Relevant bibliographies by topics / Urban preschool teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Urban preschool teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Urban preschool teachers"

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Maleki, Maryam, Abbas Mardani, Minoo Mitra Chehrzad, Mostafa Dianatinasab, and Mojtaba Vaismoradi. "Social Skills in Children at Home and in Preschool." Behavioral Sciences 9, no. 7 (July 8, 2019): 74. http://dx.doi.org/10.3390/bs9070074.

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Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.
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Cheng, Li, and Yongtao Gan. "Psychological capital and occupational commitment of Chinese urban preschool teachers mediated by work-related quality of life." Social Behavior and Personality: an international journal 48, no. 5 (May 5, 2020): 1–12. http://dx.doi.org/10.2224/sbp.8905.

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We explored how the psychological capital of preschool teachers influences their occupational commitment (OC), and how work-related quality of life (WRQoL) mediates this relationship. Participants were 759 urban preschool teachers in China, who completed the Psychological Capital Questionnaire, the Work-Related Quality of Life Scale, and the Occupational Commitment Scale. Data were analyzed through structural equation modeling with Amos 21.0. Our results indicate that the psychological capital of preschool teachers positively influenced their OC, and that WRQoL was a significant partial mediator of this relationship, that is, as teachers' WRQoL increased, so too did the influence of their psychological capital on their OC. These results highlight potential avenues for improving the psychological capital and OC of preschool teachers that may be implemented in schools and governmental institutions.
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Abang Ahmad, Dayang Nurshafiqa, and Suziyani Mohamed. "TEACHERS PERCEPTION TOWARD PLAY BASED LEARNING USING GADGET IN PRESCHOOL." International Journal of Modern Education 3, no. 9 (June 15, 2021): 24–39. http://dx.doi.org/10.35631/ijmoe.39003.

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Ministry of Education in Malaysia has urged the implementation of 21st-century learning starting from 2014 to fulfil the needs of education in Malaysia. The use of gadgets in learning is normal in this century but to some rural schools in Malaysia. This study was conducted to identify the teachers’ perception towards play-based learning using gadgets in rural preschool in the Kapit Division of Sarawak. This study focused on 3 important aspects which are the usage of gadgets and their effects in teaching and learning, and the challenges faced by the preschool teachers in using gadgets during their teaching and learning process. The samples of this descriptive research involved 40 teachers from Song and Kapit districts in Sarawak. The research instrument used for this study was a structured questionnaire which consisted of 10 items using five points Likert scale. The reliability coefficient value of Alpha Cronbach is 0.65. The data was analysed using SPSS to get the frequency and percentage values. It showed that preschool teachers have positive perceptions towards play-based learning using gadgets in preschools. Despite that, using gadgets in play-based learning has some cons such as students’ unfamiliarity with using gadgets and poor internet coverage in rural areas. This study enables preschool teachers to vary their teaching methods and approaches to ensure their students have an equal education as those who are in the urban area.
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Fuller, Bruce, and Annelie Strath. "The Child-Care and Preschool Workforce: Demographics, Earnings, and Unequal Distribution." Educational Evaluation and Policy Analysis 23, no. 1 (March 2001): 37–55. http://dx.doi.org/10.3102/01623737023001037.

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America's early education sector remains so radically decentralized—a far flung archipelago of pre-schools, family child-care homes, and subsidized individuals providing services-that basic information on local organizations and staff members remains scarce. This, despite rising policy interest in, and skyrocketing appropriations for, preschool programs which are aimed at boosting children's school readiness. Working from a social ecology framework, this study aimed to learn more about local populations of early education organizations. This paper uses 1990 household census data aggregated to the zip-code level to report on features of the early education workforce nationwide. Teachers and other staff in preschools and center-based programs reported low wages, averaging about $7,300 per year ($10,700 in 2000 dollars), with most working less than full time. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median worker in family child-care homes earned even less and only had a high school diploma. About 15% of all preschool teachers in urban areas were African-American; about 8% were Latina. Twice as many preschool and center teachers per 1,000 young children resided in affluent zip codes, relative to poor and lower middle-class areas. Preschools and centers located in blue-collar and middle-income zip codes displayed the lowest level of organizational formalization, compared to those operating in poor or affluent areas. We discuss the utility of 2000 census data to assess inequalities in the supply and quality of early education organizations and their staff, and modeling how economic and policy forces may shape organizational variability.
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Schwarz, Melanie, Sri Indah Pujiastuti, and Manfred Holodynski. "Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers." Journal of Cross-Cultural Psychology 51, no. 6 (June 17, 2020): 456–74. http://dx.doi.org/10.1177/0022022120930102.

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The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German ( n = 73) and Indonesian ( n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.
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Kayıran, Derya, and Birsen Bağçeci. "Needs Analysis on Values Education Programme for Preschool Students." Journal of Education and Training Studies 6, no. 10 (August 15, 2018): 69. http://dx.doi.org/10.11114/jets.v6i10.3538.

