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1
Ozturk, Elif. "Preschool Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609233/index.pdf.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
Full textAbstract:
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.
5
Sonmez, Sema. "Preschool Teachers'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609188/index.pdf.
Full textAbstract:
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.
Full textAbstract:
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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8
Ozturk, Elif. "Exploring The Change In Preschool Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612759/index.pdf.
Full textAbstract:
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.
9
Walker, Karen Elledge. "Preschool Teachers’ Constructions of Early Reading." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500020/.
Full textAbstract:
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.
10
Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.
Full textAbstract:
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.
11
Young, Danielle Marie. "Program Evaluation of Behavior Management Training for Preschool Teachers: Teacher Outcomes." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1440.
Full textAbstract:
Teachers are required to manage difficult behaviors within their classrooms with limited support and resources. Additionally, there is not a lot of research that has been completed looking at teacher attitudes or how children’s behavior impacts them personally. The current study looks at teacher outcomes based upon an evidence-based teacher training program. The teacher training was implemented at the Western Kentucky Head Start. Teachers’ job stress and self-efficacy were measured before the training, after the training, in the fall, and in the spring. In addition, standardized observations were completed, looking at classroom climate and management, in the fall and spring following the training. There were no significant differences among Pretest, Post-test, fall, or spring data for measured job stress or self-efficacy. Based upon observation results, Positive Climate significantly increased from fall to spring and Concept Development significantly decreased. Teacher’s attitudes and perspectives are extremely important as they provide the general climate of the classroom. Continued research should be completed to assess teacher outcomes and how these outcomes impact the overfull functioning of the classroom and success of students.
12
Yilmaz, Simge. "Pre-service And In-service Preschool Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613025/index.pdf.
Full textAbstract:
This research aimed at investigating pre-service and in-service preschool teachers&rsquoviews regarding creativity in early childhood education by determining similarities and/or differences among their views. The data of the study was gathered from 10 pre-service and 11 in-service teachers by asking their views about creativity in early childhood education. This study has been realized by the qualitative research method and the data was gathered through a type of interview, namely focus group technique. The seven basic interview questions developed by Aslan &
Cansever (2009) for primary school teachers were rephrased considering early childhood education context. In the data analysis procedure, four basic themes were constituted: &ldquo
teachers'
views on creativity&rdquo
, &ldquo
teachers'
views on creative people&rdquo
, &ldquo
teachers&rsquo
views on the importance of creativity in early childhood education&rdquo
, and &ldquo
teachers&rsquo
views on the obstacles to creativity in early childhood education&rdquo
. The results demonstrated that although every participant had their own creativity definitions, they agreed on some common ideas about creativity. The participants were aware of the value of creativity in preschool education and they stated that they prepare and implement creative activities to nurture children&rsquo
s creativity as well as stating that there are many obstacles to achieve this goal. They indicated that these obstacles are mostly based on school administrators, teachers, and parents. Moreover, it was concluded that the most striking difference between pre-service and in-service early childhood teachers&rsquo
views was the fact that unlike in-service teachers, only the pre-service teachers gave some recommendations to tackle with the obstacles to children&rsquo
s creativity.
13
Lloyd, Sharon Henry. "Preschool Teachers' Attitudes and Beliefs Toward Science." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3175.
Full textAbstract:
In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.
14
Tufekcioglu, Arzu, and Sinik-Panic Duska. "Music in preschool - a qualitative study of teachers use of music in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29712.
Full textAbstract:
Syftet med vår studie är att synliggöra förskolepedagogers inställning till och användande av musik som ett pedagogiskt redskap i förskolan. För att samla relevanta empiriska data har vi använt intervju och observation som metoder. Urvalsgruppen består av 6 pedagoger från två förskolor. Vi har valt att undersöka en förskola med musikinriktning och en som inte har någon speciell inriktning.I vår undersökning har vi kommit fram till intressanta resultat så som att pedagoger har positiv inställning till musik och använder musik i sitt pedagogiska arbete både som mål och pedagogiskt medel. I båda förskolorna använder pedagoger musik för att det gynnar barns språkutveckling, sociala och emotionella utveckling. Musik används som ämnesintegrerande verktyg och det ökar barns inflytande och delaktighet i den dagliga verksamheten. Det verkar även lugnande på barnen.
15
Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.
Full textAbstract:
The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it. While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves. The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.
16
Arnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.
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17
Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.
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18
Ramli, Liza Isyqi Binti. "Attitudes of preschool teachers towards the introduction of Inclusive Education (IE) in Malaysian government preschools." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19566/.
