Дисертації: "Education, Preschool"

1

Nilsson, Sara, and 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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Анотація:

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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2

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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3

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

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4

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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5

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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6

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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7

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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8

Івашина, Каріна Олександрівна, and 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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9

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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10

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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11

Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.

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12

Ramli, Liza Isyqi Binti. "Attitudes of preschool teachers towards the introduction of Inclusive Education (IE) in Malaysian government preschools." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19566/.

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Анотація:

The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framework based on the combination of ecological system theory (Bronfenbrenner, 1979) and the three-component model of attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore teachers’ attitude. 421 preschool teachers in one Malaysian state completed a survey and 18 took part in a semi-structured interview. The findings indicated that the preschool teachers in this study feel that they are generally prepared for implementing IE. However, the qualitative data revealed many barriers to the implementation of IE that influenced teachers’ attitudes. Factors such as skills and training, resources and facilities as well as knowledge and awareness about IE and children with special educational needs (SEN) are highlighted in this study. This study highlights the importance of knowledge and understanding of IE, teachers’ skills and abilities and the values and commitment needed from every agency. Recommendations address improvements to in-service teacher professional development and pre-service teacher education courses as well as the upgrading of school facilities. Most importantly, this research suggests that there is a need to raise awareness and increase knowledge about IE and SEN through strengthened collaboration between parents, specialists, schools and society.

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13

Mennis, Susan M. "Understanding family experiences as a means for developing relevant curriculum for children in a pre-kindergarten classroom /." Read online, 2008. http://library.uco.edu/UCOthesis/MennisSM2008.pdf.

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14

Arnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.

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15

Adegboye, Victoria Titilayo. "Principles of preschool administration with application to Nigeria." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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16

McGowan, Erin M. "Preschool teachers use of embedded-explicit instruction to promote literacy." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102590.

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Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with considerable variability once remote feedback was provided. Students’ early literacy skills were measured prior to and at the end of the study to provide a snapshot of children’s literacy-related skills. Compared to pre-intervention scores, children’s picture naming, rhyming, sound identification and comprehension skills had significantly increased, however, due to the research design these changes cannot be attributed to teachers’ implementation or non-implementation of explicit-embedded activities alone.

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17

Lovejoy, Cherrie. "Literacy Instruction in Three Preschool Programs| A Multiple Case Study." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641298.

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Many preschool students enter kindergarten without the oral language and phonetic awareness skills necessary for academic success. Qualitative research is also limited about the instructional practices preschool teachers use to improve the literacy skills of their students. The purpose of this study was to explore how teachers used developmentally appropriate instructional practices to improve the literacy skills of preschool students. The conceptual framework was based on the theories of Piaget and Vygotsky in relation to language development. A multiple case study research design was used. Participants included 6 teachers from 3 different preschool programs in an urban school district in the eastern United States. Data were collected from individual interviews with preschool teachers, observations of literacy instruction in classrooms, and related program documents. For the single case analysis, coding and category construction were used to analyze the interview data, and descriptive statistics were used to analyze the observation data. A content analysis was used to analyze the documents. For the cross case analysis, data were examined across all cases for emerging themes and discrepant data. A key finding was that preschool teachers used developmentally appropriate instruction to improve oral language, phonological awareness, and written expression and supported play through learning centers; however, limited teacher–child interaction was found in relation to quality of feedback and language modeling. This study contributes to positive social change by providing educators with a deeper understanding of the need to improve the literacy skills of young children.

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18

Wong, Kit-mei, and 黃潔薇. "Preschool teachers' conceptions and pratices of art education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959866.

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19

Wong, Kit-mei. "Preschool teachers' conceptions and pratices of art education." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057842.

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20

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

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

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21

Moore, Sheila. "Case Study| The Impact of Preschool on Kindergarten Developmental Reading Assessments." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666901.

