Bibliographies thématiques / Education, Preschool

Littérature scientifique sur le sujet « Education, Preschool »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 25 juillet 2024

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Articles de revues sur le sujet "Education, Preschool"

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Pasicznik, Władimir. « Physical education of children in pre-primary education in Ukraine (pedagogical aspect) ». Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no 4 (2021) : 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.

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This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.
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Kornus, Olesya, Anatolii Kornus, Mykyta Konovalov, Olena Korol et Оlha Skyba. « Modern state of preschool education in different parts of Ukraine ». Human Geography Journal, no 32 (8 juin 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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Hien, Tran Thi Thuong. « Applying Montessori Education Philosophy in preschool education in Vietnam ». International journal of social sciences 7, no 1 (24 février 2024) : 36–43. http://dx.doi.org/10.21744/ijss.v7n1.2247.

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The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation. In Vietnam, the application of Montessori principles in preschool education has gained traction, albeit with several challenges. This paper assesses the implementation of Montessori education in Vietnamese preschools, examining successful cases and existing hurdles. Drawing from a range of sources, including scholarly articles, books, and dissertations, the analysis highlights the shortage of adequately trained Montessori teachers, high tuition fees, and misconceptions about the Montessori approach. The study proposes solutions such as enhancing teacher training, international collaboration, and improving infrastructure and financial support for Montessori preschools. Furthermore, the paper underscores the significance of applying Montessori principles in Vietnamese early childhood education and suggests future directions for development. By adhering to Montessori's core principles and addressing the identified challenges, this approach has the potential to optimize preschool children's capacities and contribute to the nation's future development.
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Mahkamovna, Rizaeva Munisaxon. « Challenges Of Creativity And Competence Of Children In Early Childhood Education ». American Journal of Social Science and Education Innovations 02, no 10 (29 octobre 2020) : 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.

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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
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Jager, Jerneja. « The inclusion of disadvantaged children in preschool programs : The children’s rights and social responsibility ». Zbornik Instituta za pedagoska istrazivanja 48, no 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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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, no 2 (5 octobre 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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Shaari, Mariam Felani, Sabarinah Sh Ahmad et Izaham Shah Ismail. « Nurturing Environmental Stewards through Preschool Physical Design ». Environment-Behaviour Proceedings Journal 1, no 3 (2 août 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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Krejsler, Katarina Gustafson, Danielle Ekman Ladru et Tanja Joelsson. « Säkerhet samt upplevelsebaserat lärande i en variation av lärmiljöer – två centrala policyer i mobila förskolor ». Nordic Studies in Education 40, no 3 (24 août 2020) : 229–48. http://dx.doi.org/10.23865/nse.v40.2444.

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Since about a decade there is a new phenomenon in Nordic early childhood education and care, the mobile preschool. It is an ECEC practice conducted on a bus that travels to various locations to perform everyday preschool activities and routines. With theory of policy enactment this article analyzes workshop discussions with mobile preschool professionals. The results show two main policies within mobile preschools; safety as well as experiential learning in a variety of learning environments. While discussing how to handle these policies, the professionals construct the mobile preschool simultaneously as ordinary and unique in relation to ordinary stationary preschools.
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Megersa, Addisu Kumsa, Wudu Melese Tarekegne et Endalkachew Woldmariam. « Community Participation in Preschool Education of Ethiopia : the Case of South West Shewa Zone ». JETL (Journal Of Education, Teaching and Learning) 4, no 2 (30 septembre 2019) : 274. http://dx.doi.org/10.26737/jetl.v4i2.883.

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<em>The objective of this study was to examine the state of community participation in preschool education and factors affecting their participation in selected woredas of South West Shoa Zone. Survey research design was used. Data were collected from 192 preschool teachers, 58 preschool principals, 12 cluster supervisors 4 woreda education expert, and 58 PTA members by using questionnaires, interview and focus group discussion. The findings of the study revealed that the participation of the community in preschool education is very low; the most common areas of community participation are cash contribution and participation in a meeting for the improvement of student behavior. Finally, the major factors identified are lack of awareness, failure to attend the meeting and failure to send their children to preschools. It is suggested that the preschools should be designed effective strategies of cooperation to work with the community in supporting preschools. In addition, continuous efforts should be made by preschools in the orientations and reorientation of community members about the objectives, scopes, principles, methods, and activities of preschool education.</em>
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Dahlström, Helene. « Populärkultur som kunskapskälla i förskolan ». Educare, no 2 (13 novembre 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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Thèses sur le sujet "Education, Preschool"

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Nilsson, Sara, et Malin Olsson. « Outdoor education in preschool ». Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34662.

