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Dissertations / Theses on the topic 'Preschools'
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1
Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.
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Worthington, Emily Marie. "Effective learning environments in preschools." [Ames, Iowa : Iowa State University], 2008.
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3
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/.
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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.
4
Saunders, Sue. "The organisational climate of preschools and associated characteristics : a study of a group of preschools in England." Thesis, Cardiff Metropolitan University, 2018. http://hdl.handle.net/10369/9566.
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This study investigated the organisational climate of 26 preschools in England using a multi stage mixed methods design. Data collection included an initial questionnaire administered to all preschools, followed by a second questionnaire and interview process focusing upon preschools at the opposite ends of the climate continuum (high climate n= 6, low climate n = 5). Using data from the Early Childhood Work Environment Survey, ECWES, (Bloom, 2010), preschool and staff variables showed no statistically significant association with the overall assessment of organisational climate. However, the data did reveal a significant statistical difference between staff from the high and low climate groups across each of the separate ECWES ten climate dimensions. In addition, there was a significant statistical difference between the perception of support staff and teachers in the low climate group across several climate dimensions. Questionnaire and interview data revealed low pay as a variable, which was perceived negatively by many staff. However, the processes which differentiated to the greatest extent between the high and low climate groups, on a day to day basis, were social and operational in nature. The high climate preschools had transparent and effective organisational processes in place, which created a strong social system, where subsystems within the school were connected. In this positive environment staff felt supported, and there was an atmosphere where all staff worked harmoniously together with a collective drive to address problems and adapt to change. Preschools with smaller staff numbers, and where there was a discrete educational focus upon early years, appeared best suited to achieving these ends. Future implications of this study appear twofold. The first suggests a need for greater communication across preschool subsystems for high levels of climate to be established. The second is a broader strategy and involves policy makers addressing the low levels of remuneration, and the heavy workload, which the constant drive for change has created for many staff. While the effective management and operational systems within high climate preschools were found to mitigate against such external challenges, where these systems were not in place organisational climate was negatively impacted upon.
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Jassiem, Shamiemah. "Montessori and Religious Education in Western Cape Preschools." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24462.
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The debate about whether or not religious education should be included in early childhood education is a longstanding one. Even those who believe that Religious Education should be included in early childhood programs cannot agree about the content or method for including it. The phenomenon of religious education in Montessori pre-primary schools in the Western Cape Province of South Africa is explored in this study, using a qualitative research approach. More specifically, the study explored the goals of their religious education; the level of awareness of Montessori's approach to religious education and finally looked at how they were implementing religion in their schools. A sample of 4 pre-schools were selected from the 90 Montessori pre-schools in the Western Cape. These included a Non-Denominational, Muslim, Christian and a Jewish School. The Muslim and Non-Denominational schools are full Montessori schools, while the Christian and Jewish schools have incorporated Montessori alongside other curriculums, namely the Jubilee Excellence School Curriculum and Reggio-Emilia approach, respectively. A collective case study approach was adopted and data was collected through observations and interviews. While the findings cannot easily be generalized, it is significant in providing a starting point to understanding the phenomenon of religious education in Montessori pre-schools in the Western Cape. The study highlighted Dr Montessori's personal and professional struggle with religion and found that the struggles Dr Montessori faced in terms of Religion have still not been resolved today. The schools in the Western Cape still grappled with the essence of Montessori's struggle, i.e. where to place religion and how to integrate it in the Montessori method and philosophy. Dr Montessori's beliefs about the importance of spirituality in the early years were found to be consistent with the contemporary views of scholars around the world. The religious schools followed guidelines of their own religions when deciding on which values to focus on. At the Jewish school, the focus was on the community, while at the Muslim school the focus was on the individual and selfetiquette. The focus of the Christian school was on discipline and obedience. The schools had various commitments to spiritual and ethical development of the children. Finally, the study found that the Montessori method was ideal for teaching the practices of religion, but when schools delved into issues of faith or love of God, they switched to other modes of teaching (e.g. preaching). This disjuncture between teaching faith and practices was ultimately Dr Montessori's reason for abolishing religious education from her method.
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Jernlund, Anna, and Niklas Pedersen. "Environmental adjustments of the mobile preschools in Uppsala." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-323361.
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The mobile preschools of Uppsala are buses that are provided as a complement for stationary preschools. The buses are connected to one stationary preschool that provides the necessities such as food and a place for the children to be before and after the daily trips. In Uppsala, there are five mobile preschool buses and they have been operated since 2009. For the bus to provide heat, warm food and energy for activities on the bus, there is a generator installed that runs on biodiesel. The emissions from the generator, in combination with the loud noises that it emits, are of concern for both the children and educators on the bus as well as the people around it. This has caused for alternative ways to deliver electricity to the bus. This study examines three scenarios for delivering electricity and tries to evaluate what the best option could be from different Points of view. The three scenarios are replacing the generator with either a battery, replacing the generator with electricity poles and to replace the generator with a more efficient and quieter one. When evaluating the different scenarios from an economical point of view, the study found that the electricity poles would be the best option. When evaluating the best option with respect to the children and educators, the study found that the battery would be the best option. The negative consequences for continuing to use a generator to supply electricity would be a health hazard for the children and a limitation for the educators in the freedom of choosing location for the bus to visit.
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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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Bennedict, Elizabeth A. "Assessment and implementation of positive behavior support in preschools /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419021&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 136 - 145). Also available for download via the World Wide Web; free to University of Oregon users.
9
Imoto, Yuki. "The production and consumption of international preschools in Japan." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508409.
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Ekegren, Scheffer Lovisa, and Tramosljanin Ana. "Determinants of School Segregations : - The Case of Independent Preschools." Thesis, Stockholms universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-196402.
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Phisalaphong, Rathdow. "Teacher Practice, Curriculum, and Children's Moral Development in Buddhist Temple Preschools in Thailand." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3001/.
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This study investigated what constitutes a moral development program in Buddhist temple preschools in Thailand. The researcher employed three qualitative methods: structured, in-depth interviews, observations of teachers' instruction, and document analysis of curriculum guides. Four Buddhist temple preschools were selected as the sites. Participants for interview included three abbots and one head nun, four principals, and twelve teachers. Participants for observations included four teachers of third year classes in each preschool. The study concentrated on four research questions: (a) what are the elements of the character education curriculum? (b) How do teachers teach moral development concepts and skills? (c) What are the teachers' perceptions of the moral development of third year preschoolers? (d) How do teachers assess their pupils' moral development? Key findings for the research questions were: character education was not a subject in the National Preschool Curriculum which was implemented in the Buddhist temple preschools. Core morality was integrated into every topic. The moral behaviors emphasized in the curriculum and the lesson plans included discipline, mindfulness, kindness, helpfulness, patience, honesty, respect, thriftiness, and politeness. The Buddhist concept of the process of moral development includes character education and meditation. The preschoolers were trained to pay respect to teachers and parents as an obedience approach to character education. Preparation of teachers included screening for their values and pre-service training. The instruction of meditation was approached gradually and aroused the children's interest. After three years of schooling, the third year preschoolers were well-behaved, helpful, and kind; no aggressive behaviors were reported. The assessment of moral development of preschoolers was based on observation of the teachers throughout the school year. Implications for practice are discussed, including procedures for gathering information on beliefs, attitudes, and culture of the parents before implementation of different models of moral development. Finally, future research directions are proposed.
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Larsson, Pernilla. "Förskolepersonalens och ledningens förståelse och uppfattning om kvalitet i förskolan. : Quality in preschools as understood and perceived by personnel and leaders in preschools." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-422.
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Undersökningens syfte är att försöka fånga förskolans personals och lednings förståelse och uppfattning om vad kvalitet i förskolan är och vilka faktorer som indikerar att en förskola har god kvalitet. Syftet är även att se hur arbetet i förskolan ser ut när det gäller kvalitetsarbete och vad som skulle behöva utvecklas vidare.
Undersökningen har gjorts genom kvalitativa intervjuer med tre förskollärare och en barnskötare verksamma i förskolor samt två rektorer. Resultatet som framkommit i undersökningen visar att de yttre förutsättningar som finns för förskolor, exempelvis lokalers utformning och barngruppens storlek, inte har avgörande betydelse för hur god kvalitet en förskola har. Det som är mest avgörande för en förskolas kvalitet är vilka personer som arbetar där och vad de har för engagemang och kompetens för sitt arbete samt vilket förhållningssätt som personalen har mot barnen.
Undersökningen avslutas med en diskussion där det presenteras förslag till fortsatt arbete med att förbättra förskolors kvalitet.