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The focus of this comparative study was to examine the connection between attendance in preschool and kindergarten students' literacy success as measured by the Developmental Reading Assessment (DRA2+). Historical data were obtained from the DRA2+ scores of 1,080 kindergarten students in one Missouri school district for the 2010-2011, 2011-2012, 2012-2013 school years. The study was also used to determine the perceptions of kindergarten educators of the impact of preschool on their students. The following overarching question was: What difference exists when comparing the DRA2+ scores of kindergarten students who had a preschool experience and those who did not? Additionally, the perceptions of teachers working with students who had received an early learning experience and students who had not received an early learning experience were gathered. Using a t-test to examine the difference between the mean scores of participating and non-participating students, there was a statistically significant difference in scores of students who participated in preschool and those who did not for 2010-2011; however, there were not statistically significant differences in the sets of data for 2011-2012 and 2012-2013. Educators surveyed in this research perceived that students who had not received an early learning experience seemed to have more difficulty learning the basics of school life; attending for longer periods of time; taking direction; using manipulatives, such as scissors, pencils, and crayons; and getting along with peers.

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22

Hui, Man-yee Mary, and 許文愉. "Educating "moral" children: observations froma preschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.

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23

Chau, Chor-kuen. "Preschool principals' work a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23501248.

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24

Ceresa, Shannon Michele. "Can preschool children learn abduction prevention skills?" Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2765.

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The purpose of this study was to evaluate the feasibility of training children as young as 3 years old to engage in appropriate responses to potentially dangerous situations. Eighty-five children ranging in age from 3 to 5 years from various preschools were randomly assigned to one of two groups (post-test-only or pretest-post-test). Treatment involved the training package, Children Need to Know: Personal Safety Training (Kraizer, 1981). Training effectiveness was assessed by an analog measure of self-protection, in which a confederate adult approached and verbally attempted to lure the child from the setting. The results showed that (a) in comparing pretest and post-test scores of the pretest-post-test group, the post-test mean was significantly higher than the pretest mean; (b) in comparing the pretest scores from the pretest-post-test group and the post-test scores from the post-test-only group, no significant interactions or main effects were found; these results with the results in (a) support the idea of a testing effect and/or a pretest sensitization effect; and (c) in comparing the post-test scores from the pretest-post-test group and post-test scores from the post-test-only group, there were no significant interactions, however there was a significant main effect for Group. These results show that post-test scores were higher than pretest scores indicating the possibility of treatment increasing post-test means. However, the post-test-only group means were not significantly higher than the pretest means from the pretest-post-test group. Additionally, the significant difference between the post-test means from the two groups indicate there was a testing effect or possibly a pretest sensitization effect, or both. (Abstract shortened by UMI.)

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25

Cakwe, Mandisa. "Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002452.

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This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.

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26

Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.

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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.

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27

Vantaggi, Andrea L. "Evaluation of a Science Language Assessment for Preschool Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.

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28

Chan, Kwai-mui Carol, and 陳桂梅. "A study on pre-school education policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977261.

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29

Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.

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The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it. While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves. The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.

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30

Fessler, Pirmin, and Alyssa Schneebaum. "The Returns to Preschool Attendance." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5176/1/wp233.pdf.

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Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature in all mentioned dimensions. In particular, we investigate the effect of preschool attendance on an individual's later educational attainment, the probability that they work full time and their hourly wages, the likelihood of the mother working when the child is 14 years old, and on the overall distribution of wages. We find strong and positive effects of preschool attendance on educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution tend to benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second migration migrants; people with less educated parents) also often benefit more in terms of education and work. (authors' abstract)
Series: Department of Economics Working Paper Series

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31

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

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

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32

Tekmen, Belkis. "Evaluation Of Preschool Teacher Education Program In Turkey: Academicians." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615087/index.pdf.

