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1
Dahlström, Helene. "Populärkultur som kunskapskälla i förskolan." Educare, no. 2 (November 13, 2023): 61–86. http://dx.doi.org/10.24834/educare.2023.2.890.
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The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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OGUNYEMI, Prof Florence Taiwo, Dr Eniola Olutoyosi AKANDE, Dr Iyabo Mosubusola ADEBANJO, and Abayomi M. MATHEW. "PERCEPTIONS OF PRESCHOOL TEACHERS ON THE AVAILABILITY AND USE OF CARTOONS AS INSTRUCTIONAL MATERIALS FOR TEACHING LEARNERS IN IJEBU-ODE." Lagos Journal of Contemporary Studies in Education 2, no. 03 (August 30, 2024): 369–86. https://doi.org/10.36349/lajocse.2024.v02i03.024.
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The study investigated teachers’ perceptions of the availability and use of cartoons as instructional materials for teaching preschool learners in Ijebu-Ode, Ogun State. A descriptive research design was employed. The population comprised preschool teachers in public primary schools in the Ijebu-Ode local government area. Simple random sampling techniques with a total of 147 preschool teachers were selected as the sample size. Three research questions and three hypotheses guided the study. A self-developed and validated questionnaire “Teacher Perception on the Use of Cartoons Questionnaire” (TPUCQ) was used for data collection with 0.84 as the reliability coefficient. Descriptive statistics were used for analyzing research questions. Hypotheses were tested using a t-test. The findings revealed that Super Why, Word World, team unizoomi, Number Blocks, Wonder Pets, and Cyber Chase were educational cartoons available and utilized for instruction delivery. Teachers perceived cartoons as instructional materials that made preschool pupils laugh or smile, open their horizons, speak volumes, increase attention, and make the lessons interesting among others. It also arouses children’s imagination. There was a significant difference in the mean ratings of teachers on the availability, use, and perceptions of cartoons as instructional materials for teaching preschool learners. Government and stakeholders within the educational industry should provide relevant educational cartoons for preschools in the Ijebu-Ode local government area of Ogun State.
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Blalock, Sarah M., Priscilla Goble, Katherine Purswell, Jennifer H. Greene-Rooks, Harriet L. Glosoff, Sarah Moreno, and Laura Flores. "Preschool teacher perceptions of child–teacher relationship training." International Journal of Play Therapy 34, no. 1 (January 2025): 14–25. https://doi.org/10.1037/pla0000229.
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Li, Shiqi. "Key Stakeholders’ Perceptions of Using E-Portfolio in Preschool Teacher Education." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 10, 2022): 207. http://dx.doi.org/10.56028/aehssr.1.1.207.
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E-Portfolio is wide-used in higher education and teacher education. Preschool teachers in Chinese preschool are required to create children’s individual learning portfolio. However, preschool teacher students seldom evaluated by a portfolio assessment and create their own E-Portfolio. Therefore, making attempts to use E-Portfolio is urgent. But before extending, key stakeholders’ perceptions have to be taken into account. This study interviewed and surveyed teacher students, college teachers, college administrators and principals about their perceptions of using E-Portfolio within focus group and questionnaire. Three oriented purposes of E-Portfolio were concluded by key stakeholders. Each group shared their opinion on advantages and disadvantages of E-Portfolio and three implement scenarios were conceive.
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McMillen, Jennifer D., Shayna D. Swick, Lauren M. Frazier, Matthew Bishop, and L. Suzanne Goodell. "Teachers’ perceptions of sustainable integration of garden education into Head Start classrooms: A grounded theory approach." Journal of Early Childhood Research 17, no. 4 (June 18, 2019): 392–407. http://dx.doi.org/10.1177/1476718x19856378.
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The perceived benefits of outdoor learning have influenced recommendations and policies alike in early childhood education, yet one component (garden education) in Head Start preschools is inconsistent and researchers do not yet know why. The purposes of this qualitative interview study were to explore preschool teachers’ experiences and perceptions of incorporating garden education into a preschool curriculum for children from low-income families and to develop a grounded theory-based conceptual model to explain the findings. Causal conditions included being comfortable in nature, having administrative support, focusing on safety, and reacting to weather. The intervening conditions were teacher knowledge and skills, program structure, resources and physical supplies, and human resources. The strategies for implementing sustainable use of preschool gardens were employing child-directed practices, applying multi-curricular techniques, incorporating health education, and engaging the community. The consequences identified for using preschool gardens were impacting whole child learning, influencing health, and exposing children to nature. Holistic integration of the results into the current literature suggested several opportunities for pre-service teacher education, professional development, and assessment tool development and validation.
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Kutluca, Ali Yiğit, and Tringa Shpendi Şirin. "An Examination of Preschool Teacher Candidates' Pedagogical Conceptualizations of Multiculturalism in terms of Their Competence Perceptions." Theory and Practice in Child Development 4, no. 1 (June 30, 2024): 1–30. https://doi.org/10.46303/tpicd.2024.1.
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The purpose of this mixed method study is to examine the effect of preschool teacher candidates' multicultural competence perceptions on their pedagogical views. Within the scope of this purpose, 63 fourth grade students studying in the preschool teaching department of a foundation university in Istanbul were included in the study. First, the Multicultural Competence Perceptions Scale was applied to all participants. In this way, the level of competence perception of the participants was determined. In addition, in the process of determining the subsample, four participants with high levels of multicultural competence perceptions were included in the higher group and four participants with low levels of multicultural competence perceptions were included in the lower group. After this, preschool teacher candidates in the lower and higher groups answered the questions with the help of five case scenarios on multicultural education in early childhood. While the quantitative data collected within the scope of the research were analyzed with descriptive statistics, the qualitative data were analyzed with inductive content analysis. The results showed that preschool teacher candidates' multicultural competence perceptions were high. On the other hand, preschool teacher candidates with higher competence perceptions evaluated issues related to multicultural education more holistically. Finally, all participants in the lower and higher groups expressed the idea of equity pedagogy in the context of promoting a positive classroom climate in early childhood education. The results were discussed in depth based on the existing literature and necessary suggestions were given regarding their educational implications.
