kiekybinė ir kokybinė empirinio tyrimo metu... [toliau žr. visą tekstą]Family and preschool educational institutions’ pedagogical staff are responsible for children education and upbringing in infancy period, in childhood. That is reason for selection of really suitable persons and educators. Preschool education might be analyzed by institutional and intrapersonal level. With evaluation of preschool educational institutions in institutional level originate education activity dependence of avocation. Involvement of singleness of profession aspect to the selection criteria of educators of preschool educational institutions is innovation of education management in the preschool education institution. Object of research is criteria of preschool education institutions educators’ selection. Main goal of research is to clarify main criteria of educators’ selection for the preschool educational institutions, with evaluations of formal requirements for qualification and involvement of singleness of profession aspect. Tasks of research are: to educe the changes of the preschool education system; to stand correlation of preschool educators’ avocation and professionalism; to determinate criteria of preschool education institutions educators’ selection. Methods of research: theoretical (analysis of science literature, content analysis of documents), empirical qualitative and quantity (questioning, structural interviewing, presentations research, statistical qualitative data analysis). In the Final Work there are evaluation of preschool education changes... [to full text]
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Norling, Martina. "Förskolan - en arena för social språkmiljö och språkliga processer." Doctoral thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27362.
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Title: Preschool – a social language environment and an arena for emergent literacy processes. Author: Martina Norling By focusing on preschool, as an arena for emergent literacy and language learning processes, this thesis put the lens on preschool staff´s approaches and strategies in the social language environment in Swedish preschools. Taking its point of departure in real preschool settings, the overall purpose of this thesis is to develop a greater understanding of this social language environment, with particular emphasis on the quality dimensions of strategies, such as the preschool staff´s sensitivity and approaches in the preschool environment. Two didactic issues are of special importance to the thesis: preschool staff´s descriptions of what kind of strategies and approaches they use in the social language environment as well as how preschool staff support children’s language learning processes in literacy-related activities. The thesis consists of four articles aimed at capturing, variations of dimensions of preschool staff strategies as well as approaches that contribute to highlighting essential strategies for supporting children in the social language environment. The theoretical framework in this thesis consists of social constructivism (Vygotsky, 1997) and bioecological theory (Bronfenbrenner, 2005). The four empirical studies in this thesis have made possible a mixed method design. The data production consists of questionnaires with questions regarding background information of the participants, observation instruments (scoring the quality of the social language environment), focus group interviews, video observations as well as a systematic literature review. In this thesis, three dimensions of preschool staff strategies in social language environment emerged: play strategies, emotional strategies and communicative strategies. The social language environment in Swedish preschool can be described in terms of those three strategy dimensions and continuous interplay processes among children, peers and preschool staff, over time. The quality dimensions of strategies focus, on preschool staff efforts and children’s prerequisites of learning processes, rather than focusing on children’s individual performance. Keywords: Preschool, social constructivism, bioecological theory, preschool staff, emergent literacy, social language environment, language learning processes
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Sundqvist, Pernilla. "Teknik i förskolan är inte något nytt, men idag är vi mera medvetna om vad vi kallar teknik : Personalens beskrivningar av teknik som innehållsområde i förskolan." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31383.
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This study investigates what preschool staff include in the technology subject in preschool education, what content they view as relevant and how the teaching of this content can be organized. This is motivated by the fact that technology as subject have not been clearly defined, leaving the teachers insecure and unconfident about what to teach and how to teach it. In addition, preschool do not have a tradition of addressing teaching and learning the way they are now obliged to do according to the curriculum and many studies have shown subject teaching to be a challenge in preschool. Thus, the preschool staff’s challenge is twofold regarding the teaching of technology. The aim is addressed by a mixed methods design, starting with questionnaires and followed by interviews with preschool staff (daycare attendants and preschool teachers). The questionnaire was completed by 102 preschool staff members and interviews were held with seven of these participants. A key results is that technology in preschool involves building and creating. Emphasized is that children should be offered much and varied materials and that it should be available in the environment and inspire creative activities. Another key result is that every-day use of artifacts is viewed as part of technology education. Children should learn to handle artifacts by using them, e.g. pulling up the zipper to close the jacket or cut with scissors. These are activities preschool have always engaged children in, which the staff now name technology. However, there are variations in the result and there are preschool staff members who express a more conscious teaching where children are able to learn about things like the purpose of technology, what parts an object consist of and how these parts are connected, and about technological systems, e.g. how the water get from the lake to the tap and how it is purified on the way. But there are also examples where technology activities are used as a means for working towards the striving goals of other areas, such as math, science and social behavior. Implications are that preschool staff need to develop their teaching in order to work in accordance with the curriculum. A relevant first step is to strengthen their content competence in technology, but also, they need tools for how to teach subject matter like technology in a practice characterized by children’s own choice and influence.
