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1
Pasicznik, Władimir. "Physical education of children in pre-primary education in Ukraine (pedagogical aspect)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 4 (2021): 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.
Повний текст джерелаАнотація:
This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.
2
Kornus, Olesya, Anatolii Kornus, Mykyta Konovalov, Olena Korol, and Оlha Skyba. "Modern state of preschool education in different parts of Ukraine." Human Geography Journal, no. 32 (June 8, 2022): 61–68. http://dx.doi.org/10.26565/2076-1333-2022-32-07.
Повний текст джерелаАнотація:
The role of social factors has increased significantly in modern society. Education is essential for raising the intellectual and cultural level of inhabitants in any country. The purpose of this article is to analyze modern state of preschool education in different parts of Ukraine and to point at regional disparities in accessibility of preschool education services. This article gives analysis to modern state of preschool education in different parts of Ukraine. Research was based on several indicators such as number of children involved in preschool education, number of preschools in different regions of Ukraine, preschool enrollment rates and number of children actually attending preschools per 100 available places. Level of development of preschool education in cities and rural areas has been studied in regional context of Ukraine. It was also calculated social density of preschools and indexes of both territorial concentration and localization of preschools in the country. Social density of preschools was also analyzed in the study. The highest social density of preschools is typical for the capital of Ukraine – the city of Kiev. The lowest social density of preschool sector services is typical for Poltava, Sumy, Chernihiv and Luhansk regions. The highest concentration of preschools is observed in Kyiv city, and low territorial concentration index is observed in Sumy, Zaporizhia, Donetsk and Kirovohrad regions, Kherson region, Chernihiv region and Luhansk region. High localization index values were observed in Khmelnytsky and Ternopil regions, Zhytomyr and Cherkasy regions, Vinnytsia region, Mykolaiv, Zakarpattia, Rivne, Kirovohrad and Volyn regions and the lowest localization index values were observed in Kyiv city, Kharkiv region, Luhansk and Donetsk regions. Regions of Ukraine have been ranked and grouped in types according to their level of preschool education development. According to the results of the study, three types of regions have been identified. Regions (oblast) of Cherkasy, Khmelnytsky, Vinnytsia, Kyiv, Ternopil and Zakarpattia have been included in the first type (high level of preschool education development). The second type (average level of preschool education development) includes city of Kyiv and regions (oblast) of Zhytomyr, Rivne, Mykolaiv, Dnipropetrovsk, Chernivtsi, Sumy, Kherson, Kirovohrad, Poltava and Kharkiv. Regions (oblast) of Volyn, Ivano-Frankivsk, Chernihiv, Lviv, Odessa, Zaporizhia, Donetsk and Luhansk have been included in the third type (low level of preschool education development).
3
Hien, Tran Thi Thuong. "Applying Montessori Education Philosophy in preschool education in Vietnam." International journal of social sciences 7, no. 1 (February 24, 2024): 36–43. http://dx.doi.org/10.21744/ijss.v7n1.2247.
Повний текст джерелаАнотація:
The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation. In Vietnam, the application of Montessori principles in preschool education has gained traction, albeit with several challenges. This paper assesses the implementation of Montessori education in Vietnamese preschools, examining successful cases and existing hurdles. Drawing from a range of sources, including scholarly articles, books, and dissertations, the analysis highlights the shortage of adequately trained Montessori teachers, high tuition fees, and misconceptions about the Montessori approach. The study proposes solutions such as enhancing teacher training, international collaboration, and improving infrastructure and financial support for Montessori preschools. Furthermore, the paper underscores the significance of applying Montessori principles in Vietnamese early childhood education and suggests future directions for development. By adhering to Montessori's core principles and addressing the identified challenges, this approach has the potential to optimize preschool children's capacities and contribute to the nation's future development.
4
Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
Повний текст джерелаАнотація:
Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
5
Jager, Jerneja. "The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility." Zbornik Instituta za pedagoska istrazivanja 48, no. 1 (2016): 147–63. http://dx.doi.org/10.2298/zipi1601147j.
Повний текст джерелаАнотація:
Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children?s rights, we note that nearly a quarter of children - among them (at least in the wider European area) the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third) of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.
6
Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (October 5, 2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.
Повний текст джерелаАнотація:
This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development.
7
Shaari, Mariam Felani, Sabarinah Sh Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.333.
Повний текст джерелаАнотація:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
8
Krejsler, Katarina Gustafson, Danielle Ekman Ladru, and Tanja Joelsson. "Säkerhet samt upplevelsebaserat lärande i en variation av lärmiljöer – två centrala policyer i mobila förskolor." Nordic Studies in Education 40, no. 3 (August 24, 2020): 229–48. http://dx.doi.org/10.23865/nse.v40.2444.
Повний текст джерелаАнотація:
Since about a decade there is a new phenomenon in Nordic early childhood education and care, the mobile preschool. It is an ECEC practice conducted on a bus that travels to various locations to perform everyday preschool activities and routines. With theory of policy enactment this article analyzes workshop discussions with mobile preschool professionals. The results show two main policies within mobile preschools; safety as well as experiential learning in a variety of learning environments. While discussing how to handle these policies, the professionals construct the mobile preschool simultaneously as ordinary and unique in relation to ordinary stationary preschools.