The purpose of this investigation is to capture the understanding and perception of preschool personnel and management of what quality in preschool is and what factors indicate that at preschool possesses good quality. The purpose is, futhermore, to examine what quality efforts are deployed in preschools and what needs to be developed further.
The investigation is performed through qualitative interviews with three preschool teacers and one child minder who are employed in preschools and with two principles. The result of the investigation reveal that external conditions for preschools, for example the layout of the premises and the size of the group, are not deciding factors for good quality in a preschool. The most deciding factors for a preschools quality are the people who work there, their engagement and competence, and their attitude to and interaction whit the children.
The investigation concludes with a discussion in which suggestions for continued research on improving the quality of preschools are presented.
13
Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.
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Wandery, Oscar. "Barriers of sentiment : Identity -formation, -regulation and subjectification in preschools." Thesis, Stockholms universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132664.
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This thesis studies preschool socialization in terms of identity -formation, -regulation, and subjectification. Both the methodology and theoretical backdrop draws on Critical Management Studies, and the contribution to research comes from studying a subject otherwise non-prioritized. I have performed a qualitative study entailing interviews of pedagogues and preschool chiefs working within the same company in the Stockholm region. The study indicate that preschool discourse emphasize the importance of social competences and rituals, and moreover that the institution also accentuates its role in setting the proper ‘preconditions’. Furthermore, the study demonstrates how pedagogues – using mechanisms such as individual discourses, the children’s agency, and the milieu – try to form individuals who are: social, independent, self-reliant, have a strong ‘self’, joyful towards learning, and ‘can do it themselves’. I make a liaison between the aforementioned ideals and certain trends discussed by managerial literature, like for instance currents towards: self-management, neo-normative control, self-entrepreneurial attitudes, ambidextrousness, and the ‘principle of potential’ (Costea et al., 2012; Fleming & Study, 2009; Holmqvist & Spicer, 2013; Maravelias, 2011; Pongratz & Voß, 2003). Finally the thesis concludes by firstly underscoring that the Discourse of for example ‘joyful learning’ and ‘independency’ in preschools tend to demolish physical modes of control in place of psychological ones; and secondly, by discussing historical practices, the thesis brings attention to a shift from safekeeping children to preparing them for industrial, urbanistic, and capitalistic social existence.
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Blomqvist, Per, and Robin Karlsson. "Föreställningar kring män i förskolan - Conceptions on Men in Preschools." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33182.
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Syftet med vår studie är att beskriva och analysera föreställningar och förväntningar som det finns kring män i förskolan och hur det kan upplevas att arbeta som man i förskolan. Hur de män som jobbar på en förskola behandlas och upplever sin vardag inom arbetslivet har vi tittat närmare på. Som metod för att utföra detta har vi använt oss av kvalitativa intervjuer av tre manliga och en kvinnlig pedagog. Resultatet av vår studie visar att manliga och kvinnliga pedagoger blir olika bemötta av både sina kollegor och barnen i det sociala samspelet. Men även tilldelningen av arbetsuppgifter kunde skilja sig åt beroende på pedagogens kön. Slutsatsen vi kunnat dra av vår studie är att det överlag finns det en positiv inställning till män i förskolan. Trots den positiva inställningen upplevde männen i studien ett behov av att anpassa sig till verksamheten och motbevisa negativa föreställningar. Männen upplever att de har något att bevisa som förskollärare, det räcker inte att ”bara” tycka om barn som förklaring till sitt yrkesval.
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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.
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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.
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Yen, Shu-Chen. "Children's temperament and their behavior adjustment in montessori and constructivist preschools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9904875.
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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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Åberg, Lina. "Avfall på förskolor i Umeå kommun : Vilka faktorer påverkar mängden brännbart avfall, matavfall samt källsorterat material?" Thesis, Umeå universitet, Institutionen för ekologi, miljö och geovetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137340.
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It is of major importance with proper waste management to reduce the risk for toxic substances to affect environment and reducing the need for natural resources. Umeå municipality has developed a waste plan to reduce the impact on environment and human health. One of the goals was to fraction all garbage disposals until 2016 at the different administration in the municipality including the preschools. This study investigated pre-conditions and the personals attitude for separate waste, awareness of the waste plane content and if either of these parameters may affect the amount of separated materials at nine selected pre-schools. Web-based surveys were distributed to the personal and observational studies were done at all included preschools. There were significant differences between preschools according to combustible waste, food waste and source-sorted material. It was no significant association between the amount of sorted garbage disposal and the attitude to fractionate, practical conditions and knowledge about the waste plan. Although, the study does not provide a general picture of all preschools in the municipality, the results indicate that better knowledge and information about the importance of separating waste and the waste plan are needed. It´s also necessary to clarify the responsibility between the various actors in order to improve the results over time.
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Lee, Pui-ling Diana. "Bilingual language development in 4-year-old children in Hong Kong preschools." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35374950.
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Demircan, Hasibe Ozlen. "Developmentally Appropriate Practice And Parental Involvement In Preschools: Parent And Teacher Perspectives." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614503/index.pdf.
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The purpose of the study was to investigate the relationships among preschool teachers&rsquoand preschoolers&rsquo
parents&rsquo
developmentally appropriate practice (DAP) and developmentally inappropriate practice (DIP) beliefs in relation to parental involvement attitudes and perceived parental involvement barriers. To reach to the purposes of the study, data were collected from 279 teachers and 589 parents via a demographic information questionnaire and two main data collection instruments. The demographic information questionnaire aimed to obtain information about the participant&rsquo
s gender, age and educational level. In order to collect information from teachers and parents regarding their beliefs about developmentally appropriate practice
Teachers&rsquo
Beliefs Scale (TBS) (Burts et al., 2000) and the parent adaptation of the scale, Parents&rsquo
Beliefs Scale (Yen, 2008) were used. To ascertain parents&rsquo
and teachers&rsquo
attitudes and the barriers on parental involvement, the School and Family Partnerships Questionnaire (Epstein &
Salinas, 1993) was used. The investigation of the relationship between the teachers&rsquo
and parents&rsquo
DAP and DIP beliefs in relation to their parent involvement attitudes (PIA), parent involvement barriers (PIB) revealed significant results. The findings of the study revealed that both the teachers&rsquo
and parents&rsquo
PIA and PIB made significant contributions to their DAP and DIP beliefs. As found in the current study, the interaction between the teachers and parents should be increased to help children develop in the most appropriate way. In order to increase this relationship, a detailed focus on the parental involvement paradigm should be undertaken.
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Juutinen, J. (Jaana). "Inside or outside?:small stories about the politics of belonging in preschools." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218816.
