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1
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.
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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.
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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
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Bi, Jieying, Chengfang Liu, Shaoping Li, Zhenya He, Kevin Chen, Renfu Luo, Zimeiyi Wang, Yanying Yu, and Haiquan Xu. "Dietary Diversity among Preschoolers: A Cross-Sectional Study in Poor, Rural, and Ethnic Minority Areas of Central South China." Nutrients 11, no. 3 (March 6, 2019): 558. http://dx.doi.org/10.3390/nu11030558.
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The aim of this study was to document the dietary diversity status of preschool children in poor, rural, and ethnic minority areas of Central South China and examine its associated factors both at home and in preschools. A cross-sectional study including 1328 preschool children aged three or five years from two nationally designated poverty counties in Hunan Province was conducted. A dietary diversity score (DDS) was constructed to measure the dietary patterns based on the 24 h recall method. The mean DDS among the sample children was 5.77 (95% confidence interval: 5.70–5.83, range 1 to 9) with a standard deviation of 1.22. Both household characteristics (including the education level of the child’s primary caregiver and the nutritional knowledge of the caregiver) and preschool factors (including the nutritional knowledge of the child’s preschool principal and teachers, nutritional training to children, and the preschool kitchen manager) were positively associated with children’s DDS. The dietary diversity status of children in poor, rural, and ethnic minority areas of Central South China is much lower than that of their peers in other areas. Nutritional education should be provided to caregivers, preschool staff, and children to narrow the gap.
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Lushin, Victor, Steven Marcus, Daphney Gaston, Rinad Beidas, Ashlee Lamson, Ilene Goy, Irina Godina, Joanne Rees, Rebecca Rivera, and David Mandell. "The role of staffing and classroom characteristics on preschool teachers’ use of one-to-one intervention with children with autism." Autism 24, no. 8 (July 6, 2020): 2035–45. http://dx.doi.org/10.1177/1362361320932726.
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For preschool children with autism, individual behavioral interventions are among the best-tested treatments. However, they are rarely implemented in special education preschools. We observed one-to-one behavioral interventions formally and informally delivered by staff ( N = 51) in 12 classrooms across three preschools for children with autism, aged 3–6 years, in a major US city. We estimated associations between the use of one-to-one intervention and classroom characteristics including staff-student ratio, professional role composition, and frequency of challenging child behaviors. A small number of classroom characteristics explained considerable portions of outcome variance: 23% for formally delivered one-to-one interventions and 41% for informally delivered interventions. The number of individually assigned personal care aides in the classroom was negatively correlated with less formal delivery of one-to-one intervention. Classroom challenging behavior was positively associated with formal delivery of one-to-one interventions. Interventionist’s professional roles and the number of children in the class accounted for the largest amounts of variance in informal intervention delivery. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff. Lay abstract For preschool children with autism, individual (one-to-one) behavioral interventions are among the best-tested treatments. However, they are rarely used in special education preschools. We observed formally and informally delivered one-to-one behavioral interventions use by classroom staff ( n = 51) in 12 classrooms across three special education preschools for children with autism, aged 3–6 years, in a major US city. We estimated the associations between one-to-one intervention use and classroom characteristics including staff–student ratio, professional role composition, and frequency of challenging child behaviors. As a whole, the factors we examined were considerably important for both formally and informally delivered one-to-one interventions. The number of individually assigned personal care aides in the classroom was negatively associated with the use of formally delivered one-to-one intervention. Classroom challenging behavior was positively associated with use of formally delivered one-to-one interventions. Interventionist’s professional roles and the number of children in the class were most important for the use of informally delivered interventions. Staff training, clarifying professional roles, setting performance expectations for personal care aides and other classroom team members, and reducing class size may represent promising implementation targets. Findings suggest caution around task-shifting policies that transfer clinical functions from more highly trained to less highly trained staff.
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Mavrina, Liana Nikolaevna, and Liliya Nikolaevna Timeryanova. "Study of stress and stress resistance of preschool staff organizations: hygiene aspects." Sanitarnyj vrač (Sanitary Doctor), no. 12 (December 1, 2020): 31–37. http://dx.doi.org/10.33920/med-08-2012-04.
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The article deals with the problem of professional stress in the labor activity of employees of preschool educational organizations. Aim. The level of stress and stress resistance of preschool teachers was assessed. In accordance with the purpose of the study, the following methods were used: T.A. Nemchina, A.O. Prokhorov, Vaisman's questionnaire, McLean. The study involved 50 teachers of kindergartens of general developmental type. The materials of modern psychological and pedagogical research devoted to stress and stress resistance are analyzed and summarized. Experimental data on the state of stress resistance of preschool teachers have been obtained. In a preschool organization, employees need to reduce the level of neuropsychiatric stress, professional and organizational stress, since most of the subjects are characterized by high indicators for these parameters.
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Karlsudd, Peter. "Promoting Diversity and Belonging: Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool." Education Sciences 11, no. 3 (March 5, 2021): 104. http://dx.doi.org/10.3390/educsci11030104.
