Bibliografías temáticas / Preschool

Literatura académica sobre el tema "Preschool"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2024

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Artículos de revistas sobre el tema "Preschool"

1

Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work". Educational Management Administration & Leadership 47, n.º 2 (5 de octubre de 2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.

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This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development.
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2

Dahlström, Helene. "Populärkultur som kunskapskälla i förskolan". Educare, n.º 2 (13 de noviembre de 2023): 61–86. http://dx.doi.org/10.24834/educare.2023.2.890.

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The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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3

Lindstrand, Sara, Robert Lecuasay y Lina Mrak. "Lyssnande undervisning i förskolan". Nordisk barnehageforskning 19, n.º 4 (29 de diciembre de 2022): 206–26. http://dx.doi.org/10.23865/nbf.v19.294.

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Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. ENGLISH ABSTRACT Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching.
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4

Shuen, C. y S. M. Zhooriyati. "Meaning In Life and Workplace Spirituality as Intervention on Psychological Well-Being of Private Preschool Teachers in Malaysia". ATTARBAWIY: Malaysian Online Journal of Education 5, n.º 2 (10 de mayo de 2022): 1–12. http://dx.doi.org/10.53840/attarbawiy.v5i2.10.

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The increased level of stress and job turnover rate among private preschool teachers in Malaysia has led to low psychological well-being. Based on previous research, it is suggested that meaning in life and workplace spirituality can contribute positively to an individual’s psychological well-being. The objective of this research is to understand the effect of meaning in life and workplace spirituality on preschool teacher’s psychological well-being and therefore introduce them as possible interventions for Malaysian preschool teachers’ psychological well-being. A qualitative approach with phenomenological design was adopted in this study, and online semi-structured interviews were conducted to collect data from eight participants who were recruited from private preschools in Malaysia. This study found that factors that help preschool teachers to develop their meaning in life and psychological well-being included having harmonious passion and social support from their family and friends. Besides, meaningful work, sense of connection with others, alignment with preschool’s values and perceived organizational support are elements from workplace spirituality that can also increase preschool teachers’ psychological well-being.
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5

Kornus, Olesya, Anatolii Kornus, Mykyta Konovalov, Olena Korol y Оlha Skyba. "Modern state of preschool education in different parts of Ukraine". Human Geography Journal, n.º 32 (8 de junio de 2022): 61–68. http://dx.doi.org/10.26565/2076-1333-2022-32-07.

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The role of social factors has increased significantly in modern society. Education is essential for raising the intellectual and cultural level of inhabitants in any country. The purpose of this article is to analyze modern state of preschool education in different parts of Ukraine and to point at regional disparities in accessibility of preschool education services. This article gives analysis to modern state of preschool education in different parts of Ukraine. Research was based on several indicators such as number of children involved in preschool education, number of preschools in different regions of Ukraine, preschool enrollment rates and number of children actually attending preschools per 100 available places. Level of development of preschool education in cities and rural areas has been studied in regional context of Ukraine. It was also calculated social density of preschools and indexes of both territorial concentration and localization of preschools in the country. Social density of preschools was also analyzed in the study. The highest social density of preschools is typical for the capital of Ukraine – the city of Kiev. The lowest social density of preschool sector services is typical for Poltava, Sumy, Chernihiv and Luhansk regions. The highest concentration of preschools is observed in Kyiv city, and low territorial concentration index is observed in Sumy, Zaporizhia, Donetsk and Kirovohrad regions, Kherson region, Chernihiv region and Luhansk region. High localization index values were observed in Khmelnytsky and Ternopil regions, Zhytomyr and Cherkasy regions, Vinnytsia region, Mykolaiv, Zakarpattia, Rivne, Kirovohrad and Volyn regions and the lowest localization index values were observed in Kyiv city, Kharkiv region, Luhansk and Donetsk regions. Regions of Ukraine have been ranked and grouped in types according to their level of preschool education development. According to the results of the study, three types of regions have been identified. Regions (oblast) of Cherkasy, Khmelnytsky, Vinnytsia, Kyiv, Ternopil and Zakarpattia have been included in the first type (high level of preschool education development). The second type (average level of preschool education development) includes city of Kyiv and regions (oblast) of Zhytomyr, Rivne, Mykolaiv, Dnipropetrovsk, Chernivtsi, Sumy, Kherson, Kirovohrad, Poltava and Kharkiv. Regions (oblast) of Volyn, Ivano-Frankivsk, Chernihiv, Lviv, Odessa, Zaporizhia, Donetsk and Luhansk have been included in the third type (low level of preschool education development).
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6

