Academic literature on the topic 'Preschool teachers'
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Journal articles on the topic "Preschool teachers"
1
Shuen, C., and S. M. Zhooriyati. "Meaning In Life and Workplace Spirituality as Intervention on Psychological Well-Being of Private Preschool Teachers in Malaysia." ATTARBAWIY: Malaysian Online Journal of Education 5, no. 2 (May 10, 2022): 1–12. http://dx.doi.org/10.53840/attarbawiy.v5i2.10.
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The increased level of stress and job turnover rate among private preschool teachers in Malaysia has led to low psychological well-being. Based on previous research, it is suggested that meaning in life and workplace spirituality can contribute positively to an individual’s psychological well-being. The objective of this research is to understand the effect of meaning in life and workplace spirituality on preschool teacher’s psychological well-being and therefore introduce them as possible interventions for Malaysian preschool teachers’ psychological well-being. A qualitative approach with phenomenological design was adopted in this study, and online semi-structured interviews were conducted to collect data from eight participants who were recruited from private preschools in Malaysia. This study found that factors that help preschool teachers to develop their meaning in life and psychological well-being included having harmonious passion and social support from their family and friends. Besides, meaningful work, sense of connection with others, alignment with preschool’s values and perceived organizational support are elements from workplace spirituality that can also increase preschool teachers’ psychological well-being.
2
Fairos, Siti, and Al-Amin Mydin. "The Influence of Transformational Leadership by the Principal on Teachers' Self-Efficacy in a Private Preschool." GATR Journal of Management and Marketing Review (GATR JMMR) VOL. 7 (3) JULY - SEPTEMBER 2022 7, no. 3 (September 12, 2022): 107–15. http://dx.doi.org/10.35609/jmmr.2022.7.3(3).
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Objective - This research aimed to identify the Influence of Principal Transformational Leadership among preschool principals on the teacher’s self-efficacy. Next, this study examines the idealized influence of the individualistic consideration of intellectual stimulation and inspirational motivation of the principal's transformational leadership dimension on teacher self-efficacy. This paper analyzes the factor influencing principal leadership on preschool teachers' self-efficacy. Methodology/Technique - This research also involved a cross-sectional quantitative survey research design. 150 private preschool teachers from Penang were included as a sample in this study. Partial Least Square Structural Equation Modeling (PLS-SEM) was used to analyze the data in this study. Findings – Results indicate that all the dimensions of transformational leadership positively influence a teacher’s self-efficacy. The idealized influence dimension, individualistic consideration, intellectual stimulation, and inspirational motivation positively influence teachers' self-efficacy. In addition, this study is significant because it will inform management and leadership in early childhood education, particularly in private preschools, and provide them with references. As a result, there is a connection between the leadership style used by principals in private preschools and the teachers' self-efficacy. Novelty - The study identifies the influence of teachers’ efficiency in the early childhood context. Type of Paper: Empirical JEL Classification: I20, I24. Keywords: Transformational Leadership, Private Preschool, Self-efficacy, Principal, Preschool teachers Reference to this paper should be made as follows: Fairos, S; Mydin, A.A. (2022). The Influence of Transformational Leadership by the Principal on Teachers' Self-Efficacy in a Private Preschool, J. Mgt. Mkt. Review, 7(3), 107 – 115. https://doi.org/10.35609/jmmr.2022.7.3(3)
3
Abraham, Getahun Yacob, and Valerie Margrain. "“We are Swedish Preschool Teachers”. Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education." World Studies in Education 23, no. 1 (August 1, 2022): 77–95. http://dx.doi.org/10.7459/wse/22.1.06.
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Course materials in teacher education programmes are one of the means to support young teachers learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.
4
Cervantes, Sara, and Anna Öqvist. "Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents." Journal of Early Childhood Research 19, no. 3 (January 30, 2021): 323–36. http://dx.doi.org/10.1177/1476718x20969742.
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Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
5
Lindstrand, Sara, Robert Lecuasay, and Lina Mrak. "Lyssnande undervisning i förskolan." Nordisk barnehageforskning 19, no. 4 (December 29, 2022): 206–26. http://dx.doi.org/10.23865/nbf.v19.294.
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Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. ENGLISH ABSTRACT Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching.
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Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 29, 2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.
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The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.