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Walkington, Jackie. "Mentoring Preservice Teachers in the Preschool Setting: Perceptions of the role." Australasian Journal of Early Childhood 30, no. 1 (March 2005): 28–35. http://dx.doi.org/10.1177/183693910503000106.
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The success of professional experience for preschool preservice teacher learning is valued and based very much on the relationship developed between all stakeholders. What motivates the preschool-based teachers and how they see their role in this relationship is integral to achieving effective outcomes for both themselves and the preservice teachers. Recent data collected from preschool teachers has identified their perceptions of what participating in the preservice relationship adds to their personal and professional self-concept. Findings from this data provide an insight and a challenge for those designing and implementing early childhood teacher education programs, indicating the need to give greater emphasis to understanding the personal and professional motivation of the mentoring teachers when establishing and maintaining these programs. They too are key learners in an effective relationship of professional growth.
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Hu, Bi Ying, Yuanhua Li, Chuang Wang, Barry Lee Reynolds, and Shuang Wang. "The relation between school climate and preschool teacher stress." Journal of Educational Administration 57, no. 6 (November 4, 2019): 748–67. http://dx.doi.org/10.1108/jea-08-2018-0146.
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Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.
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Xu, Rongrong, Alfredo Bautista, and Weipeng Yang. "Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs." Education Sciences 14, no. 5 (May 1, 2024): 479. http://dx.doi.org/10.3390/educsci14050479.
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Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences across course year levels. A self-designed questionnaire survey was completed by 744 participants from the Shandong Province (China), with a focus on five domains: actors showcased in the OTVCs, OTVC-mediated activities, learning facilitators, situations requiring OTVCs, and areas for improvement. The results revealed that the participants identified expert teacher demonstrations and collaborative learning experiences with peers and instructors as the most useful types of OTVCs. They expressed the need for OTVCs to assist them with job preparation and a desire to learn content knowledge and engage with larger communities of preschool practitioners. Interestingly, the findings revealed significant differences among participants of different year levels, with Year 3 participants finding OTVCs more useful and necessary in most domains. These findings will help preschool teacher educators improve the responsiveness of OTVC-based instruction, thereby providing online video resources tailored to the preferences and needs of pre-service preschool teachers.
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Öztabak, Muhammet Ü. "Examination of the Perceptions on the View of Preschool Teachers About School Counselor." Journal of Education and Training Studies 6, no. 6 (April 17, 2018): 13. http://dx.doi.org/10.11114/jets.v6i6.2682.
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The responsibility of the development and the achievement of the child seems to be put on the shoulders of the preschool teacher. However, education is a teamwork in which not only teacher but also school administrator, family, school counselor (psychological counselor) and other supporting units should take active duty and work in cooperation. The school counselor plays an important role in following and supporting the child's bio-psycho-social development in this process. For all that, it is noteworthy that there is no effective cooperation between preschool teacher and school counselor. This study aims to investigate the perceptions of preschool teachers about school counselors. The data on school counselors’ perceptions was collected by metaphor analysis method. Content analysis was used to classify the data. The study group of the research consisted of 221 preschool teachers working in European side of Istanbul during the academic year of 2016-2017. As a means of collecting data, teachers were asked to complete the sentence "School counselor is like .............. because ..........". Also the "personal information form" was used to obtain demographic information. Conceptual categories were created by analyzing the reasons why teachers prefered and used their spesific expressions to complete the survey. It was determined that the school counselor perceived positive expressions such as advisor, helper, guiding, problem solver, supporting.
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Smith, Anne B., Keith D. Ballard, and Lisa J. Barham. "Preschool children's perceptions ofaparent and teacher roles." Early Childhood Research Quarterly 4, no. 4 (December 1989): 523–32. http://dx.doi.org/10.1016/0885-2006(89)90007-0.
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Ata, Seda, and İlayda Kimzan. "Shaping Student Relationships: The Role of Personality in Early Childhood Pre-Service Teachers." Behavioral Sciences 14, no. 9 (September 5, 2024): 778. http://dx.doi.org/10.3390/bs14090778.
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The purpose of this explanatory sequential mixed-methods study is to explain teacher–student relationships in preschool classrooms in terms of the child’s temperament and the pre-service preschool teachers’ personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student–Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student–teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers’ perceptions of the student–teacher relationship are explained by adult characteristics much more than pre-service teachers’ perceptions.
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Özdemir, Sarem, and Azize Ummanel. "Perceptions and attitudes of preschool teacher candidates towards mathematics." International Journal of Innovative Research in Education 3, no. 1 (April 22, 2016): 01. http://dx.doi.org/10.18844/ijire.v3i1.473.
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This study aims to explore perceptions and attitudes of pre school teacher candidates towards mathematics. 200 students who are studying in Cyprus International University, Girne American University and Near East University have participated in this research. Data gathering tool was developed by inspiring Macnab and Payne’s scale, that was developed in 2003. SPSS 18.0 statistical programme and content analyses methods were used to analyze the data. Results were evaluated under different headings and disscussed. Keywords: Mathematics teaching, pre school, perception and attitude
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Morgan, Robert L., Teresa Bennett, and James E. Whorton. "Perceptions of rural preschool special educators concerning preservice training." Rural Special Education Quarterly 9, no. 3 (September 1988): 34–37. http://dx.doi.org/10.1177/875687058800900307.
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A survey was conducted of preschool special education classroom teachers from five predominately rural western states. The survey focused on teachers’ perceptions of preservice training and noted their perceptions of needs. In addition to demographic data, the survey included 19 Lik-ert scale items to which each teacher responded. The results of the survey and a discussion are presented.