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High-quality preschool education produces substantial long-term educational, social, and economic benefits, but large benefits occur only when teachers are professionally prepared and adequately compensated. Qualifying the teacher candidates depends on many interrelated components of a teacher education. The aim of this study is to evaluate the student selection policy, decision-making policy, recruitment policy, teacher candidates&rsquo
educational profiles, faculty development and assignment policy, curriculum and instruction, and the graduates&rsquo
competences from the perspectives of the faculty members in the preschool teacher education program. For this purpose, decision-oriented program evaluation CIPP model is taken as a framework. In order to reach in-depth and detailed information from the participants, study is designed as a qualitative phenomenological research. Participants are selected through purposeful sampling strategies that include criterion sampling and snowball sampling procedures from the population of 150 academicians in the 55 preschool teacher education program in Turkey. Data is collected through semi-structured interviews and open-ended questionnaires from 58 participants. According to the content analysis, findings indicated that there is need for the additional tests in the student selection, improvement in the faculty development policy, accreditation, faculty initiative in curriculum planning and implementing, alternative strategies in practicum, and collaboration of the local authorities and the faculties in the recruitment policy of the graduates. In this respect, it is believed that the findings will pave the way for the program developers to reform the program accordingly, will give further insights about the real experiences of the academicians and take their suggestions to improve the program and will help the researchers to raise some new questions about the preschool teacher education program to investigate.

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33

Smith, Connie. "A Preschool Outdoor Curriculum and Playground Design, Teacher Education." TopSCHOLAR®, 1985. http://digitalcommons.wku.edu/theses/1417.

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The writer proposes the utilization of a developmentally based outdoor curriculum and playground designed for young children. The curriculum consists of an overview, objectives, curriculum methodology, playground designs and evaluation. Cognitive, affective and psychomotor domains are each included in the objectives. A curriculum methodology focusing upon approaches for individualization and development of the total child is presented. The playground designs are based upon current research. Play value, development appropriateness and safety were considered in developing playground designs and curriculum. Evaluation of the curriculum and playground will be measured through assessments of the individual child, the class, and the staff. Numerous approaches to evaluation are described. This project is intended to assist preschool teachers in establishing and maintaining a program based on current research and literature. Ideas to assist other preschools in adaptation are presented. Included in the ideas are steps in developing a curriculum and playground design as well as a suggested approach to training parents and staff in the rationale and appropriate use of the curriculum.

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34

Kwon, Young-Ihm. "Preschool education in Korea and England : a comparative perspective." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421694.

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35

Tamagni, Amanda Lee. "Discipline Policy and Preschool Special Education Students' Social Skills." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7085.

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Preschool special education students lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative study was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Ecological systems theory provided the framework for the study. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory 2 (BDI 2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policies Essentials Checklist (TAGPEC). Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI 2 scores. An ANCOVA was used to compare BDI 2 scores of students in Title I and non-Title I schools (n = 96 students per group) while conrolling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. Findings may be used by district administrators to improve the quality of current discipline policies. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.

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36

Solano, Jennifer M. "Implementation of K-12 Positive Behavioral Interventions and Supports in Preschool Classrooms." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822704.

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The purpose of this study was to examine the impact of K-12 Positive Behavioral Interventions and Supports (PBIS) implementation in preschool classrooms. PBIS is a multi-tiered social-emotional and behavioral framework developed for the K-12 population and not for young children. Implementation of K-12 PBIS in preschool classrooms creates a contextual mismatch which may negatively affect outcomes such as teacher self-efficacy and student behavior. The Pyramid Model is a framework adapted from K-12 PBIS developed specifically for young children.

This study used a logic model to examine the relationships among implementation fidelity, teacher sense of efficacy and student behavior. Three research questions asked the degree to which teachers trained in K-12 PBIS implement Pyramid Model key practices and how this relates to teacher self-efficacy and student behavior. A convenience sample of 20 preschool teachers trained in K-12 PBIS participated in this quantitative research. The Statistical Package for the Social Sciences was utilized to run descriptive, correlation and linear regression data analyses on data gathered through The Teaching Pyramid Observation Tool (TPOT), Teacher Sense of Efficacy Scale (TSES) and student behavior tallies. Results indicated that preschool teachers trained in K-12 PBIS implement 63% of Pyramid Model key practices. Implementation fidelity was not found to correlate with teacher self-efficacy, but was found to predict the frequency of inappropriate student behavior that occurs during child-directed activities. Implications of this study suggest that contextual fit matters when choosing an intervention model for young children. It is recommended that districts that implement K-12 PBIS with their K-12 population separately implement the Pyramid Model in their preschool classrooms. Teachers should be trained in the key practices developed to support young students’ social-emotional and behavioral growth. Future research could compare preschool programs that implement K-12 PBIS with those that implement the Pyramid Model. Direct comparison of teacher and student outcomes within these two contexts could reveal important findings for policy and practice.