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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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Onyango, Daniel Oduor, and Demetria Mkulu. "Effectiveness of Pre-School Teachers in Implementing English and Math Curricular in Nyamagana District, Tanzania." East African Journal of Education Studies 5, no. 1 (March 8, 2022): 117–25. http://dx.doi.org/10.37284/eajes.5.1.575.
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Teachers are key to effective implementation of the preschool curriculum, especially in areas related to the acquisition of basic literacy skills which are necessary foundations for other levels of education. The purpose of the study was to assess the effectiveness of preschool teachers in handling preschool English and Math curricula in the Nyamagana District. The study was guided by the following specific objectives to find out if preschool teachers have relevant skills in handling of preschool English curriculum and to establish whether preschool teachers had relevant skills in the teaching of the Math curriculum. The population for the study was 100 preschools. This included 100 head teachers and 410 preschool teachers. The sample for this study was 100, inclusive of included 20 head teachers and 82 teachers. Simple random sampling was used to select teachers and headteachers who took part in the study. Descriptive statistics was used to analyze quantitative data with the help of Statistical Package for Social Sciences (SPSS) version 20. Moreover, qualitative data was analyzed thematically. The responses from the open-ended part of the questionnaire were subjected to thematic analysis. The study found that majority of teachers had relevant skills in handling the preschool Math curriculum. However, some teachers could not handle certain aspects of the Math curriculum. Also, the study found out that the majority of preschool teachers could effectively implement the English language curriculum; however, a few teachers had challenges, such as using the medium of songs. The study recommended that there is a need to conduct workshops and refresher seminars for teachers in order to equip them with skills to effectively implement English and Math curricula in preschools.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
10
Juan, Chen-Ya. "The Mealtime Behavior Problems of Children with Developmental Disabilities and the Teacher’s Stress in Inclusive Preschools." Children 10, no. 3 (February 24, 2023): 441. http://dx.doi.org/10.3390/children10030441.
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With an increasing number of children with developmental disabilities entering inclusive preschools, preschool teachers face more behavioral problems in class. Preschool teachers typically attempt to address mealtime behavior problems of children with and without developmental disabilities simultaneously in class. This study used qualitative research to identify the stress triggers of preschool teachers addressing the mealtime behavior problems of children with developmental disabilities. Five preschool teachers attended semi-structured interviews. The results indicated that most children with developmental disabilities had problems with eating only preferred foods, using eating utensils appropriately during mealtime, becoming distracted from eating, and becoming frustrated with the classroom routine. Although solving these problems triggered stress in the preschool teachers, their stress was mainly in response to the children’s parents, other children’s imitation of inappropriate mealtime behaviors, and classroom schedule time management. Most of the preschool teachers stated that they had insufficient support. Preschool teachers require specialized information and strategies for improving the mealtime behaviors of children with developmental disabilities.
Dissertations / Theses on the topic "Preschool teachers"
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Ozturk, Elif. "Preschool Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609233/index.pdf.
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The aim of this study is to investigate preschool teachers&rsquobeliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers&rsquo
year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers&rsquo
beliefs about integrated curriculum and integration of visual art with other activities. Preschool teachers were asked to complete &ldquo
teachers&rsquo
beliefs about integration of visual art&rdquo
questionnaire which was developed by the researcher. It includes four parts: demographic information, teachers&rsquo
beliefs about integration, teachers&rsquo
beliefs about integration of visual art with other activities, and the status of the integrated curriculum in early childhood education. The participants of this study consisted of 255 preschool teachers working with children between the ages of 5 to 6. 118 participants were public pre-school teachers whereas 137 of them were private pre-school teachers in Ankara. The results revealed that there were significant relationship between teachers&rsquo
year of experience and their beliefs about integration of activities and teachers&rsquo
perceived role of the integrated curriculum in early childhood education. In addition, a significant relationship was identified between teachers&rsquo
educational background and their beliefs related to integration of visual art with other activities, usage about integration of visual art, and their perceived role or &lsquo
place&rsquo
of the integrated curriculum in early childhood education. Finally, a significant relationship was reported between the last variable, whether the teacher had taken a course related to visual art or not, and with beliefs about integration of visual art with other activities and usage about integration of visual art.
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Kenda, Natasha, and Marina Bosnjak. "Preschool teacher, working environment and stress Statements from preschool teachers." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27172.