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Lundgren, Joakim. "Emotional intelligence, need for cognition and cognitive reflective ability related to attitudes towards a further training program among preschool staff." Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144138.
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There are currently scarce research regarding further training programs and employees’ attitudes toward them. This present work examined 95 preschool employees from one municipal community in matters of emotional intelligence, need for cognition, and cognitive reflective ability and how these influenced their attitudes toward a further training program called International Child Development Programme, ICDP (study 1). Six participants were also interviewed in regards to more organizational aspects of the ICDP-training and their experiences of the program’s implementation in the actual worksituation (study 2). The results of study 1 showed a positive relationship between emotional intelligence and attitudes toward the program. Study 2 revealed lack of follow-ups and sustainability of the program in the real-life work-situation. Suggestions for countering these flaws as well as a more individually focused approach in embracing, applying and maintaining the teachings of a further training program are discussed.
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Eriksson, Johanna. "Förskolepersonals tankar kring projekt ”Giftfri förskola” : En intervjustudie om positiva och negativa konsekvenser." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68159.
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Syftet med studien var att öka kunskapen om hur förskolepersonal anser att projekt ”Giftfri förskola” har påverkat verksamheten. Sju verksamma inom förskolan i två mindre kommuner intervjuades. Med ett sociokulturellt perspektiv utformades intervjuerna och analyserade att det fanns både positiva och negativa konsekvenser av projektet. De positiva konsekvenserna var ökad medvetenhet, kunskap och kreativitet samt att det bidragit till en tryggare miljö. Den ökade medvetenheten visas vid inköp av nya material då innehållet granskas noga. Den ökade kuskapen har bidragit till ett ökat intresse kring ämnet kemikalier och det anses viktigt att handla giftfritt. Kreativiteten anses fått en större plats i verksamheten då alternativa material fick plockas in för att ersätta det material som slängdes bort. Den största positiva effekten som tolkas utifrån förskolepersonalen är att barnen vistas i en säkrare förskolemiljö då de inte blir utsatta för lika mycket kemikalier som innan projektets start. De negativa konsekvenserna som visas i studiens resultat är dyrare inköp, färre material, felaktig prioritering och osäkerhet. Giftfria material är ofta dyrare i inköp, vilket i sin tur lett till att det finns färre material på förskolorna. Projektets prioritering ifrågasätts av förskolepersonalen då enbart material stått i fokus, men lokalerna inte setts över. Det finns även en viss osäkerhet hos förskolepersonalen kring vilken forskning de ska lyssna på, då det i efterhand kommit ny som visar att kemikalier inte är farliga.
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Olsson, Carolina, and Emelie Strandberg. "Hur begreppet ”enkla kemiska processer” tolkas i förskolan : En intervjustudie med förskollärare och barnskötare." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85123.