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This article reports the Swedish results and experiences from the survey study “Educators’ perspectives of belonging in early years education,” which was part of the research project “Politics of belonging: Promoting children’s inclusion in educational settings across borders”. The purpose of the survey study was to gain knowledge about the preschool staff’s perspective on factors and pedagogical approaches that promote diversity and belonging. The research questions and study instruments were co-produced by researchers from Finland, Iceland, Norway, the Netherlands and Sweden. This Swedish part reports the answers from 180 respondents/staff from preschools. The experiences and the way the results are analysed and discussed are entirely from the investigation conducted in Sweden. The results show that the staff’s work environment, values and working methods are important for an inclusive programme. Preschool children are a source of strength for building a sense of belonging for all children, and increased confidence in their ability provides better conditions for creating an inclusive preschool; that is, giving children more influence and trust promotes the sense of belonging. In addition to these results, the survey has provided important methodological experience and initiated a discussion on how the contact between academia and preschool programmes can be improved.
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Foster, Ashley A., Ronna L. Campbell, Sangil Lee, and Jana L. Anderson. "Anaphylaxis Preparedness among Preschool Staff before and after an Educational Intervention." Journal of Allergy 2015 (August 2, 2015): 1–5. http://dx.doi.org/10.1155/2015/231862.
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Introduction. Children with severe food allergies may spend many hours in the preschool setting. Little is known about anaphylaxis recognition and management preparedness among preschool staff. The objective of this study was to assess anaphylaxis preparedness among preschool staff. Methods. Anonymous questionnaires were administered before and after a 40-minute educational seminar on anaphylaxis recognition and management. Results. In total, 181 individuals participated in the preintervention survey and 171 participated in the postintervention survey. The comfort level with recognizing anaphylaxis and administering an epinephrine autoinjector significantly increased after the intervention (P<.001 for both). Of the 5 steps needed to administer an epinephrine autoinjector, staff named a mean (SD) of 3 (1.3) steps in the correct order compared with 4.2 (1.1) steps after the educational intervention (P<.001). Conclusion. This study shows that a brief education intervention can significantly increase caregiver comfort regarding identifying anaphylaxis and administering an epinephrine autoinjector.
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Gørtz, Mette, Eva Rye Johansen, and Marianne Simonsen. "Academic achievement and the gender composition of preschool staff." Labour Economics 55 (December 2018): 241–58. http://dx.doi.org/10.1016/j.labeco.2018.10.005.
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Fisher, Yael, and Keren Seroussi. "Leading an excellent preschool: what is the role of self-efficacy?" Quality Assurance in Education 26, no. 4 (October 8, 2018): 430–45. http://dx.doi.org/10.1108/qae-04-2018-0045.
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Purpose This study was carried out in 2013 and aims to define the professional self-efficacy of preschool teachers (PTSE); define preschool teachers' perception of preschool excellence (PTPPE); and investigate the relationship between the two. Design/methodology/approach Scales for PTPSE and PTPPE were developed especially for this study. Preschool teachers (N = 202) participated during the 2013 school year. Structural equation modelling was performed to test the fit between the research model and the obtained data. Findings PTPSE scale (a = 0.91) comprised three subscales: pedagogy (a = 0.84), organisation (a = 0.85) and staff (a = 0.72). The PTPPE scale (a = 0.92) is also composed of three subscales: organisation and pedagogy (a = 0.88), staff (a = 0.84) and parents (a = 0.83). The goodness of fit measures were RMSEA = 0.045, CFI = 0.97, NFI = 0.89, df = 173, χ² = 242.94, p = 0.000, showing GFI = 1.4 (<3) as a good fit. Research limitations/implications As the sample was relatively small, the results need to be replicated with larger samples. Therefore, the conclusions of this study are only partially applicable. Another limitation is that both the PTPSES and PTPPE were tested only in Israel and not in other environments. Practical implications Understanding self-efficacy of preschool teachers, preschool excellence and the relations between them could assist policymakers with decisions concerning continuing professional development (in service training) of preschool teachers. Originality/value Little is known about perceived self-efficacy of preschool teachers, their perception of preschool excellence or the relations between the two.
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Bogush, Alla. "PRESCHOOL EDUCATION IN UKRAINE: ACHIEVEMENTS, REALITIES, PROSPECTS." Education: Modern Discourses, no. 3 (December 26, 2020): 114–20. http://dx.doi.org/10.37472/2617-3107-2020-3-11.
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The purpose of the article is to summarize the experience of the preschool education modernization in Ukraine as a sovereign state, namely in Ukraine in the 90s of the 20th century and at the beginning of the 21st century. The paper highlights the first steps of the preschool education development in the 90s of the 20th century as well as its active development phase at the beginning of the 21st century: the development of variable programs, the Basic Component of Preschool Education, the Law of Ukraine “On Preschool Education”, the First Congress of Preschool Education. Scientific achievements in the field of higher preschool education, training of scientific and pedagogical staff are considered. Perspective directions for further modernization of the preschool education sector have been identified.