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Abstract This study brings together the politics of belonging, relational narrative inquiry and values and values education in the context of Finnish early childhood education. The study draws on the politics of belonging within which belonging and exclusion are understood as relational rather than individual phenomena. The significant relations for belonging and exclusion do not just emerge between humans, but they are also material, cultural and political. The study asks how the politics of belonging are shaped in young children’s diverse relations in a Finnish preschool context. The onto-epistemological premise of the study relies on the relational narrative inquiry. The study was implemented in six Finnish preschools, where the children’s ages ranged from 1 to 5 years. The research material consisted of written small stories, videos, participatory observations, field notes and discussions with the educators. The analysis was based on holistic reading and re-reading and supported by the idea of small stories and theory of gaps. The findings highlight three interrelated entrances to understanding the politics of belonging in the preschool context. First, the study emphasises the politics of belonging as constantly shaped and lived in daily encounters. The findings illustrated the co-existence of belonging and exclusion. Usually it was one child who was excluded by other children in the fleeting moments of daily life, and often when the educators were not present. Second, the study reveals the meaning of the pedagogical practices in the politics of belonging. Pedagogical practices were tightly surrounded with the materiality, institutional routines and cultural aspects, such as spaces, artefacts, routines, rules, curriculum and legislation. The third entrance provides insights into the value-bound nature of the politics of belonging. Belonging emerged as closely related to democratic, caring and disciplinary values. The findings raised a tension between individually and collectively oriented values. The study argues for understanding the politics of belonging shaped in a landscape of diverse relations and value fields, where the children were active agents in their belonging and exclusionTiivistelmä Väitöskirja yhdistää yhteenkuuluvuuden politiikan, suhteisen kerronnallisen tutkimuksen sekä arvot ja arvokasvatuksen suomalaisen varhaiskasvatuksen kontekstissa. Yhteenkuuluvuuden politiikka käsitteenä haastaa tutkimaan yhteenkuuluvuutta ja poissuljetuksi tulemista suhteissa muotoutuvana ilmiönä ennemmin kuin yksilön näkökulmasta. Suhteisuus nostaa esille ihmisten välisten suhteiden lisäksi myös materiaaliset, kulttuuriset ja poliittiset suhteet merkityksellisinä yhteenkuuluvuudelle. Tutkimus kysyy: Kuinka yhteenkuuluvuuden politiikka muotoutuu pienten lasten moninaisissa suhteissa suomalaisessa päiväkotikontekstissa? Tutkimuksen onto-epistemologinen lähtökohta on suhteisessa kerronnallisessa tutkimusotteessa. Tutkimus toteutettiin kuudessa päiväkodissa, joissa lapset olivat 1–5-vuotiaita. Tutkimusaineisto koostui kirjoitetuista pienistä kertomuksista, videoista, osallistuvista havainnoinneista, muistiinpanoista ja keskusteluista varhaiskasvattajien kanssa. Tutkimusaineiston analyysi pohjautui kokonaisvaltaiseen luentaan ja uudelleen luentaan, soveltaen kerronnallisia käsitteitä ”pienet kertomukset” ja ”välien teoria”. Tulokset tuovat esille kolme toisiinsa kietoutunutta näkökulmaa. Ensiksi tutkimus korostaa yhteenkuuluvuuden politiikkaa jatkuvasti muuttuvana ja arjen kohtaamisissa muotoutuvana ilmiönä. Tulokset havainnollistavat yhteenkuuluvuuden ja poissuljetuksi tulemisen samanaikaista olemassaoloa. Yleensä yksi lapsi poissuljettiin leikin ulkopuolelle arjen ohikiitävissä hetkissä, joissa työntekijöitä ei ollut läsnä. Toiseksi tutkimus nostaa esille pedagogisten käytänteiden merkityksen. Pedagogiset käytänteet suhteissa materiaan, institutionaalisiin rutiineihin ja kulttuurisiin näkökulmiin tuottivat yhteenkuulumista ja poissuljetuksi tulemista. Tulokset avaavat tilojen, tavaroiden, rutiinien, sääntöjen, varhaiskasvatussuunnitelman perusteiden sekä lainsäädännön merkityksiä. Kolmas näkökulma avaa arvojen ja arvokasvatuksen kietoutuneisuuden. Yhteenkuuluvuuden politiikka liittyy läheisesti demokraattisiin, hoivan ja välittämisen sekä kurin ja järjestyksen arvoalueisiin. Tutkimus paljastaa jännitteitä suhteessa yksilöllisiin ja yhteisöllisiin arvoihin. Tutkimus haastaa tarkastelemaan yhteenkuuluvuuden politiikkaa moninaisten suhteiden ja arvojen maisemassa, jossa lapset ovat aktiivisia toimijoita yhteenkuulumisessaan ja poissuljetuksi tulemisessaan
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Lee, Pui-ling Diana, and 李佩鈴. "Bilingual language development in 4-year-old children in Hong Kong preschools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35374950.
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Nordiana, Zakir. "The impact of educational change processes in Brunei preschools : an interpretive study." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/21197/.
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The overall aim of this research is to understand the change processes in teaching and learning that are going on in the Brunei government’s preschools. The study also aims to find out the Bruneian preschool teachers’ and children’s teaching and learning experiences in the preschool classes at this exciting and challenging time of curriculum reform. The study also observed how teachers are developing their lessons and implementing reform processes informed by the expected pedagogical practice, and how children are learning in class, taking into account their experiences. A further aim of this study is to find out, at the ministerial level (the Early Childhood Care and Education Unit and the Curriculum Department Unit), the expectations in terms of the change processes as these occur, and how the preschool teachers are supported. To achieve the aims, 123 teachers completed the questionnaire, four teachers and eight children were involved in observations and interviews, and two senior education officers were interviewed. The Brunei education policy has good intentions of trying to bring in different ideas but the journey from policy to practice is not a linear process. This study showed there are dislocations between how policy is conceptualised and how policy is enacted in ECCE settings; in particular there are specific actions that need to happen at the macro, meso and micro levels. There are certain change processes that need to happen for the policy-practice interface to be more coherent. This study aims to understand the layers of complexity involved in the change processes prescribed for the Brunei preschool education system. No curriculum reform can succeed without teachers’ input and their active constructive participation. The issue is not simply about changing the curriculum or transforming the education landscape at preschools in Brunei; it also involves teachers’ modes of thinking, their communicative approaches and their professional identities.
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Rogic, Romana. "Perception of inclusion in preschools : European teacher's perspective - A scoping literature review." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47318.
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Background: Inclusion is a term that stands for fully including untypically developed chil- dren in regular educational setting. It should be implemented in all of the present educa- tional settings. However, the definition of inclusion and the way of implementing it differs from countries and cultures, which makes it a problem for having a united view on it. More- over, there are different factors that can occur and have an impact of understanding the term. Aim: The aim of this study is to review the existing literature on the perception of inclu- siveness and the term ˝inclusion˝ from preschool teacher’s perspective in preschool settings in Europe and the different factors that have effect on the perceiving. Method: A literature search on the databases of ERIC and PsycINFO and a hand search on the reference lists of the relevant articles was conducted. The articles that are included were recent peer reviewed studies published in English, reporting perception of inclusion and factors that affect it. Results: In the seven studies that have been included, preschool teachers have overall pos- itive attitude towards inclusion. They reported the inclusion is important to be implemented in preschool settings. However, most of them reported that the implementation of the in- clusion is needed, they do not feel secure enough and eligible to do it in a correct way. Furthermore, group of factors that affect the perception of inclusion and implementation of it occurred. The factors that occurred are lack of resources, no complete education and different understanding of what inclusion stand for and what should the implementation be alike. Conclusion: Considering the importance of inclusion as an ongoing process in preschools, education of professional staff for it is a first step in order to implement inclusion. Moreover, making the strong basis in preschool for inclusion will give the staff the confidence and eligible knowledge to provide the inclusive education for every participant of the environ-ment.
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Göransson, Emilia. "Preschool Staff perception of the pedagogical meal : A mixed methods study of the pedagogical work with meals in Swedish preschools from 2005 to 2020." Thesis, Högskolan Kristianstad, Avdelningen för mat- och måltidsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21800.
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Meals in Swedish preschools has undergone change between 2005 and 2020 regarding meals as important pedagogical tools. Due to new guidelines for conducting preschool meals presented by the Swedish Food Agency an increased focus has been placed on pedagogy during the meals to help develop the minds of young children. Previous research has shown that preschool staff had little to no education on food and meal or how to conduct pedagogical meals. To understand how the preschool staff, perceive the pedagogical meal and how it has changed over time, a convergent mixed method with a survey and interviews was used. The results showed that the staff does not have formal education on food, meal and how to conduct pedagogical meals, but instead rely on peer learning. They perceive themselves as role models in forming a positive relationship with the social and nutritional aspects of food and meal. While their job has many positive aspects, they face challenges with stress and increasing child groups. As the role of preschool staff has changed, from making sure children eat, to socially participating in the meal, the guidelines have changed alongside the role.
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Melin, Eva. "Social delaktighet i teori och praktik : Om barns sociala delaktighet i förskolans verksamhet." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87845.
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This thesis seeks to explain social participation in pre-schools for children with and without Down’s syndrome. The explanation is achieved by use of an explanatory model of social participation, designed on the basis of critical realism, which has been used in an empirical study of how social participation emerges in practice. Mechanisms have been abstracted. It is assumed that recognition mechanism produces social participation and reification mechanism social exclusion. The results show that the agency of the personnel affects the possibilities for the recognition mechanism to produce social participation. Within the agency of the personnel, the internal relationship between the child perspective, i.e. how children's place in society is understood, and the relationship to the child's perspective, i.e. how children's participation is regarded, either prevents or makes possible activation of the mechanism. The child perspective has, through the empirical study, been seen to take two different forms: either that children are similar, with similar needs, or that they are different, with different needs. If children are defined as similar, the structures will accommodate all children, enabling them to be socially involved in the same activities. If children are defined as different, different structures are created for different groups of children. Groups are segregated from each other, preventing the children from being socially involved in joint activities. The relationship to the child's perspective has emerged in relation to the roles of the child as an agent, as a collective subject, and as an individual subject. The role definition affects the degree of constraint imposed on the possibilities for action that are offered, and thus affects the opportunity costs and degrees of freedom of the children. These determine the activation of recognition mechanism and social participation in the situation.
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Billur, Çakirer Huriye. "The role of play as a medium of inclusion in culturally diverse preschools." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285553.