Full textAbstract:
The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framework based on the combination of ecological system theory (Bronfenbrenner, 1979) and the three-component model of attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore teachers’ attitude. 421 preschool teachers in one Malaysian state completed a survey and 18 took part in a semi-structured interview. The findings indicated that the preschool teachers in this study feel that they are generally prepared for implementing IE. However, the qualitative data revealed many barriers to the implementation of IE that influenced teachers’ attitudes. Factors such as skills and training, resources and facilities as well as knowledge and awareness about IE and children with special educational needs (SEN) are highlighted in this study. This study highlights the importance of knowledge and understanding of IE, teachers’ skills and abilities and the values and commitment needed from every agency. Recommendations address improvements to in-service teacher professional development and pre-service teacher education courses as well as the upgrading of school facilities. Most importantly, this research suggests that there is a need to raise awareness and increase knowledge about IE and SEN through strengthened collaboration between parents, specialists, schools and society.
19
Ruto-Korir, Rose Cheptoo. "Preschool teachers' beliefs of developmentally appropriate educational practices." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-155439.
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20
Kaya, Rukiye. "The Attitudes Of Preschool Teachers Toward Parent Involvement." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608952/index.pdf.
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Recent studies show that parent involvement in schools increases students&rsquoacademic achievements, and it has many benefits for parents, teachers, children, schools and the community as a whole. Teachers are one of the most important components of parent involvement and their attitudes toward parent involvement are significant. Unfortunately, all around the world, and especially in Turkey, there are not enough studies measuring various aspects of preschool teachers&rsquo
attitudes toward parent involvement. This study was designed to see whether differences exist in preschool teachers&rsquo
attitudes, who work in public and private schools toward parent involvement, to determine the affects of school type, educational level, graduated program, experience, income, number of students, age group, taking course on parent involvement and preparation to parent involvement by means of course/s, in-service education, sending newsletter, and frequency of sending them on teachers&rsquo
attitudes of parent involvement and to examine whether there were differences in attitudes of teachers with different self efficacy levels. Preschool teachers were asked to complete &ldquo
The Attitudes of Teachers toward Parent Involvement Scale&rdquo
that includes six subscales all of which were supposed to measure the attitudes of teachers toward parent involvement. The subscales included to the study were: teacher beliefs about parental involvement, teacher self-efficacy for teaching, teacher beliefs about parents&rsquo
efficacy for helping children succeed in school, teacher beliefs about the importance of parent involvement practices, teacher reports of parent involvement and teacher report of invitations to parental involvement. The sample of study consisted of preschool teachers working with children between the ages of 3 and 6 and working in public and private schools of Ankara. 169 preschool teachers from public schools and 121 preschool teachers from private schools in Ankara comprised the total sample. The results revealed that there were not significant differences between the attitudes of public and private school teachers with respect to first five subscales. Educational level of teachers was found effective in the attitudes of teachers only for the fourth subscale. The effect of experience, age group of children, and courses taken on parent involvement on attitudes were only reported for the last subscale. Finally, sending newsletters was found to have an effect on attitudes toward parent involvement for the last two subscales and for frequency of sending newsletters, it was reported that there were differences between the attitudes of teachers with respect to second and last subscales. Graduated program, income, number of children, preparation by means of courses and in-service training did not have an effect on teachers&rsquo
attitudes toward parent involvement. The last finding was related to the difference in the parent involvement attitudes of teachers with lower, middle and higher self efficacy. The results yielded that teachers with higher self efficacy held more positive attitudes on the first two subscales than the ones with middle and higher self efficacy. For the last three subscales, no differences were found. Limitations of the present study, implications for practice and finally recommendations for further studies were offered.
21
Wong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.
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22
Aljashaam, Hanadi. "Creativity in Saudi Arabian preschool settings : teachers' perspectives." Thesis, University of Hull, 2017. http://hydra.hull.ac.uk/resources/hull:17104.
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The study aimed to explore the perspectives on creativity among preschool teachers in the Kingdom of Saudi Arabia (KSA). Creativity has gained enormous attention in recent years in education. With all the emphasis being placed on creativity in many parts of the world, it has not been largely explored in Saudi Arabia. Childhood education provision in Saudi Arabia has increased in the last thirty years. Changes to the preschool curriculum have been on the governmental agenda and the preschool curriculum has undergone some reform through specially commissioned projects (Tatweer, 2016). However, creativity was not considered by these projects and it is not on any educational plan for development in the KSA. Qualitative methods were applied, and data were collected through semi-structured interviews and observations, to explore the different perspectives held by a range of female preschool teachers in the KSA. The sample comprised of twenty early childhood practitioners from four different preschool settings, two private and two public schools. The analysis of the narrative data sources was undertaken using the Nvivo software, where all the meaningful components of data from interviews and observations was coded and assembled into themes. The researcher then followed the interview results with observation outcomes to counter and minimise any impact on the participants as well as the data. The information was then integrated in the interpretation of the overall results. Findings from both the interview and observation qualitative analysis processes indicated many different perceptions of creativity were held by the preschool teachers. Three common perceptions emerged, that were found to describe creativity as being artistic, being intelligent and being gifted and unique. Significantly, creativity was linked with arts and more often with intelligence. Teachers were aware of the importance of their own creativity and its effect on children's creative thinking. Teachers exposed their own understandings of creative pedagogy as they suggested several methods and pedagogical practices to be used in the classroom to enhance the young children's creativity. Surprisingly, teachers from private schools believed that the curriculum focusses more on knowledge more than on skills, as the curriculum is more academically driven. On the other hand, the teachers in public schools considered the national curriculum, the Self Learning Curriculum (SLC), as the best in supporting children's creativity. The majority of teachers, from both public and private sectors, have demonstrated their beliefs about the positive impact classroom structure has on creativity. Most teachers held the view that the classroom in the form of activity corners is the most supportive classroom environment for creativity. The findings have many implications for preschool educators and for professional development in the country under study as well as some recommendations for future studies. In view of the attention given to preschool education by the official authorities in Saudi Arabia, it is hoped that this research will highlight the importance of creativity, its value and relevance for preschool education, with a view to looking at how best creativity can be achieved in preschool education.