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Bogush, Alla. "Project- language behavior of teacher-methodologist of preschool education institution: categorical research apparatus." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 7–15. http://dx.doi.org/10.24195/2617-6688-2021-1-1.
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The preschool education institution is the first educational link in the continuous education system of Ukraine. The future of our state depends on the level of education of the youngest citizens. The current stage of society development requires the traditional forms and methods in the work of teaching staff rethinking. Also it includes the training of creative teachers at preschool education institutions, who are able to combine professional knowledge, skills and abilities acquired in the education process with advanced innovative technologies of education and upbringing of the youngest citizens of Ukraine. And on top of it easily to design a new modern educational models at preschool education institutions. The primary role in the modernization vector of modern preschool education institutions functioning consists in searching of new interactive methods of educational work with children, as well as with the teaching staff and parents belongs primarily to preschool education institutions authorities. The pedagogical staff of preschool education institution is headed by the director and the teacher-methodologist. The last is the responsible for quality of educational work with children. She is a highly educated, professionally competent, pedagogical specialist who supervises the pedagogical work of teachers at preschool education institution: provides methodological assistance to teachers, summarizes and implements the advanced pedagogical experience, promotes the career enhancement of teachers, organizes the cooperation with parents, public organizations, school, plans educational work of at preschool education institution - with children and teaching staff. One of the modern interactive directions of teacher-methodologist’s activity is project- language behavior. The article reveals the categorical apparatus of research and positioned the professionally oriented glossary, such as: "project" and derivatives of this concept: project method, project techniques, project technologies, project activities, project and implementation activities, pedagogical project. There is defined the phenomena of " Project- language behavior of teacher-methodologist of preschool education institution” and different types are characterized: the project subject of project- language behavior. We understand the project in language behavior as purposeful perspective planning of innovative, interactive forms, methods, technologies of native language teaching for children, united by one theme, aimed at achieving a positive result in the cooperation of children and teacher, under her guidance and control in various language behaviors. We consider the of project- language behavior of the project- language behavior of preschool education institution as a multifunctional, multidimensional, constructive-planning language behavior aimed at providing the educational- language behavior process in different age groups of preschool education institution with the latest innovative technologies and interactive methods of language improvement and native language teaching to children in early age, carrying out intermediate control and assistance in their implementation, which will objectively assess the results obtained at the final stage. The principles of language behavior organization of the teacher-methodologist and types language behavior are characterized.
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Akchulpanova, Alfiya, Irina Boronilova, Nelli Syrtlanova, Guzel Shabayeva, and Yelena Pilipenko. "Education in the city of Ufa: digital environment as a condition for improving the quality of ethnocultural training of teachers." SHS Web of Conferences 98 (2021): 05021. http://dx.doi.org/10.1051/shsconf/20219805021.
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This article discusses search of adequate tools for training of psychological and pedagogical staff of preschool education institutions, aiming at improvement of living quality in city, under conditions of electronic education for working in ethnocultural environment of preschool children. The choice of humanitarian approach assuming studying of personality as a subject of cultural self-development in education is theoretically substantiated. The contents of projects on training professional staff of the City of Ufa (Bashkiria) for preschool education institutions, as well as their advanced training in the frames of implementation of innovation technologies and practices have been determined. Some activities on training of teachers for working in ethnocultural kindergartens have been described. Experience of development of online courses aimed at formation of working activities related with ICT competences of participants in educational relations has been disclosed. The following projects have been presented: Network Electronic Kindergarten promoting efficient training of teachers for working in ethnocultural educational and digital environment of Bashkiria; Centers of competence development: Preschool Education Teacher, Electronic Education Teacher, as well as workshops of department of higher education entity on World Skills of Preschool Education competence disclosing opportunities to improve life quality in city.
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Hanssen, Natallia Bahdanovich. "Preschool staff relationships with children with language difficulties: a comparative study in Belarusian and Norwegian preschools." European Journal of Special Needs Education 33, no. 3 (April 10, 2017): 366–81. http://dx.doi.org/10.1080/08856257.2017.1314112.
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Kulikovskaya, Irina, Raisa Chumicheva, Lyudmila Kudinov, and Maria Guryeva. "Assessing preschool education quality via the ECERS-R scales." E3S Web of Conferences 273 (2021): 12085. http://dx.doi.org/10.1051/e3sconf/202127312085.
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The article covers current trends in the worldwide experience of quality assessment in preschool education. The authors have analyzed the world's best practices in assessing the quality of preschool education. One of the tools recognized in the world community is the ECERS-R scale. The authors share understanding of the ways to apply these scales to quality assessment in accord with the requirements of the Federal State Educational Standard for preschool education and make it possible to assess the quality of conditions for development, moral instruction and education of preschool children. The ECERS-R scores make it possible to reveal the development vector of a preschool educational organization. When using ECERS-R scales for a comprehensive assessment of the quality of education in preschool educational organizations, the assessment becomes the key to the development of the preschool establishment. Identifying and bridging the gap between the norm of the standard and activities of the institution, i.e. the goal and the reality, shape the key directions in work. On the basis of this assessment, a program for development of a preschool organization should be defined. The authors conducted a research on introducing the ECERS-R scales into activities of the teaching staff to improve the quality of interaction between employees. The researchers worked out and implemented a plan for improving staff interaction and collaboration based on the ECERS-R scales. The work carried out showed a significant qualitative improvement in the interaction between employees, which consequently affects the education quality.