Melenets, Liudmyla. "Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963". ScienceRise: Pedagogical Education, n.º 3(42) (31 de mayo de 2021): 17–21. http://dx.doi.org/10.15587/2519-4984.2021.232621.

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It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined
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7

Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility". Zbornik Instituta za pedagoska istrazivanja 48, n.º 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.

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Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
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8

Miletić-Stepanović, Vesna. "The use value of preschool institution space as a element of socio-demographic development". Demografija, n.º 17 (2020): 75–94. http://dx.doi.org/10.5937/demografija2017075m.

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The aim of the paper is a critical sociological analysis of the space of preschool institutions and the design the capacity of the space of preschool institutions, in accordance with the norms proposed within the European social model and the Master Plan of Belgrade. In accordance with the model assumptions, the practice of recommended norms is expected to produce transformational potential by initiating a chain of positive changes, starting with the elimination of systemic risks through decommodification of care for preschool children and production of politically correct space of higher use value, through increasing the coverage of the preschool contingent by state primary schools, to a favorable impact on stimulating birth. Paper Subject -use value of preschool institutions in Serbia, and the Belgrade municipalities Zvezdara and Savski Venac. Statistical analysis, preschool institutions spatial capacity analysis, comparative method, critical analysis were the analysis used in this paper. The following indicators were used to measure the use value of preschool institutions space: percentage of children attending preschools in Serbia, percentage of children attending preschools according to the type of preschool ownership, percentage of children attending public preschools, compliance of the available space in public preschools in the municipalities of Zvezdara and Savski Venac with the valid norms. The final section contains a proposal of spatial capacities which are believed to have sufficient transformational potential, for the purposes of initiating the positive chain of changes in the direction of sustainable social and demographic development.
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9

Williams, Pia, Sonja Sheridan y Elisabeth Mellgren. "Likvärdighet och kvalitet". Educare - vetenskapliga skrifter, n.º 2 (2 de marzo de 2021): 113–45. http://dx.doi.org/10.24834/educare.2021.2.5.

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Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
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Shaari, Mariam Felani, Sabarinah Sh Ahmad y Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design". Environment-Behaviour Proceedings Journal 1, n.º 3 (2 de agosto de 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.333.

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Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
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Más fuentes

Tesis sobre el tema "Preschool"

1

Brizic, Biloglav Marija. "Preschool teachers´ views on preschool mathematical environment". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31962.

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Föreliggande studie handlar om förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse. Studiens syfte är att beskriva hur sex pedagoger arbetar för att skapa en matematisk lärandemiljö för barn i ålder 3-5 år. För att uppnå studiens syfte ställs två frågeställningar som är: Hur ordnar sex pedagoger förskolans miljö och material för att stimulera barns matematiska förståelse? samt Vilka matematiska aktiviteter beskriver pedagogerna som ett led i att stimulera barns matematiska förståelse?Studien grundas i ett Sociokulturellt perspektiv med fokus på miljö, språk och samlärande. I urvalet ingår sex pedagoger med varierande utbildning och arbetserfarenhet men har det gemensamt att arbeta inom samma storstadskommun. Empirin samlades in med kvalitativ intervjumetod.Studiens viktigaste resultat visar att de intervjuade pedagogerna arbetar målmedvetet med att skapa och omskapa miljö och material allt efter barnens intressen och behov. De redskap som pedagogerna använder i sin verksamhet och i syfte att utveckla barns matematiska förståelse är redskap som barnen på ett lekfullt sätt kan sortera, para ihop, bygga och konstruera med, räkna antal, samt arbeta med rumsuppfattning. Alla pedagogerna arbetar med matematik som kan kopplas till de sex matematiska aktiviteterna: räkna, lokalisera, mäta, konstruera, lokalisera och förklara. Studien visar också att pedagogerna skapar matematiska aktiviteter i samråd med barnen och, för barnen, i meningsfulla sammanhang. Enligt de sex pedagogerna behövs det skapas en lugn miljö med tydlig struktur som utmanar barnen i deras matematiska lärande.De slutsatser som kan dras av resultaten är att pedagogerna i de aktuella förskolorna är väl förberedda för att uppfylla förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse.
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2

Backvall, Patrik. "Preschool Evolved : Communication With Preschool Through Mobile Services". Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155764.