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Clough, Melanie Smith. "The Perspectives of Preschool Teachers on Instructional Coaching." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/613.
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The purpose of this study was to examine how teachers describe instructional coaching. Instructional coaching has become a leading form of professional development in educational settings, yet there is a lack of empirical evidence that explains and clarifies it. One aspect of instructional coaching that is not known is how teachers perceive it. In order to gain understanding about instructional coaching, the perspectives of the teachers could provide valuable insight to benefit those involved in the practice. Instructional coaching and the schools where coaching takes place are complex in nature. Through the use of one-on-one interviews, an in-depth look at teachers’ perspectives provided insight into some of these complexities. Fifteen teachers in six child care centers participated in this study.
Two qualitative strategies—inductive analysis (Hatch, 2002) and educational criticism (Eisner, 1998)—were used to analyze interview data from which three themes were formed: (a) instructional coaching is a means of building instructional capacity, (b) instructional coaching requires a supportive environment, and (c) instructional coaching increases children’s learning opportunities. The themes are perspectives from which to view and understand instructional coaching in preschool classrooms.
One conclusion in this study was that all three themes were substantially supported by extant literature and empirical research. The implication for policy and practice is that instructional coaching is contingent upon change and change is difficult due to resistance by teachers and systemic issues. Five recommendations are highlighted in this study: (a) instructional coaches should demonstrate a high level of proficiency in educational knowledge and practice, (b) coaches should be involved in on-going professional development that includes communication training, (c) teacher supervisors should be involved in instructional coaching as
instructional leaders, (d) instructional coaching should be intentional, and (e) instructional coaching should have child learning as its primary focus.
Further research is needed to better understand the perspective of teachers in the field of early childhood education; the perspectives of instructional coaches in the field of early childhood education; and how to effectively involve teacher supervisors in the coaching process to develop teacher leaders and support them to assume the duties and responsibilities of highly effective instructional leaders who influence deep, sustained learning facilitated by problem-solving- and creativity-focused instruction
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Östergaard, Nellie. "Creating a VR experience for stressful preschool teachers." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23961.
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Most people have probably heard of the term Virtual Reality (VR). The computer techniqueVirtual Reality is used to present a virtual world to a user but differentiates itself from othermedia platforms with its’ higher level of immersion. The Virtual Reality movement is startingto expand from the field it has gained the most recognition from, the gaming industry. Newinnovations within Virtual Reality shows the possibilities to explore fields such as healthcare. The results from this have shown great potential and some area of use have even toppedmore traditional medical treatments such as cases of pain relief. The design process of thisstudy have explored this relatively new way of using the VR. The goal has been to investigatehow to design Virtual Reality for a vulnerable target group regarding their health. Preschoolteachers is one of the top occupational groups in the country that produces the most cases ofsick absence. The cause of this derives from mental health issues brought by poor workenvironments. This context is what I chose to investigate in my study.The following text covers my exploration of the field doing research and then using theextracted data together with different theories in psychology and Virtual Reality design tocome up with a design solution to fit my purpose.Keywords: Design, Virtual Reality, Interaction, Preschool, Stress, Restoration
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Persson, Hanna, and Johann Menghesteab. "Preschool teachers views of the placement of material." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30174.
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Detta examensarbete handlar om hur förskollärare resonerar om placering av tillgängligt och otillgängligt material i förskolan. studien är gjord på två förskolor i sydvästra Skåne där vi intervjuat fem förskollärare där varje intervju hölls individuellt. I studien används kvalitativ metod genom semistrukturerade intervjuer för att få svar på frågeställningar. Syftet med denna studie är att undersöka förskollärares resonemang om betydelsen av materials placering utifrån betydelsen av, barnens ålder, genus och rum. Den teoretiska utgångspunkten för studien är hämtat från ett socio–materiellt perspektiv.Resultatet visar att tillgänglighet av material är en viktig aspekt för förskollärare i förskolan. Förskollärarna påpekar samtidigt svårigheter med placering av vissa material Och menar att ”farligt” material som barnen kan skadas av och material som är till för äldre barn placeras högre upp på hyllorna. Placeringen av material beror därför både på ålder och säkerhet för barnen. Resultatet för val av placering utifrån genus visar att förskollärarna strävar för att material ska placeras utan genusinriktning. Resultatet för rummets betydelse för val av placering av material visar att det material förskollärare väljer att ha framme är det ”rumsrena” materialet som är papper, kritor, spel, pussel, små bilar, konstruktionsmaterial som klossar, lego, dockvrå utrustning och utklädningskläder. Andra orsaker till att allt material inte kan vara tillgängligt handlar till exempel om avdelningens utrymme.
