Artykuły w czasopismach na temat „Kindergarten and up”
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1
Zhu, Yueqi. "An Analysis of the Minority of Males Working as Kindergarten Teachers". Communications in Humanities Research 28, nr 1 (19.04.2024): 87–90. http://dx.doi.org/10.54254/2753-7064/28/20230130.
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The kindergarten period is the critical period for the formation of character and habits. Accordingly, Kindergarten education is fairly crucial for people. Nowadays, few males choose to become kindergarten teachers in the world. For instance, in South Australian kindergartens, female kindergarten teachers account for the most proportion. Until June 2005, only three male kindergarten teachers in comparison with two hundred and nineteen female kindergarten teachers worked on preschool education [1]. There is a significant gender gap among the kindergarten teachers. I have looked up some relevant reviews and statistics on the proportion of male early childhood workers in different countries and the salary of early childhood educators in Australia in 2015.
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Cristiana Normalita de Lima, Dharma Gyta Sari Harahap, Muh. Rafi'y, Ferry Irawan i Rivaldo Paul Telussa. "Improving Spatial Visual Intelligence in Merauke Kindergarten Group B Children Using Finger Painting Techniques". Technium Social Sciences Journal 49, nr 1 (26.10.2023): 434–41. http://dx.doi.org/10.47577/tssj.v49i1.9838.
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Drawing and painting activities. The finger painting technique is one type of activity that can be done to develop visual-spatial skills. The study included group B children from Merauke District Kindergartens. Classroom Action Research (CAR) was used, and it was carried out in two cycles. Three meetings were conducted in each cycle. This study included 200 students from five kindergartens in the Merauke District, including Pembina State Kindergarten, Yapis Kindergarten, ABBA WASUR II Kindergarten, and AL-FATAH Kindergarten. Techniques for collecting data include direct observation, practice, and documentation. Analyze descriptive data. The study's findings revealed that employing the finger painting technique, children's visual spatial intelligence increased at each meeting, with cycle I reaching 20 children. (10%), up to 180 children in cycle II (90%) with the criteria Developing According to Expectations.
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Nilsen, Ann Christin E. "In-between discourses". Journal of Comparative Social Work 11, nr 1 (1.04.2016): 64–85. http://dx.doi.org/10.31265/jcsw.v11i1.136.
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During the last decades, early intervention has become a major concern across political parties in Norway. In line with the discourse of early intervention, kindergartens are perceived as important arenas for identifying children at risk and initiating intervention. Equally important in the kindergarten sector is the discourse of diversity, in which a tolerance for behaviours that deviate from the majority norm is assumed. Drawing on an institutional ethnography in Norwegian kindergartens, and in particular the concept of ruling relations, I compare these two discourses in this article and discuss how kindergarten staff have to negotiate between different, and sometimes conflicting, institutional discourses that can justify different interventions. As a consequence, and despite good intentions, kindergarten staff can end up treating children with different backgrounds unequally.
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Abdellatif Mansouri, Safia. "Social representations of parents about kindergarten". Journal of Arab Children 22, nr 85 (grudzień 2020): 85–105. http://dx.doi.org/10.29343/1-85-3.
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The Study attempted to identily the most important representations Parents held in their mind towards kindergartens, as demanstrated by technical network up Anna waria de Rosa (1995). The sample cansisteal of 39 Parents of kindergaoten children. The results showed that the parents looked up at kindergarten as an educatiansl and peda-gogical institution, and they held positive attitudes towrds it, as it was illustrateal by the oufcome of the study.
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Jiang, Zheng Rong, i Yi Chen. "A Study on the Design Mode of Pick-up & Drop-off Space in Kindergarten". Advanced Materials Research 450-451 (styczeń 2012): 1004–9. http://dx.doi.org/10.4028/www.scientific.net/amr.450-451.1004.
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It is very common for parents in the city to drop off and pick up their children at the kindergartens, and it usually results in severe traffic jam because traditional kindergartens lack of space for such picking-up & dropping-off behavior. This article analyzes the current status of the Pick-up & Drop-off Space in kindergartens, studies the characteristics of the Pick-up & Drop-off behavior and the resulted space demand, learns from foreign experience, explores the design mode of such spaces and finally illustrates the mode by relevant examples. The study on Pick-up & Drop-off space has an important practical significance in both improving kindergarten building design specifications and guiding the construction of kindergartens.
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Li, Xiao Shuang, Gang Liu i Yang Li. "A Case Study on Analysis and Solution of the Problem of “Kindergarten Enrollment Difficulty”". Applied Mechanics and Materials 174-177 (maj 2012): 2265–69. http://dx.doi.org/10.4028/www.scientific.net/amm.174-177.2265.
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Kindergarten education is a significant project which is closely related to the future development of the nation and its people's livelihood. With the development of our economy and the improvement of people’s living standard, the demand for high-quality pre-school education is increasing sharply among parents. Unfortunately, present development of kindergartens in our country is far behind the increasing demand of pre-school education which results in the phenomenon of “kindergarten enrollment difficulty” in numerous cities. In the investigation, it is found that planning and layout of kindergartens, shortcomings of their own development and related policies are the factors that interact with each other thus leading to the problem. To deal with those factors, we put up with a set of theoretical models from the angle of planning in the hope that these models can serve as reference for relieving the problem of “kindergarten enrollment difficulty”.
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Partridge, Elizabeth, Sue Austin, Elizabeth Wadlington i Joe Bitner. "Cooking Up Mathematics in the Kindergarten". Teaching Children Mathematics 2, nr 8 (kwiecień 1996): 492–95. http://dx.doi.org/10.5951/tcm.2.8.0492.
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Although cooking activities have been an integral part of kindergarten classes for years, teachers and administrators often do not perceive these experiences as being a springboard for integrating mathematics with other areas of the curriculum.
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Abdulrahman, Jabar A. "Verbal and Nonverbal Communication Efficiencies". Koya University Journal of Humanities and Social Sciences 1, nr 1 (14.04.2019): 121–31. http://dx.doi.org/10.14500/kujhss.v1n1y2018.pp121-131.
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One of the objectives of this research was to determine the level of (linguistic & non-linguistic) communication efficiencies among the kindergarten teachers according to some demographic variables. The researcher used the Descriptive and Correlative Method, also they used observation tool, beside finding the validity, internal consistency and reliability of the tool through Cronbach's Alpha which was (0.92), then a consistency between the observers were found. The tool in its final form Consisted of (28) items. The final sample was (89) lessons observed of kindergarten teachers in Koya city. The results showed that the level of communication efficiencies in general was above average but not up to the required level educationally set at 80%, also the private kindergarten teachers was better comparing with Governmental kindergartens, also differences appeared by the years of service for the benefit of newly teachers. Based on the results the researcher presented several recommendations and suggestions.
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Izumi-Taylor, Satomi, Yoko Ito, Chia-Hui Lin i Kiyomi Akita. "A comparative study of American, Japanese, and Taiwanese early childhood teachers’ perceptions of clean-up time". Research in Comparative and International Education 12, nr 2 (czerwiec 2017): 231–42. http://dx.doi.org/10.1177/1745499917712610.