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Lin, Yingxuan, Mohammad Akshir Ab Kadir, and Divjyot Kaur. "Preschool Educators’ Perceptions on Value Education." Education Sciences 15, no. 2 (January 24, 2025): 140. https://doi.org/10.3390/educsci15020140.
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This systematic review examines preschool educators’ perceptions and implementation of Values Education (VE), emphasizing its critical role in moral and ethical development during early childhood. Following PRISMA guidelines, the review synthesizes findings from Scopus, ERIC ProQuest, Web of Science, and PsycINFO, covering studies published between 2000 and 2024. While educators recognize the importance of VE in shaping children’s character and promoting ethical behavior, several inconsistencies exist in its application. Successful VE programs often include explicit curriculum integration, teacher role modeling, and structured classroom activities. This review underscores the need for professional development initiatives to equip teachers with the necessary skills and knowledge to deliver VE effectively, and emphasizes fostering a supportive preschool environment to enhance VE practices. Furthermore, the review emphasizes that a systematic approach to VE can positively impact children’s intellectual, emotional, and social development, fostering ethically responsible individuals ready to engage actively in society.
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Cheng, Ching-Ching, Kuo-Hung Huang, and Yi-Kai Lin. "FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN." Problems of Education in the 21st Century 81, no. 5 (October 25, 2023): 598–611. http://dx.doi.org/10.33225/pec/23.81.598.
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This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments. Keywords: sustainable development, system thinking, PDCA, preschool teacher, early childhood education
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Papadopoulou, Elena, and Athanasios Gregoriadis. "Young children’s perceptions of the quality of teacher–child interactions and school engagement in Greek kindergartens." Journal of Early Childhood Research 15, no. 3 (July 29, 2016): 323–35. http://dx.doi.org/10.1177/1476718x16656212.
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The purpose of this study was to examine young children’s perceptions about the quality of their interactions with their teachers and the possible association of teacher–child relationships with children’s school engagement. Additionally, gender and ethnicity differences were investigated regarding both teachers’ and children’s perceptions. Young Children’s Appraisals of Teacher Support and Teacher-Rated Effortful Engagement were used to evaluate children’s perceptions about their teacher–child relationships and teacher’s assessments about children’s school engagement. In all, 232 preschool children and 39 kindergarten teachers from northern Greece participated in the study. Findings provided interesting information about the profile of teacher–child interactions based on children’s perspectives and about the association between the quality of teacher–child interactions and children’s school engagement. More specifically, findings showed that children mostly describe positive interactions with their teachers and that the quality of teacher–child relationship is associated with children’s school engagement.
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Nelson, Lauri H., Bridget Poole, and Karen Muñoz. "Preschool Teachers' Perception and Use of Hearing Assistive Technology in Educational Settings." Language, Speech, and Hearing Services in Schools 44, no. 3 (July 2013): 239–51. http://dx.doi.org/10.1044/0161-1461(2013/12-0038).
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Purpose This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. Method The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual–bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Conclusion Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.
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Kim, Min Jung, and Jung Yun Chang. "Exploring the Perceptions of Pre-service Early Childhood Teacher Regarding Music and Self-awareness as an Early Childhood Music Teacher: With a Focus on Metaphorical Analysis." Institute of Educational Research Chonnam National University 45, no. 3 (November 30, 2023): 93–112. http://dx.doi.org/10.35510/jer.2023.45.3.93.
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In this study, through metaphor analysis, we investigated pre-service early childhood teachers' perceptions of music and perceptions of themselves as music teachers. The subjects of the study were 142 preschool early childhood teachers enrolled in four-year university in cities B and C. The collected data were analyzed qualitatively for context and quantitatively for tendency. As a result of the research, it was found that pre-service early childhood teachers recognize music as ‘vitality, essential, influential, challenge’ and as a music teacher, it was found that they had the perception of ‘conductor, supporter, devotee, loser’. It is expected that this will provide pre-service early childhood teachers with an opportunity to reflect on music and contribute to the provision of basic materials to promote pre-service early childhood teachers' efficacies in music teaching. There is a need for a comparative study on how the grade or music class affects the perception of music in the future and developing comparative and educational programs.
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Wittke, Kacie, Tammie J. Spaulding, and Calli J. Schechtman. "Specific Language Impairment and Executive Functioning: Parent and Teacher Ratings of Behavior." American Journal of Speech-Language Pathology 22, no. 2 (May 2013): 161–72. http://dx.doi.org/10.1044/1058-0360(2012/11-0052).
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Purpose The current study used the Behavior Rating Inventory of Executive Function—Preschool Version (BRIEF–P; Gioia, Espy, & Isquith, 2003), a rating scale designed to investigate executive behaviors in everyday activities, to examine the executive functioning of preschool children with specific language impairment (SLI) relative to their typically developing (TD) peers. Method Nineteen preschool children with SLI were age- and gender-matched to 19 TD peers. Both parents and teachers of the participants completed the BRIEF–P. Results The executive functioning of children with SLI were rated significantly worse than those of controls by both parents and teachers. Adults' perceptions of the children's executive functioning significantly correlated with the children's language abilities. Conclusion Parent and teacher perceptions of executive functioning in children with SLI align with prior findings of executive deficits that have been documented on neuropsychological assessments and experimental tasks. Furthermore, the results provide additional supporting evidence of the relationship between language abilities and executive functioning in early child development.
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Bayrak, Hatice Uysal. "What Is the Place of the Play Between the Essential Needs of Preschool Children According to Preservice Teachers?" International Education Studies 12, no. 3 (February 26, 2019): 148. http://dx.doi.org/10.5539/ies.v12n3p148.
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This research aims to reveal the perceptions of the preservice teachers on the play which are among the essential needs of the preschool children. In this descriptive study, a case study which is one of the qualitative research designs was used. 79 preservice teachers attending the third grade in the Classroom Teaching Department of state university in Nigde province in Turkey. Convenience sampling method was used in the selection of the study group. A semi-structured interview form was prepared in order to reveal the perceptions of preservice teachers about the play. Content analysis technique was used for data analysis. At the end of the research, it was determined that the preschool teacher candidates expressed the essential needs of preschool children as nutrition, education and love respectively. The play was ranked as the number four among these needs.