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Lung, Bo Kay Polly. "Preschool teachers' attitudes toward children's native language maintenance." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 158 p, 2008. http://proquest.umi.com/pqdweb?did=1605161521&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Wong, Kit-mei. "Preschool teachers' conceptions and pratices of art education." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057842.
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Vito, Cheryl Rita Marie. "Survival guide for preschool teachers in all disciplined areas." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/918.
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McGoron, Francis X. "Efficacy of Preschool Teacher Math Talk." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282050408.
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Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.
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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.
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Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Erden, Emine. "Problems That Preschool Teachers Face In The Curriculum Implementation." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612162/index.pdf.
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This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers&rsquolevel of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers&rsquo
perspectives. In the present study, both quantitative and qualitative data were collected. The quantitative data were gathered through a questionnaire from 223 preschool teachers teaching in public and private kindergartens in Ankara. The qualitative data were gathered through interviews with a group of participants selected from the 223 teachers. One-way repeated measure of ANOVA and multivariate analysis of variance (MANOVA) were employed to analyze the quantitative data. For the qualitative data content analysis was conducted. The results indicated that the most frequently reported issues by the participants were the problems related to evaluation and physical facilities followed by the ones related to planning science and math activities, organizing field trips, providing parent involvement and inclusion. Results showed that the problems related to physical facilities experienced by preschool teachers working in public kindergartens were significantly differed compared to teachers working in private preschools.
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Nguyen-Vu, MyTra Thi. "Preschool Teachers' Decision-Making Process in Reporting Child Abuse." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815780.
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Despite being mandated reporters by law, preschool teachers often fail to report suspicion of child abuse or neglect. Although research has been conducted regarding reasons why teachers do not report, no study has yet examined preschool teachers’ thinking as decisions are being made. Therefore, the purpose of the study was to examine the in-the-moment decision-making process of preschool teachers to report or not report cases of suspected child abuse or neglect. Three research questions guided this exploration of teachers’ responses to cases of possible child abuse or neglect, the reasons teachers give for their responses, and their confidence in the correctness of their decisions to report or not to report child abuse or neglect. The conceptual framework for this study was the ethical decision-making model of Meneghetti and Seel. The research was a phenomenological study using the think aloud protocol of van Someren, Barnard, and Sandberg. Three scenarios of possible child abuse cases were used as the basis for the face-to-face interviews in which 6 lead preschool teachers described their thought processes. The purposeful sample comprised 6 lead teachers in a major city in the United States with children aged 2 through 5. A thematic analysis method and coding strategy were used to answer the research questions. The findings in this study were consistent with the literature in that most of the teachers did not elect to report their suspicion of child abuse or neglect, but were inhibited by lack of clear understanding of what constitutes abuse and neglect, and by a desire for more information. This study contributes to positive social change by indicating a need for more training of preschool teachers in their mandated reporter role, which can result in more confident decision making and greater success in protecting young children.
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Sisson, Jamie Huff. "Professional Identities: A Narrative Inquiry of Public Preschool Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1297272209.
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Sareh, Narges. "Gender differences in preschool teachers' math talk with children." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/82.
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Various studies have found differences in males’ and females’ mathematical achievement, with boys’ achievement scores higher than girls’. However, the difference in mathematical achievement does not appear to exist yet when children are younger (e.g., in preschool or kindergarten), but rather we begin to observe this gender achievement gap in middle school and high school. These findings raise the question about what is happening in pre- and elementary school that may cause this achievement gap to appear. Research suggests that there is a relationship between the amount of teachers’ math talk and preschool children’s conventional mathematical knowledge. Studies suggest that teachers’ math talk is significantly related to the growth of mathematical knowledge. The amount of input boys and girls receive from preschool teachers’ can be one of the causes of the gap in their math achievement in later years. Various studies measured the amount of teachers’ math talk in the classroom however there are very few research that investigated the influence of gender on the amount of preschool teachers’ math talk. The current study investigated the effects of children’s gender on preschool teachers’ math talk. The purpose of the study was to investigate the amount of preschool teachers’ math talk with children as well as the effect of children’s gender on the amount and type of preschool teachers’ math talk. The data was collected as part of another study which aimed to create a database of quality early childhood practices. The participants of the current study were 2 teachers (1 teacher and 1 assistant teacher) in a preschool classroom and the 16 (7 girls. 9 boys) children in their classroom. Permissions were obtained from teachers and children’s families. The teachers were videotaped during the free play time and the videos were coded for the amount and type of math talk using Observational Coding Matrix which is a checklist of 8 different math categories. The results showed a statistically significant difference for the amount of total math talk that boys received comparing to girls, in favor of the boys. Although, boys received more math talk in most of the math categories, the operation was the type in which the gender difference was statistically significant. Although the sample size was small the gender difference was statistically significant, which shows the importance of studies that investigate the gender differences in teachers’ math talk.