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Esta Tesis Doctoral consta de tres estudios independientes que pretenden analizar el proceso de inclusión de la diversidad cultural en los niños preescolares y el papel del juego durante este proceso. En una primera fase se ha realizado un estudio de caso intrínseco que tiene por objeto identificar el proceso de inclusión de un niño turco de 5 años de edad en un preescolar internacional situado en Sant Cugat, Cataluña (España) y el del papel del juego durante este proceso. Los datos fueron recogidos mediante observaciones participativas, conversaciones informales con los padres y los maestros registradas en notas de campo tomadas después de las sesiones de observación y conversación. Los resultados del análisis cualitativo de los datos indicó que los desafíos para la inclusión se produjeron debido a las preocupaciones económicas, las limitaciones de tiempo, las expectativas poco realistas, las actitudes de los padres y profesores, las características personales y la competitividad causada por las condiciones de trabajo inestables. En este parvulario, con una orientación altamente académica, el juego libre no parecía tan frecuente como se esperaba con el fin de fomentar una cultura común donde los niños pueden aprender sobre la cultura popular y descubrir sus intereses comunes. Ante estos resultados contrastados con la literatura y experiencias se optó por recoger las opiniones de los maestros respeto el papel del juego en el proceso de inclusión de los niños con diversidad cultural iniciando así la segunda fase de la investigación.
Para dar respuesta a este segundo objetivo surgido de los resultados del análisis de caso anterior se eligió una escuela pública ubicada en Terrassa, Cataluña (España). Se entrevistaron cinco maestros quienes valoraron altamente el juego como medio para la inclusión social y educativa, aludieron la contribución del juego en el proceso de inclusión al mismo tiempo que reconocieron que era preciso introducir algunos cambios en el entorno para que este fuera más eficiente para facilitar la inclusión de la diversidad cultural. Expusieron que el énfasis académico en el plan de estudios afecta negativamente en el tiempo de juego. Además, su papel como "guardián" en el recreo, cuando los niños participan en el juego libre al aire libre, interfiere negativamente. Estos resultados contrastados con los del anterior estudio llevaron a la tercera fase de la tesis.
Con el propósito de analizar las estrategias de inclusión y exclusión que los niños utilizan en sus actividades de juego al aire libre durante el recreo en una escuela con diversidad cultural se procedió a un estudio sociométrico que junto con la participación del profesorado y observaciones preliminares de la dinámica del aula derivó a la selección de un niño de procedencia catalana y una niña de procedencia marroquí, ambos de cinco años de edad, para ser observados en el entorno natural de juego en el recreo. Después de analizar las grabaciones audio-visuales se puede decir que las estrategias que emplean los niños para incluir y excluir a sus compañeros durante el juego al aire libre en el recreo en un entorno culturalmente diverso sugieren que el niño popular con un fondo cultural dominante utiliza estrategias verbales y no verbales para incluirse a sí mismo, mientras que el niño impopular utiliza con más frecuencia estrategias no verbales para la auto-inclusión, especialmente la mirada y el acercamiento físico.
En conclusión, aunque los niños que provienen de diversos orígenes culturales no deben ser calificados como niños con necesidades educativas especiales si que se precisa una intervención frente a sus necesidades derivadas de las discontinuidades culturales permitiendo mejorar sus habilidades sociales en el juego y desarrollar sentimientos de pertenencia a su comunidad consiguiendo así una inclusión real.This doctoral dissertation research includes three independent studies, which were formulated and conducted one after another due to additional data collection necessity appeared during the research process. The guiding questions of this research are: How does the inclusion process develop in culturally diverse preschools? How does play contribute to culturally diverse kindergartners’ inclusion process? By answering these two questions the general objective is to examine the inclusion process of culturally diverse children and to analyze the role of play during this process in culturally diverse preschools serving 3-6 year-old children. The first study within this research is an intrinsic case study which aims at examining the inclusion process of a 5 year-old Turkish in an international preschool located in Sant Cugat, Catalonia, Spain and at analyzing the role of play during this process. Data was collected through participative observations, informal talks with the parents and the teachers and extensive field notes taken after the observation sessions. Data was analyzed qualitatively. The results of data analysis indicated that the challenges to inclusion occurred due to economic concerns, time limitations, parents’ unrealistic expectations, teachers’ attitudes and personal qualities and the competitiveness caused by the instable working conditions. In this highly academic oriented kindergarten, indoors free play did not appear as frequent as it should have in order to foster a common peer culture where children could learn about the popular culture and discover their common interests. The second study is a case study examines the perspectives of five P4 and P5 level (4 and 5 year-olds) teachers about the inclusion of children coming from different cultures through play at their preschool. A public preschool (CEIP) located in Terrassa, Catalonia was selected as a case for study and five teacher working at this school in 2010-2011 school year were interviewed. The results of qualitative data analysis indicated that teachers highly valued play and recognized its contribution to the inclusion process, while still acknowledging that some changes should be introduced in the setting to make use of play in a more efficient way for facilitating the inclusion of culturally diverse children in the future. They acknowledged that academic emphasis in the curriculum negatively affected play time. Furthermore, their role as a “guardian” in the playground, when children engaged in outdoor free play in recess was another issue that needed further attention. The third study employs a two-case study design to analyze how children include and exclude their peers in the play settings in a culturally diverse public preschool located in Terrassa, Catalonia. A five year-old Catalan boy and a five year-old Moroccan girl were selected as cases through sociometric interviews with children, informal talks with the teachers and non-participant preliminary observations. The primary data source was the video-taped naturalistic observations of focal children’s play interactions in different playgrounds. The strategies that kindergartners employed to include and exclude their peers during outdoor play in recess in a culturally diverse setting suggest that the popular child with a dominant cultural background uses both verbal and non-verbal strategies to include himself, whereas the unpopular child frequently uses on looking behavior, staring, gazing, approaching physically among other non-verbal strategies as her main self-inclusion strategies. In conclusion, although children coming from diverse cultural backgrounds do not qualify as children with special educational needs in early their early years, an intervention addressing their needs arising from cultural discontinuities should be implemented in order to improve their social skills in play, through which they make friends, become part of the peer culture and develop feelings of belonging to their community.
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Lau, Siu-fun. "Implementing the project approach in the Hong Kong preschools challenges for novice teachers /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3549833X.
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Aras, Elizabet. "Early Opportunities for Quality Learning : A Comparative Study of Swedish Preschools' Language Practice." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104089.
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The Swedish preschool is internationally known for its high quality. Children in Sweden are given early educational opportunities to learn and develop prior to their school start. The Swedish preschool activity should include an overall language developmental approach; however, studies show that the children's conditions for language instruction vary intra-nationally. While the Swedish preschool curriculum reflects on children's desire to learn, the preschool staff should be aware of their own practical theory in order to arrange for learning. Research show that early childhood education of high quality benefits children's future school results. Thus, this research aims at studying children's opportunities for quality learning and development in the Swedish preschool, by exploring the content of preschool teaching. The role of the preschool is to provide all children with an education of high quality. This study aims at investigating what quality can mean in terms of preschool language instruction. To generate an understanding of quality, the study focuses on the structure and process inputs in six public preschools and two municipalities. To provide insights about the preschools' practices, a qualitative approach has been used to conduct interviews with preschool heads and employees from education administrations, as well as questionnaires with preschool staff and observations of learning environments. As the quality inputs vary between the preschools and municipalities it affects the outputs of the children's language development. This research makes it evident that the outcomes are mainly dependent on the preschool staff's abilities and competences of implementing development.Den svenska förskolan är internationellt känd för sin höga kvalitet. Barn i Sverige ges tidiga utbildningsmöjligheter för lärande och utveckling inför deras skolstart. Den svenska förskoleverksamheten bör omfatta ett övergripande språkutvecklande arbetssätt, men däremot visar studier att barnens förutsättningar för språkinlärning varierar inom landet. Medan den svenska förskolans läroplan reflekterar barns lust att lära, bör förskolepersonalen ändå vara medveten om sin egen praktiska teori för att arrangera för lärande. Forskning visar att förskoleverksamheter av hög kvalitet gynnar barns framtida skolresultat. Därmed syftar denna studie på att undersöka barns möjligheter för kvalitet i lärande och utvecklande inom den svenska förskolan, genom att utforska innehållet av förskolans pedagogiska arbete. Förskolans roll är att erbjuda alla barn en utbildning av hög kvalitet. Denna studie syftar på att undersöka vad kvalitet kan innebära i relation till språkinlärning. För att få en förståelse för kvalitet fokuserar denna studie på de struktur- och processinriktade insatserna inom sex kommunala förskolor och två kommuner. För att ge insikt om förskolornas praktik har ett kvalitativt förhållningssätt använts för att genomföra intervjuer med förskolechefer och tjänstemän från utbildningsförvaltningar, samt enkäter med förskolepersonal och observationer av läromiljöer. Eftersom kvalitetsinsatserna varierar mellan förskolorna och kommunerna påverkar detta resultaten av barnens språkutveckling. Denna studie tydliggör att resultaten beror framför allt på förskolepersonalens förmågor och kompetenser att utveckla verksamheten.