9
Megersa, Addisu Kumsa, Wudu Melese Tarekegne, and Endalkachew Woldmariam. "Community Participation in Preschool Education of Ethiopia: the Case of South West Shewa Zone." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 274. http://dx.doi.org/10.26737/jetl.v4i2.883.
Повний текст джерелаАнотація:
<em>The objective of this study was to examine the state of community participation in preschool education and factors affecting their participation in selected woredas of South West Shoa Zone. Survey research design was used. Data were collected from 192 preschool teachers, 58 preschool principals, 12 cluster supervisors 4 woreda education expert, and 58 PTA members by using questionnaires, interview and focus group discussion. The findings of the study revealed that the participation of the community in preschool education is very low; the most common areas of community participation are cash contribution and participation in a meeting for the improvement of student behavior. Finally, the major factors identified are lack of awareness, failure to attend the meeting and failure to send their children to preschools. It is suggested that the preschools should be designed effective strategies of cooperation to work with the community in supporting preschools. In addition, continuous efforts should be made by preschools in the orientations and reorientation of community members about the objectives, scopes, principles, methods, and activities of preschool education.</em>
10
Dahlström, Helene. "Populärkultur som kunskapskälla i förskolan." Educare, no. 2 (November 13, 2023): 61–86. http://dx.doi.org/10.24834/educare.2023.2.890.
Повний текст джерелаАнотація:
The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
11
Williams, Pia, Sonja Sheridan, and Elisabeth Mellgren. "Likvärdighet och kvalitet." Educare - vetenskapliga skrifter, no. 2 (March 2, 2021): 113–45. http://dx.doi.org/10.24834/educare.2021.2.5.
Повний текст джерелаАнотація:
Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
12
Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 2, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.336.
Повний текст джерелаАнотація:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creative commons.org/licenses/by-nc-nd/3.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
13
Shaari, Mariam Felani, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Nurturing Environmental Stewards through Preschool Physical Design." Environment-Behaviour Proceedings Journal 1, no. 3 (August 3, 2016): 3. http://dx.doi.org/10.21834/e-bpj.v1i3.343.
Повний текст джерелаАнотація:
Environmental stewardship starts with education. This paper aims to discuss how preschools can be used to nurture environmental stewards among Malaysian children. In summary, elements of preschool physical environments can be manipulated to enhance environmental education while landscape elements such as vegetation and topography can be manipulated to maximize interaction with nature. Effective interaction with nature is the most important factor to ensure environmental awareness. Findings are useful for Malaysian designers and policy makers to ensure that preschool’s physical settings support environmental education to respond to climate change and preserve the planet for future generations.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Malaysian preschool ; Green preschool design ; Children environmental behaviour ; Environmental education
14
Melenets, Liudmyla. "Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963." ScienceRise: Pedagogical Education, no. 3(42) (May 31, 2021): 17–21. http://dx.doi.org/10.15587/2519-4984.2021.232621.
Повний текст джерелаАнотація:
It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined
15
Jenkins, Jade Marcus, and Greg J. Duncan. "Skill Building in Early Care and Education Programs." ANNALS of the American Academy of Political and Social Science 706, no. 1 (March 2023): 65–88. http://dx.doi.org/10.1177/00027162231197533.
Повний текст джерелаАнотація:
Preschool policy is motivated by the notion that early childhood care and education increases school readiness, which, in turn, provides a foundation for lifelong advantages and greater success in adulthood. We question the degree to which this simple skill-building model is an effective framework for preschool policy: while investments in preschool education boost school readiness in the short run, some recent studies show that initial gains either quickly disappear or turn negative. Taking advantage of end-of-preschool gains requires considerable effort toward optimizing classroom learning experiences, integrating the learning goals of preschool and K–12 schooling, and pushing for new discoveries about early-life skills and capacities that preschools are uniquely positioned to target. Supporting parental employment and access to affordable childcare also benefit child development, so we argue that the preschool policy portfolio should include mechanisms that more broadly expand childcare access to support family capacities.
16
Бакай, С. Ю. "ДУХОВНО-МОРАЛЬНЕ ВИХОВАННЯ СТАРШИХ ДОШКІЛЬНИКІВ В УМОВАХ СЬОГОДЕННЯ". Spiritual-intellectual upbringing and teaching of youth in the 21st century, № 3 (2021): 51–55. http://dx.doi.org/10.34142//2708-4809.siuty.2021.08.
Повний текст джерелаАнотація:
In the article, the author highlights the problem of spiritual and moral education of children of older preschool age in the present, outlines the means of moral education of children in preschool and family and environment institutions. Keywords: moral education, spiritual and moral education, preschool children, senior preschooler
17
Volkova, Lyudmyla. "FORMATION OF ENVIRONMENTAL WORLDVIEW IN OLDER PRESCHOOL CHILDREN IN THE PROCESS OF ENVIRONMENTAL EDUCATION." Innovative Solution in Modern Science 6, no. 50 (October 18, 2021): 44. http://dx.doi.org/10.26886/2414-634x.6(50)2021.4.