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37

WALSH, CHERYL J. "THE PRESCHOOL CONNECTION PROGRAM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086048987.

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38

Madrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.

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39

McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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Анотація:

This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs in the province. Their critieria and support is included in a description of the development, implementation and evaluation of the Early Childhood: Special Education Program at Vancouver Community College? Langara Campus. The purpose of this study is, therefore, to provide information on the development of such a program and to examine the needs and possible future directions of teacher preparation in special education for Early Childhood Education.
Education, Faculty of
Graduate

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40

Green, Shannon Susan. "PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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Анотація:

This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Clough, Melanie Smith. "The Perspectives of Preschool Teachers on Instructional Coaching." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/613.

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Анотація:

The purpose of this study was to examine how teachers describe instructional coaching. Instructional coaching has become a leading form of professional development in educational settings, yet there is a lack of empirical evidence that explains and clarifies it. One aspect of instructional coaching that is not known is how teachers perceive it. In order to gain understanding about instructional coaching, the perspectives of the teachers could provide valuable insight to benefit those involved in the practice. Instructional coaching and the schools where coaching takes place are complex in nature. Through the use of one-on-one interviews, an in-depth look at teachers’ perspectives provided insight into some of these complexities. Fifteen teachers in six child care centers participated in this study. Two qualitative strategies—inductive analysis (Hatch, 2002) and educational criticism (Eisner, 1998)—were used to analyze interview data from which three themes were formed: (a) instructional coaching is a means of building instructional capacity, (b) instructional coaching requires a supportive environment, and (c) instructional coaching increases children’s learning opportunities. The themes are perspectives from which to view and understand instructional coaching in preschool classrooms. One conclusion in this study was that all three themes were substantially supported by extant literature and empirical research. The implication for policy and practice is that instructional coaching is contingent upon change and change is difficult due to resistance by teachers and systemic issues. Five recommendations are highlighted in this study: (a) instructional coaches should demonstrate a high level of proficiency in educational knowledge and practice, (b) coaches should be involved in on-going professional development that includes communication training, (c) teacher supervisors should be involved in instructional coaching as instructional leaders, (d) instructional coaching should be intentional, and (e) instructional coaching should have child learning as its primary focus. Further research is needed to better understand the perspective of teachers in the field of early childhood education; the perspectives of instructional coaches in the field of early childhood education; and how to effectively involve teacher supervisors in the coaching process to develop teacher leaders and support them to assume the duties and responsibilities of highly effective instructional leaders who influence deep, sustained learning facilitated by problem-solving- and creativity-focused instruction

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42

Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.

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The present study was an explorative summative program evaluation of the preschool to kindergarten transition process used by a school district in the Denver-metro area. Surveys were provided to parents, preschool staff, and elementary school staff who were involved in the transition process for 57 young children with special needs moving into kindergarten placements for the 1998-99 school year. Respondents were asked to indicate their satisfaction with, and identify the importance of, each specific transition activity within the transition process. Follow-up measures of reported satisfaction with, and importance of, various transition activities, as well as a measure of each child's adjustment to kindergarten was obtained from the respondents two months following the beginning of the school year. All respondents reported high levels of satisfaction with the overall transition process and rated nearly all of the individual transition activities as important to the overall transition process. However, parents were significantly more satisfied with the transition process than were the preschool or elementary school teams. In general, elementary school teams appeared less satisfied with their ability to understand the student's needs and family concerns, while preschool teams were less satisfied with their ability to make systemic decisions for their students. The data suggest that by incorporating a district-wide preschool to kindergarten transition process, parents and educators were able to provide satisfactory transitions for a group of young children with special needs. Limitations of the present study, as well as future directions for research, are also discussed.

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43

Duplissie, Kevin L. "Parent Perceptions on Kindergarten Entry." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/DuplissieKL2009.pdf.