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The purpose of this study was to examine similarities and differences of American, Japanese, and Taiwanese kindergarten teachers’ perspectives about clean-up time. The participants consisted of two female American kindergarten teachers in the southeastern US, two female Japanese kindergarten teachers on the main island, and two female Taiwanese kindergarten teachers from central Taiwan, all of whom teach four-year-olds. Qualitative analysis of the data yielded four themes regarding teachers’ views of clean-up time: teaching cleaning-up methods, the developmental stages, the extension of play, and reflection of one’s own practical knowledge and skills. These teachers perceived clean-up time was more than just a transitional time. The implications for early childhood education are presented.
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Desoete, Annemie, i Magda Praet. "A Pilot Study on the Effectiveness of Kindergarten Games to Enhance Mathematical Skills". Journal of Cognitive Education and Psychology 21, nr 1 (1.06.2022): 21–33. http://dx.doi.org/10.1891/jcep-2021-0020.
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Adaptive serious mathematical games in kindergarten were used to investigate whether kindergarteners could grasp mathematics topics. A pretest–posttest-follow up design with two conditions. (Condition 1 educational kindergarten games on the computer, focusing on counting and comparison, Condition 2 educational kindergarten games on the computer, focusing on memory, counting and comparison) and one active control group (playing educational kindergarten games without mathematical content) was set up dealing with 45 preschoolers with a mean age of 68.78 months (SD = 4.46). Children were matched in kindergarten on their early mathematical and language skills as well as on their intelligence before the interventions took place. The study revealed that playing mathematical games in kindergarten had the potential to enhance the early mathematical skills. Children with initial weak mathematical skills in kindergarten caught up with their average performing peers, pointing to the importance of serious numerical games as “opportunities” in kindergarten. Both boys and girls benefitted, with a sustained effect in grade 1, revealing promising potential effects of offering opportunities to focus on mathematics even in very young children.
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Phillips, Linda M., Stephen P. Norris i Jana M. Mason. "Longitudinal Effects of Early Literacy Concepts on Reading Achievement: A Kindergarten Intervention and Five-Year Follow-up". Journal of Literacy Research 28, nr 1 (marzec 1996): 173–95. http://dx.doi.org/10.1080/10862969609547915.
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The effects of a literacy intervention in kindergarten were measured using a control-group design. Three treatment groups were taught using beginning-reading booklets to complement the authorized language program. One group used the booklets at home; the second, both in school and at home; and the third, in school only. Data were gathered at the beginning of kindergarten and at the end of kindergarten, first, second, third, and fourth grades. Results indicated that children's knowledge of early literacy concepts increased during kindergarten, and that this improved students' reading achievement for the next 4 years. Effects were strongest and longest lasting for the in-school group.
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Bar Gosen, Noah, Laura I. Sigad, Jordan Shaibe, Amani Halaby, Efrat Lusky-Weisrose i Dafna Tener. "“We Need to Raise Awareness and Never Give Up”: Israeli Druze and Muslim Arab Kindergarten Teachers’ Proactivity When Facing the Sexual Abuse of Their Students". Behavioral Sciences 14, nr 2 (16.02.2024): 142. http://dx.doi.org/10.3390/bs14020142.
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Kindergarten teachers are expected to lead the intervention process in cases of child sexual abuse (CSA) in their kindergarten. This study examines the proactive role of Druze and Muslim Arab kindergarten teachers in addressing and coping with the CSA of their kindergarten students in Israel. A qualitative thematic analysis was used to investigate the semi-structured interviews conducted with eight Druze Arab and six Muslim Arab kindergarten teachers. Three distinct themes were revealed. The first theme described the participants’ fear and concern for their personal children and themselves when dealing with CSA incidents involving their students. The second and third themes described their proactive coping on two fronts: (1) inside their homes to protect their own children and (2) as educators within religious communities, using professional and religious principles to support CSA survivors and raise awareness among parents. The results emphasized the personal burden on kindergarten teachers coping with CSA in their kindergarten and, as mainly expressed by Druze kindergarten teachers, the contribution of religious values to CSA intervention and prevention processes among their students and communities. Thus, there is a need for comprehensive support that considers ethnic and religious characteristics and will be available to kindergarten teachers facing CSA in their kindergarten.
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Na'imah, Muassomah i Azizah Nurul Fadlilah. "Technology Challenge: EFL Teacher Experience Teaching Online at Kindergarten". Jurnal Pendidikan Anak Usia Dini Undiksha 10, nr 2 (12.12.2022): 228–38. http://dx.doi.org/10.23887/paud.v10i2.52528.
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The application of learning technology makes a severe challenge for the English teachers as a foreign language (EFL) at Kindergarten learning online, which results in neglected outcomes. Various kinds of the latest tools and appropriate online learning technology are widely available, but the limited ability of EFL teachers and students can't keep up with the progress. This study aims to analyses how the challenges of EFL teachers and students using online learning technology impact output quality in kindergartens. The data for this study were sourced from the owners of the Kindergarten, the principal, and 12 EFL teachers who had considerable experience in two private Kindergartens. Data collection is done through observation, documentation, and interview. Data analysis is manually inductive with model producer which started from data collection, reduction, data display, and verification. The study results show that the importance of appropriate technology that EFL teachers and students cannot use has resulted in a fall in the quality of outcomes that have a global impact. The impact of children's education in Kindergarten affects further formal education, which should follow the demands of the development of science and technology in the present and the future. This condition does not pursue the educational vision, mission, and goals. At the same time, this study requires problem-solving based on problem-based learning, and excellent teachers must master Technological Pedagogical and Content Knowledge (TPACK).
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Scheiber, Barbara, Claudia Spiegl, Jasmin Plattner, Sabine Monsberger i Peter Federolf. "Is screening for motor skill deficits in Tyrolean preschool children warranted and feasible? A protocol for a two-stage cross-sectional study". BMJ Open 14, nr 6 (czerwiec 2024): e081311. http://dx.doi.org/10.1136/bmjopen-2023-081311.
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IntroductionChildren with developmental coordination disorder (DCD) show deviations in motor development and motor skills in early childhood where the learning and execution of coordinated motor skills are below the level expected for their age. Early detection of DCD is critical to provide an opportunity for intervention and support, yet many cases remain undetected until school age. The study described aims to determine the warranty, feasibility and validity of a mobility screening in Tyrolean kindergartens and evaluate its potential benefit to enhance the motor development prospects of affected children.Methods and analysisThis research employs a two-stage cross-sectional approach with 6 months of follow-up assessments. The initial stage involves a playful mobility screening for all participating kindergarten children, followed by individual assessments for those displaying conspicuous motor skills. Motor skills will be evaluated using MobiScreen 4–6 and the Movement Assessment Battery for Children-2. Prior to the screening, informed consent is obtained from kindergarten bodies and authorities, parents and the children themselves. Parents are provided with information sheets and questionnaires to assess their attitudes and their child’s eligibility. The study described aims to form a representative sample of kindergarten children, aged 4–6, in Tyrol. To target approximately 20–40 children with DCD for follow-up, the goal is to include 650 children, assuming an incidence of 3%–6%. For the follow-up, matching control groups will be formed and information about how identified motor deficits were addressed, including therapies or sports, will be gathered. Quantitative data will mainly be analysed descriptively, while feedback from kindergarten teachers regarding the practical implementation will be analysed using qualitative content analyses, according to Mayring.Ethics and disseminationThe study has been approved by the Research Committee for Scientific Ethical Questions (RCSEQ 3369/24). Findings will be disseminated through contributions, peer-reviewed journals, and conferences.