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Technological advancements in the fields of communication and information sharing and usage are coming forth more and more rapidly. Information technologies are being introduced in fields that traditionally have been quite isolated in the technological sense. While previously not very distinguished by technological standards, the preschools are now in a process of evolution. A new information technology system for expanding communication possibilities between preschools and caregivers is being developed and tested in a pilot project in Stockholm, Sweden. This system, presently called the Preschool Portal, uses existing technologies like computers, mobile phones and the Internet with the aim of easing information access for both caregivers and preschool employees. The core of the system is an Internet portal where information related to participating preschools is stored. The portal provides both parts with functions to retrieve as well as share information and is online-based which means that it can be accessed from any Internet-connected computer. Using surveys and interviews as the main methods this thesis work strives to answer the question of how this previously non-technological workplace will handle the transition to this advanced and highly integrated information technology system. The preschools in focus in this project are used to work mainly with paper notes and lighter document handling on a computer, with information gathered from telephone and face-to-face conversations. It also looks at the relationship between the caregivers and the preschool employees partly to find out how the caregivers will use the system via their mobile phones, partly if and how that will change the way of work for the preschool employees. The results from the work are presented as a prototype for an iPhone application connecting to the Preschool Portal, and valuable knowledge about how non-technologically based workplaces are affected by the introduction of a system like the Preschool Portal.
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3

Kahriman-, Ozturk Deniz. "Preschool Children". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.

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The purpose of this study is to explore preschool children&rsquo
s attitudes towards environmental issues in terms of consumption patterns, environmental protection, recycling-reusing, and living habits and to investigate gender as a factor affecting environmental attitudes. The sample of the study is comprised of 40 preschool age children living in Ankara, Turkey. The research has been realized by qualitative design and the data were collected through interviews. The interview questionnaire was adapted from
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4

Ozturk, Elif. "Preschool Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609233/index.pdf.

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The aim of this study is to investigate preschool teachers&rsquo
beliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers&rsquo
year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers&rsquo
beliefs about integrated curriculum and integration of visual art with other activities. Preschool teachers were asked to complete &ldquo
teachers&rsquo
beliefs about integration of visual art&rdquo
questionnaire which was developed by the researcher. It includes four parts: demographic information, teachers&rsquo
beliefs about integration, teachers&rsquo
beliefs about integration of visual art with other activities, and the status of the integrated curriculum in early childhood education. The participants of this study consisted of 255 preschool teachers working with children between the ages of 5 to 6. 118 participants were public pre-school teachers whereas 137 of them were private pre-school teachers in Ankara. The results revealed that there were significant relationship between teachers&rsquo
year of experience and their beliefs about integration of activities and teachers&rsquo
perceived role of the integrated curriculum in early childhood education. In addition, a significant relationship was identified between teachers&rsquo
educational background and their beliefs related to integration of visual art with other activities, usage about integration of visual art, and their perceived role or &lsquo
place&rsquo
of the integrated curriculum in early childhood education. Finally, a significant relationship was reported between the last variable, whether the teacher had taken a course related to visual art or not, and with beliefs about integration of visual art with other activities and usage about integration of visual art.
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5

Evanshen, Pamela. "Preschool Literacy". Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4420.

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Waltemire, Catlyn L. "Preschool Counts: A Case Study Investigating Preschool's Role in Early Numeracy". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152628417785085.

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Baker, Sandberg Veronica. "Reading aloud in preschool - interaction during your reading in preschool". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27878.

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Kenda, Natasha y Marina Bosnjak. "Preschool teacher, working environment and stress Statements from preschool teachers". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27172.