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Veysi, Menekşe, Eren B, and Afşin Ö. "EXAMINATION AND EVALUATION OF PARENT'S PERCEPTIONS REGARDING THE GENDER OF PRE-SCHOOL TEACHERS." International Journal of Research -GRANTHAALAYAH 9, no. 8 (August 31, 2021): 210–14. http://dx.doi.org/10.29121/granthaalayah.v9.i8.2021.4134.
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For children aged 0-6, learning is the most intense period. A preschooler is the person most interested in taking care of her child's mother. Preschool education helps children think and express themselves. Studies (Melisa Korkmaz) have shown that children who receive pre-school education have higher school attendance rates and school success in their future academic life than children who do not receive pre-school education. In this context, the importance of the teacher in the pre-school period is undeniable. No matter how good the physical conditions of the school are, no matter how carefully the program is prepared, it is the teacher who is with the children all day and implements the program (Erişen, 2004). In Turkish society, the care and responsibilities of the child are accepted as the mother's duty. As a result, the number of female teachers in pre-school education institutions is higher than the number of male teachers. Depending on this idea, the number of female teachers in pre-school education institutions is higher than male teachers.
According to TUIK 2014 data, the rate of male preschool teachers in Turkey is 5.34%.
Fagan (1996) brings more appropriate solutions to the conflicts between children and copes with aggressive behaviors in the classroom management of male preschool teachers.
In addition, today, reasons such as divorce, death and working conditions cause the mother to assume the role of a single parent. This situation reduces the possibility of a child growing up in such an environment to establish a close relationship with a male figure. (Cameron, 2001: 430).
It is necessary to disseminate the view that men can take an active role in child care and education, to support male teachers who work or will work in pre-school education institutions, and to raise public awareness about the requirements of men in this field (McBribe & Rane, 1997; 14, Lamb, 2001: 30-31). ).
In line with all this information, the problem of this research was determined as "parent perceptions of pre-school teachers regarding gender".
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Özyılmaz, Güzin. "Beliefs of preschool teacher candidates about the nature of science." African Educational Research Journal 8, no. 4 (October 26, 2020): 774–83. http://dx.doi.org/10.30918/aerj.84.20.173.
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The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature
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Hamel, Erin E. "Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices." Journal of Childhood, Education & Society 2, no. 3 (December 12, 2021): 267–86. http://dx.doi.org/10.37291/2717638x.202123118.
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Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.
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Nikolaou, Eleni, and Panagiotis Stamatis. "Preservice preschool teachers’ perspectives on the psychological well-being of preschoolers." International Journal of Childhood Education 3, no. 2 (December 25, 2022): 1–8. http://dx.doi.org/10.33422/ijce.v3i2.313.
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The school has a vital role to play in developing well-being and it should be a major goal of education. The aim of the present study was to generate knowledge about how psychological well-being of children in preschool education is understood by pre-service preschool teachers. It explores their views on the importance of cultivating psychological well-being in preschool age, the significance of several skills and competencies for developing preschoolers’ psychological well-being, the obstacles to promoting it, as well as the characteristics and skills that preschool educators that should have in order to be able to promote the psychological well-being of preschool children. The research sample consisted of 135 pre-service preschool teachers. A questionnaire based on the relevant literature review was used as a data collection tool. The results indicate that pre-service teachers suggest that the perception of emotions, constructive emotion expression and cooperation skills are very important skills that should be cultivated for developing psychological well-being. Emotional intelligence, empathy and communications skills are among the competencies that preschool educators should possess according to preservice preschool teachers’ perceptions for promoting children’s well-being. The absence of teachers’ training in mental health issues and emotional literacy skills, the pressure for achieving learning goals and the absence of teacher emotional well-being are among the main obstacles that hinder the promotion of children’s psychological well-being. Research findings may be utilized to the design of preschool education curricula that should prioritize preschoolers’ well-being.
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Poulou, Maria S. "Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions." Early Childhood Education Journal 45, no. 3 (June 9, 2016): 427–35. http://dx.doi.org/10.1007/s10643-016-0800-3.
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Ordon, Urszula. "Preschool education teacher (in the light of the opinions of men studying Education and Early School Pedagogy)." Pedagogika. Studia i Rozprawy 32 (2023): 73–83. http://dx.doi.org/10.16926/p.2023.32.04.
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The issue of men’s work as pre-service education teachers is an important link in research on pre-service education and public perceptions of male teachers in international studies – but in Poland it is rarely the focus of researchers’ attention. This article supplements the modest state of research to date with information gleaned from interviewing male preschool and early childhood education teacher trainees.
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Kelpsiene, Monika, and Ona Monkeviciene. "Predictors of Deep Learning and Competence Development in Children Aged 5–7 Using Augmented Reality Technology." Education Sciences 14, no. 9 (September 19, 2024): 1024. http://dx.doi.org/10.3390/educsci14091024.
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While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children’s education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers’ roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children’s learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children’s competence development were found to be: teachers’ perceptions of AR technology, the roles assumed by teachers, and the areas of children’s education in which AR technology is used.
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Dao, Brittany, and William Reed Holt. "Recreational therapy’s impact on preschool children: Parent and teacher perceptions." American Journal of Recreation Therapy 23, no. 3 (December 1, 2024): 27–32. https://doi.org/10.5055/ajrt.0301.