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Detta arbete handlar om förskollärares uppfattningar av stress och arbetsmiljö i ljuset av de kraftigt ökade sjukskrivningstalen för förskollärare på grund av psykisk ohälsa. Syftet var att få fördjupad kunskap om förskolan som arbetsmiljö, så som den uppfattas av förskollärarna och då särskilt vad förskollärarna uppfattar som stressframkallande respektive vad som förhindrar stress. Arbetet avgränsades av två forskningsfrågor: Vad upplever förskollärare som stressfram-kallande i sitt arbete och på sin arbetsplats? Vad uppfattar förskollärarna kan minska den upplevda stressen?För att få fram svar på våra forskningsfrågor användes kvalitativa intervjuer av sex förskollärare i Malmö. För att analysera vårt resultat valde vi teorier som behandlar dels det psykosociala perspektivet och dels krav och kontroll perspektivet. Resultatet av arbetet visade att förskollärare upplever stress med olika situationer och många av de situationer som omnämndes av de intervjuade var överensstämmande med varandra. Studien visade även att förskollärarna utvecklade olika strategier för att motverka stress och för att kunna släppa den efter en arbetsdag. Studien påvisade även att det inte är de stora barngrupperna i sig, som är förskollärares mest stressande faktor, utan att det är stora barngrupper tillsammans med höga krav, som gör det stressande. Förskollärarna var här överens om att detta gör att många sjukskriver sig. Även bristen på personal utgör en påtaglig stressfaktor. Viktiga faktorer för att förhindra och/eller minska den påtalade stressen utgör ett bra arbetslag, en förstående chef och organisatoriska åtgärder som att dela in barngrupperna i mindre grupper. De intervjuade förskollärarna framhåller alla, mer eller mindre, att detta var olika sätt att minska stressen på.
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Brizic, Biloglav Marija. "Preschool teachers´ views on preschool mathematical environment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31962.
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Föreliggande studie handlar om förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse. Studiens syfte är att beskriva hur sex pedagoger arbetar för att skapa en matematisk lärandemiljö för barn i ålder 3-5 år. För att uppnå studiens syfte ställs två frågeställningar som är: Hur ordnar sex pedagoger förskolans miljö och material för att stimulera barns matematiska förståelse? samt Vilka matematiska aktiviteter beskriver pedagogerna som ett led i att stimulera barns matematiska förståelse?Studien grundas i ett Sociokulturellt perspektiv med fokus på miljö, språk och samlärande. I urvalet ingår sex pedagoger med varierande utbildning och arbetserfarenhet men har det gemensamt att arbeta inom samma storstadskommun. Empirin samlades in med kvalitativ intervjumetod.Studiens viktigaste resultat visar att de intervjuade pedagogerna arbetar målmedvetet med att skapa och omskapa miljö och material allt efter barnens intressen och behov. De redskap som pedagogerna använder i sin verksamhet och i syfte att utveckla barns matematiska förståelse är redskap som barnen på ett lekfullt sätt kan sortera, para ihop, bygga och konstruera med, räkna antal, samt arbeta med rumsuppfattning. Alla pedagogerna arbetar med matematik som kan kopplas till de sex matematiska aktiviteterna: räkna, lokalisera, mäta, konstruera, lokalisera och förklara. Studien visar också att pedagogerna skapar matematiska aktiviteter i samråd med barnen och, för barnen, i meningsfulla sammanhang. Enligt de sex pedagogerna behövs det skapas en lugn miljö med tydlig struktur som utmanar barnen i deras matematiska lärande.De slutsatser som kan dras av resultaten är att pedagogerna i de aktuella förskolorna är väl förberedda för att uppfylla förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse.
4
Lindahl, Sarah. "Preschool teacher attrition : A phenomenological analysis of five interviews with former preschool teachers." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27566.