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Kume, Enida. "Work Stress in Kindergarten Teachers in Albania". Revista de Gestão Social e Ambiental 18, nr 9 (21.06.2024): e7677. http://dx.doi.org/10.24857/rgsa.v18n9-144.
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Objective: The objective of this study is the quantitative assessment of work stress among kindergarten teachers in Albania and identification of most important stressors Theoretical Framework: The conceptual research model according to which the study was carried out set up according to hypothesis: work stress for kindergarten teachers is a psycho-emotional state caused by the action and cooperation of external and internal factors related to individual features of teacher and the physical environment and organizational and social context where the teacher works. Method: Data collected from the interview of 176 kindergarten teachers were used to carried out the study. Descriptive analysis was used to evaluate the level of stress among teachers. Hierarchical multiple regression analysis was used to identify the factors/stressors that are responsible for work stress in teachers as well as to evaluate their importance Results and Discussion: Work stress among kindergarden teacher was evaluated at moderate/near hight level. Overload was the most important stressor in generating stress at work, followed by Work pressure and Job security. Political preference of teacher, large number of children and the supervisor's additional demands were identified as external factors with the important effect on work stress. The teachers' demographic features like the teacher's family situation (with childrens) and work experience were identified as factors that affect reduce stress at work. Age and civil status of teacher have not significant effect. Research Implications: The results of the research highlight the need for drafting policies for preschool education that regulate employment relations unaffected by political preferences. Public and private investments to increase the number of kindergartens and their capacities, to reduce the number of children in the classroom and better organization of work administration by supervisors are necessary to reduce the stress in the work among kindergarten teachers. Originality/Value: The assessment of the level of work stress among Albanian kindergarten teachers and the identification of the factors responsible for generating this stress is a new contribution to studies with such a research object in Albania. The study also serves to understand what are the features and factors that influence the implementation of the preschool education system in a society that is in the phase of economic and cultural transition towards the market economy, free initiative and democratic society. As the first study in this field in Albania, the results of this study should be accepted as preliminary orientation results, which should be supplemented with results that can be obtained from other studies.
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Dombkowski, Kristen. "Will the real kindergarten please stand up?: defining and redefining the twentieth-century US kindergarten". History of Education 30, nr 6 (listopad 2001): 527–45. http://dx.doi.org/10.1080/00467600110064762.
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Weiss, Marc Franchot. "Children's Attitudes toward the Mentally Ill: An Eight-Year Longitudinal Follow-up". Psychological Reports 74, nr 1 (luty 1994): 51–56. http://dx.doi.org/10.2466/pr0.1994.74.1.51.
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In 1986, Weiss reported the measurement of the attitudes of 577 children of elementary school age toward mental illness and mentally ill persons relative to other stigmatized groups on a projective measure of social distance. It was concluded that attitudes toward deviant groups were evidenced by Kindergarten and did not change appreciably with increasing age or grade. Eight years later, 35 of the previously examined 65 Kindergarten students were still enrolled in the district. Parental permission to repeat the evaluation was received for 34 of those students. The results of this longitudinal research were remarkably similar to the results in the original cross-sectional research, again leading to the conclusion that attitudes toward the mentally ill become quite stable and enduring by the time a child enters Kindergarten. Only one stigmatized group, mentally retarded persons, significantly changed in terms of social distance and interpersonal attraction toward being more acceptable.
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Benetti, Elisa, i Gianluca Mazzini. "Coding: First Steps from Kindergarten up to Primary School". Journal of Engineering Research and Sciences 2, nr 3 (marzec 2023): 16–30. http://dx.doi.org/10.55708/js0203002.
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Holilah, Ilah, Kristiana Maryani, Ratih Kusumawardani i Isti Rusdiyani. "The Effect of Pop-Up Book Media On Children's Speech Ability". KINDERGARTEN: Journal of Islamic Early Childhood Education 5, nr 2 (4.01.2023): 273. http://dx.doi.org/10.24014/kjiece.v5i2.14404.
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ABSTRAK. Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh media pop up book terhadap kemampuan berbicara anak. Penelitian dilakukan pada kelompok B dengan usia 5-6 tahun di Taman Kanak-Kanak Kecamatan Baros, Kabupaten Serang-Banten khususnya di TK Kasih Bunda dan TK Mangga. Metode yang digunakan dalam penelitian ini yaitu penelitian quasi eksperimen dengan desain non-equevalent control group design dengan sampel 30 anak, kelas B1 pada TK Kasih Bunda sebanyak 15 anak sebagai kelas eksperimen dan kelas B1 pada TK Mangga sebanyak 15 anak sebagai kelas kontrol. Penelitian ini dilakukan selama 2 minggu, instrument yang digunakan dalam penelitian ini berupa pedoman observasi dengan analisis data menggunakan SPSS 22. Hasil dalam penelitian ini menunjukkan bahwa rata-rata kemampuan berbicara anak kelompok eksperimen saat pretest sebesar 38,47 dan untuk kelompok kontrol rata-ratanya sebesar 40,33. Sementara itu hasil posttest pada kelompok eksperimen rata-ratanya sebesar 42,93 % dan kelompok kontrol rata-ratanya menjadi 40,73%. Hal ini menunjukkan bahwa terdapat pengaruh media pop up book terhadap kemampuan berbicara anak. Kata Kunci : Media Pop Up Book, Kemampuan Berbicara, Anak Usia 5-6 TahunABSTRACT. This study aims to determine whether or not influence of pop up book media on children’s speaking ability. The study was conducted on group B aged 5-6 years in Kindergarten, Baros District, Serang-Banten Regency, especially in Kasih Bunda Kindergarten and Mangga Kindergarten. The method used in this study is a quasy-experimental study with a non-equevalent control group design with a sample of 30 children, class B1 at Kasih Bunda Kindergarten as many as 15 children as the experimental class and class B1at Mangga Kindergarten as many as 15 children as control class. The research was conducted for 2 weeks, instrument used in this study showed that the average speaking ability of the experimental group children t the pretest was 38,47 and for the control group the average was 40,33. Meanwhile, the posttest results in the experimental group average 42,93% and the control group average 40,73%. This shows that the there is an influence of pop up book media on children’s speaking ability of children 5-6 years.Keywords: Pop Up Book Media, Speaking ability, Children 5-6 years.
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Solberg, Janne. "Kindergarten Practice: The Situated Socialization of Minority Parents". Nordic Journal of Comparative and International Education (NJCIE) 2, nr 1 (11.06.2018): 39–54. http://dx.doi.org/10.7577/njcie.2238.
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Almost all parents in Norway use kindergarten and part of becoming a kindergarten parent is learning the routines of the particular institution. Thus, kindergarten parents go through a socialization process, learning amongst other how to deliver and pick up their children. Building on ten days observations of bringing and delivery scenes in a kindergarten, it is here suggested that this socialization process may have a racialized character. The kindergarten in question had special delivery routines, which the kindergarten staff expected parents to carry out, but not everybody did, and the article investigates how the staff reacted towards the three deviant cases observed. The bottom-up analysis of the social interaction between the parents and the staff is here supplied by the perspective of racialization, questioning the gaze of majority persons and their naturalized power to define non-complying parents as something other. The kindergarten staff did not overtly orient to the non-compliance as a problem in the case where the parent had a majority background, which was in much contrast to their conduct in the two other cases with minority parents. In these cases, the staff interacted in a unilateral manner by giving advice and even instructions, very much embodying what Palludan in her study of children-staff interaction calls the teaching tone.