Повний текст джерелаАнотація:
Generalization of theoretical bases of ecological education of preschool children and substantiation of necessity of ecological education as an integral part of educational process. Study of the peculiarities of the formation of environmental worldview in children of older preschool age. The levels of development of ecological upbringing in preschool children were theoretically substantiated. The pedagogical conditions of formation of nature protection worldview at children of senior preschool age the course of ecological education are theoretically substantiated.Key words: environmental education, ecological culture, environmental education, preschooler, subject-spatial environment, preschool education institution.
18
Melenets, Liudmyla. "Implementation of preschool universal education in rural preschools of Ukraine (1963-1984)." ScienceRise: Pedagogical Education, no. 2(47) (March 31, 2022): 56–61. http://dx.doi.org/10.15587/2519-4984.2022.255206.
Повний текст джерелаАнотація:
Emphasis is placed on the periodization of the development of preschool institutions in rural areas of Ukraine in the chronological boundaries of 1945-1991. There are three periods of formation and development of rural preschool institutions: 1st period (1945-1963) refers to the revival and formation of preschool institutions in rural areas, 2nd period (1963-1984) refers to the implementation of preschool education in rural preschools, 3rd period (1984-1991) refers to the renewal of the educational space of preschools in rural areas. The historical facts of the organization of public preschool education in the Ukrainian village in 1963-1984 are generalized – period of dynamic development of rural preschools: intensive construction of preschools in the village according to standard projects, merging nurseries and kindergartens into one institution, mass transformation of seasonal preschools into permanent ones, period of critical analysis, use and implementation of pedagogical experience, scientific and methodological developments, organization of patronage (mentoring) work, creation of "kindergarten schools". The author's periodization is based on scientific achievements in the periodization of the history of pedagogy by socio-economic and political characteristics and periods of formation of Ukrainian statehood. It is emphasized, that periodization is only an author's version, which can be accepted by scientists or refuted by replacing it with another. The following methods were used in the process of scientific research: analysis, generalization, systematization of archival documents, legislative acts, substantiation of the initial positions of scientists and practitioners on the researched problem. Chronological-systemic and historical methods were used in the dynamics and sequence of time to consider the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the period 1963-1984.
19
EINARSDO´TTIR, JO´HANNA. "The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses." Early Years 23, no. 2 (September 2003): 103–16. http://dx.doi.org/10.1080/09575140303110.
Повний текст джерела
20
Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (June 29, 2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.
Повний текст джерелаАнотація:
The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.
21
Cervantes, Sara, and Anna Öqvist. "Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents." Journal of Early Childhood Research 19, no. 3 (January 30, 2021): 323–36. http://dx.doi.org/10.1177/1476718x20969742.
Повний текст джерелаАнотація:
Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
22
Djumaniyazovna, Maryambibi Abdullayeva. "ISSUES OF SPIRITUAL EDUCATION IN PRESCHOOL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (June 28, 2021): 116–21. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-22.
Повний текст джерелаАнотація:
This article will focus on the necessary aspects of the coverage of preschool educational institutions for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary classes will not be effective enough. That is, educational adaptation-the adaptation of the child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical and psychological unpreparedness. The article considers the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
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Lindstrand, Sara, Robert Lecuasay, and Lina Mrak. "Lyssnande undervisning i förskolan." Nordisk barnehageforskning 19, no. 4 (December 29, 2022): 206–26. http://dx.doi.org/10.23865/nbf.v19.294.
Повний текст джерелаАнотація:
Den här artikelns fokusområde placeras i forskningssamtalet om hur undervisning kan förstås i förskolans praktik. Mer precist undersöks kopplingen mellan förskollärares reflektioner om sin undervisning och förskolans kultur med stöd av forskningsfrågan Hur beskrivs och arrangeras undervisning i den här förskolan? Studiens deltagare representerar två arbetslag på en förskola som beskriver sig arbeta utifrån välkomnandets och lyssnandets pedagogik. Empirin består av material från ett reflektionssamtal utifrån dokumentationer som förskollärarna menar berört dem eller haft betydelse för undervisning i ett pedagogiskt hållbarhetsprojekt med fokus på växtrötter och teckenskapande. Utformningen och analysen av reflektionssamtalet utgick från kommunikation ur kulturellt förhållningssätt (Carey, 1992; Dewey, 1916) och en förståelse för förskolor som idiokulturer (Fine, 1979, 2012). Analysen resulterade i tre områden: Undervisningsprocesser i rörelse, Förskollärarnas deltagande och närvaro och Urskiljande av kunskapsområden genom lyssnande. Resultatet diskuteras genom förskolans undervisningskultur, hur läroplanen visar sig i barns göranden ochundervisningens relationer. ENGLISH ABSTRACT Teaching as listening in preschoolIn this article we focus on the ongoing research discussion concerning how the concept of teaching can be understood in preschool practice. In particular, we examine the connection between preschool teachers’ reflections on their own teaching and the culture of the preschool in which they work. This study is guided by the research question: How is teaching described and arranged for in the teachers’ preschool? The seven participating preschool teachers were drawn from two departmental teams that described themselves as working from a Pedagogy of Welcoming and Listening. The empirical materials are drawn from reflection conversations held with the preschool teachers in which the teachers discussed documentation they considered personally significant for their teaching in a recent education for sustainability project focused on play roots and semiotic production. The design and analysis of these conversations was based on cultural theories of communication (Carey, 1992; Dewey, 1916), and an understanding of preschool education as a situated cultural development process, preschools as idiocultures (Fine, 1979, 2012). Our analysis led to the description of three perspectives representative of the preschool teachers’ meaning-making in relation to teaching: Teaching processes in motion, Preschool teachers’ participation and presence, and Discernment of knowledge domains by listening to children’s actions. The result is discussed in terms of the preschool’s teaching culture, the ways in which the national preschool curriculum is manifest in the children’s actions, and the social and material relationships underpinning teaching.