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Simba, Danielle, and Johanna Rostek. "Preschool teachers approach in suspected cases of domestic violence." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och kriminologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30287.
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Domestic violence is a public health and international problem. Previous research outlined the extensivity of the problem internationally and the missing approaches of professionals who work with young children. The study aims to explore the methods and routines used by preschool teachers in approaching suspected cases of domestic violence among preschool children in Sweden. The results show that there are only a few available methods and routines given by governmental agencies in guiding the preschool teachers to approach such cases. As an alternative, the preschool teachers themselves develop individual approaches like observation, documentation, and collaboration with different actors involved. The interviews were conducted with semi-structured interviews with four preschool teachers to give a deeper understanding of their knowledge about the topic and experiences with suspected cases of domestic violence and methods and routines. The normalization process theory (NPT) was used to highlight the complexity of modifying methods and routines for complex problems e.g. domestic violence. The method of deductive thematic analysis provided pre-determined themes connected to the theory and new themes emerged from the data during the analysis process.
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Maness, Brandie D. "Preschool Teachers' Perceptions of Children Prenatally Exposed to Drugs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3384.
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With the incidence of prenatal drug exposure increasing, it is important that preschool teachers are prepared and confident in serving the needs of children affected by this exposure. Teachers need more training and education to prepare them for working with children with prenatal drug exposure.
The purpose of this sequential mixed-methods study was to explore the perceptions, training, and shared experiences of preschool teachers when working with 4- and 5-year-old preschool children who have experienced prenatal drug exposure. The researcher invited 77 preschool teachers in northeast Tennessee working in either Head Start or Tennessee Voluntary Pre-K Initiative programs to complete an initial quantitative survey – of which 53 participated. Of the survey participants, 34 reported they might have worked with a child with prenatal drug exposure. Six of those teachers who said they had experience with children with prenatal drug exposure participated in a follow up semi-structured interview with the researcher.
The findings revealed that preschool teachers were favorable toward children with prenatal drug exposure regarding the children’s ability to learn. Preschool teachers were already using many effective interventions (e.g., working one-on-one with the child, offering flexible seating options, repetition of information) that they may have used with other children with special needs, but they were eager for more information about the best way to work with these children. School leaders and those in teacher preparation programs would be excellent advocates in spreading knowledge and translating medical knowledge into resources more applicable to the teaching and childcare profession. It is important that the information become more accessible to all teachers and stakeholders in education.
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Taylor, Shelbi. "Redefining Undervisning for Swedish Preschool : Viewing preschool teachers’ conceptions of teaching through Cultural Historical Activity Theory." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40024.
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Recent reports by the Swedish School Inspectorate have shown preschool teachers’ understanding of their teaching mission to be complex and the responsibility of teaching in preschool, multifaceted. While the school law places responsibility for goal-directed teaching on preschool teachers, the current Swedish preschool curriculum makes no mention of the concept of teaching, defined in Swedish as undervisning. This study examines contradictions between the domains of Swedish preschool education research, policy, and practice as visible in pre-service and in-service preschool teachers’ conceptions of teaching, as it is delineated in the steering documents, and as it is evident in the classroom. The research questions are how do pre-service and in-service preschool teachers conceptualize teaching, as it is defined in government steering documents? What do pre-service and in-service preschool teachers see as evidence of teaching in their classrooms, and how do they determine their role in teaching? Cultural Historical Activity Theory (CHAT) was used to formulate and analyze semi-structured individual interviews of pre-service and in-service preschool teachers to consider the teachers’ conceptions of teaching as a product of the historical and cultural mediated activity system of preschool. Analysis of interview transcripts highlighted how complex not only the practice of teaching is for preschool teachers, but also how there is no consensus around the definition of teaching in Swedish preschools. If preschool teachers are to abide by steering documents and undertake teaching in their practice, there needs to be a new inclusive definition that imparts some clarity to preschool teaching. The new working definition, theorized using Leontiev’s hierarchy of activity, action, and operation, may help researchers, policy makers, and preschool teachers negotiate some of the confusion surrounding how to adopt and adapt teaching into Swedish preschool.
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Hui, Man-yee Mary. "Educating "moral" children observations from a preschool /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35416919.
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Marshall, Esther. "Identity, Power, and Conflict in Preschool Teaching Teams." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6714.