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劉少芬 and Siu-fun Lau. "Implementing the project approach in the Hong Kong preschools: challenges for novice teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3549833X.
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Lin, Chin-Hsiang, and 林靜香. "A Study on the Relationships between Preschool Educators’ Perceptions Preschools Integration and Influencing Factors of Policy Implementation at Public Preschools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/23117388799073734815.
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碩士銘傳大學
教育研究所碩士在職專班
101
The purpose of this study is to investigate the current situation of the integration of the organization of kindergartens and the factors that influence policy implementation of preschool educator’s cognition in Taoyuan County. And compare the difference among different background of preschool educator between the integration of the organization of kindergartens and the factors that influence policy implementation. Furthermore, analyze the related issues about it. Questionnaire survey were utilized as the method of this study. Subjects consisted of 338 preschool educators in Taoyuan county, 276 questionnaires have been conducted. 264 valid questionnaires can be used. Discriptive Statistics, T-test, one-way ANOVA, Pearson correlation coefficient are used in the data analysis. The main conclusion as below: 1. Preschool educators have high cognition in integration of the organization of kindergartens, especially in policy implementation. 2. The agreement degree is above average for preschool educator about the integration of the organization of kindergartens, especially in policy background. 3. Preschool educator in different background toward the integration of the organization of kindergartens was significantly different among years of experience, job role, scope of preschool/ headcount of children and classes in preschool. 4. Preschool educators in different background toward the factors that influence policy implementation were significantly different among years of experience, job role, scope of preschool/ headcount of children and classes in preschool. 5. Preschool educator’s cognition of the integration of the organization of kindergartens has positively related to the factors that influence policy implementation. Therefore, based on this conclusion, specific suggestion can be provided for education institution, preschool administration, preschool educator and the future studies.
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Liu, Yun-Tsen, and 劉芸岑. "The Preschool Educators’ Perception of Organizational Climate in Taichung Public Preschools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49248481741877511805.
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碩士國立臺灣師範大學
人類發展與家庭學系
104
This thesis adopts questionnaire survey method, and uses Jorde-Bloom’s (1998a) Organizational Climate to probe into public preschool educators’ perceptions of organizational climate; it further discusses the relation between the organizational climate and the result of reciprocal interaction between public preschool educators individual variables and organizational variables. This thesis applies Jorde-Bloom’s Work Environment Survey as basis, and adapts it to 50 questions of Public Preschool’s Organizational Climate Inventory; the thesis studies 387 educators in Taichung public preschools as study samples, and conducts statistical analysis using exploratory factor analysis, one-way analysis of variance, t-test, and two-way ANOVA. The findings of this thesis are as follows: 1. A strongest correlation exists between the organizational perceptions and educators’ age and the scale of schools they work for, followed by educators’ salary and job title, and again followed by seniority and academic background. 2. The six background variables of the public preschool educators’ are not strongly related to their perceptions of colleague relations, policies, goal consensus, and physical environment. 3. The perception towards organization is better by educators who enjoy lower salaries and seniorities. 4. The perception towards organization is better by educators who enjoy lower salaries and academic background. 5. The perception towards organization is better by young educators who work for bigger-scaled public preschools. 6. The result of reciprocal interaction between public preschool educators individual variables and organizational variables are strongly related to organizational climate. This thesis, based on its results, proposes recommendations to administration authorities, public preschools, public preschool educators and future studies, in hopes of bringing contributions to prospect development of public schools. Keyword: educator in public preschool, organizational climate, interaction
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Chiang, Ting-Yen, and 江亭燕. "Study on Preschool Enrollment DM Advertisements-A Case Study of Preschools in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/nw8rjr.
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碩士朝陽科技大學
幼兒保育系
103
The study aims to probe into the features of preschool enrollment DM and its advertising effects. The study first comprehended the current situations of preschool enrollment DM and then analyzed parents’ opinions about the features of the DM and its advertising effects. In addition, it investigated the relationship among kindergarten DM features, advertising effectiveness, and intention to enroll. In addition to analyzing the related researches of preschool enrollment DM and the DM of other industries with literature review, the study also adopted questionnaire survey. The subjects of the survey were the parents of a private registered preschool in Taichung. Stratified sampling was employed, and a total of 601 valid responses were collected. The tool employed by the study was a self-compiled “research questionnaire of preschool Enrollment DM Advertisements.” After the questionnaires were retrieved, statistical methods including descriptive statistics, independent sample t test, one-way ANOVA (analysis of variance), Scheffe’s multiple comparison, Regression Analysis were adopted to analyze data. The findings of this study were as follows: First, parents’ perceptions of DM features and advertising effectiveness varied significantly by several background variables, including age, occupation, education degree, and monthly household income. Second, DM features were positively related to advertising effectiveness for parents; advertising effectiveness was positively related to intention to enroll; DM features were positively related to intention to enroll; the interaction effect of DM features and advertising effectiveness was positively related to intention to enroll.
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Chiu, Chia-Ling, and 邱嘉玲. "An Initial Study on How Integrated Kindergartens and Preschools Affect Public and Private Preschools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67889700727420520968.
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碩士國立臺中教育大學
幼兒教育學系碩士班
102
This study focused on how integrated kindergartens and preschools affect public and private preschools, specifically investigating the impact the enactment of the“2012 Integrated Kindergarten and Preschool Policy” and the “2013 Early Childhood Education and Care Act” have had on public and private preschools. This study employed a qualitative research method, where the researcher used focus group interviews as the main research method. Five focus groups were chosen for interviews, including teachers and principals from private preschools, as well as directors, teachers, and caregivers from public preschools. In addition, individual in-depth interviews were also conducted to make up for any potential oversights in data gathered from focus group interviews. The researcher was able to use the data gathered from the interviews to interpret and analyze the different effects integrated kindergartens and preschools have had on public and private preschools, and to provide the results to relevant competent authorities and administrators, private preschool owners, as well as public and private educators and caregivers for reference. The results of the study were as follows: 1. The addition of contractual employees, such as teachers, caregivers, and food service workers, affected public preschools more so than private preschools. 2. In public preschools, the difference in level of authority and responsibilities between teachers and caregivers were difficult to balance out, as coordination between teaching and administration tasks proved to be challenging. 3. Teachers and caregivers at public preschools had loosely defined roles where the job description basically covered everything, leading to feelings of unequal compensation for equal levels of work and potential proletarian issues. 4. In public preschools, the age difference within each class was overly large, which affected classroom management and teaching activities. 5. The lowered age limit for acceptance of children into preschools helped mitigate the lack of students for preschools in rural areas. 6. The addition of early child hood teachers and caregiver positions at public preschools caused private preschools to experience a loss of teachers. 7. Integrated kindergartens and preschools gave private preschools more flexibility in terms of manpower needs, but could also affect the quality of care giving and education. 8. Private preschools that were large in scale, offered good benefits, or were well established and managed, were not as affected by the integration policy. In conclusion, the results of this study can be provided and used as reference for relevant authorities and administrators, public and private preschools, as well as for future research.
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Chiang, Shu-Kuan, and 江淑冠. "Dynamic Marketing Strategy of Preschools－A Case Study of a Private Preschool in Yilan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/382xp7.
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碩士國立宜蘭大學
人文及管理學院高階經營管理碩士在職專班
105
The purpose of this study is to discuss the application of marketing strategies and the influence of the process of organizations management of the preschool education institutions. A private kindergarten in Yilan County was selected as the research object, and the research was carried out with the literature review and archival data analysis. The study divides the nearly thirty-year business course into five operating cycle stages, which the internal conditions and the external environments of each stage are taken as premises. And the six major aspects of the business strategy are used to analyze the business orientations at the time and discuss if the application of the marketing strategy could lead to effective organization operating and the objective of sustainable management. The research results are concluded in the following: 1. There are close associations between the operating strategy types of the kindergarten on different operating stages and the internal conditions and the external environment of the organization at the time. 2. The business strategies of kindergarten in the course and the planning of marketing strategies have positive interaction. 3. With the considerations of the changed business operating types on multiple operating stages, the kindergarten should make proper adjustments and coordination with the marketing strategies. At last, according to the conclusions of this study, some recommendations are listed for the preschool education institutions, education authorities and future researchers: under the impact of the unfavorable demographic factors from sub-replacement fertility in Taiwan society, kindergartens should hopefully overcome the situation with innovation. The government should organize and execute future child care policies among the best interest of the preschoolers, children and parents to meet the mutual expectations.