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Syftet med denna studie är att bidra med kunskapen om vilken innebörd läroplansbegreppet ”enkla kemiska processer” fått i förskolans naturvetenskapliga undervisning. Empirin samlades in genom kvalitativa semistrukturerade intervjuer av förskolepersonal, fördelat på sex förskollärare och fyra barnskötare. Resultatet visade att förskolepersonalen främst betonade undervisning om kemiska processer i syfte att förbereda barnen för framtida skolgång och ge positiva känslor för ämnet. Förskolepersonalen kopplade begreppet ”enkla kemiska processer” med undervisningsaktiviteter som är associerade med vatten, bakning, bakpulver, färg samt naturen som redskap. Resultatet visade även att kemiundervisning sker både planerat och spontant i verksamheten, samt att förskolepersonalen anser att kemiundervisningen ska genomföras utifrån barnens intresse och nyfikenhet, där det ska ske på ett lustfyllt sätt tillsammans med medforskande pedagoger. En slutsats av studien är att förskolepersonalen har många tankar om vad ”en enkel kemisk process” är och hur det undervisas i förskolan, men att kemiämnet inte prioriteras i den dagliga verksamheten och att anledningen bland annat är att ämnet anses svårt.The purpose of this study was to contribute knowledge about the meaning of the curriculum concept ”simple chemical processes” in preschool science teaching. The data was collected through qualitative semistructured interviews with preschool staff, consisting of six preschool teachers and four childminders. The study showed that the preschool staff mainly emphasized the importance of teaching chemical processes as preparation for the children's future schooling and encouragement of a positive attitude towards the subject chemistry. The preschool staff linked the concept of ”simple chemical processes” with teaching activities involving water, baking powder, baking and paint. They also linked the concept to changes in the natural world. The results also showed that chemistry teaching took place in both a planned and spontaneous way, and that the preschool staff believed that chemistry teaching should be based on the children's interest and curiosity. They believed that it should be undertaken in a fun way together with other involved educators present. One conclusion of the study is that the preschool staff varied in their interpretation of "simple chemical processes" and how they were taught in preschool. Chemistry teaching was not given high priority, according to the preschool staff, one of the reasons being that the subject was considered difficult.
Books on the topic "Preschool staff"
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Watkins, Kathleen Pullan. Preschool director's staff development handbook. West Nyack, N.Y: Center for Applied Research in Education, 1987.
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O'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN: Toys 'N Things Press, 1987.
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Jorde-Bloom, Paula. A great place to work: Improving conditions for staff in young children's programs. Washingtron, D.C: National Association for the Education of Young Children, 1988.
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Evans, Shirley King. Food and nutrition resource list for child care and preschool staff. Beltsville, MD: USDA, ARS, National Agricultural Library, 1998.
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Paulus, Ellen H. Improving staff integration of health and safety topics in the preschool curriculum. Washington, D. C: Office of Educational Research and Improvement, 1991.
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Comparing nurseries: Staff and children in Italy, Spain, and the UK. London: P. Chapman Pub., 1997.
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Featherstone, Sally. The little book of science through art: From an idea and original work by the nursery staff at Wyvern Primary School. Husbands Bosworth: Featherstone Education, 2001.
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Topal, Cathy Weisman. Beautiful stuff: Learning with found materials. Worcester, Mass: Davis Publications, Inc., 1999.
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Kohl, MaryAnn F. Art with anything: 52 weeks of fun using everyday stuff. Silver Spring, MD: Gryphon House, 2010.
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ill, Mohrman Gary, ed. Art with anything: 52 weeks of fun using everyday stuff. Silver Spring, MD: Gryphon House, 2010.
Find full textBook chapters on the topic "Preschool staff"
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Zagorodnya, Lyudmila, and Liudmyla Tymchuk. "Pedagogical Conditions for Increasing the Level of Educators’ Readiness to Create a Positive Image of the Preschool Education Staff." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 219–35. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch014.
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The article highlights the system of work on the formation of readiness of preschool teacher to build, develop and correct a positive image of the preschool education staff. The scientific investigations analysis in the field of pedagogical imageology, in particular the image of the educational institution and its staff is presented. A number of pedagogical conditions were formulated, which enable the success of the process of increasing the levels of educators’ readiness to create, improve and correct the positive image of the preschool institution staff.
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Komisaryk, Mariya, and Kateryna Kuznietsova. "Psychological Peculiarities of the Preschool Age Children with Speech Violations." In Trends and Prospects of the Education System and Educators’ Professional Training Development, 377–97. LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/978-1-910129-28-9.ch023.
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It is concluded that the study of the basics of speech therapy is necessary for all staff of preschool institutions in order to timely notice the language disorder of preschool children and quickly and efficiently overcome it. This will contribute to the better assimilation of knowledge by the child, the manifestation of his creative abilities, adaptation in society, optimization of mental development of the child as a whole.
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Saraiva, Linda, Fernando Santos, Ana Ferreira, and César Sá. "Policies and Practices to Promote Physical Activity." In Advances in Early Childhood and K-12 Education, 306–21. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch017.