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Despite the common occurrence of teaming in preschool classrooms, very little research has explored the experiences of teachers working in such a context. Due to a high turnover of preschool teachers and a recent change in the educational requirements of lead teachers in Head Start, it is anticipated that the number of young and inexperienced lead teachers is likely to increase. The purpose of this case study research is to illuminate the teaming relationships between young, recently qualified lead teachers and their assistants working together within one classroom. Over the course of a school year, interviews and observations were conducted of two Head Start teaching teams. Five major themes were revealed through data analysis: understanding of roles; organization of work; use and resistance of power; development and management of conflict; and support from within and outside the team. Analysis across the findings of both cases showed that identity and power played a central role in team functioning. The teachers' identities, perceived threats to their identities, and their understanding of the power differential played a significant role in the way the teams organized their work, the way the teachers viewed their roles within the team, and the conflict and support they experienced. Conclusions of the study are discussed through the lens of identity process theory and elements of Bourdieu's theory of power and practice. Implications for teacher professional development and the need for increased institutional support for teaming in preschool is presented.
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McCurry, Nancy Y. "Successful inclusion teachers' needs and supports /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1443/umi-uncg-1443.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Judith A. Niemeyer; submitted to the School of Education. Includes bibliographical references (p. 163-181).
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Li, Linlin. "Parents and teachers' beliefs about preschool inclusion in P.R. China." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1487LinlinLi/umi-uncg-1487.pdf.
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Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Linda L. Hestenes; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 114-123).
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Bagué, Grifoll Janona. "“Children in preschool class have to learn to sit a bit more” : Swedish preschool, preschool class and primary school teachers’ perspectives on the transition from preschool to school." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46542.
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The transition from preschool to primary school is considered by many researchers as being one of the most challenging transitions that children can experience in their educational development. In 1998, in an effort by the Swedish government to facilitate this transition, preschool class was introduced as a voluntary bridge year between preschool and primary school. Changes in school legislation in 2018 made attendance to preschool class compulsory. Despite the introduction of preschool class in the Swedish system, a lack of knowledge and research about the policies and practices in preschool classes for successful supporting this transition has been observed. The aim of the present qualitative study was to characterize preschool, preschool class, and primary school teachers’ understandings of the transition from preschool to primary school as reflected in their teaching practices. Semi-structured interviews were conducted with preschool, preschool class and primary school teachers at one school and affiliated preschool in a town in the South of Sweden. Observations of the preschool class were also conducted. Theories of transition were applied to analyze the teachers’ understandings of the transition from preschool to primary school. All of the participating teachers considered the change to compulsory attendance in preschool class to be beneficial for a successful transition for the children from preschool to primary school. Two key factors were identified that appeared to be consequential for how the teachers understood and worked with children’s transitions: (a) the organizational structures in place to support the teachers’ work, related to the teachers’ ability to coordinate with each other and have access to information relevant to prepare the children for the transition; and (b) the lack of a common pedagogical framework across the preschool and school.
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Oladunjoye, Olayemi Kemi. "iPad and computer devices in preschool : A tool for literacy development among teachers and children in preschool." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92600.
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The title of this thesis is "iPad and Computer devices in Preschool: A tool for literacy development among teachers and children in preschool." The study was an exploration of how teachers and their pupils put iPad and other computer devices into use in early childhood education. This study was a qualitative research study, based on the observation of the pupils and the interviews of the teachers. In this study, observation of the children and interviewing of the teachers over a period of five weeks produced significant results. The children participants in the observation were approximately 60 and they were between the ages of 3 to 6,5 years. Four preschool teachers and one preschool teaching assistant were interviewed in an attempt to substantiate the use of ICT in early childhood education. The overall result of the study was that the teachers’ positive attitude towards iPad helped to enhance and facilitate the development of literacy skills in the children. This study provided evidence of how children created their own learning environment by actively practising their reading, writing, and comprehension skills. It also showed how ICT enhanced social interaction and developed intra-action activities among the children, to a situation that eventually led to the development in their learning.
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Newman, Emma M. "Examining preschool and kindergarten teachers' perceptions of readiness for kindergarten." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538514.
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This study examines differing perspectives on kindergarten readiness as defined by preschool and kindergarten teachers. Data were collected through classroom observations and semi-structured interviews of two preschool and two kindergarten teachers and analyzed using perspectives from the maturational theory, the accountability movement, and the ecological perspective. The literature indicates that there is no single concrete understanding developed by preschool or kindergarten teachers surrounding kindergarten readiness. Results of this limited study indicate that both preschool and kindergarten teachers value social and emotional development, focusing on group and individual understanding, as opposed to a focus on academic development per se.
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Delashob, Jasmine sharmin. "Förskolelärares erfarenheter av utomhuspedagogik : Preschool teachers´ experience of outdoor education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100951.