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I vår studie kommer ni som läsare få läsa om utomhuspedagogik. Vårt syfte har varit att få en inblick i vad utomhuspedagogik är, även att få mer kunskaper om hur utomhuspedagogik uppfattas inom aktuell forskning men även av de som arbetar i förskolor med den specifika inriktningen. Vi avser därmed försöka få en mer nyanserad bild av utomhuspedagogik. De frågeställningar vi utgått från har varit vad utomhuspedagogik betyder för pedagogerna? Finns det några nackdelar enligt pedagogerna, och i så fall vilka är dessa? Och den sista frågan vi ställt är om det ställs några specifika krav på pedagoger som arbetar i förskolor med en utomhusinriktad pedagogik?
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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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Evanshen, Pamela. « Preschool Literacy ». Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4420.

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Bengtsson, Hans. « Förskolereformen en studie i implementering av svensk välfärdspolitik 1985-1991 / ». Lund : Lund University, Dept. of Political Science, 1995. http://catalog.hathitrust.org/api/volumes/oclc/37930265.html.

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Aljabreen, Haifa. « A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool ». Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.

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Dantas, Maria Luiza. « Social Construction of Gender in Preschool Children : A Descriptive Study of Preschool Girls ». The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.

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D'Onorio, DeMeo Tina. « Individual differences in Preschool children's acquisition of Vocabulary during storybook reading : / ». Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_demeo_indiv.pdf.

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Івашина, Каріна Олександрівна, et Л. В. Роєнко. « Interior design features in preschool education institutions ». Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18246.

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Chan, Kwai-mui Carol. « A study on pre-school education policy in Hong Kong ». [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745001.

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Jiang, Yiqun. « Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool / ». The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.

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Livres sur le sujet "Education, Preschool"

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

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Schwartz, Mila, dir. Preschool Bilingual Education. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8.

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Andrianova, Elena, Mariya Bogomolova, Anna Grishina, Larisa Dormidontova, Larisa Zaharova, Svetlana Karabaeva, Tat'yana Kotlyakova, Irina Kuznecova, Natal'ya Maydankina et Ekaterina Subbotina. Modern technologies of preschool education. ru : INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1023275.

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Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation. Meets the requirements of Federal state educational standards of higher education of the last generation. For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.
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Peter, Moss. Transforming nursery education. London : P. Chapman Pub., 1996.

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Mikk, Jaan, Marika Veisson et Piret Luik. Preschool and primary education. Frankfurt am Main : Peter Lang, 2011.

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Mikk, Jaan, Marika Veisson et Piret Luik. Preschool and primary education. Frankfurt am Main : Peter Lang, 2011.

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A, Mori Allen, dir. Preschool special education administration. Austin, TX : Pro-Ed, 1985.

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New York (State). Dept. of Audit and Control. Division of Management Audit, dir. State Education Department, preschool handicapped education program. [Albany, N.Y : The Division, 1994.

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New York (State). Office of the State Comptroller. Division of Management Audit. State Education Department : Preschool Handicapped Education Program. [Albany, N.Y.?] : The Division, 1994.

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Chapitres de livres sur le sujet "Education, Preschool"

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Hauser-Cram, Penny, et Martha B. Bronson. « Preschool education. » Dans Encyclopedia of psychology, Vol. 6., 281–85. Washington : American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-089.

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Martin, Karin A., et Lacey Bobier. « Preschool Sexuality Education? ! » Dans The Palgrave Handbook of Sexuality Education, 243–59. London : Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-40033-8_12.

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Schwartz, Mila. « Preschool Bilingual Education : Agency in Interactions between Children, Teachers, and Parents ». Dans Preschool Bilingual Education, 1–24. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_1.

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Fleta Guillén, M. Teresa. « Scaffolding Discourse Skills in Pre-primary L2 Classrooms ». Dans Preschool Bilingual Education, 283–309. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_10.