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The Swedish early childhood education system is world renown for having one of the best child-centered educational curriculums, but retaining preschool teachers continues to be an issue. There are simply not enough preschool teachers to meet demands and as a result, Sweden cannot afford to lose any of the professionals that are currently working in the field. This study intends to investigate the question: What leads preschool employees to seek new employment opportunities? Five taped, semi-structured interviews with former preschool teachers and a phenomenological analysis of the gathered empirical data intend to provide insight to this question. Hopefully with this data it might be possible, with a few changes to the existing system, to entice some of these qualified, experienced preschool teachers back into the field. The results of the interviews seem to suggest that the preschool teachers are frustrated with the organizational factors of the preschool, whether it be lack of opportunities for professional development or unmanageable job duties stemming from perceived large child groups. This frustration seems to be in spite of general feelings of pride for the profession as a whole. These former preschool teachers tend to reason that guaranteed small child groups and opportunities for continued professional development could be the key to retaining qualified, experienced preschool professionals.Svenska förskolor är kända över hela världen för sin höga kvalitet, men att behålla erfarna förskollärare är en stor utmaning. Sverige har helt inte råd med att många utbildade förskollärare väljer att lämna yrket då det redan i dag finns för få utbildade förskollärare för att uppfylla myndigheternas krav. Studien ämnar undersöka vilka olika faktorer som påverkar förskollärares beslut att lämna yrket. Med fem inspelade, semi-strukturerade intervjuer med före detta förskollärare samt en fenomenologisk analys av data hoppas jag kunna ge en djupare förståelse för problemet och med några små förändringar av det nuvarande systemet hoppas jag kunna locka förskolä̈rare tillbaka till yrket. Resultaten av intervjuerna pekar mot en upplevd frustration vad gäller organisatoriska faktorer på verksamhetsnivå. Detta beror delvis på få utvecklingsmöjligheter för lärare och delvis på orimliga krav på förskollärare som tar hand om stora barngrupper. Upplevd frustration med organisatoriska faktorer står i kontrast mot stolthet över förskolläraryrket i sig. Förskollärarna i studien skulle komma tillbaka till yrket mot ett löfte om mindre barngrupper och kontinuerliga utbildningsmöjligheter prioriteras.
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Sonmez, Sema. "Preschool Teachers'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609188/index.pdf.
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This study aims to explore preschool teachers'attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers'
toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara during the second semester of 2006-2007 academic years. The data were collected by administering Early Childhood Teachers'
Attitudes toward Science Teaching Scale (ECTASTS). Analysis of the data indicated that there is a statistically significant relationship between preschool teachers'
attitudes toward science and the frequency of science activities that they provide in the classroom. Also, all factors were found highly related with the teachers'
attitudes toward science teaching and the frequency of science activities except for age and in-service training.
6
Borgstam, Allison. "Preschool Teachers of Tomorrow : The trajectories, perception, and intentions of Sweden’s preschool student teachers." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444050.
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This paper focuses on preschool student teachers in Sweden. Underpinned by Pierre Bourdieu’s sociological concepts, the motivations and trajectories which led them to enter the preschool teacher field, their perception of their education, and how they plan to teach once they become teachers is specifically researched in relation to social origin. Preschool teacher education has undergone many changes in recent decades which have led to higher academic demands in a field which is not traditionally theoretically based, and little research which looks into how this affects those training to become preschool teachers has been done. Through a survey of 125 respondents and seven interviews with students at two different university-colleges, the students are discussed based on their different types of capital and social origin. The life trajectories and habitus, which are shaped by their capital and social origin, is explored to describe their perception of their education and their opinions on how they plan to teach their students once they graduate. By doing so, the study reveals the pattern of trajectories which lead people to preschool teacher education occurs through either a break from their low social origin or through choices which took them further away from their high capital assets and led them to preschool teacher education as a last option. Differences in perception of preschool teacher education and the increased academic demands made on them is also seen to be characteristic based on those with a social origin with high capital assets against those who grew up with little to no capital. Finally, it is shown that regardless of social origin the high academic demands placed on preschool teachers does little to change their perception of what and how a preschool teacher should educate.
7
Whynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.
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Ozturk, Elif. "Exploring The Change In Preschool Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612759/index.pdf.
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The aim of this study is to investigate the changes in early childhood teachers&rsquoviews about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo
views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the Ç
ayyolu district of Ankara. The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo
views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo
activity plans were examined based on the themes emerged from the pre- and post-interviews. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.
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Walker, Karen Elledge. "Preschool Teachers’ Constructions of Early Reading." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500020/.