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Ochsner, Mindy Blaise. "Gendered Make-up". Contemporary Issues in Early Childhood 1, nr 2 (czerwiec 2000): 209–13. http://dx.doi.org/10.2304/ciec.2000.1.2.8.
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This article summarizes a recently completed study of gender in an urban kindergarten classroom in the USA. Using a feminist post-structuralist framework to analyze gender, this qualitative study examined how 5 and 6 year-old students socially constructed themselves as gendered beings through the heterosexual matrix. By documenting and analyzing students' talk, actions, drawings, and writings, this investigation explored how students regulated the gendered social order of the classroom through their understandings of gender norms and ideals. Using critical discourse analysis, six gender discourses emerged, uncovering the heterosexual matrix. One of those gender discourses, labeled ‘make-up,’ is briefly discussed.
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Gomerčić, Ljiljana, i Jurka Lepičnik Vodopivec. "Encouraging Self-Regulated Learning in Kindergarten". International Journal of Cognitive Research in Science, Engineering and Education 10, nr 2 (31.08.2022): 111–20. http://dx.doi.org/10.23947/2334-8496-2022-10-2-111-120.
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This paper presents a part of the research carried out among educators in Slovenian kindergartens on the self- regulated learning of children in kindergarten and the role of educators in this process. The aim of the research was to find out how educators self-assess their knowledge of self-regulated learning in relation to their level of education, workplace (educator and assistant educator), and work experience. The research was conducted in June and July 2021 via the 1Ka website for online surveys. The questionnaire was sent by e-mail to the kindergarten directors throughout Slovenia. One-way analysis of variance indicates that there are no significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to the level of education, F (4, 494) = 0.96, p> 0.05. One-way analysis of variance indicates that there are statistically significant differences on the scale of knowledge about self-regulation and self-regulated learning in relation to work experience, F (3, 495) = 3.20, p = 0.023. LSD post hoc test was applied to examine the differences between individual groups. Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3, 40). as well as in relation to those with work experience from 11 to 20 years (AS = 3.39). Educators and assistants with more than 31 years of service (AS = 3.62) have significantly higher results on the scale compared to those with up to 10 years of service (AS = 3,40). ) as well as in relation to those with work experience from 11 to 20 years (AS = 3.39).
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Zisi, Christina, Aikaterini Klonari, Nikolaos Soulakellis i Georgios Tataris. "Introducing Geography and Reading Map Skills to Kindergarten Children by using Large-Scale Giant Maps". International Journal of Education (IJE) 9, nr 4 (31.12.2021): 1–17. http://dx.doi.org/10.5121/ije.2021.9401.
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The construction of space in children develops gradually, as they grow up and is related both to their environment and to their spatial and/or geographical experiences. According to previous studies, spatial thinking is malleable, and can be developed with the use of appropriate teaching interventions and educational material. Geospatial thinking and reading map skills required to decode map symbols are a relatively new and very interesting topic in kindergarten’s education. Significance of this study is the creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of 1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos; both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching material, so that map skills in Kindergarten education can be cultivated and developed in order to provide kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching, as large scale-giant maps are really powerful educational tools for the development of their pupils’ spatial skills.
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Putri, Deantika Prawita, Otang Kurniaman i Neni Hermita. "Perbandingan Kemampuan Menulis Permulaan Siswa Kelas 1 SD Negeri 004 Batu Ampar Berdasarkan Siswa Tamatan TK dan Tidak Tamatan TK". el-Ibtidaiy:Journal of Primary Education 4, nr 1 (1.05.2021): 17. http://dx.doi.org/10.24014/ejpe.v4i1.11510.
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this research is intended to describe the starting skiills of students class 1 SD Negeri 004 of Batu Ampar, based on kindergarten students and non-kindergarten students. The subject of this was 20 students class 1 SD Negeri 004 of Batu Ampar stone made up of 10 students who graduated from kindergarten and 10 those students who didn’t graduate from kindergarten. The method employed in the study is a quatitative descriptive method and dating-collection instrument consisting of tests consisting of 20 short written tests, which divide into four types of the vait: thicking letters, thicking words, copying words and copying sentences. The data obtained is further analyzed using a descriptive statistical technique. Studies suggest that there is a differenc betwen the ability to write an undergraduate students. In wich one woul have been a hundred times better writing ability for kindergarten students than avarage grades for kindergarten students 86,1% in “very good” and students didn’t kindergarten are 74,2% in category “good”.
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Majerčíková, Jana, i Hana Navrátilová. "Polarities of Compulsory Education from the Perspective of Parents and Kindergarten Teachers". European Journal of Social Science Education and Research 5, nr 3 (1.12.2018): 56–61. http://dx.doi.org/10.2478/ejser-2018-0057.
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Abstract This empirical study deals with the issue of compulsory education in kindergartens, which was implemented in the Czech Republic in 2017. Children aged 5 must attend kindergarten or opt for individual home-schooling. The intention of this Czech educational policy step was to raise the preparedness and eligibility of children for compulsory primary school education and to eliminate or compensate for potential handicaps when detected. The aim of the research was to document the reflections of parents and kindergarten teachers on the realization of the compulsory pre-school education, specifically the concerns and other reactions of the adults and the children themselves. The data collection was performed by two means: a questionnaire filled in by 305 parents within which predominantly open questions were analyzed, and the method of thematic writing by kindergarten teachers. In the second case twenty-nine texts averaging 2500 characters were obtained. To process the data we used the content analysis method based on open coding. Several significant findings were disclosed characterizing compulsory pre-school education, notably regarding ambivalence. The parents’ attitudes are based on preferences and necessities of pre-school education (as opposed to individual home-schooling) for their children’s further educational career, however, the strict legal obligation to ensure children’s kindergarten attendance was disputed. The teachers welcome the expected improvement of the children’s preparedness; at the same time, they perceive a borderline shift regarding the follow-up childhood stage traditionally connected with entering primary school. The teachers also identify the changing attitudes of children in transition from an institution where they “go to play” while their parents work, to that of a learning place with a status similar to that of primary school.
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Elias, Samson Kifletsion, Francis Stonier i Irene Musengamana. "Parental Perceptions of STEAM Education of Early Childhood Education for Social Development:A Case of St. Joseph Kindergarten Asmara Eritrea". International Journal of STEM Education for Sustainability 4, nr 1 (31.01.2024): 134–55. http://dx.doi.org/10.53889/ijses.v4i1.294.