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Detta arbete handlar om förskollärares uppfattningar av stress och arbetsmiljö i ljuset av de kraftigt ökade sjukskrivningstalen för förskollärare på grund av psykisk ohälsa. Syftet var att få fördjupad kunskap om förskolan som arbetsmiljö, så som den uppfattas av förskollärarna och då särskilt vad förskollärarna uppfattar som stressframkallande respektive vad som förhindrar stress. Arbetet avgränsades av två forskningsfrågor: Vad upplever förskollärare som stressfram-kallande i sitt arbete och på sin arbetsplats? Vad uppfattar förskollärarna kan minska den upplevda stressen?För att få fram svar på våra forskningsfrågor användes kvalitativa intervjuer av sex förskollärare i Malmö. För att analysera vårt resultat valde vi teorier som behandlar dels det psykosociala perspektivet och dels krav och kontroll perspektivet. Resultatet av arbetet visade att förskollärare upplever stress med olika situationer och många av de situationer som omnämndes av de intervjuade var överensstämmande med varandra. Studien visade även att förskollärarna utvecklade olika strategier för att motverka stress och för att kunna släppa den efter en arbetsdag. Studien påvisade även att det inte är de stora barngrupperna i sig, som är förskollärares mest stressande faktor, utan att det är stora barngrupper tillsammans med höga krav, som gör det stressande. Förskollärarna var här överens om att detta gör att många sjukskriver sig. Även bristen på personal utgör en påtaglig stressfaktor. Viktiga faktorer för att förhindra och/eller minska den påtalade stressen utgör ett bra arbetslag, en förstående chef och organisatoriska åtgärder som att dela in barngrupperna i mindre grupper. De intervjuade förskollärarna framhåller alla, mer eller mindre, att detta var olika sätt att minska stressen på.
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9

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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10

Andréason, Jennie. "Computer tablets as an educational tool in preschool and preschool-class". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35218.

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Syftet med studien är att undersöka hur lärplattan kan användas som pedagogiskt verktyg i förskola och förskoleklass. Vi vill undersöka de lärande och sociala samspel som eventuellt sker mellan barnen. Vidare undersöks hur pedagogernas förhållningssätt inverkar på barnens möjlighet till lärande kring lärplattan. Pedagogernas syn på fördelar och nackdelar gällande lärplattan granskas. Studiens frågeställningar besvarades utifrån den sociokulturella teorin. Centrala begrepp som artefakter, mediering, proximal utvecklingzon och förhållningssätt verkade som analysverktyg. Studien har genomförts med hjälp av kvalitativ metod där intervjuer och observationer har gjorts på tre förskolor och en förskoleklass. Resultatet visar att lärplattan kan användas som både dokumentationsverktyg och pedagogiskt verktyg i barngruppen. Barnens lärande kring plattan utvecklas genom turtagning och samarbete. Den medforskande pedagogen ger större möjligheter för barns lärande genom att se och utmana dem på rätt nivå. Pedagogerna anser att en av lärplattans fördelar är dess lätthanterlighet. En nackdel är att vissa pedagoger känner att de har för lite kunskap om tekniken. Slutsatsen av våra resultat visar att lärplattan kan ha flera olika användningsområden, lärandet blir möjligt genom att barnen interagerar med varandra och lärplattan. Pedagogernas förhållningssätt har en inverkan på barns möjlighet till lärande. Utbildning rörande lärplattan är betydelsefull för att pedagogerna ska kunna nyttja plattan så optimalt som möjligt.Nyckelord: Förhållningssätt, förskola, förskoleklass, lärande, lärplatta, medierande artefakt, pedagogiskt verktyg.
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Libros sobre el tema "Preschool"

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Uruntaeva, Galina. Preschool psychology: a practical course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/979875.

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The textbook is devoted to the problems of studying the mental development of preschool children (the specifics of the organization, principles, methods). It consists of three sections, which present methods aimed at studying the main activities of a preschooler (play, work, drawing, designing, communication of a child with adults and peers), cognitive processes (attention, speech, perception, memory, imagination, thinking), the most important areas of personality (self-awareness, will, emotional and moral development). Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the direction of training "Psychological and pedagogical education" (qualification "bachelor"), it can also be useful for practical psychologists, educators of preschool educational organizations and anyone who is interested in the mental development of a preschooler, the formation of his personality.
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Irina, Sergeevna. Preschool education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039882.