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Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning to read. Six preschool teachers, with a variety of personal, educational, and professional experiences, from four diverse early childhood programs in the North Texas area were interviewed over a nine-month period during which each participant was interviewed for approximately three hours. Through systematic, inductive analysis, three themes were identified under an overarching theme of the interdependent and relational nature of early reading influences: out-of-school interactions, in-school interactions, and interactions with text. Without exception, these teachers referred to their life experiences as influencing their approach to teaching in general and to teaching reading in particular. The goals these preschool teachers had for their students and their instructional decisions were indications of their unique and evolving constructions of early reading and are absolutely grounded in their practice – in their life experiences and in their daily interactions with children. This study suggests that stakeholders should remember that these practical experiences are a primary influence on how preschool teachers think about early reading and the process of learning to read.
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Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.
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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.
Books on the topic "Preschool teachers"
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Beaty, Janice J. Skills for preschool teachers. 7th ed. Upper Saddle River, N.J: Merrill, 2004.
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Beaty, Janice J. Skills for preschool teachers. 5th ed. Englewood Cliffs, N.J: Merrill, 1996.
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Beaty, Janice J. Skills for preschool teachers. 3rd ed. Columbus: Merrill Pub. Co., 1988.
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Cohen, Nowak Nancy, ed. The Jewish preschool teachers handbook. Denver: A.R.E. Pub., 1991.
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William, Ayers. The good preschool teacher: Six teachers reflect on their lives. New York: Teachers College Press, Teachers College, Columbia University, 1989.
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Gretchen, Reynolds, ed. The play's the thing: Teachers' roles in children's play. 2nd ed. New York: Teachers College Press, 2011.
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O'Sullivan, Barbara. Staff orientation in early childhood programs. St. Paul, MN: Toys 'N Things Press, 1987.
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Riandey, Dominique Auzou. Les enjeux du métier d'éducateur de jeunes enfants. Issy-les-Moulineaux: ESF, 2007.
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Alvestad, Marit. Den komplekse planlegginga: Førskolelærarar om pedagogisk planlegging og praksis. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 2001.
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Smak, Ewa. Nauczyciel wczesnej edukacji. Opole: Wydawn. Uniwersytetu Opolskiego, 2009.
Find full textBook chapters on the topic "Preschool teachers"
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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "Conceptualizing Preschool Teachers’ Knowledge for teaching Geometry." In Preschool Geometry, 87–100. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_7.
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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "Enhancing Preschool Teachers’ Knowledge for Teaching Mathematics." In Preschool Geometry, 101–18. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_8.
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Levenson, Esther, Dina Tirosh, and Pessia Tsamir. "Tasks in the Professional Development of Preschool Teachers." In Preschool Geometry, 119–28. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_9.
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Pohlmann-Rother, Sanna, Franziska Wehner, and Jens Kaiser-Kratzmann. "Transitions to Primary School: School Entry Decisions, Parents’ and Teachers’ Ideas About School Readiness, and Cooperation Between Preschools, Primary Schools, and Parents." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence, 191–217. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_7.
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AbstractIn the present project of the BiKS-3-18 ‘Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age’ longitudinal study, quantitative and qualitative methods were used to study the transition from preschool settings to primary school. The focus was on the ideas about school readiness among parents, preschool teachers, and primary school teachers, on parents’ school entry decisions, and on cooperation between preschools and primary schools. The results show that parents, preschool teachers, and primary school teachers have similar ideas about school readiness, with some variance between the groups of respondents regarding the importance of the various criteria. Parents’ school entry decisions are based on criteria that vary in prominence depending on the time of school entry. Moreover, parents with a migration background tend to oppose delayed school entry. Furthermore, the results show that children enrolled early have lower skills than their classmates in the first year of school. Children enrolled late are consistently considered to have better skills than their classmates. Most parents are satisfied with their school entry decision. Cooperation between preschools and primary schools mainly takes place at a low level.
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Sumpter, Lovisa. "Preschool Teachers’ Conceptions about Mathematics." In Views and Beliefs in Mathematics Education, 55–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_5.
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Schwartz, Mila. "Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents." In Preschool Bilingual Education, 1–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.
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Pramling Samuelsson, Ingrid. "A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool." In Methodology for Research with Early Childhood Education and Care Professionals, 21–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14583-4_2.