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Tamakloe, Deborah, and Joseph Seyram Agbenyega. "Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities." Australasian Journal of Early Childhood 42, no. 2 (June 2017): 29–36. http://dx.doi.org/10.23965/ajec.42.2.04.
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THIS QUALITATIVE CASE STUDY explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed.
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Campbell, Julie. "The next step: Parent Perspectives of Transition to Preschool of Children with Disabilities." Australasian Journal of Early Childhood 22, no. 3 (September 1997): 30–34. http://dx.doi.org/10.1177/183693919702200307.
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An innovative project was established to support the transition of young children from their home-based early intervention program to a neighbourhood preschool. The project, called Stepping Stones, provides specialist staff for a small group of severely disabled children with the aim of gradually introducing them to the on-site preschool. The participation of parents, consistent with a family-centred philosophy, was an important part of the transition process. Parents and staff were interviewed in the second week of the project to identify initial concerns and information needs. A follow-up interview was undertaken six weeks later. Results suggest that the parents were not really sure about the educational objectives for non-disabled children at the preschool and therefore were uncertain about what to expect in terms of developmental gains for their disabled children in spite of their strong commitment to the general principles of inclusive practice. In preparation for transition, more time needs to be given to familiarising parents with the implicit educational goals of preschool programs and making these more explicit where necessary.
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Svensson, Birgitta, and Staffan Janson. "Suspected Child Maltreatment: Preschool Staff in a Conflict of Loyalty." Early Childhood Education Journal 36, no. 1 (April 15, 2008): 25–31. http://dx.doi.org/10.1007/s10643-008-0248-1.
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Penn, Carrol S., Paul C. Burnett, and Wendy Patton. "The impact of attributional feedback on the self-concept of children aged four to six years in preschool." Journal of Psychologists and Counsellors in Schools 11 (November 2001): 21–34. http://dx.doi.org/10.1017/s1037291100004313.
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The present study aimed to improve the self-concept of 116 children aged four to six years of age in their preschool classrooms through the use of attributional feedback strategies by their teaching staff. Staff from five preschool centres working with nine class groups participated. Staff were involved in a professional development process aimed at improving their knowledge of self-concept in children aged four to six years of age. The self-concept of all children involved in the study was measured using Bornholt's (1996) Aspects of Self Knowledge about Activities (ASK-KIDS) and Burnett's (1997) Behavioural Indicators of Self-Esteem (BIOS) checklist. Data from these quantitative measures indicated that the self-concept scores of all students improved and this positive effect was measured in all three areas of self-concept: academic, social and physical.
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Jakšić-Gvozdić, Danijela, Slobodan M. Janković, Danka Pajović, Sandra Vidojević, Srđan Stefanović, and Jasmina R. Milovanović. "Measuring Potential of Preschool Facility Staff to Prevent Early Childhood Caries." Acta Facultatis Medicae Naissensis 33, no. 4 (December 1, 2016): 273–86. http://dx.doi.org/10.1515/afmnai-2016-0029.
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AbstractThe aim of this study was to investigate the possible potential of preschool staff through a newly designed questionnaire and evaluate their role in the prevention of early childhood caries (EEC) in Serbia where extremely high prevalence of this preventable disease was recorded.We preformed a cross-sectional study of 268 preschool staff using specially prepared semi-structured questionnaire for measuring potential of secondary children’s caregivers to prevent EEC. The questionnaire was tested on a pilot sample and after that all collected data were analyzed trough construction of correlation matrix with the evaluation of the value of each question, reliability testing, factorial analysis and estimating of its validity using SPSS software.The tested questionnaire had good internal consistency based on the Cronbach’s alpha coefficient value of 0.873 calculated directly and similar value (0.899) after applied Spearman-Brown “prediction” formula. Using exploratory factorial analysis and orthogonal rotation, we identified two domains that emerged with similar loadings (4.043 and 3.183). The first factor (domain) reflected attitudes of the study participants towards prevention of EEC, and the second factor (domain) showed behaviour of the study participants, which includes preventive actions against EEC.The total score of the questionnaire was correlated positively with oral health knowledge (Spearman’s correlation coefficient 0.331, p=000) and inversely with the length of employment, where each additional year of employment decreased the total score of the questionnaire by 1.20.These findings could partially explain an extremely high prevalence of EEC in young children and indicate that preschool teachers should be more engaged in health education activities and motivation programs.
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Foulkes, J. D., Z. Knowles, S. J. Fairclough, G. Stratton, M. O’Dwyer, N. D. Ridgers, and L. Foweather. "Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children." Perceptual and Motor Skills 124, no. 2 (January 10, 2017): 393–412. http://dx.doi.org/10.1177/0031512516685200.
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This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children’s Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.