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This study examined the congruence between parental and educator assessments of child development following recreational therapy (RT) interventions in a university child development laboratory (CDL). Methods: Children classified as developmentally delayed underwent RT treatments for 11 weeks, while parents and teachers administered the Ages and Stages Questionnaire to evaluate developmental advancement. Results: The Mann–Whitney U test revealed no statistically significant differences in the perspectives of parents and teachers regarding child developmental domains (communication: U = 3,197.000, p = .281; gross motor: U = 2,984.000, p = .766; fine motor: U = 2,594.500, p = .253; problem solving: U = 2,971.000, p = .807; personal–social: U = 2,409.500, p = .069). Discussion/implications: The findings indicate a widespread agreement between parents and teachers about children’s growth, highlighting the significance of joint efforts between home and school settings. Subsequent research should investigate more intricate methodologies and incorporate qualitative insights to deepen comprehension of caregivers’ perspectives on child development.
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Sugai, George, and David Evans. "Using teacher perceptions to screen for primary students with high risk behaviours." Australasian Journal of Special Education 21, no. 1 (January 1997): 18–35. http://dx.doi.org/10.1017/s1030011200023800.
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One of the first steps toward meeting the educational needs of the increasing number of students who display high risk behaviours is to identify who these students are and how many exist in public school classrooms. The purpose of the present study was twofold in nature: (a) to use teacher ratings to determine the proportion of students who were judged to be high risk for academic and social behaviour failure; and (b) to determine the efficiency and accuracy with which a screening instrument, the High Risk Screening Survey, could determine the proportion of students judged to be high risk. This paper provides a preliminary examination of the usefulness and efficiency of teacher reports and the High Risk Screening Survey. Three hundred and nine teachers, representing 29 schools in a large metropolitan area in Western Australia, rated 8,722 students in preschool and first through seventh grades. Preliminary field validation results indicated that the High Risk Screening Survey appeared to be an efficient, useful, and descriptive tool for assessing the general risk status of students in preschool and grades one through seven. In addition, across seven variables, most students were seen by their teachers as about or above average; in reading, math, and language arts, approximately 7% of all students were judged by their teachers as significantly behind their peers; and in self-management and social interactions with peers and adults, approximately 2% of students were judged by their teachers as significantly behind their peers. Additional findings, limitations, and recommendations are discussed.
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Mugisha, Patrick Yona. "Factors Impacting Kigali, Rwanda Pre-School Teachers' Attitude towards Teacher-Centred and Child-Centred Teaching Methods." Journal of Education and Teaching Methods 1, no. 1 (October 11, 2022): 1–13. http://dx.doi.org/10.58425/jetm.v1i1.46.
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Purpose: This study looked at the variables that affect pre-school teachers' perceptions of teacher- and child-centered instruction in Kigali. Methodology: This study used survey and observation research techniques in an ex post facto descriptive methodology. A questionnaire with three sections served as the primary tool. The data were analyzed using T-test and Spearman Rho Correlation Matrix. Findings: The findings showed that teacher-centered and child-centered teaching strategies are the two main approaches adopted by preschool instructors. The academic degree of the instructor has an impact on the teaching methods she chooses, with highly educated teachers favoring child-centered approaches to instruction. The findings also shown that teachers' attitudes shift from being teacher-centered to being child-centered as their ages increase. Conclusion: Less tax compliance is observed during trainings, which influences pre-school teachers' views on the shift from a teacher-centered to a child-centered teaching approach. Recommendation: It is obvious that appropriate techniques should be employed to raise kids who are curious, self-reliant, emotionally mature, and capable of making good decisions. At the preschool level, child-centered instruction is the suggested teaching strategy.
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Liu, Ying, Yongping Yu, Xiaoying Zeng, and Yufei Li. "Linking Preschool Teachers’ Pay Equity and Turnover Intention in Chinese Public Kindergartens: The Mediating Role of Perceived Organizational Support and Job Satisfaction." Sustainability 15, no. 17 (September 4, 2023): 13258. http://dx.doi.org/10.3390/su151713258.
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The turnover rate, income levels, and salary distribution among kindergarten teachers in China have gained increasing attention as these issues may negatively affect teacher quality. They largely impede the sustainable development of preschool education. This study aimed to explore the level of perceptions of pay equity among preschool teachers and examine the relationships among pay equity, turnover intention, perceived organizational support (POS), and job satisfaction. A survey was conducted with 2029 preschool teachers from Chinese public kindergartens, and descriptive analysis and covariance-based structural equation modeling (CB-SEM) were used to analyze the data. The results showed that the level of pay equity for preschool teachers was moderate, with a significant difference between teachers with Bianzhi and those without. The structural equation model revealed a significant negative relationship between teachers’ pay equity and their intent to leave. Perceived organizational support and job satisfaction independently mediated the relationship between pay equity and turnover intention, with a serial mediation effect observed. These findings highlight the importance of considering teachers’ pay equity, POS, and job satisfaction in order to retain high-quality teachers.
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Kim, Young Ah, and Daeun Park. "Early Childhood Teachers’ Perception and Current Use of Support and Evaluation for Young Children’s Social Emotional Development." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 1 (January 15, 2025): 577–94. https://doi.org/10.22251/jlcci.2025.25.1.577.
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Objectives The purposes of this study were to address early childhood teachers’ perceptions and current use of support and evaluation for preschool children’s social emotional development to enhance their social emotional development in early childhood institutions. Methods The sample consisted of 248 teachers working in early childhood institutions located in Seoul, Gyeongi, and Incheon. A questionnaire, based on literature analysis, was tested with 10 preschool teachers and validated for content by early childhood experts. The questionnaire consisted of 36 items including 7 items about teachers’ background and was distributed through an online survey system. Using SPSS, the data was calculated in frequency, percentage, average, and standard deviation. Results The major findings show that the teachers recognized a need for supporting and evaluating preschool children’s social emotional development, however, the implementations and satisfactions are less compared with their perception. More than half of the teachers did not evaluate social emotional development due to lack of knowledge about evaluation methods and no request from the institutions. The teachers experience challenges in supporting and evaluating social emotional development because of high teacher-child ratio, lack of time and reliable evaluation tools. To overcome these difficulties, they demand for more teachers and social emotional development curriculum. Conclusions It is necessary to assist teachers to perceive importance of supporting and evaluating preschool children’s social emotional development and provide working environments that they can implement social emotional practices. Also, professional development program on social emotional development programs, evaluation methods and tools are necessary.