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This chapter presents a pilot study that sought to examine the practices and policies that can encourage children's physical activity in preschool settings located at Viana do Castelo, Portugal. The Environment and Policy Assessment and Observation instrument was used to measure the quality of the physical activity environment. The findings show that preschool settings present multiple limitations that may hinder children's physical activity and motor development. It should also be noted that policies are practically non-existent as there is a clear absence of physical activity content within the guiding documents in preschool education contexts. Further, there were no education opportunities provided to program staff. It is paramount to engage policymakers and other stakeholders in discussions that provide quality environments to encourage physical activity among preschool children.
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Golota, Natalia, and Maryna Mashovets. "PEDAGOGICAL PARTNERSHIP OF PRESCHOOL EDUCATION INSTITUTIONS WITH PARENTS AS A CONDITION TO ENSURE THE QUALITY OF EDUCATION OF A CHILD." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-2.
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Modern preschool education in Ukraine is experiencing systemic changes in the structure and content of the educational process. The shift of emphasis on the acquisition of knowledge, skills and abilities to the acquisition of the necessary life competencies by the child, ensuring her personal growth puts forward new requirements for ensuring the quality of education of preschool children. However, the quality of preschool education today cannot be imagined without partner interaction between all subjects of the educational process: the administration of the institution, educators, parents, children. An institution of preschool education is an open educational space in which the teaching staff interacts with the families of pupils (as well as with other social institutions) to ensure the needs, interests and full development of each child. the interaction of the institution of preschool education and the families of pupils is an important condition for ensuring the effectiveness of the educational process aimed at creating an atmosphere of psychological comfort, goodwill and mutual understanding for all participants, based on traditional and modern pedagogical research in the field of social and family education, takes into account regional, national and world culture , human and national moral values. The purpose of our article is to characterize the pedagogical partnership of all subjects of the educational process of a preschool education institution as a necessary condition for ensuring the quality of a child's education. It can be stated that a pedagogical partnership between a family and an educational institution in form is the coordination and implementation of the interests of the family and the teaching staff to ensure all conditions for the development and comfort of the child while striving to reach consensus and compromises on the most important issues of upbringing and training a growing personality. The pedagogical partnership of the institution of preschool education and the family is realized in such components as: informational; the entry of the family into the educational space; active pedagogical position of the family in interaction with specialists. Research findings. The process of professional training of teachers of preschool education of a new generation, who, already during the period of study in higher education institutions, created their own pedagogical style based on humanistic values, personal maturity, worldview positions, high-level education, the ability to implement all virtues in practical activity, requires updating and improvement. in cooperation with the parents of the pupils. We consider the pedagogical partnership of an educator as one of the most active subjects of his attitude in the educational process of a preschool education institution, in three dimensions – children, parents, and the teaching staff. The involvement of parents and families in the educational process of a preschool institution confirms the responsibility of each parent of a child for his upbringing, development and training, as well as for preserving her life, strengthening her health, forming a sense of human dignity and a conscious attitude of the child to a healthy lifestyle.
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"A Case Study Examining the Effectiveness and Cost of Incentive Programs to Reduce Staff Absenteeism in a Preschool." In Improving Staff Effectiveness in Human Service Settings, 191–206. Routledge, 2013. http://dx.doi.org/10.4324/9780203056349-14.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Role of Staff and Community Partners." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0014.
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One reason that student transition between schools hasn’t received the attention that it should is because schools traditionally have not had staff members directly in charge of assuring that welcoming and transition procedures are in place. Monitoring how students are adjusting to their new classes, routines, and peer groups can fall by the wayside until a problem arises. “Nobody owns that piece,” says Robin Harwick, a Seattle University researcher who previously worked at Treehouse, a nonprofit agency that provides educational services for children in foster care. Too often, she adds, educators don’t recognize that high mobility can negatively impact a student until behavior or academic issues surface. But Micah Jacobson, of the Boomerang Project, says that picture is beginning to change and schools are increasingly placing a counselor or other staff member in charge of transition-related activities. A variety of options are available to district leaders and school administrators who want to make sure that their schools are welcoming and that consistent practices focused on ensuring smooth transitions are being implemented. The following sections discuss some approaches that districts can explore to make sure someone is consistently attending to the needs of students and families in transition (Figure 9.1). One of the best ways to ensure that teachers and other staff members begin to think about how they can create more welcoming environments is to create a team that focuses on the topic. Jacobson notes that creating a team increases the likelihood that programs will be sustained when there is staff turnover. The North Carolina Department of Public Instruction has created a detailed transition planning guide that outlines steps for smooth transition from preschool through college and outlines some of the topics that can be addressed by a district-wide transition plan. These include planning professional development on the issue of transition, reviewing research-based practices, addressing issues of alignment as students move through grades, seeking input from families on their transition experiences, and recruiting volunteers to help with transition-related gatherings.