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Det jag vill belysa med den här studien är vad några pedagoger har för erfarenheter av utomhuspedagogiken i förskoleverksamheten. Vad syftet är enligt pedagogerna med utomhuspedagogiken, vilka begränsningar innefattar utomhuspedagogen, vilken inställning pedagogerna har till ämnet samt hur de kopplar detta till förskolans läroplan. För att få fram detta material har kvalitativa metoder med intervjuer används. Detta för att uppsatsen bygger på pedagogernas egna uppfattningar och erfarenheter av ämnet. Intervjuerna genomfördes i tre olika förskolor, två till tre pedagoger ur varje förskola, i en mellanstor stad i Sverige. Sammanlagt var det åtta pedagoger som deltog i undersökningen. Min teoretiska bakgrund innefattar tidigare forskning, doktorsavhandlingar samt förskolans läroplan. I den här uppsatsen har jag valt att utgår från den sociokulturella synen på lärande eftersom barn ses som kompetenta individer som lär i en social gemenskap och att de konstruerar sin egen kunskap utifrån sina erfarenheter. Jag har sedan gjort analyser av mitt material från undersökningen och kopplat det till teoribakgrunden. I resultatet framkommer det att användningen av utomhuspedagogik i förskoleverksamheten varierar beroende på lärarens egen inställning till detta arbetssätt. Vissa pedagoger går ut högst två till tre gånger per vecka medan andra arbetar ute dagligen. Analysen visar att för en kategori av pedagoger är det en självklarhet att vara ute och de har den inställningen att det är att bara komma ut. En annan kategori arbetar planerat i projekt som kan bedrivas både inomhus och utomhus, medan en annan föredrar att vara inomhus. Det framkommer i analysen att det finns olika fördelar med utomhuspedagogiken, nämligen barnen kan arbeta i olika miljöer, använder både kropp och samtliga sinnen, får enskilt eller i grupp undersöka, utforska, upptäcka och experimentera olika ting. Förutom detta nämns det att barnen kan praktisera de teoretiska delarna och få konkreta erfarenheter och kunskaper av olika saker som de läser om eller arbetar med. Sedan visar den här studien att det förekommer hinder eller brister i utomhuspedagogiken, såsom med alla andra arbetsmetoder eller undervisningssätt. Pedagogerna i denna studie hävdar att hinder i form av att barnen inte har kläder efter väder, ekonomiska hinder, personalresurs, för stora barngrupper, gården och att vädret kan vara ett hinder för de mindre barnen, förekomma. Studien framhåller sedan, att användingen v läroplanen varierar mellan pedagogerna. En del pedagoger har läroplanen som går hand i hand med de aktiviteter de planerar för barnen och andra har det bara i baktanken. Undersökningen visar att majoriteten av pedagogerna anser att utomhuspedagogik är en del av deras verksamhet och det framkommer också att majoriteten av pedagogerna har en positiv inställning till utomhuspedagogiken och anser att den kan användas både för fri lek och pedagogisk verksamhet. Barnen får ett konkret, plats- och erfarenhetsbaserat lärande, vilket bidrar till mindre ytliga inlärningssituationer. Sedan kommer diskussionen, där diskuteras uppsatsens resultat iförhållande till litteraturgenomgången.
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Yuan, Lin Pei, and 林珮媛. "Han Preschool Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/wnzf47.
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Liu, Yi-Yi, and 劉乙儀. "The Relationship Between the Preschool Teacher Leadership and Preschool Teachers’ Professional Development." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/99217852165740928869.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系碩士班
101
The purpose of this study was to investigate the relationship between the preschool teacher leadership and preschool teacher’s professional development. It was an empirical research base on examines the preschool teacher leadership and preschool teacher’s professional development. The Questionnaire Survey was used in this study to explore the current states, relationships and anticipations of the preschool teacher leadership and preschool teacher’s professional development. The questionnaire of the preschool teacher leadership and preschool teacher’s professional development was used in this study. The data collections toward exploratory factor analysis find out five factors: the leader of new teacher, the experience participator of administration, the leader of the course teaching, the convener of the professional group and an assistant of parent education in the leadership of preschool teacher. Besides, the parts of preschool teacher’s professional development point out four knowledge factors: the early childhood and education, the administration, the classroom management and the explorative integration. 231 preschool teachers in the central of Taiwan were the participants. Data analysis was conducted by using descriptive statistic, t-test, one-way ANOVA, Pearson correlation analysis and multiple regression analysis. The results found out: 1.The mean value of an assistant of parent education in the leadership was much higher in the preschool teacher leadership; the mean value of the early childhood and education was high in preschool teacher’s professional development. 2.There was a significant difference on the effect of the preschool teacher leadership on ages, seniority, the educational background, the post of teacher and the location. However, there was no significant difference on preschool teacher''s certificate and a scale of preschool. 3.There was a significant difference on effect of the different posts of teacher and the preschool teacher''s certificate on the preschool teacher’s professional development; afterwards, there was a significant difference on the effect of preschool teacher on ages, seniority, the educational background, the scale of preschool and the location. 4.There was a positive correlation between the preschool teacher leadership and the preschool teacher’s professional development. 5.There was a anticipation on the preschool teacher leadership and the preschool teacher’s professional development. Consequently, according to the suggestions of the result, it offers a consultation for the administrations, the directors and teachers, and the future study.