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In recent years, there is a big debate among researchers, teachers and decision makers about what to include in early childhood values education in preschools in Turkey. The aim of the current study is to make a need analysis for values education programme for preschoolers. This study was conducted with 200 preschool teachers in one of urban cities of Turkey –Kahramanmaraş- during 2016-2017 Spring semester. A values checklist is created for the current study by making use of Turkish Ministry of Education’s ‘Values Education Prescript’. The values checklist is a 5-Likert type scale coded as: Not important, Slightly important, Moderately important, Important, Very important. The teachers participated in this study were asked to rank values according to their self regard on importance of them. Findings of this study are analyzed by SPSS 22.0 Programme. According to the findings of the need analysis, top ten values which are chosen by teachers as essential to be implemented in preschools as part of the values education programme for preschoolers are as follows: Honesty, patriotism, responsibility, respect, respect to the elders, respect to environment, love, being fair, respect to others’ rights and being modest. Also, least five values which were ranked by teachers are social responsibility, generosity, collaboration, forehandedness and courage.
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Toussaint, Nicole, Martinette T. Streppel, Sandra Mul, Ruben G. Fukkink, Peter J. M. Weijs, and Mirka Janssen. "The Effects of the PLAYTOD Program on Children’s Physical Activity at Preschool Playgrounds in a Deprived Urban Area: A Randomized Controlled Trial." International Journal of Environmental Research and Public Health 17, no. 1 (January 3, 2020): 329. http://dx.doi.org/10.3390/ijerph17010329.

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Interventions to improve children’s physical activity in Early Childhood Education and Care (ECEC) settings are needed. This randomized controlled trial examines the effects of a preschool-based playground program for ECEC teachers in a deprived urban area. On intervention preschools, the PLAYgrounds for TODdlers program (PLAYTOD) was performed. It focused on teacher’s knowledge and skills in order to create a challenging outdoor environment in which young children (2.5 to 4 years old) are able to practice their motor skills. Observations were performed before and after the program with a modified version of the SOPLAY protocol. The activating role of teachers (score from 0 = inactive to 4 = participating), the number of different physical activities, and the quality of children’s physical activity on playgrounds were observed. The latter included the number of performed fundamental movement skills and the estimated physical activity intensity (score from 0 = sedentary to 3 = vigorous). Descriptive statistics and linear regression analyses were used to evaluate the effects of PLAYTOD. After the program, the activating role of teachers on intervention playgrounds improved. Moreover, the program and consecutively the changes made by teachers had a positive effect on the number of different activities and the quality of children’s physical activity. The results emphasize an important role for ECEC teachers in improving physical activity in young children.
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Cooper, Christen Cupples, and Isobel R. Contento. "Urban Preschool Teachers’ Nutrition Beliefs, Mealtime Practices, and Associations With Training." Journal of Nutrition Education and Behavior 51, no. 9 (October 2019): 1047–57. http://dx.doi.org/10.1016/j.jneb.2019.06.006.

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Draper, Catherine E., Simone A. Tomaz, Matthew Stone, Trina Hinkley, Rachel A. Jones, Johann Louw, Rhian Twine, Kathleen Kahn, and Shane A. Norris. "Developing Intervention Strategies to Optimise Body Composition in Early Childhood in South Africa." BioMed Research International 2017 (2017): 1–13. http://dx.doi.org/10.1155/2017/5283457.

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Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urban and rural settings indicated that teachers would welcome input on leading activities to promote physical activity and gross motor skill development. Teachers and parents/caregivers were also positive about young children being physically active. Recommendations for potential intervention strategies include a teacher-training component, parent/child activity mornings, and a home-based component for parents/caregivers.Conclusion. The findings suggest that an intervention focussed on increasing physical activity and improving gross motor skills per se is largely not required but that contextually relevant physical activity and gross motor skills may still be useful for promoting healthy weight and a vehicle for engaging with teachers and parents/caregivers for promoting other child outcomes, such as cognitive development.
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Panatsa, Vasiliki Maria, and Georgios Malandrakis. "Student teachers’ perceptions about the social pillar of urban sustainability." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 998–1018. http://dx.doi.org/10.1108/ijshe-09-2017-0162.