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44

Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.

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45

Plum, Jane Meacham Jr. "Nutrition Knowledge Assessment of Preschool Children." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/35377.

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A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet current criteria that assessment be teacher administered, provide useful information to the teacher, reflect the typical activities of children in the classroom and be one of a variety of assessments used. The assessment was successfully administered by the high school students working as teacher aides. The assessment gave teachers useful information about each class and individual children which could be used in curriculum planning. The assessment fit into the usual classroom activities, in this case, a games and manipulatives learning center. The assessment provided more in-depth information about children's knowledge than multiple choice tests used in previous research on nutrition knowledge, because the teachers recorded children's responses to open-ended questions. Children's responses indicated elementary understanding of food and nutrition concepts suggesting that classroom teachers need to make greater use of the variety of nutrition education materials available.
Master of Science

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46

Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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47

Luk, Miu. "Exploring teachers' understanding and practice of gender equity case study of a kindergarten in Hong Kong /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35501467.

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48

Lange, Alissa A., and Q. Tian. "Changing Preschool Teachers’ Attitudes and Beliefs about STEM." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4688.

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49

Westlake, Emily Ann. "Co-Constructing Music in a Reggio-Inspired Preschool." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328358.

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Анотація:

Music Education
M.M.
The purpose of this qualitative research was to understand the process of co-constructing music in a Reggio-inspired preschool. Although both adults and children facilitate musical processes in co-constructed settings, in this study I focused on processes that emerged from children. One question guided this study: In this preschool, what processes do children use to make their music learning visible and audible? From September 16 to December 16, 2014, I visited Project P.L.A.Y. School--a play- and relationship-based, Reggio-inspired preschool--once weekly for one and a half hours during the children's free play time. The participants were 13 children between the ages of two and a half and five years old, as well as six adults. During my visits, I acted as a musical play partner with the children, following the children's leads. Data emerged from child and adult musickers as musical interactions, which I documented using Reggio-inspired documentation techniques--audio recording, video recording, and photographing during musical interactions as long as the interaction lasted. In addition, I kept a researcher's journal consisting of same-day reflections after each visit. The documentation resulted in five hours and 42 minutes of video and audio recordings, 115 photographs, and an 80 page researcher's journal. Because my data collection were modeled on Reggio-inspired documentation techniques, I did not run continuous video but only recorded during musical interactions as long as the interaction lasted. Thus, the audio and video recordings were in 215 separate files, ranging from four seconds to 19 minutes in duration. I interpreted the data using qualitative strategies, coding data from documentation and my journal. Codes gave rise to categories which became salient themes. I labeled those themes processes, and employed narrative tenets to present the findings, restorying experiences into vignettes and using photographs and notation to support the themes. At Project P.L.A.Y. School, children made their music learning audible and visible by engaging in seven music processes: vocal exploration, singing, instrument exploration, expressive movement, notation exploration, staging shows, and musical conversations. These processes emerged as part of larger social processes, such as discussion and social play. Some processes emerged within others, as children sang during their musical conversations and danced while they staged shows. Thus, co-constructed musicking was part of the whole experiences of the children. Musickers at Project P.L.A.Y. School made their learning audible and visible through musical processes that were fundamentally social and creative. The co-constructed musicking was social and creative, as adults and children developed musical thinking and skills through listening and responding to one another. Through the emergent social and musical process, adults were able to scaffold and extend children's musicking. Through these processes, musickers developed skills that may help them become thoughtful, independent, and intentional musicians. Due to the rich musicking that emerged in this context, I recommend that music teachers and early childhood teachers embrace the role of musical play partner; dedicate time to music exploration and play; design children's musicking spaces in a way that emphasizes agency and accessibility; and provide opportunities for musical choice in all music education settings. I conclude by recommending that future researchers consider studying co-constructed musicking in other environments, as well as musical project work, as projects are important to the emergent curriculum of the Reggio approach.
Temple University--Theses

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50

Beauchat, Katherine A. "Making the most of shared reading in preschool." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 93 p, 2008. http://proquest.umi.com/pqdweb?did=1605146151&sid=10&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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