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Ho, Dora, Moosung Lee, and Yue Teng. "Size matters." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1104–22. http://dx.doi.org/10.1108/ijem-09-2015-0125.
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Purpose – The purpose of this paper is to examine the relationship between staff size and perceived organizational support (POS) in early childhood education (ECE) organizations. Design/methodology/approach – A territory-wide questionnaire survey was designed to investigate the perceptions of preschool teachers in Hong Kong on four dimensions of organizational support, namely, teacher participation in decision making, school management support, school performance in organizational support, and organizational negativity in organizational support. In total, 2,066 teachers from 189 schools were sampled with stratified random sampling. Confirmatory factor analysis and latent mean analysis were employed. Findings – There was a significant relationship between staff size and POS. Specifically, teachers working at small schools in terms of staff size reported significantly higher POS than their counterparts in medium and large schools in aspects including teacher participation in decision making, school management support, and school performance in POS. Conversely, both medium and large schools had higher scores on organizational negativity. Research limitations/implications – There may exist other factors (e.g. principal leadership), which are not investigated in this study, that influence POS. Future studies are needed to capture a fuller structural relationship among an array of factors that influence POS. Originality/value – Research on staff size and POS has been conducted separately, without one element informing the other. The findings of the present study will stimulate more research on POS and staff size. The study will stimulate thinking about whether larger preschools are more efficient than smaller preschools in terms of scale of economies in a marker driven, ECE context. Building upon the foundation laid by the study, future studies may explore the interaction between staff size and POS on intended student outcomes in ECE.
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Bowers, Katie, Vivian Howard, and Alison Brown. "Storytime in a Box: The Cooperative Approach to Preschool Storytime Planning." Children and Libraries 16, no. 1 (March 15, 2018): 23. http://dx.doi.org/10.5860/cal.16.1.23.
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Preschool storytimes have been a standard public library offering for more than one hundred years.1 Most public libraries offer preschool storytimes several times per week and follow a familiar pattern of read-aloud stories intermixed with sing-alongs, action songs, and finger plays, frequently connected to a weekly theme. Planning for these weekly story-time sessions can take a significant amount of staff time, as staff choose a theme and then select relevant, age-appropriate, and appealing stories, songs, and activities to fill the time slot.In multibranch library systems, this planning is often replicated at each branch, as each youth services team prepares its own unique program offerings. In search of greater efficiency, some public library systems have experimented with other models of program planning, with planning being done centrally for the entire system or by several branches partnering to work together. Is there a single model of program planning that works best and that staff prefer?
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Jones, Rachel A., Annaleise Riethmuller, Kylie Hesketh, Jillian Trezise, Marijka Batterham, and Anthony D. Okely. "Promoting Fundamental Movement Skill Development and Physical Activity in Early Childhood Settings: A Cluster Randomized Controlled Trial." Pediatric Exercise Science 23, no. 4 (November 2011): 600–615. http://dx.doi.org/10.1123/pes.23.4.600.
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The aim of this study was to assess the feasibility, acceptability and potential efficacy of a physical activity program for preschool children. A 20-week, 2-arm parallel cluster randomized controlled pilot trial was conducted. The intervention comprised structured activities for children and professional development for staff. The control group participated in usual care activities, which included designated inside and outside playtime. Primary outcomes were movement skill development and objectively measured physical activity. At follow-up, compared with children in the control group, children in the intervention group showed greater improvements in movement skill proficiency, with this improvement statically significant for overall movement skill development (adjust diff. = 2.08, 95% CI 0.76, 3.40; Cohen’s d = 0.47) and significantly greater increases in objectively measured physical activity (counts per minute) during the preschool day (adjust diff. = 110.5, 95% CI 33.6, 187.3; Cohen’s d = 0.46). This study demonstrates that a physical activity program implemented by staff within a preschool setting is feasible, acceptable and potentially efficacious.
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BERETSKA, S. "MODEL OF MANAGEMENT OF CONTINUITY OF PRESCHOOL AND PRIMARY SCHOOL EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 12–17. http://dx.doi.org/10.33989/2075-146x.2020.26.227418.
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The article is devoted to substantiation of the model of continuity management of preschool and primary school education. The model of managing the continuity of preschool and primary school education is considered as a tool for constructing future situations, finding alternatives in the development of educational institutions and ensuring its competitiveness. The content of the model is clarified through conceptual, normative, technological and performance levels that are interdependent and interrelated.
The content of the conceptual level reveals the purpose, objectives of continuity management of preschool and primary school education of general secondary education, scientific approaches and principles to the management of the educational institution. The main purpose of the normative level of the model of continuity management of preschool and primary school education is to determine the legal framework and develop local documents on continuity management. The technological level of the model of continuity management of preschool and primary school education is represented by the organizational structure of continuity management of preschool and primary school education and areas of continuity of preschool and primary school education. The effective level of the model is the end result – the creation of a model of a preschool graduate and a model of a primary school graduate. The result is an embodied goal that more or less coincides with the corresponding pattern.