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Watanabe, Kanae, and Annette Dickinson. "Comparative Study Of Preschool Children’s Current Health Issues And Health Education In New Zealand And Japan." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 219–24. http://dx.doi.org/10.19030/cier.v10i4.10035.
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In New Zealand and Japan, despite health education on food, exercise, and hygiene, children’s health is an important concern in preschools. This study investigated the relationship between children’s health and health education in New Zealand and Japan using a qualitative interpretative descriptive design method and semi-structured interviews with preschool teachers. Major children’s health issues identified by preschool teachers in New Zealand were asthma, allergies, and dental hygiene. Although few preschool children are overweight in New Zealand, it becomes a serious concern in primary school. Identified as a suspected cause of children’s health problems was parents providing their children with sweet and/or unhealthy foods. Preschool teachers want parents to understand and implement health education, and they stated that parents’ education was necessary. In Japan, children’s health problems identified by teachers were allergies, food preferences, and sleep deprivation. The suspected causes included too much convenience, parents’ irregular lifestyles because they were busy, and parents’ depending on preschools to discipline children in ways that should be done at home. The goals for preschool health education were similar in New Zealand and Japan. The goals should be to obtain lifelong health knowledge, an ability to make wise health-related decisions in adulthood, and healthy lifestyle choices for themselves and their families. Some children’s health issues were beyond the scope of the abilities of individual preschools. Therefore, the entire nation and government should work together to cope with children’s health issues and health education.
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Goh, Sophia C. F., and Shi Yue Tan. "Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers." Polish Journal of Educational Studies 73, no. 1 (December 1, 2021): 83–98. http://dx.doi.org/10.2478/poljes-2021-0006.
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Abstract Inclusive education is the next item on the agenda of policy makers in Singapore, in its striving to provide quality education for all children. The move to introducing more inclusive practices in preschools has not been easy. There are many structural obstacles in Singapore’s current preschool context. This review of existing literature on this topic reveals how policymakers, schools, teachers, and parents need to work together to create a successful inclusive education system. There is much that Singapore must work on to develop a successful inclusive preschool education model. The paper aims to provide an understanding of how inclusion in preschools can be more effectively practiced in Singapore by considering the current dual education system in Singapore and the recent measures introduced to improve inclusive preschool education. It examines how effective these measures and recommendations in existing literature will be when placed in Singapore’s current education system which prioritizes academic excellence. In doing so, this paper hopes to highlight the critical issues that policymakers and key stakeholders should consider when planning for inclusive practices in Singapore’s preschools.
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Nosenko, Yu G., and V. О. Bogdan. "Characteristics of Google cloud services in aspect of preschool educational institution management." CTE Workshop Proceedings 3 (March 20, 2015): 9–15. http://dx.doi.org/10.55056/cte.205.
Повний текст джерелаАнотація:
The implementation of cloud technologies in education began relatively recently in Ukraine. Particularly in preschool education it is still at an early stage of development and requires further study. Using cloud services releases prospects for improving the quality of preschools’ management processes. Purpose of the study: to describe the characteristics of Google cloud services in terms of preschool educational institution management. Object of study: informatization of preschool education management. Subject of study: the use of cloud services in the preschool educational institution management. Research methods: analysis, generalization and systematization of scientific and methodological sources on the use of cloud technologies in education; study of characteristics, comparison of different vendors’ cloud service to determine the most optimal ones for use in preschool educational institution management. The main results and conclusions: after a preliminary analysis of various cloud services, we have chosen Google services, as optimal for use in preschool educational institution management. Their main advantages which are principal for Ukrainian preschools, were defined: free of charge; ease of use, intuitive interface; availability of universal account that provides access to all services; the use on different platforms (Windows, Android, iOS); the available functionality, required for preschool management; the availability via any digital device connected to the Internet; no need to deploy “cloud”. The characteristics of Google services (Gmail, Google Calendar, Google Drive, Office suite, Google Sites, Google+, Blogger, Hangouts, Google Forms) in terms of preschool educational institution management were considered.
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Sandberg, Anette, and Tuula Vuorinen. "The Future is Created by and within Children." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 1–7. http://dx.doi.org/10.1177/183693910703200202.
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THE OVERALL AIM OF THIS STUDY was to present research areas within early childhood education in a dialogue between municipality and university. The purpose was to produce ideas and develop research in teacher education, with the hope of increasing the understanding of what kind of research is needed into early childhood education. The data collection comprised 10 focus group interviews with politicians, managers, principals, lecturers, preschool teachers and parents, as well as children in after-school recreation centres and preschools, in all a total of 46 participants. The preschool teachers and parents also answered a questionnaire. From the results, different research areas appear; those especially highlighted were play, intervention, cooperation between preschool and home, the position of preschools in relation to schools, and child group research. There was also an increasing demand for children's perspective in gender, class and ethnicity research.