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The purpose of the textbook is to form a circle of basic concepts included in the topic of preschool education, to give an overview of the existing features of working with preschool children for future employees of this field of education. The history of the development of preschool pedagogy abroad and in our country is described in detail, the calendar of child development is given, the issues of the specifics of working with children with developmental disabilities are considered, recommendations are given on the organization of various activities within the framework of the work, and attention is paid to the issues of quality control of preschool education. It is addressed to students studying under the specialty program 44.02.01 "Preschool education".
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Cavallaro, Claire C. Preschool inclusion. Baltimore, Md: P.H. Brookes Pub., 1999.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir, eds. Preschool Geometry. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7.

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Cork, Barbara. Starting preschool. Scoresby, Vic: Brimax Publishing, 2010.

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Kelly, Mij. Preschool time. New York, NY: Scholastic Inc., 2014.

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Kelly, Mij. Preschool time. Hauppauge, NY: Barron's Educational Series, Inc., 2014.

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W, Trawick-Smith Jeffrey, ed. Preschool education. Bloomington, IN: Center on Evaluation, Development, Research, Phi Delta Kappa, 1989.

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Kirienko, Svetlana y Svetlana Pronyaeva. Preschool pedagogy. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1079943.

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This manual presents theoretical and practical material on the development, upbringing and education of preschool children, which will help in the professional training of students. The methodological complex is presented by the workshop at the end of each paragraph. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of pedagogical universities and colleges, teachers, specialists in the field of preschool childhood.
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Cole, Kathleen A. Preschool Skills (Preschool). Tandem Library, 2000.

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Capítulos de libros sobre el tema "Preschool"

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Lawton, Kathy y Connie Kasari. "Preschool". En Encyclopedia of Autism Spectrum Disorders, 2346–47. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_857.

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Rosa, Dinelia. "Preschool". En Encyclopedia of Cross-Cultural School Psychology, 746–47. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_328.

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Lawton, Kathy y Connie Kasari. "Preschool". En Encyclopedia of Autism Spectrum Disorders, 3650–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_857.

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Parahiyanti, Cesya Rizkika y Azizul Yadi Yaakop. "Pre-school Choice Decision Making Among Millennial Moms a Pilot Marketing Strategy Model". En Proceedings of the 19th International Symposium on Management (INSYMA 2022), 778–88. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_98.

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Abstract Like mothers in other generations, millennial mothers also face several challenges when making decisions within the family, including choosing the best preschool for their children. Preschools must compete to meet the needs of millennial mothers who have children under six years old at their current age so that these mothers will become potential users of preschool services themselves. This study aims to build a construct of consumer behaviour among millennial moms in Indonesia. Exploratory analysis using qualitative methods was used in this study. The result of this study is an indicator of the formation of a pilot marketing strategy model for preschool in Indonesia to compete as a reference preschool for millennial mothers.
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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "Theories and Research Related to Concept Formation in Geometry". En Preschool Geometry, 3–18. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_1.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "What does it Mean for Preschool Children to Know that a Shape is a Triangle? Building Concept Images in Line with Concept Definitions". En Preschool Geometry, 19–36. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_2.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "The Case of Circles – When the Concept Definition is Inappropriate for the age of the Children". En Preschool Geometry, 37–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_3.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "Mathematical and Geometrical Tasks". En Preschool Geometry, 47–59. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_4.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "Implementing Geometrical Tasks – Some Possible Scenarios". En Preschool Geometry, 61–76. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_5.

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Levenson, Esther, Dina Tirosh y Pessia Tsamir. "Geometrical Tasks in Preschool". En Preschool Geometry, 77–83. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-600-7_6.

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Actas de conferencias sobre el tema "Preschool"

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Botić, Mladen. "Informaciono-komunikacione tehnologije u aktivnostima upoznavanja okoline". En Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.475b.