It is emphasized that in the process of modeling and direct construction of the model the following principles were used: multivector influence on the system, system-structural analysis, level approach, sequence and logic of the main stages of search, specificity, expediency of selected methods, integrity and completeness of processes. It is noted that maintaining continuity, the preschool institution and the school should conduct educational activities jointly and systematically – the entire teaching staff. It is emphasized that only by uniting the efforts of pedagogical staff of preschool and primary schools, as well as with the support of the parent community, it is possible to ensure a psychologically balanced and successful transition for the child from the previous level of education to the next.
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Piller, Aimee, Tina Fletcher, Beth Pfeiffer, Karen Dunlap, and Noralyn Pickens. "Construct Validity of the Participation and Sensory Environment Questionnaire–Teacher Version." Assessment for Effective Intervention 44, no. 3 (March 15, 2018): 212–24. http://dx.doi.org/10.1177/1534508418758363.
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The Participation and Sensory Environment Questionnaire–Teacher Version (PSEQ-TV) is a teacher report questionnaire designed to examine the impact of the sensory environment on participation for preschool children with autism spectrum disorder (ASD). This study examines the construct validity of the assessment through principal components analysis (PCA). One hundred three preschool teachers completed the research version of the PSEQ-TV. Component analysis revealed six factors: modification, support, preschool tasks, group routines, mealtime, and tactile. This study provides evidence as to the construct validity of the PSEQ-TV. The PSEQ-TV can be used to identify sensory-related environmental barriers within the preschool environment. By identifying these barriers, teachers and other support staff can modify the environment and/or provide support to increase participation of preschool children with ASD across school environments.
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Clarsund, Mats. "Evaluation of ColdZyme Mouth Spray against Common Cold in Preschool Staff." Open Journal of Respiratory Diseases 07, no. 04 (2017): 136–40. http://dx.doi.org/10.4236/ojrd.2017.74014.
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Holloway, Susan D. "Accentuating the Negative: Views of Preschool Staff about Mothers in Japan." Early Education & Development 11, no. 5 (October 2000): 617–32. http://dx.doi.org/10.1207/s15566935eed1105_5.
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Kovalchuk, Т. І., and O. S. Kozoriz. "Monitoring the influence of the preschool education facility on development of the child." Humanitarian studios: pedagogics, psychology, philosophy 11, no. 1 (April 30, 2020): 13–21. http://dx.doi.org/10.31548/hspedagog2020.01.013.
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The article addresses one of the actual aspects of potential of educational impact on preschoolers. The subject of the research is relevant and is based on new approaches to assessing the quality of educational services provided by teaching staff in pre-school establishments. The research was conducted on the basis of pre-school establishment “Yabluchko” of Kyiv-Svyatoshinsky district and is characterized by theoretical substantiation, practical embodiment, efficiency and democracy. The purpose of the article is to monitor the dynamics of personal achievements among preschool children, in particular, senior preschool children, to assess the conformity of the results of educational activities in the institution of preschool education, with standards and regulatory requirements. Conditions for the effective solving of educational tasks in the institution of preschool education are analyzed and the essence of the qualimetric approach to the assessment of the development of the child is disclosed. Monitoring the development of children of the senior preschool age and assessing the quality of educational services provided at the “Yabluchko” Pre-school establishment, was conducted whilst taking into account the Basic component of preschool education. The basic principles of the new Basic Component of the Preschool are: recognition of the value of preschool childhood; preservation of children's subculture; creating favorable conditions for the formation of the child's personal maturity; the priority of full-time living by the present child in comparison with preparation for school life; respect for the child, taking into account the individual personal experience of the preschool child; competent approach to personality development; giving priority to the social and moral development of the individual; formation of the ability of children to reconcile personal interests with the collective; formation of the basics of world outlook among children. The best innovative approaches in assessing the quality of educational services provided by teaching staff are found in the lowest link in pre-school education. Through monitoring, the dynamics of the development of the personality of the preschool child is monitored and the factors of existing educational gaps are identified. A further action plan has been developed to eliminate it.
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Fossdal, Tom Stian, Karin Kippe, Bjørn Helge Handegård, and Pål Lagestad. "“Oh oobe doo, I wanna be like you” associations between physical activity of preschool staff and preschool children." PLOS ONE 13, no. 11 (November 29, 2018): e0208001. http://dx.doi.org/10.1371/journal.pone.0208001.
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Nungesser, Nicole R., and Ruth V. Watkins. "Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior." Language, Speech, and Hearing Services in Schools 36, no. 2 (April 2005): 139–51. http://dx.doi.org/10.1044/0161-1461(2005/013).
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Awareness of issues of social competence and challenging behavior related to childhood language and communication disorders has been increasing. The purpose of this clinical exchange is to provide speech-language pathologists with basic information on communication disorders and challenging behaviors, as well as with insights into ways to support both students and classroom teachers. To provide effective services to children with language impairments and optimally support classroom staff, speech-language pathologists need to recognize (a) the interdependence of language, communication, social competence, and challenging behaviors; (b) the significance that challenging behaviors can have on evaluations of academic competency; and (c) how teachers in early childhood classrooms perceive and react to challenging behaviors. This clinical exchange provides an overview of the relationship between language, communication, and social competence, and presents preliminary survey research data investigating teachers’ perceptions and reactions to challenging behaviors. Clinical implications are discussed, including considerations for intervention with children who may exhibit challenging behaviors in combination with language disabilities, and the speech-language pathologist’s instrumental role in educating and supporting classroom staff to use communication strategies when managing challenging classroom behaviors.