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Lin, Cheng-ping, and 林正苹. "A study of preschool teachers’ self-efficacy in privately managed public preschools in Taipei." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/04362580671144707022.
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碩士淡江大學
教育政策與領導研究所碩士班
100
This study interviewed a total of 8 preschool teachers, with 2 from each of the 4 privately managed public preschools the researcher visited. This study used a semi-structured interview protocol to understand preschool teachers’ self-efficacy. The findings of this study are as follows. 1. Impact of privately managed public preschools on teachers’ self-efficacy: The administrative structure of privately managed public preschools does not have much influence on teachers’ work, instead the headmasters’ ability to lead has more influence; privately managed public preschools generally have administrative units that reduce teachers’ workload. 2. Privately managed public preschool teachers’ self-efficacy: (A) Self assessment: when preschool teachers encounter teaching difficulties, they first seek assistance from teacher in the same class; when teahers encounter difficulties counseling children, they first observe and then seek help. When dealing with negative impacts from family and the community, teachers also express their specific practices. (B) Factors affecting self-efficacy: The greatest influence on teachers during their years of study before entering the field are childhood education theories and internship experiences; the greatest influence on teachers during their actual practice are the children and parents; low social class and parents’ resistance to cooperate are the greatest negative forces. (C) Effects of teachers’ self-efficacy: Teachers use demonstration, guidance, and encouragement to promote positive children leaning experiences. 3. Strategies used by privately managed public preschool teachers to ehnace self-efficacy: Teachers seek professional development and peer leanring. Recommendations for preschool teachers, privately managed public preschools, and future researchers are provided based on the research findings.
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Wu, Ying-Chun, and 吳盈君. "A Survey on the Preschool Educators’ Perception of Organization Climate in Taichung Public Preschools." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/794rjy.
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碩士國立彰化師範大學
教育研究所
105
The research was based on Jorde-Bloom’s “Job Environment Survey” adapted from “Preschool’s Organizational Climate Scale” including 50 items. There are 439 public preschool educators in Taichung city participated in the research. The results of the questionnaires were analyzed by the statistics methods, including Exploratory factor analysis, one-way ANOVA, and t-test. The major results of the study are as follows. 1. The public preschool educators have good perception of the organizational climate. 2. The public preschool educators’ school type and dimension have the most significant differences between the preschool educators’ perception of their organizational climate, secondly the job position, and the last are age and seniority. 3. The public preschool educators’ seven background variables has no significant differences between the perception of profession progress, goal consensus and task orientation. 4. The preschool educators in public elementary schools have better perception of their organization. 5. The preschool educators working in small schools have better perception of their organization. According to the results of the research, there are suggestions to the public preschool educators, public preschools, and the authority. The suggestions to further research are also presented and are expected to be helpful to public preschool’s future development.
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YEH, MEI-HUI, and 葉美慧. "Salary, Welfare, and Preschool Educators: A Case Study of Private Preschools in Pingtung City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/373594.
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碩士國立屏東大學
幼兒教育學系碩士班
107
This study aims at discussing the salary, welfare, workload and teacher’s career development of preschool educators of private preschools in Pingtung County, furthermore, and their understanding and satisfaction on current salary and welfare system. Based on the purpose of this study, the method of qualitative research was applied to interview six preschool educators in traditional private preschools and Non-profit preschools in Pingtung County, then analyzed all the data to figure out their viewpoints and requirements. The findings of the study were as follows: (1) Under the “Implementation Regulations Governing Non-Profit Preschools”, the preschool educators in Non-profit preschools are more satisfied with salary and welfare than those in traditional private preschools. (2) Team teaching is implemented in non-profit preschools, relieving the workload. The preschool educators are able to carry out their preparation of class and teaching with least effort. (3) With the guarantee of slight salary increment and protection of regulation, the preschool educators in non-profit preschools are not only more satisfied with their current work, but also enthusiastic and optimistic about their future work. (4) In line with the development of complete national education, preschool educators of private preschools look forward to not only better salary and welfare under the guarantee and protection with the authorities concerned, but also better training course and further education.
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Mai, wen Chung, and 麥雯娟. "Marketing Strategy Cognitive and Marketing Performance of Preschool principals-private Preschools in New Taipei City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30391315811412584983.
Full textAbstract:
碩士中國文化大學
青少年兒童福利研究所
100
Marketing Strategy Cognitive and Marketing Performance of Preschool Principals - private Preschools in New Taipei City Abstract The goal of this search is to understand the person situation of marketing strategies and marketing performance of Preschool principals in new Taipei City.Furthermore,this research surveyed various background preschool principals and tried to explore the correlation between their awareness and real situation of marketing strategy and marketing performance.This survey mothod is applied completely census the way,recycling a total of 380 valid questionnaires were. In this research several statistical features are applied to illustrate the data.This analysis method includes：Descriptive Statistics,T-test,One-way Analysis of Variance (one-way ANOVA),Pearson Product-moment Correlation Analysis. The results are shown below： 1.Among the overall perception of the Marketing Strategy of preschool principles in New Taipei City, Place strategy was been recognized as the most significant variables. 2.Among the perception of the Marketing Performance of preschool principles in New Taipei City, customer satisfaction was been recognized as the most significant variables. 3.Perception of Marketing Strategy of preschool principles whose seniority is among 11 to 20 or more than 21, will be higher than those is less than 10 years. 4.Perception of Product and Place Strategy of preschool principles Garden whose size is less than 50 or more than 151, will be higher than those is among 101 to 150 people. 5.Perception of Marketing Strategy of preschool principles whose educational degree is above bachelor degree, will be higher than those is below. 6.Perception of Marketing Performance of preschool principles whose educational degree is above junior college degree, will be higher than those is below. 7.Perception of Marketing Performance of preschool principles whose seniority is among 11 to 20 or more than 21, will be higher than those is less than 10 years. 8.Perception of Marketing Performance of preschool principles Garden whose size is more than 151, will be higher than those is less than 50 people. 9.There is a positive correlationships between Marketing strategy and Marketing Performance are highly correlation for preschool principals in New Taipei City. Key Words: preschool principles, Marketing Strategy, Marketing Performance
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Lan, Shiou-Wen, and 藍秀雯. "A Research on Preschool Educator''s Knowledge Sharing and Professional Development in Tainan Public Preschools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/cav3u5.
Full textAbstract:
碩士台南應用科技大學
生活服務產業系生活應用科學碩士班
106
The purpose of this study is to explore the research on the knowledge sharing and professional development of preschool educator in Tainan Public Preschools. In this study, a questionnaire survey method was used to sample public kindergartens in Tainan City as the research object. There were 587 valid samples. The research tool is “A questionnaire for knowledge sharing and professional development of public kindergarten preschool educator staff”. The data collected were analyzed by descriptive statistics, t-tests, single-factor analysis of variance, post-hoc comparisons, Pearson''s plot correlation, and stepwise multiple regression. The following conclusions were reached: (1) The current status of knowledge sharing at the whole and in all levels of education and preschool educator in Tainan Public Preschools is good. The current status of knowledge sharing varies according to age and seniority. There are not many differences in positions and scales, and gender and education level are different. No difference. (2) The current situation of the professional development of preschool educator in Tainan Public Preschools is good. The current situation of professional development, gender, age, seniority, and job position have differences in the overall professional development. There is no significant difference between different levels of education no difference. (3) There is a moderate positive correlation between knowledge sharing and professional development of preschool educator in Tainan Public Preschools. (4) Knowledge sharing and professional development of teaching and preschool educator in Tainan Public Preschools are mutually predictable. Based on the results of the study, the researcher made several suggestions to provide reference for educational administration agencies, kindergartens attached to elementary schools, public kindergartens and future research.
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Yang, Xiu-Luan, and 楊秀鑾. "Research on Strategies of Preschools Responding to Low Fertility - The Examples of Five Preschools in Changhua." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/xf6vut.