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Houfková, J. "Attitudes of preschool teachers towards the importance of science teaching in preschool - preliminary study." Journal of Physics: Conference Series 2715, no. 1 (February 1, 2024): 012008. http://dx.doi.org/10.1088/1742-6596/2715/1/012008.
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Abstract Beyond the family, preschool teachers play a vital role in shaping children’s attitudes towards exploration and inquiry, particularly in relation to the world around them and the field of science. This paper examines the attitudes of preschool teachers towards the significance of science education within the preschool curriculum. A comparative analysis is conducted between the perspectives of experienced in-service teachers and future teachers, with data gathered through questionnaires administered after their participation in science-focused teacher trainings. The study specifically focuses on physics experiments in preschool and examines the perspectives of both experienced teachers who have been instrumental in shaping the Alpha Generation, as well as future teachers who belong to the Z generation. Key findings revealed a discrepancy in familiarity with and perceptions of physics experiments between experienced teachers and future educators. Notably, it sheds light on the need for enhanced professional development programs to bolster science teaching skills among educators. By understanding the attitudes of preschool teachers, this research aims to identify areas for improvement and develop strategies to bolster the quality of science education in early childhood. This preliminary study serves as a foundation for further comprehensive analysis and emphasizes the significance of empowering educators to effectively integrate science into preschool curricula.
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Koşan, Yekta, Nilüfer Kuru, Aysel Korkmaz, Hamit Karademir, and Berrin Akman. "Metaphors in anti-bias educational program: Educators’ voices." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 9, 2018): 353–76. http://dx.doi.org/10.14527/pegegog.2018.015.
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The purpose of this research is to review the perceptions of faculty members, preschool teachers, and pre-school teacher candidates with regard to the Anti-Bias Education Programs (ABEP) by using a phenomenological pattern. The participants’ metaphors on ABEP were established and categorized and the differences in participants’ perceptions were analyzed in terms of their demographic characteristics such as age, gender, and service time. The working group of this research consisted of 129 participants: from 17 universities, 22 faculty members from the Education Faculty Pre-school Education Departments and 71 pre-school teacher candidates, studying in the fourth year of the Pre-School Education Departments; and 36 pre-school teachers from 9 different cities. The findings of this study show that faculty members produced 17, teachers produced 28 and teacher candidates produced 30 different metaphors about ABEP. The faculty members’ metaphors vary in terms of age and service time, whereas the teachers’ vary in terms of service time, type of institution, education level and age. Teacher candidates’ metaphors vary in terms of age and gender.
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Mikeladze, Tamar, Nino Modebadze, Nino Nakhutsrishvili, and Shorena Dzamukashvili. "Georgian Preschool Teachers’ Attitudes Towards Inclusion." Journal of Education in Black Sea Region 9, no. 1 (November 29, 2023): 17–33. http://dx.doi.org/10.31578/jebs.v9i1.299.
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This study focuses on the attitudes of preschool teachers in Georgia towards inclusive education by examining teachers' attitudes towards early inclusive education, their willingness to include children with various disorders in their groups, their assessment of resources needed for inclusive education, and the factors influencing their attitudes. A quantitative survey method was employed, utilizing the Teacher Attitude to Inclusion Scale (TAIS) adapted for the preschool education environment. The questionnaire collected demographic data, assessed teachers' willingness to involve children with disabilities, evaluated the adequacy of resources, and examined teachers' attitudes toward inclusion. The study included 115 preschool teachers from Telavi Municipality and the Imereti Region in Georgia. The data was collected through an electronic questionnaire in January 2022. Preschool teachers generally had a positive attitude towards inclusive education, but challenges remain. Teachers' willingness to include children with different difficulties varies, and perceptions of resource adequacy are mixed. The factors influencing attitudes include experience, qualifications, disabilities, and available support. Insufficient resources and qualified professionals are identified issues. Addressing these challenges through enhanced resources, support, and training is crucial for successful inclusion. Further research is needed to understand the factors influencing attitudes and develop effective strategies for inclusive preschool education.
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Wolff, Kenya, and Alicia Stapp. "Investigating Early Childhood Teachers’ Perceptions of a Preschool Yoga Program." SAGE Open 9, no. 1 (January 2019): 215824401882175. http://dx.doi.org/10.1177/2158244018821758.
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Yoga for young children has become a growing area of interest in early childhood settings across the United States. Evidence suggests that yoga has the ability to improve young children’s physical development, executive functioning, self-regulation, and can aid in decreasing stress and anxiety. While the scope of research on yoga for young children has primarily focused on the experiences and outcomes of the children who participate, far less is known about the experiences and perceptions of teachers who have engaged in such programs with their students. This study utilized a qualitative case study to investigate teachers’ perceptions of yoga in a school setting. It took place at a laboratory preschool in North Mississippi over the course of 6 months from January to June 2017. A variety of qualitative research methods were employed to garner data including semi-structured interviews, classroom visits, and observations of weekly yoga classes. Findings from the study revealed teachers perceive the benefits of yoga to be increased physical development, self-regulation, and socioemotional skills, along with behavioral and cognitive benefits in the classroom. In addition, teacher buy-in was found to be critical to program success, as the teachers who perceived yoga positively were more willing to incorporate it into their classroom, thus extending its benefits. Of particular interest were reports by preschool teachers of students who continued to use yoga in their daily lives and retain many of the skills learned in yoga even months after they had taken yoga classes.
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Vlah, Nataša, Kathleen Beaudoin, and Martina Župančić. "Preschool teachers’ self-efficacy about a child’s emotional and behavioral problems." Kriminologija & socijalna integracija 32, no. 2 (December 19, 2024): 135–53. https://doi.org/10.31299/ksi.32.2.1.