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Mourão, Sandie. « Play and Peer Interaction in a Low-Exposure Foreign Language-Learning Programme ». Dans Preschool Bilingual Education, 313–42. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_11.

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Schwartz, Mila, et Naomi Gorbatt. « The Role of Language Experts in Novices’ Language Acquisition and Socialization : Insights from an Arabic−Hebrew Speaking Preschool in Israel ». Dans Preschool Bilingual Education, 343–65. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_12.

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Prošić-Santovac, Danijela, et Danijela Radović. « Separating the Languages in a Bilingual Preschool : To Do or Not to Do ? » Dans Preschool Bilingual Education, 27–56. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_2.

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Mifsud, Charles L., et Lara Ann Vella. « To Mix Languages or Not ? Preschool Bilingual Education in Malta ». Dans Preschool Bilingual Education, 57–98. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_3.

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Lugossy, Réka. « Whose Challenge Is It ? Learners and Teachers of English in Hungarian Preschool Contexts ». Dans Preschool Bilingual Education, 99–131. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_4.

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Protassova, Ekaterina. « Longing for Quality : Experiences of Finnish-Russian Bilingual Kindergarten in Finland ». Dans Preschool Bilingual Education, 135–62. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_5.

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Actes de conférences sur le sujet "Education, Preschool"

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Aboltina, Liga. « Pre-School Teachers’ Understanding about Children's Self-Directed Learning ». Dans 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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Karimova, Maftuna, et Khurshid Karimov. « SOLVING PROBLEMS IN THE PRESCHOOL EDUCATION SYSTEM AS THE MAIN STAGE OF THE EDUCATION SYSTEM ». Dans Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.51.

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The article examines the shortcomings and problems of preschool education processes and develops appropriate proposals for their resolution. The existence of problems in the placement of children in preschool educational institutions, the lack of provision for kindergartens and the measures taken in our country to eliminate them are considered. A study was conducted on this problem using the example of a preschool educational institution. Inclusion of children who have not yet entered kindergarten in the educational process in preschool educational institutions as a proposal to the article. Recommendations have been developed to increase the level of interest not only of educators, but also of parents in raising a child and creating a healthy environment in the family. The peculiarities of the upbringing of children in the family were revealed, the styles of family education, the peculiarities of the emotional development of a preschool child were studied.
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Galushko, I. G., A. V. Galushko et I. M. Ivanchenko. « Geography in preschool education ». Dans Научные тенденции : Педагогика и психология. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-04-08-2018-04.

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Goga, Maria, et Roxana Nistor. « ICT IN PRESCHOOL EDUCATION ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1867.

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Chaika, Volodymyr, Iryna Kuzma, Oleksandra Yankovych, Kateryna Binytska, Oksana Pysarchuk, Tetiana Ivanova, Halyna Falfushynska et Iryna Lyakhova. « Media Education Technology at Preschool Educational Institutions ». Dans Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010930300003364.

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Wang, Sijia, et Yuqi Li. « Early Education Robot for Preschool Children ». Dans 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003169.

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With the development of society, the rise of education level and the improvement of quality of life, young parents are increasingly willing to provide more abundant and comprehensive preschool education for their children, and preschool education products have gradually become a new trend. Our team will design a children's programming robot for preschool children, to establish programming thinking for children, increase pleasure of learning, and enhance parent-child interaction space. This design adopts the methods of questionnaire survey, user interview and literature retrieval to deeply understand the pain points of children's preschool education, the development status of domestic early childhood education products, and children's preferences, so as to determine the product use process, product function structure and product packaging. The design uses on-chip sensors and priority commands combined with ergonomics and perceptual engineering. Children can play arithmetic games through the combination of the main robot and the control panel, and parents can help children learn and play through mobile application. The product have the ability to cultivate and rich preschool children's scientific way of thinking and problem-solving ability，so that children can use scientific thinking to explain the phenomena and problems in the future, and they can get all-round learning and development at last. After the usability test, the interviewees and their parents believed that the design had certain educational effect.
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Angelescu (Demirci), Violeta Mihaela. « Implementing Quality Management Systems in Preschool Education ». Dans 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/5.