Pełny tekst źródłaStreszczenie:
In the twenty-first century, parents face the most intense competition in raising gifted kids with high STEAM (Science, Technology, Engineering, Art, and Mathematics) quality who are prepared to take on difficulties, and kindergarten is the foundation for this holistic life of the child. However, there can be no meaningful social development without parental involvement in the child's STEAM education. The current study examines how parents view STEAM education for young children in Asmara, Eritrea's St. Joseph STEAM-integrated kindergarten to ensure healthy social development. The study used mixed techniques to identify parents' perspectives toward STEAM education and how it affects their kindergarteners' academic and social/emotional growth. It also investigated the barriers that prevent parents from becoming involved in their children's education. The quantitative data was gathered from thirty parents (n=30). On the other hand, semi-structured interviews with fifteen parents involved them. The results showed that in the kindergarten used in the case study, parents were seen as being involved at home and paying for the child's transportation and school expenses. Furthermore, it was discovered that parents encourage their kids' social and emotional growth. In addition, the study discovered a few characteristics that influence parents' perceptions of STEAM education in kindergarten, including a lack of STEAM education knowledge and awareness, a lack of time for a child's follow-up, low parental income, low educational attainment, and a lack of someone to watch the other kids. Furthermore, the current study recommends further research that incorporates various types of kindergartens with different parents to enrich the data on parental perception of STEAM education in Eritrea.
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Litty, Cathy G., i J. Amos Hatch. "Hurry Up and Wait: Rethinking Special Education Identification in Kindergarten". Early Childhood Education Journal 33, nr 4 (12.01.2006): 203–8. http://dx.doi.org/10.1007/s10643-005-0048-9.
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Reid, Ghislaine. "Video Review: Growing Up: Attachment Parenting from Kindergarten to College". Journal of Human Lactation 20, nr 3 (sierpień 2004): 349–50. http://dx.doi.org/10.1177/089033440402000320.
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West, JoAnne M., i Kathryn L. Roberts. "Caught Up in Curiosity: Genius Hour in the Kindergarten Classroom". Reading Teacher 70, nr 2 (13.06.2016): 227–32. http://dx.doi.org/10.1002/trtr.1497.
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Putri, Vebionita Megi, Yaswinda i Nenny Mahyuddin. "Development of Pop-Up Book Media Based on Multisensory for Scientific Literacy of Early Chidhood". Jurnal Ilmiah Potensia 9, nr 1 (22.01.2024): 48–59. http://dx.doi.org/10.33369/jip.9.1.48-59.
Pełny tekst źródłaStreszczenie:
The minimal level of scientific knowledge is due to a lack of optimization of the learning process in Kindergarten. One index of the cause is that there is still little learning media for children. Developing media according to children's needs is a problem that must be solved, in order to develop children's abilities, especially scientific literacy. The aim of this research is to develop multisensory-based Pop-Up book media for early childhood science abilities. This research uses Reach and Development research which uses the development of the Borg and Gall model with 9 learning steps, namely; 1) identifying objectives with evaluation, 2) conducting learning analysis, 3) analyzing students and the learning context, 4) writing core objectives, 5) developing evaluation instruments, 6) developing learning strategies, 7) selecting and developing teaching materials, 8) designing and conducting formative learning evaluations, and 9) revising learning. Data collection techniques in this research used documentation and questionnaires. Aiken's V validation is used as a data analysis technique. The results obtained by this research are 1) lesson plan design, 2) children's conditions in the field and the problems they face, 3) child development indicators, 4) child development indicators, 5) development competencies, 6) pop-up book media development design, 7 ) media development evaluation results with a percentage of 91.25% (valid) and material media validation of 90.77% in the appropriate category (valid). An FGD was also conducted with 6 kindergarten teachers in Pasaman Regency with the results of multisensory-based pop up book media on science skills for early childhood which were appropriate (valid) and could be used in the learning process. The results of measuring children's science abilities in 3 kindergartens in Pasaman Regency which were carried out in medium classes showed that the results of the trial assessment were 87.16%, which means that children's scientific literacy abilities are developing well.
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Sidik, Umar. "NARASI DALAM CERITA BERGAMBAR UNTUK PAUD/TK (Kajian terhadap Muatan Nilai Personal dan Edukatif)". Adabiyyāt: Jurnal Bahasa dan Sastra 11, nr 1 (31.07.2012): 93. http://dx.doi.org/10.14421/ajbs.2012.11105.
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The aim of this research is to describe the personal and educational values in the graphic stories of the learning materials for pre-school education/kindergarten. The research applies Huck et al’s theory (1987) which states that children stories are full of personal and educational values. The population of the research is graphic stories found in different sources for the materials of the pre-school education/kindergarten. The sampling method is purposive sampling, i.e. the sampling which is based on the research objective. The examination is conducted using extrinsic approach in order to emphasize the analysis on the values and functions of the stories. The analysis is carried out by establishing categories, describing, and drawing inferences. The result of the research shows that there are eleven values in the graphic stories of the materials of the preschool educations/kindergartens, i.e. the development of emotional, intellectual, imaginative (and fantasy), social, ethical and religious values; exploration and discovery; language acquisition; cultivation of sense of beauty, introduction to multicultural insights, development of reading habits, and building up good personality.
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Cascio, Elizabeth U., i Diane Whitmore Schanzenbach. "First in the Class? Age and the Education Production Function". Education Finance and Policy 11, nr 3 (lipiec 2016): 225–50. http://dx.doi.org/10.1162/edfp_a_00191.
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We estimate the effects of relative age in kindergarten using data from an experiment where children of the same age were randomly assigned to different kindergarten classmates. We exploit the resulting experimental variation in relative age in conjunction with variation in expected kindergarten entry age based on birthdate to account for negative selection of some of the older school entrants. We find that, holding constant own age, having older classmates on average improves educational outcomes, increasing test scores up to eight years after kindergarten, and raising the probability of taking a college-entry exam. These findings suggest that delaying kindergarten entry, or so-called academic “redshirting,” does not harm other children—and may in fact benefit them—consistent with positive spillovers from higher-scoring or better-behaved peers.
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Grůzová, Lucie, i Zora Syslova. "Adaptation of two years old children in Czech preschool education". International Journal of Learning and Teaching 9, nr 1 (22.07.2017): 349–56. http://dx.doi.org/10.18844/ijlt.v8i5.1894.
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Abstract
The article presents current topic in Czech preschool education. Czech preschool education has been dealing with placing of two years old children to kindergartens. There is economic and social pressure for receiving two years old children into kindergartens, however, contemporary pre-primary education is for children from three until six or seven years old in the Czech Republic. The network of facilities caring and education for children a up to three years of age are missing in the Czech Republic. The article presents results of qualitative research focusing on adaptation of two years old children from teachers’ perspective. The methods of questionnaire and observation were used. The research brings findings on kindergarten teachers working with two years old children in Czech kindergartens and how children develop in current conditions.
Keywords: pre-primary education, pedagogical quality, two years old children, teachers´ professional competences, observation.
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S. Al-Mawadiah, Reda, i Mohammad A. Al-Zu’bi. "The degree of availability of the standards of the national framework for academic qualifications in early childhood in Jordan from the point of view of female teachers". International Journal of Childhood, Counselling and Special Education 2, nr 2 (czerwiec 2021): 103–12. http://dx.doi.org/10.31559/ccse2021.2.2.3.