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James, A. S. "Psychosocial correlates of sun-protective practices of preschool staff toward their students." Health Education Research 17, no. 3 (June 1, 2002): 305–14. http://dx.doi.org/10.1093/her/17.3.305.
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Mcconkey, Roy, and Sonee Bhlirgri. "Children with Autism Attending Preschool Facilities: The experiences and perceptions of staff." Early Child Development and Care 173, no. 4 (August 2003): 445–52. http://dx.doi.org/10.1080/0300443032000086926.
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Alaniz, Karen. "Student Nurses as Staff at a Camp for Preschool Children With Asthma." Journal of Nursing Education 34, no. 3 (March 1995): 137–39. http://dx.doi.org/10.3928/0148-4834-19950301-11.
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Harvey, Hannah, and Sarah Spencer. "Specialist provision for language disorder: Staff and service user views of a preschool language unit." Child Language Teaching and Therapy 35, no. 2 (June 2019): 93–111. http://dx.doi.org/10.1177/0265659019849455.
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Language units are specialist educational settings that provide integrated speech and language therapy and curriculum delivery for children with severe language disorders within mainstream schools. This study presents an account of a preschool language unit (PLU) from the perspectives of children with language disorders currently in attendance, their parents, and teaching staff. Six child-led, multi-modal interviews, six parent questionnaires, and interviews with three members of staff were analysed using Framework Analysis (Ritchie et al., 2003). Results showed that staff and parents perceive that attending the PLU positively impacts the children, but raised concerns that accessing PLUs can be difficult due to number restrictions. Children valued play and friendships within the PLU, while parents valued the PLU’s role in supporting communication and socialization. This study offers a unique account of how a PLU supports children with language disorders from the perspectives of children, parents and staff.
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Sundqvist, Pernilla, Tor Nilsson, and Peter Gustafsson. "Swedish preschool staff’s descriptions of technology." Lumat: International Journal of Math, Science and Technology Education 3, no. 2 (June 30, 2015): 237–57. http://dx.doi.org/10.31129/lumat.v3i2.1046.
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With regards to previous research results on how the teacher’s/preschool teacher’s understanding of a subject effects children’s learning and apprehending of the subject combined with the difficulties for the technology subject to take place in preschool this study aims at investigating how preschool staff (including preschool teachers and day care attendants) describe technology. A qualitatively designed questionnaire was sent out to 139 preschool teachers and day care attendants in a Swedish municipality, whereof 102 answered. The open question about what technology is thought to be was analyzed using a conventional content analysis resulting in nine categories, of which six interrelated hierarchically and one contained answers witch could not be categorized. Thus the result shows eight different ways in which technology is described, from a simple and naive description to a more complex description that implicates a deeper understanding of technology. A majority describes technology according to the latter. The result also shows that it is mainly the preschool teachers who describe technology in a more complex way. Many of the respondents have trouble separating technology from science, and quite a few describes technology as technique, which is another meaning for the word in the Swedish language. FULL TEXT IN SWEDISH.
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Juliani, Vera Evelyn, Abu Bakar, and Ira Suarilah. "Impacts of Coloring Activities on the Decrease of Fear Behavior Due to Hospitalization in Children." Journal of Computational and Theoretical Nanoscience 17, no. 7 (July 1, 2020): 3005–10. http://dx.doi.org/10.1166/jctn.2020.9125.
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Fear behavior can happen to preschool children after hospitalization. Fear behavior after hospitalization can be caused by several things such as psychological trauma caused by the invasive procedure, unfamiliar hospital environment, and unfriendly medical staff. This study aims to explain the impact of coloring activity on the decrease of fear behavior in preschool children. This study used a Quasi-Experimental Pre-test Post-test Non-Equivalent Control Group Design method. The population is preschool children hospitalized in IRNA Children room Haji General Hospital Surabaya. The sampling technique of this study is purposive sampling with 33 respondents. The independent variable is the picture coloring activity. The dependent variable is the fear behavior response on preschool children caused by hospitalization. The data were collected using a questionnaire and analyzed using Wilcoxon and Mann Whitney Test with α = 0,05 significance. The study found there is a significant decrease in fear behavior of nine preschool children after the intervention (p = 0,001), and there is not significant respond change on fear behavior of the control group (p = 0,059). This study concludes that picture coloring activity can decrease the fear behavior response of preschool children. Suggestions for further research are expected to examine other effects of coloring pictures activities such as biological responses in preschool children undergoing hospitalization and researching other factors that influence fear behavior.
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Belinova, N. V., I. B. Bicheva, and T. G. Khanova. "Practice format in training future preschool teachers." SHS Web of Conferences 87 (2020): 00037. http://dx.doi.org/10.1051/shsconf/20208700037.