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This paper aims to highlight essential contributions in terms of management development in preschool institutions, the facts that leads to increasing quality of the entire educational process. Approaching this topic and bending with particular interest in the field of formal education in Romania, we dive into the essence of educational management so that we can offer important constructive suggestions for optimizing analysis activities and implicitly increasing performance in terms of specific management of the network of kindergartens. Preschool education is the cornerstone of the formation of human personality, as well as the first gateway to knowledge. To ensure high quality in education, a complex process is needed, very well organized and structured, which must be integrated into the institutional culture of the organization. Talking about quality management while focusing on quality in education represents in fact an analysis and careful research on management actions aimed directly at increasing the satisfaction of the needs of the beneficiaries of the educational system.
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Mashina, Anastasiia Andreevna. « Modern ideas of patriotic education of preschoolers ». Dans All-Russian Scientific Conference. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-107705.

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The article deals with the pedagogical features of the patriotic education of preschool children in modern society. The main normative legal documents regulating patriotic education in a preschool educational institution are analyzed. The importance of including patriotic education in the play activities of preschoolers is noted.
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Podgornova, Natalia Alekseevna, et Alina Valerevna Kazakevich. « QUALITY MANAGEMENT OF PRESCHOOL EDUCATION IN MUNICIPAL EDUCATION ». Dans XI scientific and practical conference with international participation. Publishing house Sreda, 2024. http://dx.doi.org/10.31483/r-110325.

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Morozov, Sergey A. « Current problems of preschool education for children with autism ». Dans Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder : Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-138-143.

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Qualitative disorders of social interactions in autism spectrum disorders (ASD) are one of the leading problems, which makes it especially important to assist a child with ASD at a preschool age. During the study, the results of approbation of an approximate adapted basic educational program of preschool education for children with ASD in 7 educational institutions in 6 regions of the Russian Federation were compared, and the results of a survey of 629 parents of children with ASD from 43 regions of the Russian Federation and the Republic of Belarus were analyzed. The main causes of the key problems of modern preschool education for children with ASD are identified, possible solutions are outlined
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Rapports d'organisations sur le sujet "Education, Preschool"

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van Ravens, Jan, Luis Crouch, Katherine Merseth King, Elisa A. Hartwig et Carlos Aggio. The Preschool Entitlement : A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, janvier 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 et Carlos Aggio. The Preschool Entitlement : A Locally Adaptable Policy Instrument to Expand and Improve Preschool Education. RTI Press, janvier 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 et 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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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva et Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, juillet 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, février 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Cascio, Elizabeth, et Diane Whitmore Schanzenbach. The Impacts of Expanding Access to High-Quality Preschool Education. Cambridge, MA : National Bureau of Economic Research, décembre 2013. http://dx.doi.org/10.3386/w19735.

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Straume, Odd Rune, et Paulo Bastos. Preschool Education in Brazil : Does Public Supply Crowd Out Private Enrollment ? Inter-American Development Bank, novembre 2013. http://dx.doi.org/10.18235/0011518.

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This paper examines whether an expansion in the supply of public preschool crowds out private enrollment, using rich data for municipalities in Brazil from 2000-2006, where federal transfers to local governments change discontinuously with given population thresholds. Results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public preschool services, but show no effects on the quantity or quality of private provision. These findings are consistent with a theory in which households differ in willingness to pay for preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
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Fee, Kyle D. Using Worker Flows to Assess the Stability of the Early Childcare and Education Workforce, 2010-2022. Federal Reserve Bank of Cleveland, janvier 2024. http://dx.doi.org/10.26509/frbc-cd-20240119.

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Turnover is a particular problem among childcare workers and less so among preschool and kindergarten teachers. In 2022, turnover in childcare work was about 65 percent higher than in a typical job, while attrition among preschool and kindergarten teachers was on par with the typical occupation.
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Fryer, Roland, Steven Levitt, John List et Anya Samek. Introducing CogX : A New Preschool Education Program Combining Parent and Child Interventions. Cambridge, MA : National Bureau of Economic Research, octobre 2020. http://dx.doi.org/10.3386/w27913.

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Годжиев, Георгий Тимофеевич, et Ирина Николаевна Воробьева. Improving the system of preschool physical education by means of Fitball - gymnastics and hops. DOI CODE, 2022. http://dx.doi.org/10.18411/doicode-2023.184.

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