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Van Laere, Katrien, and Michel Vandenbroeck. "Early learning in preschool: meaningful and inclusive for all? Exploring perspectives of migrant parents and staff." In Perspectives from Young Children on the Margins, 71–85. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-5.
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Clark, Shanetia P., and Lynne G. Long. "When Internships Goes Virtual." In The Black Experience and Navigating Higher Education Through a Virtual World, 22–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7537-6.ch002.
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In early 2020, the coronavirus (COVID-19) pandemic ravaged countries across the world, causing them to essentially shut down. Communities had to retreat indoors and socially distance from one another. One aspect of life that drastically changed was schooling. It moved from traditional face-to-face spaces to online digital platforms. Students, faculty, and staff across all levels of schooling shifted to teaching and learning vis-a-vis online digital platforms. Those of us connected to the training of the next generation of teachers navigated through the uncertainty of the COVID-19 pandemic at the preschool to post-secondary levels as well. This chapter focuses on the authors' experiences as a Black university supervisor and as a Black field placement coordinator.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.
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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Boyd, Sally, and Cajsa Ottesjö. "Adult monolingual policy becomes children’s bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden." In 21st Century Pre-school Bilingual Education, 29–46. Routledge, 2020. http://dx.doi.org/10.4324/9781351189279-3.
Full textConference papers on the topic "Preschool staff"
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Lavallée, Élisabeth, Marie-Claude Rivard, and Claude Dugas. "THE PERCEPTION OF SCHOOL STAFF AND PARENTS IN REGARD TO THE “ENFANT NATURE” APPROACH IN A QUEBEC PRESCHOOL." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end071.
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Tudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
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Early child development is related to early education, health, nutrition, and psychosocial development; therefore, the holistic concept of early approach combines elements from the area of stimulation of the child, health, nutrition, speech therapy, psychological counselling, physical development support, etc. The need for the development of integrated early education services and their extension to the area of 0-3 years are priorities of the European strategies assumed through a complex of educational policy measures, having as a priority the development of quality early education services for the benefit of all prerequisites for lowering the schooling rate (Strategy for early childhood education, Strategy for parental education, Strategy for reducing early school leaving in Romania, Study on the evaluation of public policies in the field of early childhood education - Saber Early Childhood). In this context of the development of early childhood education, numerous inequalities are identified in the implementation of European and national strategies and programs in the development of early childhood education services, supported by economic, political, social factors, etc. In order to make them compatible at European level, we consider it necessary to support training and development programs for staff providing educational services in early childhood education institutions. The purpose of this study is to acknowledge the opinion of the bodies with attributions in the pre-kindergarten and preschool education in Romania, as well as of the civil society and public opinion, as a prerequisite for identifying school policy measures and developing programs for training the teaching staff so as to be able to provide educational services in early childhood education (representatives responsible for early childhood education in school inspectorates and Houses of the Teaching Staff, teaching staff in preschool educational institutions, representatives of the Ministry of Labour and Social Protection, representatives of the Social Assistance Directorate, managers of nursery schools, representatives of NGOs and other categories of organizations with experience in the field, parents and interested representatives of the civil society and public opinion). The present study is a qualitative research based on the focus-group method, but also a quantitative research by using the questionnaire-based survey, being carried out on a representative sample of 100 persons (2 focus-group of 25 persons, respectively 50 persons involved in the survey-based questionnaire). The conclusions of this study highlight the need to restructure the system of early childhood education in Romania through interventions at the legislative level and ensure a unitary system of policy and intervention in early childhood education. Also, we believe it is imperative to reorganize the training system of the human resource, by developing complementary competences of the teaching staff, adapted to the training needs of the early childhood population, ensuring a valuable inclusive and integrated intervention.