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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.
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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
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Fang, Junjun, Jun Zhang, Yingxin Bai, Hui Li, and Sha Xie. "Preschool Federations as a Strategy for the Sustainable Development of Early Childhood Education in China." Sustainability 14, no. 16 (August 12, 2022): 9991. http://dx.doi.org/10.3390/su14169991.
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Teaming a strong preschool with less-developed, rural, or newly established preschools is an effective strategy to promote quality. Since 2015, Shanghai has sought to improve preschool education quality through collaboration. Guided by the “3A2S” theoretical framework, this study evaluated the development and effectiveness of preschool federations in the city using a mixed-methods approach. First, document analysis was conducted to depict features of preschool federations in Shanghai, which identified three main features. Next, a survey study including 702 stakeholders was conducted to assess the evaluations of preschool administrators, teachers, and parents of the effectiveness of preschool federations. Finally, an interview study including 15 stakeholders was conducted to triangulate the findings of the survey study. Results revealed that the stakeholders highly approbated the preschool federations, but parents’ evaluation was significantly lower than that of other stakeholders. Finally, the sustainability and affordability of the preschool federation policy are discussed herein. Implications for policy development and preschool management are also presented.
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Familyarskaya, Larissa. "USAGE OF ARTIFICIAL INTELLIGENCE IN PRESCHOOL EDUCATION INSTITUTION." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 16 (2024): 216–28. http://dx.doi.org/10.28925/2414-0325.2024.1614.
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Artificial intelligence technology plays a decisive role in various spheres of life, including education. Modern preschools are faced with the need to adapt to the requirements of the modern world, where technology is a mandatory component. The article defines the regulatory and legal principles of using artificial intelligence technologies in the field of education. Based on the study and systematization of the results of scientific research, directions and methods of using artificial intelligence in the educational field have been identified. Scientific-pedagogical guidelines for the use of generative models of artificial intelligence in a preschool education institution are justified from the author's point of view. Modern possibilities of using artificial intelligence technology in the educational process of a preschool education institution are presented, in particular, the features of using artificial intelligence by parents of preschool children. Also, practical aspects of the use of artificial intelligence by specialists in a preschool education institution are proposed, in particular, ChatGPT, Quillbot, Google Gemini, Vocal Remover. The importance of the right approach to the implementation of artificial intelligence in the educational process to ensure efficiency and safety for children is emphasized. The results of the surveys of parents of preschoolers and specialists of preschool education institutions regarding the potential of using artificial intelligence in preschool education for the development of children are summarized, which requires a careful approach and cooperation between teachers, parents, and the administration of preschool education institutions. The use of artificial intelligence in preschool education is a promising direction that can provide support for preschool education specialists, make the learning process more interesting for children, and contribute to their intellectual development. Therefore, research and development of practices for the use of artificial intelligence in preschool education is an important component of the effective implementation of these technologies.
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Kamalova, Gavkhar A. "WAYS TO ENSURE THE ACTIVE PARTICIPATION OF PARENTS IN THE EDUCATIONAL PROCESS IN PRESCHOOL EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 8–15. http://dx.doi.org/10.37547/supsci-oje-02-01-02.
Повний текст джерелаАнотація:
In the educational process organized in preschool educational institutions, the cooperation of teachers and parents is very important. In the educational process, educators, assistants, parents are involved in creative activities based on the active knowledge of the preschooler, the development of his interests, imagination, physical, mental and artistic abilities, communication skills, and most importantly, the harmonious development of the personality. Cooperation will take place.
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Okeke, Chinedu Ifedi, and Enock Nyanhoto. "Recruitment and retention of male educators in preschools: Implications for teacher education policy and practices." South African Journal of Education 41, no. 2 (May 31, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n2a1910.
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In the study reported on here we employed the interpretivist qualitative approach to explore the recruitment and retention of male educators in preschool centres. Purposive sampling was used to select 2 preschool owners, 2 principals, 4 preschool educators and 2 male educators in the Foundation Phase. Data were obtained by in-depth interviewing and were analysed thematically. Results showed no male educators in preschools in the education district where the study was conducted. Misinterpretation of cultural roles, stigma, fear and prejudice, low educator status within the preschool sector and a lack of male recruitment policies were found to be negatively affecting the recruitment of males into the preschool sector. A gender balance that ensures that both female and male educators are recruited within the preschool sector would appear to be congruent with the philosophical underpinnings of the Social Role Theory (SRT). The Departments of Education and Social Development should, therefore, embark on awareness campaigns to educate all stakeholders on the need for a gender balance within the preschool sector.
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Barnes, Kate, Fay Hadley, and Sandra Cheeseman. "Preschool educational leaders: Who are they and what are they doing?" Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 351–64. http://dx.doi.org/10.1177/1836939119870905.