Pełny tekst źródłaStreszczenie:
Objective: The current study aimed to identify the most important Standards of the National Framework for Academic Qualifications (SNFAQ) in the Early Childhood Stage in Jordan. Methods: The study adopted a descriptive approach to achieve the aim of the study. Further, established a questionnaire for the degree of availability of the criteria for the SNFAQ in early childhood in Jordan. As the final form, the questionnaire consisted of three dimensions and (65) items. The current study sample consisted of 135 kindergarten teachers in the private and public sectors in Amman city. Results: The study results showed that the degree of availability of the SNFAQ in early childhood curricula in Jordan came with a medium degree, with a mean (2.82) and a standard deviation (0.61). Moreover, they attributed no statistically significant differences in the degree of availability of the SNFAQ in the early childhood stage in Jordan to kindergarten type and experience. Furthermore, statistically significant differences in the degree of availability of the SNFAQ in Early Childhood in Jordan due to academic qualification favor those with postgraduate qualifications. Finally, a set of recommendations were made in light of the results of the study, including Increasing the interest of officials in the Ministry of Education, including leaders of kindergartens, about the importance of the SNFAQ, identifying an executive body to follow up on the inclusion of standards, and conducting studies similar to the current research on kindergarten departments in Jordanian universities.
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Susanti, Widia, Risya Cilmiaty A.R, Betty Saptiwi, Adi Prayitno, Alfiyah Pujiyati, Meirina Mulia Wardani, Filumena T. R, Norma Mukti Bimacahya, Satria Wardana i Afrizal Tri Heryadi. "Pendidikan Pengetahuan Tentang Gizi dan Kesehatan Gigi & Mulut pada Orang Tua Murid TK Aisyiah Joyosuran, Surakarta". Abdimas Universal 4, nr 2 (9.10.2022): 314–19. http://dx.doi.org/10.36277/abdimasuniversal.v4i2.235.
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Aisyiyah Joyosuran Kindergarten is one of the kindergartens located on Jl. Cikarang No.22, Gabudan RT 01 RW 08 Joyosuran, Pasar Kliwon District, Surakarta City, Central Java. Children can grow up to be healthy and smart through the process of growth and development. Nutrition has the most important effect on growth. Based on Riskesdas data (2018), the proportion of daily tooth brushing behavior of people aged three years and over is 94.7%, but the proportion who brush their teeth properly is only 2.8%. This is a problem because one of the effective prevention methods against the occurrence of dental and oral disease is through the act of brushing teeth. The purpose of this service is to carry out the Community Service component of the Tri Dharma of Higher Education. The benefit of this service is to increase knowledge education about nutrition and dental & oral health for parents of Aisyiyah Joyosuran Kindergarten students, Surakarta. The service method is lectures and training on knowledge about nutrition and dental & oral health. The target audience was 84 parents of Aisyiah Joyosuran Kindergarten students. The results of the service show that the activities run smoothly. Participants are expected to be able to provide education about good nutrition and dental & oral health to their children while providing nutrition according to the RDA according to the Ministry of Health and maintenance of dental and oral health.
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Madooh, Latifah, Shaikhah Allahou, Haya Alshallal, Fatemah Alkazemi, Dina Alyaseen, Farah Allahow, Shahad Alsattam, Abdullah Al-Majran i Ali H. Ziyab. "Food allergy knowledge, attitudes and beliefs of kindergarten teachers in Kuwait: a cross-sectional study". BMJ Paediatrics Open 7, nr 1 (marzec 2023): e001795. http://dx.doi.org/10.1136/bmjpo-2022-001795.
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BackgroundFood allergy (FA) affects up to 10% of children globally, with clinical symptoms varying from mild to severe, and in rare instances, it is life-threatening. Approximately one in five children with FA experience a food-induced allergic reaction in school, leaving teachers as the first line of intervention. This study aimed to assess kindergarten teachers’ knowledge, attitudes and beliefs regarding FA.MethodsThis cross-sectional study enrolled kindergarten teachers in Kuwait using stratified cluster sampling. The Chicago Food Allergy Research Survey for the General Public was used to assess teachers’ knowledge, attitudes and beliefs regarding FA. The overall FA knowledge score was calculated for each participant. The χ2test was used to assess the differences in the distribution of categorical variables.ResultsResponses were obtained from 882 public kindergarten teachers from 63 kindergartens. Most teachers (81.9%) encountered students with FA in their classrooms. Only 13.5% of the teachers reported receiving training in FA. Overall, participants scored an average of 52.2% on the FA knowledge assessment, with participants receiving prior training in FA scoring on average higher than those with no prior training in FA (55.9% vs 51.6%, p=0.005). A few teachers (10.7%) were aware that lactose intolerance was not equivalent to milk allergy. In terms of attitudes regarding FA, only 14.9% of the participants acknowledged that children with FA are teased/stigmatised due to their condition, and 33.7% recognised that avoidance of allergenic food is difficult. Moreover, only 9.9% of the teachers self-reported their ability to use an epinephrine autoinjector.ConclusionsImproved knowledge and awareness of FA among public kindergarten teachers in Kuwait are needed to ensure the safety of children with FA in schools. Teachers should be trained to prevent, recognise and manage FA-related allergic reactions.
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Arifin, Win Listyaningrum. "ENGLISH INSTRUCTION FOR EARLY-CHILDHOOD EDUCATION (A CASE STUDY AT TK RIYADUL JANNAH SIMO BOYOLALI CENTRAL JAVA YEAR 2016)". Englisia Journal 4, nr 1 (3.08.2017): 27. http://dx.doi.org/10.22373/ej.v4i1.1246.
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Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children’s perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the experts of the field. There are still limited graduated teachers majoring in kindergarten or early childhood education department. Promoting an effective learning can only be well done by teachers who are qualified enough. In addition, there is no best method in teaching such a foreign language to these young students. To sum up, teaching a foreign language to very young students who are living in and accustomed to the first language is a challenging task for the kindergarten teachers.
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Little, Michael H., i Lora Cohen-Vogel. "Too much too soon? An analysis of the discourses used by policy advocates in the debate over kindergarten". education policy analysis archives 24 (17.10.2016): 106. http://dx.doi.org/10.14507/epaa.24.2293.
Pełny tekst źródłaStreszczenie:
In recent years, a debate over kindergarten has ensued. We refer to the actors in this debate as developmentalists, on the one hand, and academic advocates, on the other. Developmentalists argue that kindergarten should be centered on child-initiated play and intentional teaching through play, art activities, and hands on activities. Academic advocates argue that young children are capable of learning academic content in kindergarten and that academic instruction is necessary to help some students “catch up” before formal schooling begins. In this paper, we identify the key policy organizations engaged in this debate and analyze the ways they construct their arguments and critique the positions of their opponents. We find that, when discussing their vision for kindergarten, developmentalists and academic advocates share similar goals and views. However, when we analyze the ways the two agendas discuss kindergarten as it is practiced today, clear divisions emerge. Specifically, the agendas use different types of causal narratives to describe the problems with kindergarten and how it got that way. We conclude with a discussion of policy implications and directions for future research.
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ASMAR, Firas Tawfiq Mohammad. "PARENTAL CONTROL AND FOLLOW-UP ON ELECTRONIC GAMES AND THE EFFECT OF THOSE GAMES ON THE EMOTIONAL AND AGGRESSIVE BEHAVIOR OF KINDERGARTEN CHILDREN FROM THE POINT OF VIEW OF PARENTS IN JERUSALEM". RIMAK International Journal of Humanities and Social Sciences 3, nr 1 (1.01.2021): 84–98. http://dx.doi.org/10.47832/2717-8293.1-3.8.