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AbstractThis chapter reports on research that is foundational to much of the work carried out by the members of the network responsible for this volume (Wallerstedt, Brooks, Ødegaard & Pramling, this volume). The aim of the two studies I will discuss here was to determine whether a metacognitive approach to children’s learning supported children’s sensemaking in preschool. Four preschools were followed, of which two received feedback on their metacognitive dialogues with children from the researcher and two were followed with no feedback, serving as the comparison group. A replication with more groups and teachers was later conducted, with similar results. The development approach consisted of teachers and researchers meeting regularly to jointly discuss the approach to teaching and the content to work with. The content was based on earlier research on how children make sense of different phenomena and content areas. The researchers visited the participating preschools and video-recorded when the teachers carried out activities with children. Afterwards, the recordings were discussed with the teachers. The participants also met once a month to discuss central questions. What development research means in this case will be discussed, as will what contributions the studies made to research (theory) and the development of pedagogy (preschool). There is also a parallel process between teachers and children that will be highlighted. Perhaps one can see this kind of developmental study as the first step towards praxis-oriented research.
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Lugossy, Réka. "Whose Challenge Is It? Learners and Teachers of English in Hungarian Preschool Contexts." In Preschool Bilingual Education, 99–131. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_4.
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Andúgar, Ana, and Beatriz Cortina-Pérez. "EFL Teachers’ Reflections on Their Teaching Practice in Spanish Preschools: A Focus on Motivation." In Preschool Bilingual Education, 219–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_8.
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Ferholt, Beth, Monica Nilsson, and Robert Lecusay. "Preschool teachers being alongside young children." In Rethinking Play As Pedagogy, 17–32. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429454042-2.
Full textConference papers on the topic "Preschool teachers"
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.
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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Vulic, Tatjana, and Marija Vujovic. "THE MEDIA IN PRESCHOOLS: THE ATTITUDES OF TEACHERS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-146.
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The media in the modern era influences all segments of society, and have an important role in the education and upbringing of children. A teacher is no longer the only source of information and the work of all educators is increasingly influenced by information that children learn through mass media. The aim of our research is to investigate the application of media in educational work. The purpose of the study was to examine the attitudes of teachers on the type of media they prefer to use in educational work in preschools. The survey was conducted on a sample of 217 preschool teachers in urban and rural areas in Serbia. The starting hypothesis of this research is the assumption that teachers prefer using the television in their work with preschool children, and that there is significant difference in the preferences of teachers regarding the type of media that is appropriate for use with preschool children, depending on the level of teachers' education, experience and age, as well as in relation to urban and rural areas. The research has shown that the mass media are represented in the framework of educational work in preschools. Educators believe that traditional media is still dominant, and to a lesser extent, they mention the use of the Internet and the new media. The results show that there is a statistically significant difference in the attitudes of teachers in relation to the location of their preschool (urban and rural area). Specifically, the media is better utilized in urban compared to rural areas in Serbia. The use of technologies is limited because of the financial crisis, unbalanced development of urban and rural areas and the lack of appropriate training of teachers.
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Botić, Mladen. "Informaciono-komunikacione tehnologije u aktivnostima upoznavanja okoline." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.475b.
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The paper investigates the use of ICTs in preschool children’s activities of getting to know the surroundings which are based on project learning in different life situations. It enables preschool teachers to start the discussion, using the combination of speech, photos, as well as e-material, to introduce children to a new topic, to provide children with explanations and to influence the development of children’s digital literacy. The aim of the present paper is to identify the use of ICTs in preschools. The general assumption is that these technologies greatly contribute to the efficiency of the implementation of getting-to-know-the-surroundings activities. The specific assumptions refer to preschools being differently equipped with ICTs; ICTs are used differently by different preschool teachers in these activities or some of their stages; the preschool teachers’ evaluations are not significantly influenced by their work experience and academic degree levels.To confirm this, the research was conducted in March 2023, on the sample of 104 preschools teachers in Zlatibor region. The data collected by Scaler – IKT-AUO ( = .856) and processed by means of descriptive statistics confirmed all the hypotheses of the research. Based on the obtained results, the paper provides a number of pedagogical implications which suggest the need for preschool teachers’ professional development aimed at improving their digital competencies for using ICTs in preschool education.
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Stefanescu, Valeriu, Cornelia Stefanescu, and Oana Stoican. "TEACHERS' DIGITAL LITERACY TRAINING IN PRESCHOOL EDUCATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-139.