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Purpose This study aims to detect preschool and primary school student–teachers’ (STs) views about the social pillar of urban sustainability and particularly about the importance they attach to various social aspects of urban sustainability, and the perceived effectiveness of education in influencing these aspects. Design/methodology/approach A custom-designed questionnaire comprising eight literature-based social aspects of urban sustainability was developed and administered to 207 STs during the spring semester of 2015-2016, in the school of education, of a university located in northern Greece. Findings The highest levels of importance were attached to the aspect of “Health”, whereas aspects related to “Policy and Governance” were considered as the least important of all social aspects of urban sustainability. The aspect considered most easily influenced through education was that of “Human Relations”, in contrast to the aspect of “Housing” in which education was considered as the least effective. Also, STs considered every aspect of social urban sustainability to be more important than able to be influenced by education, revealing that they are somewhat sceptical of the effectiveness of education in this field. Research limitations/implications The participation of only student-teachers and the use of quantitative research tools are among the main limitation of the study. Future research should include teachers, both in-service and pre-service, from various disciplines and educational levels, and should employ a combination of quantitative with qualitative methods of analysis. Practical implications Insight into STs’ views can serve as a useful guidance for teacher education programs, providing information about necessary actions that have to be taken for the improvement of both pre- and in-service teacher educations. Originality/value There is a great lack of research around pre- and in-service teachers’ views about the importance of sustainability and the role of education in influencing it. Existing research is further scarcer when it comes to the investigation of the social pillar of urban sustainability, as literature usually focuses either on the environmental pillar of sustainability or on the concept of sustainable development in general.
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Dissertations / Theses on the topic "Urban preschool teachers"

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Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.

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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.
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Lopez, Grizel. "Advocating for the Development of the Whole Child| How Public Urban Preschool Teachers Overcome the Pressure of More Academics in Their Classrooms." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3740338.

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Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.

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Holland, John Michael. "Successful Emergent Literacy Head Start Teachers of Urban African American Boys Living in Poverty." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/3147.

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This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with parents in and out of the classroom, through of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. The effect of conducting home visits on teachers' identities and the influence of the setting of Head Start on teachers' beliefs and agency were emergent themes in the interviews. The participants used language that seemed to indicate culturally relevant and warm demander approaches to understanding the relationship between student behavior and student engagement and in descriptions of the relationships with parents. The value of teachers' relationships with their students' parents was the most pronounced aspect of successful teaching in Head Start as expressed by the participants. The process of communication among parents, students, and teachers was described as important to student learning. The participants' expressed a variety of approaches to how they understood student behavior, boys' social emotional development, and classroom practices. These Head Start teachers described boys as more active than girls, as more aggressive than girls, and sometimes more challenged to express strong emotions with language than girls. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' successful
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Pujiastuti, Sri Indah [Verfasser], and Manfred [Akademischer Betreuer] Holodynski. "Socializing moral in preschoolers : a cross-cultural comparison between German and Indonesian preschool teachers in urban contexts / Sri Indah Pujiastuti ; Betreuer: Manfred Holodynski." Münster : Universitäts- und Landesbibliothek Münster, 2020. http://d-nb.info/1204999805/34.

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Haski, Heidi. "Increasing Student Engagement and Embedded Learning Opportunities in Early Literacy Instruction at an Urban Preschool through Teacher Instructional Support and Feedback." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1336683142.

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Hubbard, Kemba N. "Barriers to Family Involvement in Schools: Exploring the Voice of the Urban, High Poverty Family." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1469453003.

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WEI, SHU-CHING, and 魏淑卿. "The Study of Public Preschool Teachers’ Responses to Urban Aboriginal Preschooler’s Care and Education Needs." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bynkwd.

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碩士
東海大學
教育研究所在職專班
106
This qualitative research explores public preschool teachers’ responses to urban aboriginal preschooler’s care and educational needs. By using semi-structured interviews with seven public preschool teachers, this study uses multicultural education as framework to understand public preschool teachers’ perspectives and practice of urban aboriginal preschooler’s care and educational needs. Analysis of data shows the public preschool teachers perceived that most urban aboriginal families are economically disadvantaged, therefore, the preschoolers do not have enough educational resources. Their urbanization also led to their inability to speak their mother languages. Moreover, they do not do well in schools. Based on the needs, the public preschool teachers would assist urban aboriginal families to get educational resources, and advise on parenting. The teachers would also provide personal instruction to the urban aboriginal preschoolers. This study reveals that the teachers did not take cultural difference into account. They used contributions approach, teaching the exceptional and culturally different approach, and human relations approach to respond to the needs. Their aim was to merely help these preschoolers succeed in mainstream learning environment. Based on the research result, some suggestions are provided for preschool teachers and future research.
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Books on the topic "Urban preschool teachers"

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Wilson, Catherine S. Telling a Different Story: Teaching and Literacy in an Urban Preschool (Early Childhood Education Series (Teachers College Pr)). Teachers College Press, 1999.

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Wilson, Catherine S. Telling a Different Story: Teaching and Literacy in an Urban Preschool (Early Childhood Education Series (Teachers College Press).). Teachers College Press, 1999.

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Book chapters on the topic "Urban preschool teachers"

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Canada, Theresa J. "Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 227–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch012.

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This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.
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Estevez-Menendez, Marisol, Heejung An, and Janis Strasser. "The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy." In Early Childhood Development, 841–56. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch041.

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As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.
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Estevez-Menendez, Marisol, Heejung An, and Janis Strasser. "The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy." In Tablets in K-12 Education, 139–55. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch010.

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As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.
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Conference papers on the topic "Urban preschool teachers"

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.
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