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The study aimed to reveal the effect of supervision and follow-up by parents on electronic games that the child plays, and the effect of those games on the emotional side and aggressive behavior from the viewpoint of parents in occupied Jerusalem, and to achieve the objectives of the study, a questionnaire was prepared by the researcher consisting of three axes: Parents' monitoring and follow-up aspect, the emotional side, and the hostile behavior aspect. The questionnaire was distributed to a survey sample consisting of (300) parents of kindergarten children’s parents in Jerusalem, during the middle of the first semester of the 2019/2020 academic year. The study showed the following results: There are no statistically significant differences for the effect of parental control and follow-up on electronic games that kindergarten children play, and the results also showed that there are no statistically significant differences of the effect of electronic games on the emotional side of kindergarten children from the parents' point of view, as well as the results showed There are statistically significant differences in the effect of electronic games on the aggressive behavior of kindergarten children from the parents' point of view in a negative and large degree.
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ASMAR, Firas Tawfiq Mohammad. "PARENTAL CONTROL AND FOLLOW-UP ON ELECTRONIC GAMES AND THE EFFECT OF THOSE GAMES ON THE EMOTIONAL AND AGGRESSIVE BEHAVIOR OF KINDERGARTEN CHILDREN FROM THE POINT OF VIEW OF PARENTS IN JERUSALEM". RIMAK International Journal of Humanities and Social Sciences 3, nr 1 (1.01.2021): 84–98. http://dx.doi.org/10.47832/2717-8293.1-3.8.
Pełny tekst źródłaStreszczenie:
The study aimed to reveal the effect of supervision and follow-up by parents on electronic games that the child plays, and the effect of those games on the emotional side and aggressive behavior from the viewpoint of parents in occupied Jerusalem, and to achieve the objectives of the study, a questionnaire was prepared by the researcher consisting of three axes: Parents' monitoring and follow-up aspect, the emotional side, and the hostile behavior aspect. The questionnaire was distributed to a survey sample consisting of (300) parents of kindergarten children’s parents in Jerusalem, during the middle of the first semester of the 2019/2020 academic year. The study showed the following results: There are no statistically significant differences for the effect of parental control and follow-up on electronic games that kindergarten children play, and the results also showed that there are no statistically significant differences of the effect of electronic games on the emotional side of kindergarten children from the parents' point of view, as well as the results showed There are statistically significant differences in the effect of electronic games on the aggressive behavior of kindergarten children from the parents' point of view in a negative and large degree.
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Puspitarani, Putri, i Achmad Mujab Masykur. "MAKNA MENJADI GURU TAMAN KANAK-KANAK (Sebuah Studi Kualitatif Fenomenologis)". Jurnal EMPATI 7, nr 1 (26.06.2020): 308–14. http://dx.doi.org/10.14710/empati.2018.20225.
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The Kindergarten teacher (TK) not only acts as an educator, but also the moral guardian of the students. Work as a kindergarten teacher is not easy, requires seriousness and patience to work with young children. This study aims to understand the process of interpreting the subject of his job as a kindergarten teacher from the beginning decided to become kindergarten teachers to find the meaning of being a kindergarten teacher. The research method used is qualitative method with phenomenological approach. Subjects in this study amounted to three people selected by purposive technique. Researchers determine the characteristics of the subject is a kindergarten teacher, has been teaching for more than ten years, working in private kindergarten, has attended teacher certification. Data collection was done by interview. The researcher uses data analysis expedition model, that is the process of expressing the subject which is still implied. The results showed that the three subjects interpreted positive work as a kindergarten teacher. The meaning of work in kindergarten teachers is influenced by the interaction between personal components, social components, spiritual components, and the value component (Bastaman, 1996). The intrinsic motivation of the three subjects gives satisfaction at work. The values gained from parents make the subject of never giving up on the challenges of the job. Subjects view the teacher is the embodiment of ideals, a fun job, calling the soul to educate the nation's children.
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Widya Nur Kayatin, Mei Ariani Kusumawati i Mochamad Nursalim. "Meningkatkan Kemampuan Membaca Permulaan Pada Anak Kelompok A Media Pop Up berbasis Flipchart di TK Hidayatus Shibyan". Jurnal Riset Sosial Humaniora dan Pendidikan 2, nr 4 (29.12.2023): 98–112. http://dx.doi.org/10.56444/soshumdik.v2i4.1288.
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This research aims to find a solution to the problem of difficulties in improving language skills in terms of early reading in early childhood in group A1 in Hidayatus Shibyan Surabaya. The research method used in this research is the research and development method or often called Research and Development (R&D). The subjects of this research are students in group A1 of the Hidayatus Shubiyan Kindergarten for the 2023-2024 academic year with a total of 15 students with an average age 4-5 years old, consisting of 9 female students and 6 male students. The results of the research presented data on the differences between the use of Flipchart-based Pop Up learning media and increasing initial reading ability in group A1 of Kindergarten Hidayatus Shibyan Surabaya. From the table above, the result is tcount = - with a significance level of 0.000. Because the significance level is smaller than 0.05, Ha is accepted, and Ho is rejected. Based on the results of this research, it can be concluded that "There is an influence of the use of Pop Up learning media on increasing the initial reading ability of children in group A1 of Kindergarten Hidayatus Shibyan Surabaya"
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Dhieni, Nurbiana, Sofia Hartati i Sri Wulan. "Evaluation of Content Curriculum in Kindergarten". JPUD - Jurnal Pendidikan Usia Dini 13, nr 1 (30.04.2019): 72–85. http://dx.doi.org/10.21009/10.21009/jpud.131.06.
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This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion.
Keyword: Content, Curriculum, Evaluation, Kindergarten
References
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ROSZAK, MAGDALENA. "FRIEDRICH FROEBEL’S PEDAGOGICAL CONCEPT WITHIN POLISH PRE-SCHOOL EDUCATION – THE REVIVAL OF 19TH CENTURY THOUGHT IN MODERN INSTITUTIONAL UPBRINGING OF CHILDREN". Society Register 2, nr 2 (30.12.2018): 149–62. http://dx.doi.org/10.14746/sr.2018.2.2.08.
Pełny tekst źródłaStreszczenie:
The article presents the profile of Friedrich Wilhelm August Froebel (1782-1852), the basic postulates of his philosophy and pedagogy. It describes the origin of kindergartens, which became the bedrock of young child education spreading across the world, and the birth of the institution of kindergarten. Froebel’s thought reached many countries, among others Great Britain, USA and Poland, thanks to its popularizers. The first Polish kindergarten was set up thanks to Teresa Mleczkowa. However, it was Maria Weryho-Radziwiłowiczowa (1858-1944), who contributed the most to the popularization of Froebel’s pedagogy. Together with J. Strzemeska, she developed the methodology of working with young children on the basis of Froebel’s concept. She adjusted Froebel’s pedagogy to Polish conditions by rejecting some of its elements and adding some new ones. Unfortunately, the 20th century in Polish pedagogy was a moment, when F. Froebel was forgotten. The situation was very different in the international arena: there were institutions arising in the world, which through publications and research spread the views of the German pedagogue. Modern Polish popularizers of Froebel (among others Barbara Bilewicz-Kuźnia, Froebel.pl association) undertook to interpret the thought of F. Froebel and with a new curriculum proposal for preschool education The Gift of Play they are trying to revive Froebel’s pedagogy by adjusting it to the modern conditions. As a result of their actions, more and more kindergartens are transformed into Froebel preschools. However, they are still considered pedagogical alternatives.
