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Статті в журналах з теми "Preschool curriculum guidelines"
Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (June 25, 2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.
Повний текст джерелаSlunjski, Edita, and Marina Lančić. "Elements of the Transformation of Preschool Curriculum and Educational Practices." European Journal of Education and Pedagogy 3, no. 6 (December 9, 2022): 185–88. http://dx.doi.org/10.24018/ejedu.2022.3.6.433.
Повний текст джерелаEinarsdottir, Johanna. "Much changes, much remains the same: Icelandic parents’ perspectives on preschool education." Journal of Early Childhood Research 17, no. 3 (June 2, 2019): 220–32. http://dx.doi.org/10.1177/1476718x19849293.
Повний текст джерелаFang, Mengyan. "Capturing “Sense of Belonging” in Preschool Curriculum Guidelines and Implications: An Analysis Based on Chinese and Australian Curriculum Guidelines." Open Journal of Social Sciences 10, no. 05 (2022): 527–38. http://dx.doi.org/10.4236/jss.2022.105035.
Повний текст джерелаFang, Mengyan. "Capturing “Sense of Belonging” in Preschool Curriculum Guidelines and Implications: An Analysis Based on Chinese and Australian Curriculum Guidelines." Open Journal of Social Sciences 10, no. 05 (2022): 527–38. http://dx.doi.org/10.4236/jss.2022.105035.
Повний текст джерелаChen, Liwen, Tung-Liang Chen, Chieh-Ju Lin, and Hsu-Kuan Liu. "Preschool Teachers’ Perception of the Application of Information Communication Technology (ICT) in Taiwan." Sustainability 11, no. 1 (December 26, 2018): 114. http://dx.doi.org/10.3390/su11010114.
Повний текст джерелаKavalari, Paraskevi, Domna Kakana, and Vasilia Christidou. "Consistency between Teaching Practice and Curriculum Guidelines in a Preschool Classroom: A Case Study." International Journal of Early Childhood Learning 20, no. 4 (2014): 1–10. http://dx.doi.org/10.18848/2327-7939/cgp/v20i04/48425.
Повний текст джерелаAyaga, Godfrey Nyaoga, and Edward Khasakhala Okaya. "Implication of outdoor Environment on Children’s Learning Experiences in Public Preschools in Borabu Sub-County, Kenya." Global Journal of Transformative Education 2, no. 1 (December 29, 2020): 4–17. http://dx.doi.org/10.14434/gjte.v2i1.31198.
Повний текст джерелаLaranjeiro, Dionísia. "Development of Game-Based M-Learning Apps for Preschoolers." Education Sciences 11, no. 5 (May 12, 2021): 229. http://dx.doi.org/10.3390/educsci11050229.
Повний текст джерелаChen, Bozhi, Clarice N. Waters, Thomas Compier, Leonie Uijtdewilligen, Nicholas A. Petrunoff, Yee Wei Lim, Rob van Dam, and Falk Müller-Riemenschneider. "Understanding physical activity and sedentary behaviour among preschool-aged children in Singapore: a mixed-methods approach." BMJ Open 10, no. 4 (April 2020): e030606. http://dx.doi.org/10.1136/bmjopen-2019-030606.
Повний текст джерелаДисертації з теми "Preschool curriculum guidelines"
LO, FENG-CHEN, and 羅鳳珍. "A Study of Temporary Curriculum Guidelines of Preschool Activities." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/64526397667519588835.
Повний текст джерела國立屏東大學
教育行政研究所
103
The Ministry of Education officially announced the Temporary Curriculum Guideline of Preschool Activities (TCGPA) in 2012 to promote continuous improvements after preschool assessments and the “Integrated Kindergarten-Nursery School Policy.” Since then the Ministry of Education has gradually promoted and implemented TCGPA for the development of early childhood education. This study investigates the process of practicing thematic activities in TCGPA in preschools, as well as its problems and solutions in practice, through data collection of interview, observation, and analysis on document. Findings show that the process of practicing TCGPA in preschools is formulating annual and semester plans as well as selecting material and plotting courses based on preschoolers’ life experience, adjusting thematic activities according to the development of preschooler’s capability, building learning environment with preschoolers, assessing preschoolers’ learning and teachers’ teaching. Problems of ambiguity occurred when teachers and caregivers practice TCGPA in preschools, including unclearly defined scope of the course, confusion over learning indicator use, inadequate sensibility toward activities in emotional areas, lack of concept for integration courses, pressure from parents, insufficient administrative support, and so on. TCGPA is clarified by teachers and caregivers through reflection, teaching conference, group discussion, or workshop for TCGPA. Throughout the process of practicing TCGPA, the solutions to the problems above are derived from reviewing thematic activities and formulating semester plans, adjusting the mode of activity guide, learning to carry out integrated courses in daily schedule, cross-reviewing teaching assessments and preschoolers’ learning assessments, and parents’ sharing capability of preschoolers. Finally, the researcher reflects on the research process and summarizes the research findings to put forth recommendations for government departments.