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Preschool teachers in the Republic of Croatia are likely to encounter children with challenging behavior but may be less likely to receive support given the low numbers of preschool children identified as having emotional and behavioral disabilities. This study aimed to examine the perceptions of 254 Croatian preschool teachers regarding their self-efficacy in their ability to managing, instructing, and engaging a specific child whom they found to be behaviorally challenging. The results showed that teachers' self-efficacy was negatively associated with children's ratings of internalizing and externalizing problems and positively associated with children's ratings of social competence. The number of years children attended preschool, and the amount of time spent with their preschool teacher were associated with higher ratings of children’s social competence and lower ratings of children’s anxiety/withdrawal. Evidence is also suggested for the potential feasibility of a brief 3-item screening instrument for early detection of significantly challenging behavior: Children’s Brief Sociopedagogical Scanner. The results may contribute to preventing social exclusion, but further research is needed.
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Jurgena, Inese, Dagnija Cēdere, and Ingrīda Keviša. "COMPARATIVE STUDY ON THE UNDERSTANDING OF RESPONSIVENESS IN PRE-SERVICE PRESCHOOL TEACHERS IN THE COVID-19 EMERGENCY SITUATION (2018-2020)." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 207–15. http://dx.doi.org/10.17770/sie2021vol1.6330.
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The global pandemic of Civid-19 has led to significant changes in the transformation of the system of education and teacher training. Regarding the training of prospective preschool teachers at the institutions of higher education, there is a growing need to develop multiple competencies so that a teacher can create an emotionally safe and supervised learning environment. Our study highlights the importance of the responsiveness of preschool teachers in providing supportive responses, responsibility, and guidance regulating children’s emotions in the pedagogical activity. The aim of the study is to analyze and compare the perceptions of students, pre-service preschool teachers, on teachers’ emotional responsiveness before the global pandemic and during the Covid-19 emergency. The materials and methods used in the study include the theoretical method – the analysis of literature - and the empirical method – a survey of 600 part-time students working in pre-school educational institutions in 2018 and in 2020. The survey was conducted online. The data were processed using the software SPSS. The results of the study demonstrate that, generally, the Covid-19 emergency has increased the willingness of prospective preschool teachers to undertake responsibility and leadership in regulating children’s emotions. The students have become more responsible and determined; their understanding of the importance of emotional responsiveness in teacher’s work is higher than before the pandemic
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Jannah, Miftachul. "Perceptions of Preschool Teachers on Children's School Readiness in Purwakarta Regency." International Social Sciences and Humanities 2, no. 2 (May 31, 2023): 402–10. http://dx.doi.org/10.32528/issh.v2i2.264.
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School readiness is the condition of a child who already has the ability and skills to participate in learning activities at school including physical readiness, mental social-emotional abilities, the ability to interact and communicate, and knowledge readiness. This ability is a determinant of the success of children's learning processes and outcomes. The school readiness program for children is carried out from the age of 4-7 years through the transition stages of education. The teacher's perception of school readiness is fundamental because perception will determine the teacher's knowledge, understanding, and actions in an effort to create a quality learning process and output. The purpose of this research is to describe the perceptions of preschool teachers on children's school readiness in Purwakarta Regency. The method in this research is descriptive qualitative. The data collection process was carried out by interviewing teachers from 8 preschool in Purwakarta City. The material obtained from the interviews was transcribed and analyzed. The results of the research analysis have shown that age and literacy are considered the most ideal standard in determining children's school readiness. This is also reinforced by the selection to enter elementary school, especially favorite and competitive schools which require that prospective students already have the ability to read, write, and count. Therefore, parents provide strong interventions for preschool institutions to provide literacy and arithmetic learning programs. There is no cooperation between school and family because the teacher believes that school is the only institution that develops children's readiness to go to elementary school.
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Dereli, Esra. "The relationship between prosocial behaviours, aggression types and moral—social rule knowledge in preschool children." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 42–55. http://dx.doi.org/10.18844/cjes.v14i1.3642.
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The objective of the present study was to investigate prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. The study sample included 310 children (154 female and 156 male), who were attending a pre-school education institution during the 2017–2018 academic year. A personal information form, Pre-School Social Behavior Scale-Teacher Form and Moral and Social Rule Knowledge Perception Scale were used as data collection instruments. The data were analysed with descriptive analysis, Pearson product-moment correlation coefficient and stepwise regression analysis. In the study, it was determined that there were moderate significant correlations between prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. It was also determined that prosocial behaviour and aggression types scores of the children significantly predicted their moral and social rule knowledge perception scores.
Keywords: Prosocial behaviours, aggression types, moral rule knowledge, social rule knowledge.
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Prioletta, Jessica. "Patriarchy in the preschool classroom: Examining the effects of developmental ideologies on teachers’ perspectives and practices around play and gender." Contemporary Issues in Early Childhood 21, no. 3 (February 21, 2019): 242–52. http://dx.doi.org/10.1177/1463949119831461.
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Child development ideologies have long informed early childhood education, shaping teachers’ perceptions of children and their classroom practices through teacher education programs and education policies. Following the rise of post-developmental perspectives in the early childhood literature, the author uses a critical feminist lens to examine the gendered implications child development ideologies have had on teachers’ perspectives and practices in a Canadian metropolis. Drawing on data collected in four preschool classrooms, the author argues that the preschool teachers’ reliance on child developmental logics inadvertently perpetuated a patriarchal culture in their classrooms, as gendered power dynamics went unnoticed and unaddressed in children’s play. The author concludes by exploring the possibilities that MacNaughton’s concept of the feminist pedagogic gaze may afford early learning practices and future directions for research.
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Soulis, Spiridon‐Georgios. "Effective special teacher characteristics: perceptions of preschool special educators in Greece." European Journal of Special Needs Education 24, no. 1 (February 2009): 91–101. http://dx.doi.org/10.1080/08856250802596808.
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Colwell, Malinda, and Eric Lindsey. "Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers." Early Child Development and Care 173, no. 2-3 (June 2003): 249–58. http://dx.doi.org/10.1080/03004430303096.