Full textAbstract:
碩士國立彰化師範大學
企業管理學系 國際企業經營管理(IMBA)
104
Since 2005, Taiwan has entered the era of low birth rate. And preschools are commercialized because of the decline in fertility. It becomes more difficult to run a private preschool in the impact of the declining birthrate. This study adopted qualitative research sampling methods to select five directors of private kindergartens, through interviews and Analytic Hierarchy Process (AHP). It discussed the strategies of preschools responding to low fertility. The strategy included developmental features, environmental equipment planning, teachers’ professional development, curriculum and instruction design, cooperation between parents and teachers, admissions promotion model, and community resource linking. According to the data analyzed, the conclusions of this study are as follows: （1）The developmental features: Find out the features and control the resources to express the advantages. （2）Environmental equipment planning: Environmental equipment security, planning, detail and implementation of regular maintenance and repair. （3）Teacher professional development: Emphasis on teachers’ professional quality and image to encourage and actively promote the professional development of teachers. （4）Curriculum and instruction design: To provide opportunities for mutual cooperation and self-development for teachers through dialogue or records of meetings in operational circumstances. （5）Cooperation between parents and teachers: Feedback and demands are important as is freedom of information to enable interaction between parents and teachers. （6）Admissions promotion model: Create reputation through positive attitudes and establish image with effective strategy. （7）Community resource linking: A bridge to establish cooperative initiatives within the community. The ranking based on the AHP results of business strategy are admissions promotion model 0.336, teacher professional development 0.233, developmental features 0.152, curriculum and instruction design 0.128, community resource linking 0.062, cooperation between parents and teachers 0.059, and environmental equipment planning 0.031. Finally, recommendations were made based on the conclusions: （1）Recommendations for private kindergarten: The establishment of clear operational objectives and philosophy, communicate and implement specific programs, promote diversified public relations, enhance marketing practices to create clarity in characteristics of kindergartens though image. （2）Recommendations for follow-up studies: Propose suggestions for the objectives, methodology and research examined.
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Yu, Su-Hua, and 余素華. "The Mentors' Role Performance in Preschools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/30892891083447891519.
Full textAbstract:
碩士靜宜大學
教育研究所
103
This study aims at probing into the role performance of two mentor teachers, applying the teaching strategies and factors of their changes in preschools. A qualitative research was adopted in this study. The main research tool is the researcher herself. Through interviews, observation, working reports, and documents of introspection, the researcher coded and analyzed collected data and information, and then made comparisons among references and had the findings. Major findings are as follows: 1. The awareness of mentor teachers would affect their level of professional performance. During the process of teaching counseling, they guide, support and help teachers to adapt to the environment and work. They aim to assist teachers to improve their teaching skills, and to develop further their career and their mentalities. In the meanwhile, the mentor teachers support teachers emotionally, provide feedback and introspection, and help them improve their skills and abilities in teaching. 2. Whether to perform the strategies of teaching counseling is not based on teachers’ job tenure, but on their practical needs and what types of issues are involved. The strategies should be adjusted accordingly or even multiple strategies should be applied at the same time in order to provide practice and effective ways in teaching counseling. These strategies include, “Class Involvement and Observation”, “Meetings on Age-Differences Teaching”, “Class Observation”, “Individual Interaction” and “Supplying Teaching Resources”. 3. The role of mentor teachers would change because of teachers’ practical needs, the interactions between senior and junior teachers, the development of the curriculum in preschools, discussions between colleagues, and introspection. Based on the process, findings and the results of the study, this research proposed practical suggestions for senior teachers, mentor teachers, and future studies.
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WU, YUEH-YEN, and 吳月燕. "Dilemmas and Coping Strategies of Preschools Practicing Inclusive Education— Case Study on Three Preschools in Hualien County¬." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/vrd693.
Full textAbstract:
碩士大漢技術學院
流通與行銷管理研究所
107
This study aims to discuss the current conditions of preschools’ practice of inclusive education. Three representative preschools are discussed the dilemmas encountered in the practice of inclusive education and the coping strategies adopted. With qualitative interview, the interview results with the heads of three preschools are concluded as followings. 1. Dilemmas of inclusive education: It mainly appears on administration, including businesses influential on administrators, zero rejection policy, software/hardware teaching equipment for special students. In regard to teachers’ teaching, it contains teacher-pupil ratio, implementation of teaching, and teachers’ lack of professional literacy and competency. In terms of parenting education, it covers communication with parents, inadequate hours for professional guidance of special students, and support of professional groups. 2. Coping measures: To cope with three major dilemmas of inclusive education, different types of preschools are integrated for adopting proper coping strategies aiming at various items.
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Liao, Hsiu-Ni, and 廖秀倪. "A study on the private preschool and the marketing strategies-a case study in two preschools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19263075345776450094.
Full textAbstract:
碩士國立臺北教育大學
幼兒與家庭教育學系碩士班
97
Abstract The main purpose of the study was to discuss the management pattern and the marketing strategy relations of the privately established kindergartens and daycare centers organization. In the trend of fewer children, the preschool education market appears more competes intensely, and the traditional management strategy has not suited the social demand. Therefore this researcher attempts to find the appropriate management pattern, and refer to the business model which is proposed by a scholar Applegate. With the different management scale, but the achievements good two garden objects of study, consulting their actual management ways and the marketing strategy. Then, carry on the sample investigation in view of parents’ cognition of the marketing strategy of the preschool and the degree of satisfaction. And carry out the correlation analysis, to examine the relevance of management pattern forms, and then understand how much value the marketing strategy produces (satisfaction of parents). The findings are as follows: 1. The business model of privately established kindergartens and daycare centers composed of Concept (the market localization, the segment, the variation, product service), Capability (marketing strategy), and Value ( satisfaction). The comparatively systematized management can promote the preschool institute the competitive power. 2. The development goal of kindergartens and daycare centers organization lies in providing a good learning environment. To cooperate the related industry and share resources. For example, teaming up with the cultural performance association, research and develop the new curriculum together reduces the management risk and also creates the new turning point. 3. The marketing strategy can appear the value of educational institution management pattern by promoting various characteristics from the environment, the curriculum, and teaching method. According to this result, this researcher puts forward the proposal, because this research only aims at two institutions to carry on the case analysis, forms the appropriate marketing strategy for them. The result does not represent the domestic privately preschool organizations’ management pattern. Therefore the future researcher to be possible to carry on the big sample research that makes the content of the model be more complete. In addition, also may apply the different marketing theory to the analysis.
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LIN, YI-HUA, and 林宜華. "Cognition, Practice, and Teaching Resource Demand of Aesthetic Domain Curriculum in Preschools—From Preschool Educators’ Perspectives." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a5frrp.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系
106
Abstract This study discusses how educators view the aesthetic domain curriculum in the preschool curriculum in terms of their own cognition, practices, and required teaching resources. I consulted three preschool educators through semi-structured interviews in this study. Based on what the educators statements, we were able understand what their curriculum cognition, practices, and teaching resource demands in regard to preschool aesthetics domain teachings were. After analyzing the data, I were able to arrive at the conclusion consisted of the three points listed below: I.Preschool educators’ cognition of aesthetic domain education includes: knowledge in the aesthetics domain, aesthetics domain curriculum goals, individual skills, and individual practices. II.Preschool educators’ curriculum practices in the aesthetic domain includes: consideration of kids’ learning capabilities, consideration of kids’ material application, explore and discover teaching methods, create and perform teaching methods, transformational teaching methods, and self-evaluation. III.Preschool educators’ teaching resource demands in regard to aesthetic domain teachings include: professional preschool educator education and training, employment of experts in the domain, space distribution needs, situational arrangement needs, school neighboring locations, exhibition sites, and university campuses. Finally, according to the research conclusion, here are some suggestions for educators, school administration supervisors and future researchers.
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Liu, Yi Syuan, and 劉怡萱. "A Study of Job Crafting at Preschools." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93288897675936356483.
Full textAbstract:
碩士國立政治大學
幼兒教育所
101
Once upon a time, if you hated your job, maybe you only can choose to quit or to endure it. Recently, a group of researchers is trumpeting a third option：Doing “Job Crafting“ to make a new shape for your disagreeable job. Then, you will think that work is very interesting. This research aims to：(a) sum up the forms of Job Crafting at preschools；(b) probe into the course of Job Crafting at preschools；(c) compare the similarities and differences between principal and teacher at preschools. This study adopts qualitative research way in the main. We are in the light of “The list of outstanding performance educational evaluation in Taipei City and New Taipei City at 91 - 95” and using the purposeful sampling method to select each 25 of principal and teacher in public and private preschools to have an individual interview. And all the sound recordings are converting to verbatim recordings. Than we put data into the MAXQDA for coding and classification. Results show as follows: I. Due to principal and teacher at preschools has multiple contents of work, the forms of Job Crafting they engaged are rich. II. Principal and teacher at preschools have the same course of Job Crafting, including:motivation, learning, change of working boundary, challenge, and adaptive move. III. There are a lot of similarities and differences between principal and teacher at preschools, when they are engaged in the Job Crafting. A. The similarities：Due to principal and teacher at preschools has the same background and working environment, they have a lot of similarities on motivation, learning method, change of working boundaries, challenge, and adaptive move for Job Crafting. B. The differences： 1. Principals ─ The change of working boundaries is focused on affairs about program. They limited by the rigid culture of program and not encroaching on others. They take adaptive moves to create more opportunities of Job Crafting. 2. Teachers ─ The change of working boundaries is focused on affairs about curriculum and teaching. They limited by lacking formal power. They take adaptive moves to find support to get more opportunities of Job Crafting.