Huang, Shu-Chen, and 黃淑珍. "A Study of Implementing the Language Areaof Preschool Curriculum Guidelines." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kjvseg.
Повний текст джерела正修科技大學
幼兒保育研究所
105
Since the Early Childhood Education and Care curriculum Framework Activities enacted in August 30th 2012, almost all preschools tried to follow this policy to design and execute their teaching activities. Emphasizing ‘young-child-based ’approach, the main educational purposes and the 6 educational areas (contents) of this new curriculum were totally different from the old ‘teacher-based’ curriculum standard for public/private kindergartens and nursery centers. The preschools teachers hence were facing big challenges to prepare and execute teaching activities. This study adopted action research, and a 4-5 year-old children class in a private preschool that the picture-books expending topic-teaching was her main teaching characteristic was taken as the research subject. This study took a semester and 2 topic-teaching activities to discuss the language area of the new curriculum, and the main research purposes were: 1.to discuss the developing process of the language area of this new curriculum within the topic-teaching activities. 2. to discuss the problems and the solving strategies the researcher met while including the language area of the new curriculum into the topic-teaching activities. The research data was collected by sound/video recording, interview, teaching reflection, teaching dairy, children’s work, topic-teaching activity documentary etc. Results: 1.according to the language area of the new curriculum, the topic-teaching activities were completed by 3-steps: (1) preparing step - teachers joined related conferences and work shops to recognize the new curriculum, (2) executing step - according to young children interests and language developing levels, chose relevant learning indexes and used picture-books to expand the teaching activities, (3)complete step - transited curriculum design mode from class mode to whole preschool mode and invited parents participating. 2.problem and solutions: (1)held teachers’studying meeting and peer teachers meeting to understand thoroughly the learning indexes, (2) asked peer teachers to cooperate and support teaching while being busy at administrative and whole preschool activities. 3. teachers professional improvement: (1) be able to inset learning indexes of the new curriculum to the picture-book leading topic-teaching activities, (2) understood the design and record of the child-based activities,(3) topic-teaching activities could include all 6 areas of the new curriculum,(4) language learning not limited in the language corner. 4.children literacy development: (1) improved obviously the understanding and expressive abilities, (2)increased the words observing ability,(3)promoted the reading interest and ability,(4) created songs which were inspired from picture-books. Related suggestions were addressed according to the above results. Key words: topic-teaching activity, Early Childhood Education And Care Curriculum Framework, , preschool
Chen, Mei-Chuan, and 陳美娟. "The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78980063871018602198.
Повний текст джерела國立臺中教育大學
幼兒教育學系碩士班
102
The Study for Implementing Temporary Curriculum Guidelines of Preschool Activities Regarding Language in Preschool Mei-Chuan Chen Abstract This study is to research the development process of temporary curriculum guidelines (hereinafter referred to as the new curriculum guidelines)of preschool activities regarding language and literature area, problems and coping strategies of implementing, then analyze teachers and children’s growth after implementing the new curriculum guidelines. This study adopts qualitative research method. The subjects are 3-4 years old mixed-age young children class in a public preschool. The way of gathering data includes audio/video recording, interview information, teaching pattern review, observation, notes and children’s works. Conclusions of this research are as below: 1. The implementing process of the new curriculum guidelines regarding language and literature area in preschool includes: (1) Preparation stage: participate the course of new curriculum guidelines, insufficient administration support, difficult to explain learning indicators. (2) Starting stage: integrate learning indicators with routine activities, diversified learning activities and Children’s Day activities. (3) Explore stage: review learning indicators and adjust content of curriculum, include whole kindergarten activities in the curriculum. (4) Transformation stage: modify curriculum, let young children and parents organize learning contents. 2. Problems and coping strategies of implementing new curriculum guidelines regarding language and literature area: (1) Insufficient administration support and could not involve whole kindergarten activities – looking for assistant and configure curriculum in advance. (2) When difficult to explain learning indicators, participate studying course, discuss with professor and other teachers. (3) Configure learning zones for matching learning indicators of different age children, to solve learning indicators coping problem of mixed-age class. 3. Teacher’s professional growth after implement new curriculum guidelines regarding language and literature area: (1) change view of curriculum (2) pay attention to young children’s interests. (3) practice curriculum with integrated way. (4) comprehensively consider young children’s learning. (5) professional interaction with coordinated teachers (6) well utilize resources of parents to make curriculum more diversified. 4. Children’s growth after implementing new curriculum guidelines regarding language and literature area: (1) promote the ability of language communication (2) promote the ability of problem solving (3) more sensitive ability of observation (4) like to read (5) promote ability of social communication. Base on conclusions of this research, provide related suggestions to preschool educators, kindergartens, authorities of education and future researchers. Keywords: temporary curriculum guidelines of preschool activities, integrated curriculum, preschool
王美娟. "Progress of Teachers’ Professional Growth After Implementation of Preschool Curriculum Guidelines-An Example of Preschool in Kaohsiung City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ws4kkj.