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Lai, Yi-Pey, and 賴怡珮. "A study of multicultural literacy of preschool teachers and the parent-teacher interaction between foreign spouse and preschool teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/13233798356442399588.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
95
The purpose of this study is to explore of multicultural literacy of preschool teachers and the interaction between foreign spouse and teachers. The study was based on data from 215 preschool teachers who used to teach children from foreign families in Taichung County and Taichung City selected as subjects for the study. We use a structured questionnaire to present the study. In addition, using semi-structured way to interview with four preschool teachers can further on knowing the actual situation between foreign spouse and preschool teachers. The findings of this study are listed as follows: 1.Although preschool teachers understand basic concepts of multicultural education, they still need to improve their multicultural knowledge. 2.“Is the language ability of foreign spouse’s child usually weaker?” That needs more researches to confirm the saying. 3.The interaction between preschool teachers and foreign spouse is positive. They have good communication and they usually talk to each other face to face. 4.The interaction between preschool teachers and foreign spouse would not be affected by the foreign spouse’ poor Chinese speaking abilities. 5.The preschool teachers in different ages have different multicultural teaching skills. The Mean of those teachers in the age of 50-59 who owning multicultural teaching skills is highest, and the age of 20-29 is lowest. 6.The preschool teachers having different teaching experiences do make the differences of multicultural teaching skills and the multicultural literacy. The Mean of preschool teachers who have more than 21 years teaching experiences is higher than those who have 6-10 years teaching experiences. 7.The preschool teachers who have ever taught foreign spouse’ children are differ from those who have not in the multicultural awareness and multicultural literacy. The Mean of preschool teachers who have taught more than 6 foreign spouse’ children is more than those who have taught less than 5 foreign spouse’ children. 8.The preschool teachers in different ages are affected by the influences of parent-teacher interaction significantly. The Mean of the preschool teachers in the age of 40-49 is higher than those in the age of 30-39. 9.The preschool teachers having different teaching experiences do make the differences between both the influence of parent-teacher interaction and the wholly parent-teacher interaction. The Mean of the preschool teachers who have more than 21 years teaching experiences is higher than those who have less than 5 years teaching experiences. 10.The preschool teachers’ multicultural literacy and the interaction between parents and teachers can influence each other very much. Those preschool teachers who have better multicultural literacy can have better interactions with those foreign spouse. Based on the findings this study would offer the advices to preschool teachers, the kindergartens and nursery schools, teacher preparation education, government and future research.
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HWA, MA WEN, and 馬文華. "The study about preschool teacher's stress--the sample from teachers of private preschool in Taipei County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/90989622397625830226.
Full textAbstract:
碩士中國文化大學
心理輔導研究所
94
The study about preschool teacher’s stress—the sample from teachers of private preschool in Taipei County Abstract The purpose of this study were as follow: 1.Understanding of private preschool teachers’ situation concerning occupational stress. 2.Understanding of private preschool teachers’ situation concerning cognitive appraisal and the outcome of occupational stress（Suppose the cognitive appraisal will effect the stress experience）. 3.To explore the relationship between the stressor and the outcome of occupational stress. 4.According to the discovery of this study，developing the preschool teachers’ stress model to understand continuing relationship of preschool teachers’ occupational stress. 5.Offering concrete suggestions for our nation, educational agency and preschool teachers. The study was conducted through questionnaire survey. The reliability of questionnaire is unanimously, the αof first part and the second part are .934 and .946. The sample of this research is collect from private preschool teachers of 560 in Taipei County. There were 425 samples received and 400 with a ratio of 94% usable samples taken. The statistical techniques were descriptive statistics, t-test, one-way ANOVA, canonical correlation analysis, and stepwise multiple regression analysis. The findings are stated as follows: 1.Private preschool teachers feel a little high stress in six areas of stressor. The mean is 3.47(SD=0.45). 2. The main stressors are working load, salary, and policy. The others are teaching effects, profession study, and human relations. 3.There are differences existed among variables of age, marriage, educational background, teaching background, teaching experience, teaching position etc. on occupational stress, 4.Expect marriage, having certificate or not, There are differences existed among variables on outcomes of occupational stress. 5.Most of preschool teachers cognize that they get stress from their occupation, and most of them cognize that they are effected in health. 6.It will have intention in leaving or quitting their job through the outcomes of occupational stress or cognitive appraisal. 7.There is correlation between stressor and outcomes of occupation stress. 8.The different background, perception in stressor, and cognitive appraisal can effectively Predict the outcomes of occupational stress. Finally, this study provides some suggestions for preschool teachers, administrations, education administrations, teachers’ colleges, and the future study. Key words: Preschool teacher , Occupational stress, teacher occupational stress, Cognitive appraisal, the outcome of occupational stress.