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Edwards, Erica B., Nicole Patton Terry, Gary Bingham, and Jeremy L. Singer. "Perceptions of classroom quality and well-being among Black women teachers of young children." education policy analysis archives 29 (April 26, 2021): 56. http://dx.doi.org/10.14507/epaa.29.5964.
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Concerns about preschool effectiveness have increasingly led to early childhood education policy changes focused on teacher quality. While these reforms intend to ensure children’s educational well-being, they rarely consider the impact policies have on teachers. Additionally, child care work is a feminized profession with distinct social experiences along lines of race and class. Black women who are early child care teachers live in poverty at rates disproportionate to their white counterparts. Through Black feminist focus group research, this paper documents perceptions of early childhood education quality mandates in Georgia and their impact on the well-being of 44 Black women teachers of infants, toddlers, and preschool age children. Findings suggest that the call for quality complicates Black teachers’ work, adds undue financial and emotional stress that takes a toll on their well-being, and interrupts personal dynamics with their loved ones. The paper calls for antiracist and antisexist structural support to interrupt both the stressors exacted by the field and the sociohistorical processes devaluing Black women’s work with children.
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Padilla, Myriam Ortiz, Nubia Yaneth Gómez Velasco, and Selene Ariza Ortiz. "Analysis of pedagogical content knowledge for teaching mathematics in early childhood education." Journal of Infrastructure, Policy and Development 9, no. 1 (January 2, 2025): 10135. https://doi.org/10.24294/jipd10135.
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This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children’s cognitive development. The findings reveal a significant gap in teachers’ understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.
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Stage, Virginia C., Kristi Wilkerson, Archana Hegde, Sarah Lisson, Oyinlola Toyin Babatunde, and L. Suzanne Goodell. "Head Start administrator and teacher perceptions of parental influence on preschool children’s nutrition education." Journal of Early Childhood Research 16, no. 2 (June 15, 2017): 160–75. http://dx.doi.org/10.1177/1476718x17705415.
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Parents play a significant role in molding their children’s nutrition knowledge and behavior. The purpose of the present study was to explore parental influence on preschooler’s nutrition education from the perspectives of North Carolina–based Head Start coordinators and teachers. Investigators conducted 63 in-depth, structured interviews with Head Start Health/Nutrition Coordinators (n = 31) and teachers (n = 32). Interviews were recorded in digital audio format and transcribed verbatim. Following a grounded theory approach, researchers identified primary, emergent themes related to parental influence and a substantive-level model was developed. Head Start staff described parental background (i.e. nutrition knowledge, culture), socioeconomic status, food preferences and parental engagement/support of teacher provided nutrition education as the primary factors that affect preschooler’s nutrition education. The proposed theoretical model provides an initial understanding of the influence Head Start parents may have on their children’s nutrition education. The findings suggest more training and education opportunities for parents and teachers may be needed. Despite barriers, teachers and local community partners should continue to support parents in their efforts to reinforce positive nutrition messages among preschool children.
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González-Ortega, Eva, and Ramiro Durán-Martínez. "Generic competences for end-of-degree projects in teacher education: students’ and university teachers’ perceptions." Aula 30 (June 3, 2024): 177–92. http://dx.doi.org/10.14201/aula202430177192.
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The aim of this study is to analyse the perception of students and university teachers on the level of importance of generic competences when devising the End-of-Degree Project in Teacher Education, as well as on the amount of training the students receive regarding these competences. It also looks for possible differences between both groups and both ratings. An online survey was applied to a sample of 52 university teachers and 199 fourth year and graduate students of Primary/Preschool Teacher Degree courses. Participants were asked to rate 33 generic competences of an instrumental, interpersonal and systemic nature. It was found that the students thought they had received less training regarding many of the competences, as compared to the perception of university teachers. In addition, importance score was significantly higher than those related to training for both students and university teachers. These results highlight the need to explicitly address and assess the development of generic competences across all subjects in ways that meet the students’ needs.
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吳雅玲, 吳雅玲. "幼兒園教師對人際互動展現美的精緻特質想法之個案研究." 教育研究學報 58, no. 1 (April 2024): 001–22. http://dx.doi.org/10.53106/199044282024045801001.
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本研究旨在探究幼兒園教師在人際互動的過程中，展現美的精緻特質的想法；本研究以公立喜悅國小附設幼兒園3位教師為研究對象，蒐集並分析訪談語料與文件等質性資料，以了解幼兒園教師在人際互動，展現美的精緻特質的想法。依據研究結果，歸納出幾點結論：幼兒園教師認為在人際互動中，宜考量當事者的感受與需求、精準的接收與傳遞訊息、人性化的思考與同理當事者等美的精緻特質的想法，以助益於系統性思考與讓人獲得愉悅的感受。最後，依據研究結果提出具體建議，供師資培育單位、教育現場之教育人員及未來研究者參酌。This study investigated the perceptions of refined beauty in interpersonal interactions among preschool teachers. Qualitative data extracted from interviews with three preschool teachers from the Affiliated Preschool of Pleasant Elementary School and relevant teaching materials were analyzed to gain insights into the perspectives of preschool teachers regarding the display of refined beauty in their interactions. The findings of this study revealed that preschool teachers attached importance to considering their colleagues’feelings and needs, accurately conveying and receiving information, embracing humanized thinking, and empathizing with others. These considerations were observed to promote systematic thinking and enhance colleagues’sense of pleasure. Finally, on the basis of the study findings, specific recommendations are proposed for teacher education institutions, educators, and future researchers.
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Babatunde, Oyinlola, K. N. Wilkerson, S. E. Lisson, V. Carraway-Stage, and O. T. Babatunde. "Head Start Administrator and Teacher Perceptions of Parental Influence on Preschool Children." Journal of Nutrition Education and Behavior 46, no. 4 (July 2014): S135. http://dx.doi.org/10.1016/j.jneb.2014.04.103.
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