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This study sought to understand and illuminate the distinctive nature of the role of educational leader in preschool settings. Research regarding the educational leader role is limited, and in preschool settings it is scant. The theory of practice architecture was applied as an analytical framework to investigate how educational leaders of New South Wales preschools enacted their role. This article discusses phase 1 of a mixed method study which surveyed 153 preschool educational leaders. The findings indicated that preschool educational leaders were experienced, educated and enacted their roles in varied ways. They frequently used practices that were informal and collaborative, responding to their unique contexts and situations.
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Turnšek, Nada, Olga Poljšak Škraban, Špela Razpotnik, and Jana Rapuš Pavel. "Challenges and Responses to the Vulnerability of Families in a Preschool Context." Center for Educational Policy Studies Journal 6, no. 4 (December 31, 2016): 29–49. http://dx.doi.org/10.26529/cepsj.52.
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Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.
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MACHYNSKA, Nataliya, and Oksana MAIER. "FORMATION OF LIFE COMPETENCE OF A CHILD OF PRESCHOOL AGE – A CONDITION FOR ENSURING THE FOLLOW-UP OF STEP-BY-STEP DEVELOPMENT PRESCHOOL STUDENT OF PRIMARY SCHOOL." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2022): 109–14. http://dx.doi.org/10.31651/2524-2660-2022-2-109-114.
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The article is devoted to clarifying the problem of ensuring continuity in the gradual development of the child's personality in the system of preschool and primary education. The content of the main competencies defined in the normative documents that make up the new life competence of the preschooler is analyzed. It is shown that continuity in the system of preschool and primary education is ensuring the continuity of human education. The peculiarities of primary school student's educational activity are outlined, their characteristic is offered (formation of culture of primary school student's educational activity; emergence and development of new social relations in dyad "child-adult"; formation of personal culture basis. A comparison of the competencies presented in the Basic Component of Preschool Education (State Standard of Primary Education), which form the basis of the life competence of a preschooler, is proposed. It is shown that their content fully reflects the implementation of the principle of continuity in the organization of the educational process both in preschool education and primary school system. The optimal organizational and pedagogical conditions for the formation of life competence of a preschool child are identified and characterized as: clear knowledge and consideration in practice of age and individual psychological and pedagogical characteristics of preschool children and primary school children; the image of the preschool institution and its educational services is formed; the structural and functional model of life competence of the preschooler-junior schoolboy is developed. The structural-functional model contains three blocks - target or theoretical-oriented; practice-oriented or content-procedural; effective or diagnostic-corrective; a brief semantic description of each of these blocks is proposed.
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Tran, Viet-Nhi, Tuan-Vinh Nguyen, Kim-Nhung Ta Thi, and Nhung Le Thi. "The status of the education of science for children aged 5–6 in some central Vietnamese public preschools." Hungarian Educational Research Journal 11, no. 4 (December 20, 2021): 360–76. http://dx.doi.org/10.1556/063.2021.00075.
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Abstract The study aims to determine the status of organizing science activities for preschoolers aged 5–6 and teachers' views on improving science education quality for 5–6-year-olds in Vietnam. The research was undertaken on 150 preschool teachers working with 5–6 years old classes in 24 public preschools in 3 provinces, including Quang Binh, Quang Tri, and Thua Thien Hue. Mixed methods, including surveys, interviews with teachers, and observation of science discovery activities, were used. According to the study results, science education activities were regularly organized in the preschools with specific plans following the school-year curriculum and the national ECE framework of Vietnam. Teachers used various methods and forms for organizing scientific activities, but the classroom environment was dominant. The participation of family and society in science activities at preschools was limited. Teachers also highlight some measures to improve the quality of science education in preschools, including providing necessary facilities, equipment, toys for preschools and increasing modern teaching methods. The findings of this study provide necessary evidence on science education for preschool children in practical terms as the basis for further studies on solutions to improve the efficiency of science education for preschool children in Vietnam.
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Abdullayeva, Maryambibi Djumaniyazovna. "SPIRITUAL EDUCATION OF PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 147–51. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-27.
Повний текст джерелаАнотація:
This article will focus on the necessary aspects of the coverage of preschool educational organizations for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary school will not be effective enough. That is, educational adaptation - adaptation in a child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical, psychological unavailability. The article examines the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
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Kovač Šebart, Mojca, and Roman Kuhar. "The Pluralisation of Family Life: Implications for Preschool Education." Center for Educational Policy Studies Journal 7, no. 3 (September 25, 2017): 155–71. http://dx.doi.org/10.26529/cepsj.292.
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The article takes as its starting point the public debate about the newly proposed Family Code in Slovenia in 2009. Inter alia, the Code introduced a new, inclusive definition of the family in accordance with the contemporary pluralisation of family life. This raised a number of questions about how – if at all – various families are addressed in the process of preschooleducation in public preschools in Slovenia. We maintain that the family is the child’s most important frame of reference. It is therefore necessary for the preschool community to respect family plurality and treat it as such in everyday life and work. In addition, preschool teachers and preschool teacher assistants are bound by the formal framework and the current curriculum, which specifies that children in preschools must be acquainted with various forms of families and family communities. This also implies that parents – despite their right to educate their children in accordance with their religious and philosophical convictions – have no right to interfere in the educational process and insist on their particular values, such as the demand that some family forms remain unmentioned.