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The use of new technologies in teaching proves its efficiency provided that teachers receive proper training in this area. It is also necessary for the teacher to adapt the electronic resources available to the age of students and their learning needs. New computer skills in kindergarten are focused on issues related to teacher training (the ability to use the computer, the characteristics of the subject they teach, the age level of students), to the available material basis (the access to ICT equipment, the number of computers and other equipment, ICT equipment placement in special purpose spaces, reliability, Internet access, networking, diversity and quality of educational software), to their personality structure (positive attitude and open to the utility of new technologies, professional experience ) but also to the institutional needs (supporting the school organization the teacher belongs to, both technically and in terms of educational or scientific, the dynamic culture of the educational organization characterized by disseminating of best practices). The premise behind the present study was the idea that the integration of ICT in preschool education is conditioned by three important elements: initial and continuous training of teachers, teachers' attitude towards ICT as well as the conditions or the actual context of the integration of ICT. Our study is an investigation conducted on a representative sample of preschool teachers and aims to highlight the ways in which they have formed and develop their digital skills, but also the ways in which these skills are put into practice in the course of instructive teaching activities with preschoolers.
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Stamatović, Jelena, and Nataša Nikolić. "Obrazovanje vaspitača za partnerski odnos sa porodicom." In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.143s.
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A partnership between preschool educators and parents is a necessity of modern preschool education. The pillars of the initiation and development of this process are certainly preschool teachers who have the necessary competencies. Basic education and training must provide educators with the opportunity to develop these competencies and adopt positive attitudes about them. Our paper aims to examine how future preschool educators estimate their competencies for establishing partnerships with parents. The research sample comprised first-year and fourth-year students of five education and pedagogy faculties in Serbia, or, more precisely, students involved in preschool teacher training programs (156 students). A scaling technique and an assessment scale as an instrument were applied. The results show that future preschool teachers have, for the most part, positive attitudes about competencies that allow teachers to establish and maintain positive relationships and communication with parents, provide support, and jointly participate in educational activities, as the basis for partnership. The fourth-year students assessed their competencies higher than the first-year students. The teachers’ competencies for supporting parents in involving children in extracurricular preschool activities in their local communities were assessed as the least developed.
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Šūmane, Ilze, and Līga Āboltiņa. "Future Preschool Teachers’ Experiences of Mutual Learning in the Work Environment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.62.
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One of the main tasks of teachers is to improve their professional competence, which begins with their education prior to teaching. During the education process, when the identity of a future teacher is formed, their attitude should include a commitment to continuous professional development. Therefore, teacher training programmes aim to increase young teachers’ readiness to engage in the development of their professional competences throughout their working lives. One of the best approaches to professional development is learning in the workplace as part of a team (i.e. mutual learning between employees). Pre-primary learning is important because a common understanding of the existing educational institution and a desire to learn from one another promote change in teachers’ personal approaches and in educational institutions at the organisational level. The theoretical framework of this research consists of theories on social learning, mutual learning, characterisation of preschool teachers’ professional competence in knowledge, skills, values and social behaviour and unity. Notably, it has been found that preschool teachers learn best and gain experience by learning from one another in their communities, which is reflected in their practices. This research aimed at examining the experience and opinions gained during the pedagogical practice of future teachers regarding the opportunities, advantages and disadvantages of mutual learning. The research methods included a literature review, and content analysis. The sample included 280 students from a preschool teacher study programme. This study uses a qualitative research method and the qualitative data processing programme NVivo. The results show that prospective teachers have developed different experiences of mutual learning during the implementation of study practice tasks. In general, students describe mutual learning in relation to the theoretical principles acquired in the study process.
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Zheng, Xiaoying. "Preschool Teachers' Short-term Training Strategy based on Teacher Needs." In 2015 International Conference on Education Technology, Management and Humanities Science (ETMHS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/etmhs-15.2015.130.
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Nikolaou, Eleni, Vasileios Papavasileiou, Nikos Andreadakis, Agapitos Xanthis, Yota Xanthacou, and Maria Kaila. "PROMOTING PSYCHOLOGICAL RESILIENCE: PRESCHOOL TEACHERS' PERSPECTIVES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202182.
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Sigurdardottir, Ingibjorg. "Preschool Teachers Communicating Values to Children." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571690.
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Kudek Mirošević, Jasna. "Creating a Stimulating Inclusive Environment in Preschool Teaching." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.359km.