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The article deals with the issue of practice as the basic format of training preschool teachers at the university. Certain issues are brought to the spot such as contradictions between changing cultural, economic, and social environment and traditional, to large extent old-fashioned, regulations in university professional training, the readiness of employers to host and participate in the management of practice activities, the willingness of the teaching staff to mentoring collaboration, the expectation of trainees. The necessity to renovate the system of training is vividly highlighted by the results of the survey held among all the participants of practice. Through the reflexive model of pedagogical practice as an element of the curriculum for training a preschool teacher at a university, we analyze the changes to be introduced in target, technological, content, methodological, and efficiency components.
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Nazarenko, Halyna A., and Tetiana K. Andriushchenko. "ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ ЯК ІНСТРУМЕНТ ПІДВИЩЕННЯ ЯКОСТІ ДОШКІЛЬНОЇ ОСВІТИ." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 21. http://dx.doi.org/10.33407/itlt.v69i1.2688.
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The article highlights the results of the research on information and communication technologies potential possibilities for preschool education quality improvement. During conceptual-diagnostical, organization-preparational, formational and test-generalizing stages of pedagogical experiment in educational establishments there were created necessary material-technical conditions for effective use of ICT in different spheres of preschool education. The research of pedagogical software required for qualified preschool education and other digital educational resources was carried out. It was provided teachers training to use ICT in organization of preschool education and in personal professional development, as well as created methodological support for the implementation of ICT in sphere of preschool education. It has been proved that the quality of preschool education characterizes both the educational process and its results, reflects the level of achieving the aim and tasks of education, upbringing and development of preschool age children and also the level of fulfillment of teachers’, children’s and their parents’ expectations from the use of ICT in the educational process at preschool educational establishments. This article ascertains a significant potential of ICT in the development of preschool teachers IC-competency, organization of education, upbringing and development of children of the upper preschool age, testifies to the importance of cooperation with parents of preschoolers. It presents the experience of using ICT as a didactic tool, which contributed to a more effective realization of the tasks of the main lines of education, which are defined as a basic component of preschool education: “Child’s personality”, “Child in the society”, “Child in the environment”, “Child in the world of culture”, “Child’s game”, “Child in sensory-cognitive space” and “Child’s speech”. The article reveals the significant potential of the use of information and communication technologies for raising the parental awareness about the quality of educational services in the preschool educational institution, as well as for establishing a partnership between the teaching staff and the parent community on all issues of preschool education.
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Isakova, Yelizaveta P. "Public Management and Reforming of Singapore's Preschool Education." Scientific Bulletin of Mukachevo State University. Series «Pedagogy and Psychology» 7, no. 2 (June 24, 2021): 38–45. http://dx.doi.org/10.52534/msu-pp.7(2).2021.38-45.
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The study investigates the preschool sector of education in Singapore and the system of its management. New socio-economic conditions require a new theoretical and methodological basis of the educational process. Studying the experience of the functioning of other educational systems provides an opportunity to implement effective ways of reforming in the domestic educational system. This fact proves the relevance of the study. The purpose of the study is to investigate the experience of public administration and modernisation of the modern system of preschool education in Singapore. The research was conducted on the basis of systematic, personality-oriented, axiological and synergetic methodological approaches to the study of pedagogical phenomena and with the use of such theoretical research methods as the method of analysis, synthesis, comparison and systematisation. The author identifies areas of public impact on the mostly private preschool sector in Singapore and areas of its reforming. It has been established that the main areas of updating Singapore's preschool education includes the development of a conceptual framework for the preschool education sector, improvement of the quality of staff professional training, reorganisation of the management system of preschool education and implementation of the principle of meritocracy, which provides equal access to quality preschool education for all Singaporeans. The study analyses the main aspects and specific features of introducing the conceptual framework “Nurturing the early learners”. The conceptual framework is a recommendation and guide for developing educational programmes in preschool institutions of the country and gives teachers some freedom to apply an individual and creative approach in the process of developing educational programmes for their preschool institutions. The author also identifies the main measures undertaken to improve the professional level of preschool teachers and the level of preschool education in general. It is concluded that due to the successful cooperation of the government and private preschool education providers and a clear delineation of their responsibilities, the government of Singapore succeeded in implementing an effective system of management of the preschool education sector
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Kuchynska, L. F. "THE MODEL OF MAINTAINING PROFESSIONAL HEALTH OF PEDAGOGICAL STAFF IN PRESCHOOL EDUCATIONAL INSTITUTIONS." Innovate Pedagogy 2, no. 23 (2020): 156–60. http://dx.doi.org/10.32843/2663-6085/2020/23-2.32.
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Koulierakis, George, Georgios Daglas, Anna Grudzien, and Iordanis Kosifidis. "Burnout and quality of life among Greek municipal preschool and kindergarten teaching staff." Education 3-13 47, no. 4 (June 28, 2018): 426–36. http://dx.doi.org/10.1080/03004279.2018.1492004.
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