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Osychanskyi, Viktor. "The evolution of the architecture of preschool education institutions in modern Ukraine." Current problems of architecture and urban planning, no. 69 (June 28, 2024): 73–82. http://dx.doi.org/10.32347/2077-3455.2024.69.73-82.
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The publication discusses the main stages of the evolution of the architecture of preschool education institutions and the study of architectural solutions in preschool educational institutions in modern Ukraine. Changes in the organization of space, the use of materials, and the functionality of buildings that affect the quality of the educational process and the comfort of children are analyzed. The historical context, modern trends and requirements for preschool education institutions are taken into account. The results can be useful for architects, teachers and government agencies responsible for the development of preschool education. The architecture of preschool education institutions in modern Ukraine reflects the historical, social and cultural changes that have taken place in the country. From the first private kindergartens to modern innovative centers, the evolution of these spaces reflects changes in approaches to education and childcare. The evolution of the architecture of preschools in modern Ukraine is a testament to the changes in society and its attitudes toward early childhood development. From private initiatives to state support, from standardized buildings to individually designed centers, this evolution continues to influence the formation of the future generation. Today, the architecture of preschools reflects the current regulatory requirements of Ukraine, with an emphasis on creating a safe, stimulating and inclusive environment for children. Institutions are becoming more integrated into community life, using energy-efficient technologies and innovative approaches to learning and development. The design of new preschools also takes into account the preservation of Ukrainian cultural identity. Elements of folk decor and a modern interpretation of traditional Ukrainian motifs can be found in the interiors and exteriors of kindergartens.
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Rek, Mateja. "Media Education in Slovene Preschools: A Review of Four Studies." Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 45. http://dx.doi.org/10.26529/cepsj.659.
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In Slovenia, the concept of media literacy has been integrated into the formal education system, including early childhood education. The Preschool Curriculum sets certain goals to be followed in educating preschoolchildren on media-related topics. Research done in other Member States of the EU points to the conclusion that the actual implementation and delivery of media education is both fragmented and inconsistent as well asdependent on the interests and motivation of individual preschool teachers. They are the ones who, in accordance with their professional capacity and autonomy, include the goals set in the curriculum into an actuallearning process in preschools, also determining the timing and manner of this. The aim of this article is to review, compare, and analyse the data from recent research on the media education of preschool children in Slovenia in order to better understand how preschool teachers in Slovenia assess their capacity to work with media as well as their media literacy levels, which media they use, and how the media education is conductedin the groups of preschool children.
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Kilichova, Marhabo Khudoykulovna. "LITTLE FEATURES OF FOREIGN EXPERIENCE IN EDUCATION OF CHILDREN IN PRESCHOOL EDUCATIONAL INSTITUTIONS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 10 (October 1, 2021): 241–46. http://dx.doi.org/10.37547/pedagogics-crjp-02-10-43.
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This article discusses the specifics of foreign experience in raising children in preschool education. In Japan, Korea, the United States, Germany, the United Kingdom, and Russia, the preschool education system has its own peculiarities of child rearing. There are also specific recommendations on the correct choice of educational tools in preschool education. It was also noted that an analytical approach is needed in the use of best practices abroad. The specifics of the entire national education system are also highlighted, and the main tasks of pre-school education and upbringing in Uzbekistan are outlined.
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Li, Xicai. "Design and Application of Children's Entertainment Education Software in Preschool Education." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 201. http://dx.doi.org/10.3991/ijet.v13i07.8809.
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The current preschool education children's educational software mostly ig-nores the preschool children's psychological characteristics and rigidly com-bines the educational and entertainment nature of the game, which affects the learning effect of preschool children. Based on the psychological charac-teristics of preschool children, the characteristics of preschool children's de-mand for computer games were deeply analyzed. In addition, the preschool children's entertainment software was designed and developed. The game was built according to the system elements and design principles of the edu-cational games, and the appropriate kindergarten curriculum content was se-lected so that pre-school children can be substituted and truly entertained. The practice showed that the preschool children's educational software cap-tured the psychological characteristics of preschool children. It is concluded that the software effectively promotes preschool children to obtain knowledge in a relaxed gaming environment and improves the learning ef-fect of preschool children.
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Thang, Nguyen Bach, Huynh Thanh Tien, Tran Thi Huyen, Le Thi Hong Hanh, and Chausoryaly. "Overview of Research on Team Development for Preschool Teachers." Asian Journal of Education and Social Studies 49, no. 1 (September 26, 2023): 23–29. http://dx.doi.org/10.9734/ajess/2023/v49i11096.
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Developing teams of teachers in Vietnamese preschools is an important task of the Ministry of Education and Training in order to improve the quality of child care and nurturing. To see the need for developing preschool teachers, the author has reviewed domestic and international research works related to how to enhance the quality of preschool teachers. The review has synthesized academic documents with focusing on human resource development and preschool teachers' development. Findings showed that it a need to develop kindergarten teachers in order to improve their quality, which contributes to the effective implementation of the task of training and education in the current period of preschool teachers innovation.
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Andrzejewska, Jolanta, Bożena Grzeszkiewicz, and Ewa Lewandowska. "Teacher - an Architect of Children Preschool Education During Pandemic COVID – 19." Studia z Teorii Wychowania XIV, no. 4 (45) (December 6, 2023): 245–59. http://dx.doi.org/10.5604/01.3001.0054.1207.