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It has been proven that only high-quality services of competent preschool teachers lead to benefits, whereas low quality services have a significant negative effect on children and society overall. If preschool teachers are competent for planning and creating stimulating, acceptable and inclusive activities, the effect is evident not only in the child’s overall development, but also in the quality of their own work and the preschool institution in general. The questionnaire on creating an inclusive environment was distributed to 204 preschool teachers working in early childhood education institutions in Croatia. The aim was to examine the extent to which preschool teachers plan and create an inclusive environment in early childhood institutions with emphasis on offering educational support and development of social skills and habits in children. The statements were interpreted and elaborated through a qualitative analysis of frequencies. The results show preschool teachers’ high awareness of creating an inclusive environment, though there is still lack of methods for adapting work with children with special educational needs. Reforms should certainly give priority to issues of quality and continuous professional development of preschool teachers.
Reports on the topic "Preschool teachers"
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Fee, Kyle D. Using Worker Flows to Assess the Stability of the Early Childcare and Education Workforce, 2010-2022. Federal Reserve Bank of Cleveland, January 2024. http://dx.doi.org/10.26509/frbc-cd-20240119.
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Turnover is a particular problem among childcare workers and less so among preschool and kindergarten teachers. In 2022, turnover in childcare work was about 65 percent higher than in a typical job, while attrition among preschool and kindergarten teachers was on par with the typical occupation.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.
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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.
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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Tian, Xiaoling. Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.470.
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Dominguez, Ximena, Regan Vidiksis, Tiffany Leones, Danae Kamdar, Ashley Lewis Presser, Marcia Bueno, and Jillian Orr. Integrating Science, Mathematics, and Engineering: Linking Home and School Learning for Young Learners. Digital Promise, April 2023. http://dx.doi.org/10.51388/20.500.12265/180.
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This report describes the co-design of a preschool science program, Early Science with Nico & NorⓇ, with partner teachers and families, curricula and media developers at GBH, and Digital Promise and EDC researchers. It also summarizes findings from a field study to understand how teachers and families utilized the resources at school and home to promote STEM teaching and learning.
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Rondón, Carlos, Marcelo Cabrol, and María Soledad Bos. A New Context for Teachers in Latin America and the Caribbean. Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0009037.
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School attendance in Latin America and the Caribbean (LAC) has increased exponentially in the last two decades, almost every child goes to primary school and access to preschool and high school is fast catching up. This increase in access has been mostly led by more attendance to school of previously excluded children and youth -poor, rural and indigenous populations-, which has created a heterogeneous pool of students with very diverse needs, abilities and interests. Based on descriptive statistics on increased access to education and some learning and life outcomes, this paper discusses in detail how the new roles called upon teachers can help improve the quality of education in LAC. This paper concludes with some promising examples on how countries and international organizations are attempting to create a teaching force that can fulfill these roles.
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Melnick, Hanna, Emma García, and Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/826.674.
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In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.
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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.
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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5960.
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VEDESHKINA, NATALIA A., and VALENTINA A. MAXIMENKO. COMPUTER GAME "THE WAY TO A SECURE INTERNET". SIB-Expertise, November 2023. http://dx.doi.org/10.12731/er0743.18112023.
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The computer game "The Way to a secure Internet" was created by teachers of the MDOU "D/ s № 73" of Magnitogorsk on the cross-platform environment for the development of Unity computer programs. The game is aimed at older preschool children. It is aimed at the formation of life skills of students in the information society in order to ensure the information security of children. The main educational material is the selection of rules for safe behavior when using the Internet information network by students, taking into account the peculiarities of children's perception of information. The plot of the game situation and the algorithm of sequential actions of the user in order to move from one level to another suggest the following stages of the educational course and, accordingly, game tasks for the player: get and assimilate information about the dangers on the Internet, listen (read) the rule about safe behavior on the Internet, get acquainted with the game situation, choose the right solution, applying the rule about safe behavior on the Internet. The introductory information contains options for dangerous situations in which a child may find himself in the real world with incorrect communication on the Internet. The information included in the training information introduces preschoolers to the rules of safe behavior on the Internet. The control of the assimilation of educational material is presented at the game level of solving a problem situation. When choosing an answer, the game reality is realized in one of two directions: the correct answer - the training material is learned – the player moves to the next level; the wrong answer – the training material is not learned – the player returns to the level of familiarity with the rule. The system of criteria for evaluating user behavior during the implementation of an interactive game is expressed in the accumulation of bonuses (presented in the form of stars that appear on the playing field in the process of solving game problems).