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The paper investigates the use of ICTs in preschool children’s activities of getting to know the surroundings which are based on project learning in different life situations. It enables preschool teachers to start the discussion, using the combination of speech, photos, as well as e-material, to introduce children to a new topic, to provide children with explanations and to influence the development of children’s digital literacy. The aim of the present paper is to identify the use of ICTs in preschools. The general assumption is that these technologies greatly contribute to the efficiency of the implementation of getting-to-know-the-surroundings activities. The specific assumptions refer to preschools being differently equipped with ICTs; ICTs are used differently by different preschool teachers in these activities or some of their stages; the preschool teachers’ evaluations are not significantly influenced by their work experience and academic degree levels.To confirm this, the research was conducted in March 2023, on the sample of 104 preschools teachers in Zlatibor region. The data collected by Scaler – IKT-AUO ( = .856) and processed by means of descriptive statistics confirmed all the hypotheses of the research. Based on the obtained results, the paper provides a number of pedagogical implications which suggest the need for preschool teachers’ professional development aimed at improving their digital competencies for using ICTs in preschool education.
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ANDRASCIUC BIRTOK, Vasilica. "Socialization at preschool age". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p156-160.

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In this article you will find the essential characteristics of the development of socialization in preschool children, the educational framework favorable to the development of social competence, the way in which the family can get involved in the educational activity to support the social development of the preschooler.
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning". En 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Nazaruk, Stanisława K. y Joanna Marchel. "EFFECTIVENESS IN THE DEVELOPMENT AND ACQUISITION OF MATHEMATICAL SKILLS IN CHILDREN IN RURAL AND URBAN PRESCHOOLS". En 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.145.

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The aim of the research was to determine whether geometric skills of the children in rural preschools are at the same level as those of their peers in urban preschools. The research included 352 preschool-age children (5 to 7 years old) residing in Poland, both in cities and the countryside. The measurements were carried out in the Biała Podlaska Laboratory of Psycho-Motor Skills. A SensoMotoric Instrument (SMI) eye tracking device and the i ViewX platform registering data with a frame rate of 250 Hz were used. The device has a special measurement system which tracks and records eye movements in a sequence and at a pace of an analyzed person. With a view to demonstrate the differences between the correctness of task performance and the place of residence of the children, a Pearson’s Chi-squared test was performed. To evaluate the differences in the time of task execution, a single factor analysis of variance (ANOVA) and the Student’s t-test for independent samples were employed. In all of the analyzed cases, the level of statistical significance adopted was p=.05. The results of the research conducted on the studied group of children show that there are differences in the level of geometric skills between the children in rural and urban areas. It was established that a crucial factor which affected both the geometric knowledge and skills of the preschoolers were the place of residence, the age at which they started learning, and the duration of preschool education. Keywords: geometry teaching, mathematical skills, preschool-age child, preschool education.
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Kovaleva, E. A. "Basketball for older preschool children in preschool educational organization". En ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-02-2019-09.

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Vulic, Tatjana y Marija Vujovic. "THE MEDIA IN PRESCHOOLS: THE ATTITUDES OF TEACHERS". En eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-146.

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The media in the modern era influences all segments of society, and have an important role in the education and upbringing of children. A teacher is no longer the only source of information and the work of all educators is increasingly influenced by information that children learn through mass media. The aim of our research is to investigate the application of media in educational work. The purpose of the study was to examine the attitudes of teachers on the type of media they prefer to use in educational work in preschools. The survey was conducted on a sample of 217 preschool teachers in urban and rural areas in Serbia. The starting hypothesis of this research is the assumption that teachers prefer using the television in their work with preschool children, and that there is significant difference in the preferences of teachers regarding the type of media that is appropriate for use with preschool children, depending on the level of teachers' education, experience and age, as well as in relation to urban and rural areas. The research has shown that the mass media are represented in the framework of educational work in preschools. Educators believe that traditional media is still dominant, and to a lesser extent, they mention the use of the Internet and the new media. The results show that there is a statistically significant difference in the attitudes of teachers in relation to the location of their preschool (urban and rural area). Specifically, the media is better utilized in urban compared to rural areas in Serbia. The use of technologies is limited because of the financial crisis, unbalanced development of urban and rural areas and the lack of appropriate training of teachers.
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Lim, Pearly Pei Li. "Preschool Provider’s Notion Of Quality Preschool Built Environment In Malaysia". En ICRP 2019 - 4th International Conference on Rebuilding Place. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epms.2019.12.34.