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Hogstad, Ingrid Johnsen, i Eline Grelland Røkholt. "Små barns mulighet til å delta i sorgpraksiser i hverdagslivet i barnehagen". Nordisk barnehageforskning 21, nr 3 (18.06.2024): 186–204. http://dx.doi.org/10.23865/nbf.v21.493.
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En utfordring både for sorgforskning og for profesjonell praksis i barnehager, er at små barns sorguttrykk synes å være vanskelig å forstå for foreldre, klinikere og forskere. Hensikten med analysene presentert i denne artikkelen, er å åpne for nye forståelser av sorgfenomen blant små barn som etterlatte (1–6 år). Vi anvender prosessuell sosialkonstruktivistisk sorgteori og sosiokulturell utviklingspsykologi i en analyse av empirisk materiale fra intervjuer med 18 barnehagelærere i sju barnehager (16 kvinner, 2 menn), hvor de ble spurt om sine erfaringer med til sammen ni barn (5 jenter, 4 gutter). I analysen peker vi på hvordan barnehagelæreres forventninger om kulturelt riktige «voksne» sorguttrykk, sammen med en avventende holdning til at barnet skal ta initiativ til samtale om sorg og tap, fungerer som et kvalifikasjonskriterium for barnets mulighet til å delta i sorgpraksiser i hverdagslivet i barnehagen. Vi diskuterer frykten for å overfortolke barns uttrykk som sorg, og avslutter med en oppfordring til barnehagelærere og andre praktikere i møte med barn som sørgende til å se hva som skjer i samspill hvis man går inn med justerte forventninger til hvordan barns sorg kan komme til uttrykk. ENGLISH ABSTRACT Young Children’s Possibilities to Practice Grieving in their Everyday Life in the Kindergarten. A Socio-Cultural Analysis of the Challenging Tasks of Understanding and Encountering Kindergarten Children’s Grief Difficulties among parents, clinicians, and researchers in understanding young children’s grief, represent a challenge both for research and professional practice. The aim for the analyses presented in this article, is to open for new ways to understand phenomena of grief among young children (1–6 years old). Departing from processual, social constructivist bereavement theory and sociocultural developmental psychology, we engage with empirical material from interviews with 18 kindergarten teachers (16 women, 2 men) in seven kindergartens in Norway. The participants were asked about their experiences in encounters with, in total, nine children (5 girls, 4 boys). In the analysis, we point to how kindergarten teachers’ expectations together function as a qualification criterium: the child qualifies for participation in bereavement practices in the everyday life of the kindergarten only if they initiate conversations about grief and loss with culturally appropriate “mature” expressions of grief. We discuss the fear of over-interpreting children’s expressions as grief. The article end up challenging kindergarten teachers and other practitioners encountering grieving children to explore what happens in dialogic encounters if expectations are adjusted regarding how children may express grief.
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Sakellariou, Maria, Polyxeni Mitsi i Panagiota Strati. "Investigation of the Evaluation Techniques in Early Childhood Education: A Comparative Research in the Greek School". International Research in Higher Education 4, nr 4 (24.11.2019): 29. http://dx.doi.org/10.5430/irhe.v4n4p29.
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The evaluation of the pedagogical process in early childhood care and education is an up-to-date and controversial subject of study in the context of scientific and policy choices and actions (Charisis, 2006; Doliopoulou & Gourgiotou, 2008;·McAfee, Leong, Bodrova, 2010). The purpose of this paper is to investigate the evaluation techniques applied in preschool education by the teachers and prospective teachers in kindergartens, who are also the sample of our research, in the region of Epirus and at the University of Ioannina. In our research we used the structured questionnaire with closed and some clarifying open-ended questions. The data of the research highlighted the prospective teachers’ more positive attitude to apply alternative evaluation techniques to kindergarten but ultimately the difficulty in their practical implementation. Despite the limitations of the research, the data is the trigger for further exploration of the subject of teacher education and the reform of the curriculum in the pedagogical departments of Preschool Education of the Greek Universities in order to divest the kindergarten from the promotional character and the authentic evaluation to ensure the children’s development by themselves.
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Khairudin, Jati, Adib Suyanto i Sigid Sudaryanto. "Pemberian Variasi Model Alat Pemungut Sampah Terhadap Frekuensi Memungut Sampah Murid TK Kudup Sari di Sidoluhur, Godean, Sleman, Tahun 2016". Sanitasi: Jurnal Kesehatan Lingkungan 8, nr 1 (15.05.2016): 9–15. http://dx.doi.org/10.29238/sanitasi.v8i1.732.
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Waste management can involve the entire community, including children. The involvement of very young children is a good first step for them to learn how to handle waste and to be respon-sible for caring the environment. The average age of Kudup Sari Kindergarten’s students, which is located in Sidoluhur, Godean, Sleman, is 6 years old. Children at this age are in the stage of imitating and receiving new knowledge easily. Therefore, it is expected that the children can easily apply the new received knowledge. This study was aimed to reveal the most preferred model of trash picking device among kindergarten children by conducting a quasi experiment which employed post-test only design. The population and sample of the study were all 41 stu-dents in the Class B of Kudup Sari Kindergarten. The observation was held in 10 times to ob-serve the number of children who pick the trash up that using the two picking models. Des-criptively, the difference of frequency average of trash picking is obvious, i.e. 4 times with the piercing model against 37 times with the clipping model. The result of independent t-test at 95 % level of confidence confirmed the difference since the obtained p-value that was smaller than 0,001, showing a significant disparity between the two averages. Therefore, this study shows that the clipping model is much more preferred by Kudup Sari Kindergarten students to pick trash than the piercing one.
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Kertesi, Gábor, i Gábor Kézdi. "The kindergarten attendance allowance in Hungary". Acta Oeconomica 64, nr 1 (1.03.2014): 27–49. http://dx.doi.org/10.1556/aoecon.64.2014.1.2.
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This paper evaluates the kindergarten attendance allowance program in Hungary, a conditional cash transfer (CCT) program introduced in 2009 that aimed to increase kindergarten enrolment of disadvantaged children aged 3 and 4. The administration of the program was decentralised, and we make use of the substantial regional variation in program take-up across municipalities to estimate the program’s effect on enrolment rates. We show modest, but non-negligible effects, despite problems related to the manner of the program’s implementation. We also show that the effects were significantly stronger in areas characterised by an excess supply of kindergarten slots. The results testify to the potential of CCT programs to create demand for child-care services among disadvantaged families; however, the results also highlight the importance of creating an adequate supply of kindergarten facilities where needed.
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Kang, Dong-Sik, i Myung-Ho Kim. "Building up kindergarten space characteristic for improvement of children’s learning ability". International Journal of ICT-aided Architecture and Civil Engineering 3, nr 2 (30.12.2016): 47–52. http://dx.doi.org/10.21742/ijiace.2016.3.2.08.
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Tyler, Deborah. "‘Going like a boy’: Making up girls in the 1930s kindergarten". Australian Historical Studies 25, nr 100 (kwiecień 1993): 357–70. http://dx.doi.org/10.1080/10314619308595918.
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