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Hsu, Shu-Tzu, and 許淑姿. "Study in Relation between Parents’ Awareness of Preschools’ Innovative Management and Factors in Parents’ Selections of Preschools in Nantou County." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/63516841154869838497.
Full textAbstract:
碩士國立臺中教育大學
幼兒教育學系碩士班
102
The object of this study is to discuss the relation between parents’ awareness of preschools’ innovative management and factors in parents’ selections of preschools. There will be some concrete suggestions made according to the research, and hopefully these suggestions practically assist the preschools to try to adopt innovative management to enhance competitiveness and to establish their own featured images for the purpose of being the most outstanding choices for parents. The method used in this study was the customized questionnaire on Parents’ Awareness of Preschools’ Innovative Management and Factors in Parents’ Selections of Preschools in Nantou County targeting to parents of public or private preschools in Nantou County, with 682 valid questionnaires from 844 parents. After the questionnaire had been gathered, the questionnaires were analyzed in adoption of methods of descriptive statistics, independent sample t-test, one-way analysis of variance and Pearson’s product-moment correlation coefficient. The results are as follows: 1. Present situations of parents’ awareness of preschools’ innovative management and factors in parents’ selections of preschools a. The degree on “curriculum innovation” of parents’ awareness of preschools’ innovative management is the highest, while that on “innovative administration management” is the lowest. b. The degree on “environment and facilities” on factors in parents’ selections of preschools is the highest, while that on “curriculum and teaching” is the lowest. 2. There are distinct variances in results among parents of different schools or family structures on the topic of awareness of preschool’s innovative management. a. Results from parents of private preschools show higher degrees on “resources application” than those from parents of public preschools do. b. Results from parents of two-parent, three-generation extended or single-parent families show higher degrees on “preschool innovative management” than those of other parents do. 3. There are distinct variances in results among parents of different identities, occupations, family incomes, educational backgrounds or schools on the topic of factors in parents’ selections of preschools. a. “Mothers” value “teachers’ proficiency” more than parents of non two-parent families do. b. Parents of higher occupational levels value “curriculum and teaching” more than those of lower occupational levels do. c. Parents of higher family incomes value “curriculum and teaching”, “teachers’ proficiency”, “feelings of children” more than parents of lower family incomes do. Additionally, parents of higher family incomes have higher degrees on overall awareness of parents’ selections of preschool than parents of parents of lower family incomes do. d. Parents of higher educational backgrounds value “curriculum and teaching “more than parents of lower educational backgrounds do. e. Parents of private preschools value “institution information”, “feelings of children” more than parents of public preschools do. In addition, parents of private educational backgrounds have higher degrees on overall awareness of parents’ selections of preschools than parents of private preschools do. 4. Parents of lower occupational levels, family incomes or educational backgrounds values “traditional methods” more than those of higher occupational levels, family incomes or educational backgrounds do. It is discovered that parents of lower occupational levels, family incomes or educational backgrounds tend to value “appropriate portion of homework and home learning”, “provision of phonetic symbols, reading and math lessons” more than those of higher occupational levels, family incomes or educational backgrounds do. 5. Attitudes of one-child parents of private preschools on extra-curriculum activities One-child parents of private preschools value “regular field trips and other extra-curriculum activities” more than two-child parents of public preschools do. 6. There is positive relation between innovative management of preschools and factors in parents’ selections of preschools. The suggestions according to the results are presented as references to government sectors, preschool managers, preschools parents and latter researchers. Key words: preschools, innovative management, factors in parents’ selections of preschools
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WU, WAN-HSIN, and 巫琬馨. "A Study on the Present Implementation of Local Cultural Curriculum by Preschool Educators of Public Preschools in Kaohsiung." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/68887339262386315779.
Full textAbstract:
碩士國立屏東大學
幼兒教育學系碩士班
105
This study aims to explore the present implementation of local cultural curriculum by preschool educators of public preschools in Kaohsiung. In this study, quantitative survey was conducted. The subjects of study were preschool educators of public preschools in Kaohsiung, and the main research tools were questionnaires titled "The implementation of local cultural curriculum by preschool educators of public preschools in Kaohsiung". According to the questionnaire data, the study used descriptive statistics, independent sample T- test, one-way analysis of variance and cross analysis to analyze the implementation of local cultural curriculum by preschool educators of public preschools in Kaohsiung. The findings are summarized as follows: 1. Public preschool educators of different "educational degrees" have significant differences on cognitive attitude towards local cultural curriculum. The positive extent on cognitive attitude of educators of "Master degree" is higher than educators of "Bachelor degree". Public preschool educators of different "school types" and "reginal types" have no significant differences on cognitive attitude towards local cultural curriculum. 2. Public preschool educators of different regional types have differences on implementing local cultural curriculum in "the reason not to implement local cultural curriculum", "the occasion of implementing the theme of local cultural curriculum", "the way to collect local cultural information before planning local cultural curriculum", " the community resources frequently used" and "the community organization resources frequently used". 3. Public preschool educators of different regional types have no differences on implementing local cultural curriculum in "the implemented content ", "the implemented activities ", "the implemented teaching style", "the decision way in planning activities of local cultural curriculum", "the community human resources frequently used" and "the community natural resources frequently used". 4. Public preschool educators of different regional types have differences on predicament factors in aspects of "teachers", "children" and "community or others" when implementing local cultural curriculum. There is no difference on the predicament factors in aspects of "parents" and "school". This study combines above research results to provide specific recommendations and references for education-related institutions and future research.
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Lin, Wan-Rong, and 林宛容. "A Case Study on the Transformation of Professional Development Counseling Implemented in Preschools on Preschool Educators’ Teaching Processes." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/bwngcg.
Full textAbstract:
碩士臺北市立大學
教育行政與評鑑研究所碩士在職專班
107
This study explored the difference before and after providing the intervention of professional development counseling to preschool educators in their understanding in and applications of curriculum guidelines of preschool activities. In addition, we explored the transitions of the preschool educators’ teaching processes before and after the counseling intervention, including scenario planning, course design and guidance in preschool activities. This study also analyzed the difficulties and coping strategies in implementing such counseling in preschools. This study adopted the case study method of qualitative research. The participants were three preschool educators of a preschool affiliated to an Elementary School in Bade District, Taoyuan City, and a professor-turned preschool counselor. The researchers used a self-devised interview guideline as the research instrument to perform one-on-one semi-structured interview with the participants. The interview responses were supplemented with literature analysis and relevant documents to generate the following results. I. Understanding in and application of preschool activity curriculum guidelines The preschool educators neither knew much of the curriculum guidelines of preschool activities, nor did they know how to apply the guidelines before receiving professional development counseling. After they received the counseling intervention, they demonstrated considerable improvement in understanding in and applications of the curriculum guidelines of preschool activities. II. Scenario planning in preschool activities Before receiving the counseling intervention, the preschool educators planned conventional learning spaces in the classroom without distinct area division. Classroom arrangement was primarily completed by the preschool educators. After the intervention, the preschool educators became gradually able to divide their classrooms into several learning areas and included children’s footprints in classroom decorations. The preschool educators also adjusted and supplemented teaching materials and tools in the learning areas to improve the functionalities and diversity of each learning area and create connections between the areas. III. Course design and guidance of preschool activities The preschool educators originally asked closed-ended questions to children when leading discussion activities, with the preschool educators held the leading voice in discussion. Following the implementation of the counseling intervention, the preschool educators became increasingly open-minded and willing to accept children’s fantastic ideas. They learned to return the leading voice to the children who then became more able to express their opinions. IV. Difficulty and coping strategies in implementing professional development counseling in preschools The environment or facility limitations of the preschool were difficulties hindering the implementation of professional development counseling in the preschool. Therefore, other methods must be used to overcome the difficulties under restrictions. The research results revealed that professional development counseling implemented in the preschool positively affected the preschool educators. However, numerous factors and pressures affected the preschool educators’ willingness to apply for counseling. Preschool educators should adjust their mindset and consider professional development counseling implemented in the preschool as a means of advanced education with a positive learning attitude. This study proposed relevant suggestions according to the research results to serve as a reference for education practitioners and future research.