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IntroductionThe scope of researches was built around one main category, that is the category of change, which occurred in preschool education during Covid-19 period.Aim of conducted researches:The main objective was to display outcomes of conducted researches that were based on triangulated quantitative and qualitative analysis. In the article were discussed concepts of preschool teachers’ perception of changes that occurred in three categories, such as:•Functioning and organization of preschool as an institution,•Children behavior and playing activities of preschool children,•Preschool children relations among themselves and relations between educators and parents.What is more, researcher was interested in analysis of the activities that preschool educators chose to engage in and in the structure of education that preschool teachers were creating while teaching and caring for children during that specific, uncertain and not stable times. The researcher assumption was that preschool teachers were not only passive takers but also active creators of changes in preschool education what would be displayed in their views, opinions, attitudes, and assessments gathered in that specific times of pandemic and that they would respectively adapt to new and changing reality. Research material was gathered by filling the questionnaires by preschool teachers and then subsequently analysis the data. Moreover, this procedure allows teachers and educators to share their views about challenges they needed to fulfill, such as providing online preschool education. Knowledge:Preschool educators displayed reflexive, concerned and thoughtful approach toward the challenges of analysis the functioning of preschools as institutions during that difficult pandemic reality they were participating in. They noticed changes occurring in such fields as: organization of institutions; activities toward health protection of children and preschool employers; social relations; ways of teachers, children and parents work; professional development; work overload; and the sense of uncertainly of future.Teachers indicated the fields, in which they were able to constructively work out the solutions and actively adjust to new pandemic limitations regarding law, work policies, social challenges and challenges regarding health, methodic adjustments and learning new computer software.
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Et. al., Nguyen Thi Ut Sau,. "ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1676–80. http://dx.doi.org/10.17762/turcomat.v12i4.1422.
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The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.
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Kutlimuratovna, Shamuratova Khurliman. "Preschool education reform." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 9 (2021): 152–55. http://dx.doi.org/10.5958/2249-7137.2021.01885.1.
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Lobok, Alexander. "Preschool Education Bullied." Journal of Russian & East European Psychology 50, no. 6 (November 2012): 92–114. http://dx.doi.org/10.2753/rpo1061-0405500605.
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Kettler, Todd, Mattie E. Oveross, and Rania C. Salman. "Preschool Gifted Education." Gifted Child Quarterly 61, no. 2 (January 31, 2017): 117–32. http://dx.doi.org/10.1177/0016986217690228.
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Areljung, Sofie. "Capturing the world with verbs: Preschool science education beyond nouns and objects." Contemporary Issues in Early Childhood 21, no. 1 (October 15, 2018): 70–82. http://dx.doi.org/10.1177/1463949118805438.
Повний текст джерелаАнотація:
This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children’s noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one’s surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.
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Morozova, S. S., N. V. Tarasova, and S. G. Chigrina. "Research on the Attitudes of Parents of Children with Autism to Preschool Education." Autism and Developmental Disorders 21, no. 2 (July 17, 2023): 7–14. http://dx.doi.org/10.17759/autdd.2023210202.
Повний текст джерелаАнотація:
<p style="text-align: justify;"><strong>Objectives</strong>. The preschool age has its crucial importance in the upbringing and education of children with autism spectrum disorders (ASD). The plasticity of psychological organization at this age makes the psycho-educational work the most effective. The aim of presented work is the analysis of characteristics of parents’ attitude of children with autism to preschool education with the follow-up identification of factors that influence this attitude of parents to preschool education and determination of the trajectories for optimizing this attitude in order to increase the ef­fectiveness of accompanying children with ASD in the preschool period.</p> <p style="text-align: justify;"><strong>Methods</strong>. A survey of 629 parents or legal representatives of individuals with autism from 43 regions of Russia and the Republic of Belarus was conducted. The age of the respondents’ children varies from 3 to 38 years.</p> <p style="text-align: justify;"><strong>Results</strong>. Reported that 86.6% of the children attended preschool educational organizations; 12.3% — did not at­tended; 0.6% preferred not to answer this type of questions. In the period from the second half of the 1980s to 2022, the percentage of children attending preschools increased from 7.8% to 97.0%. However, regardless of age, at least a quarter of families (24—28%) asked for help in other institutions or appealed to the private specialists, which directly indicates dissatisfaction with the support provided by the preschool educational system. Respondents whose children attended preschools mark the general preschool education effects at 3.2+0.1 on a five-point scale. In comparison, all families who assessed preschool have a significantly lower result (P<0.01) — 2.8+0.1. The respondents noted the insufficient level of qualifications of the staff of the preschool educational institution and problems of organizational and methodological support.</p> <p style="text-align: justify;"><strong>Conclusions</strong>. Despite the subjective character of the survey, the assessments and comments of parents reflect the real problems of preschool education of children with ASD. In order to develop cooperation between representatives of the preschool system and families raising children with autism, two equivalent areas of work are proposed: raising awareness of parents about autism and the basic supports of children with autism and improving the skills of special­ists working with such children.</p>