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Ramazanova, Z. S. y S. M. Utezhanova. "Problems of environmental education of preschool children in preschool institutions". En ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-28.

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SOLOVIOVA, Liudmyla. "HAPPINESS AS A VALUE FOR A PRESCHOOL CHILD". En Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.57.

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The article is devoted to the explaining of the features of the terminal value of "happiness" at the stage of its appropriation by a child of senior preschool age. The applied diagnostic methods are presented: "Express diagnostics of the sphere of value orientations of a preschooler" and observation "Diagnostics of the levels of manifestation of the activity structural component of the value orientations of senior preschoolers". The structure of values of preschoolers in the unity of their cognitive, emotional and activity components is outlined. The state of formation of the structure value-goal "happiness" of the studied children is characterized. Senior preschoolers' ideas about "happiness" is presented. The level of significance of "happiness" for children in comparison with other important values is determined: "family", "health", "creativity", "friendship", "money", "beauty of nature", "beauty of technology". It is established that "happiness" ranks first among effective values. It is concluded that senior preschoolers feel happy when they are involved in meaningful, independent, creative activities. KEY WORDS: happiness, preschool child, structure of values, terminal values, value regulation.
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Randoha, Antra y Dagnija Vigule. "Self-Guided Learning Process in Preschool: Challenges of the Practice". En 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.48.

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The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.
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Informes sobre el tema "Preschool"

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Bartik, Timothy J. Preschool and Prosperity. W.E. Upjohn Institute, septiembre de 2014. http://dx.doi.org/10.17848/pol2014-017.

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Bartik, Timothy. Preschool and Prosperity. W.E. Upjohn Institute, septiembre de 2014. http://dx.doi.org/10.17848/pol2015-017.

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Cascio, Elizabeth. Does Universal Preschool Hit the Target? Program Access and Preschool Impacts. Cambridge, MA: National Bureau of Economic Research, marzo de 2017. http://dx.doi.org/10.3386/w23215.

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Andrew, Alison, Orazio Attanasio, Raquel Bernal, Lina Cardona Sosa, Sonya Krutikova y Marta Rubio-Codina. Preschool Quality and Child Development. Cambridge, MA: National Bureau of Economic Research, agosto de 2019. http://dx.doi.org/10.3386/w26191.

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Rubio Codina, Marta, Sonya Krutikova, Lina Cardona Sosa, Raquel Bernal, Orazio Attanasio y Alison Andrew. Preschool quality and child development. The IFS, septiembre de 2019. http://dx.doi.org/10.1920/wp.ifs.2019.1923.

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Bowers, Prudence. Indirect intervention for preschool stutterers. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6090.

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig y Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, enero de 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2302.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig y Carlos Aggio. The Preschool Entitlement: A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, enero de 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0082.2301.

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Only three out of five children are enrolled in preschool globally, and only one out of five in low-income countries, yet the expansion of preschool education came to a near standstill in 2020. To restart it, we propose a policy instrument called the Preschool Entitlement. It entails the right of every child to 600 hours of quality government-funded preschool education per year (3 hours per day, 5 days per week, 40 weeks per year). Existing preschool institutions and other organizations with legal status (public, private, faith- or community-based) can offer the child development program after a process of rigorous accreditation to ensure quality, inclusion, and safety. In other respects, they will have the freedom to shape the program according to local circumstances and local preferences. This makes it possible to supplement the daily 3 hours with additional hours of childcare that can be financed by families, local government, employers, national associations, faith-based organizations, ministries of social affairs, or others. In this manner, the Preschool Entitlement reconciles local autonomy with governmental responsibility for quality, access, and equity. In low- and middle-income countries, government costs would range from about 0.15 to 0.4 percent of GDP, and the benefits are likely to be significant.
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Lavrova, Galina, Natalia Tulupova y Julia Zabolotneva. Model adapted core preschool education program for early and preschool children with autism spectrum disorders. ChIPPKRO, 2020. http://dx.doi.org/10.12731/educationprogram.

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Baker, Kim. A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6134.

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