Повний текст джерела高苑科技大學
經營管理研究所
104
This study is a case study that mainly adopts qualitative research method and the purpose is to explore progress of teachers’ professional growth and difficulties encountered after implementation of preschool curriculum guidelines in a preschool. Through inductive analysis of depth interviews, the obtained results are as follows: 1. Methods for advancing teachers’ professional growth: Schools apply for counseling of curriculum guidelines, self-learning mechanism; arrange systematic training activities, cooperative learning and implement strategic alliances of inter-institution. 2. Connotations transformation of teachers’ professional growth: There are changes in teaching competence, classroom management, counseling skills, professional attitude, interpersonal communication and research development etc. and among that the most significant transformation is teaching competence. 3. Encountered difficulties and coping strategies: During the process of implementing preschool curriculum guidelines, the encountered difficulties mainly are the problems that it is hard to cast aside inherent teaching mode, it spends much time to write curriculum guidelines, misused of learning indicators of curriculum guidelines, misunderstanding of curriculum guidelines from parents and difficulties and frustrations about implementation of curriculum guidelines, etc. For these problems, teachers must adjust themselves to accept new knowledge, practice more on writing curriculum guidelines, observe children’s prerequisite capacities and then set learning indicators, strengthen communication between parents and teachers and do counseling for fitness at first and then enter counseling for curriculum guidelines. 4. Implementation strategies of preschool to implement “preschool curriculum guidelines”: To apply program of counseling for curriculum guidelines, establish learning community, set up curriculum leader, set a long-term plan, teachers must receive new curriculum guidelines, participate in relevant workshops and continuously to learn and implement. Keywords: Preschool curriculum guidelines, preschool teacher, teachers’ professional growth
CHOU, CHIA-CHUN, and 周佳君. "A Study on the Related Goals of Preschool Life-Education Curriculum-Take the Preschool Curriculum Guidelines of Physical Movement andHealth,Social and Emotional Areas as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xma649.
Повний текст джерела國立臺北教育大學
生命教育教學碩士學位班
107
Abstract The purpose of this research is to explore “Curriculum Guidelines forPreschool Activities” (hereinafter called Preschool Curriculum Guidelines,enacted on August 1, 2017 by the Ministry of Education) and makes therelevant 、appropriate study of the preschool life-education curriculum. From the three major areas, health and behaviors of PreschoolCurriculum Guidelines、social 、and emotional areas, the researcher pickedout the suitable 、relevant curriculum objectives of preschool life-education, and furtherly, drew up the draft questionnaire of Delphi technique. The research method adopted in this study is Delphi TechniqueMethod, a 13 Delphi technique experts group was invited, and then completing three times the Delphi questionnaire survey. Furthermore, in order to be viewed as a suitable, relevant curriculum objective, two of three survey results achieve the middle-levelappropriateness and middle-level consensus. Three of the eight items of the curriculum objectives in physical movement and health areas of Preschool Curriculum Guidelines、fifteen of the fifteen items of the curriculum objectives in social area、seven of theseven items in emotional area, are selected as the relevan curriculum objectives. Finally, researchers based on the final results, to provide suggestions forthe preschool educators with a reference to design the preschool lifeeducation curriculum in the future.
Teng, Peiwei, and 鄧珮偉. "A Study on the Teaching Practice of the Curriculum Guidelines for a Mixed-Age Preschool Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14423871687064542738.
Повний текст джерела國立臺中教育大學
幼兒教育學系碩士班
103
The main purpose of this qualitative study was to examine how two teachers of a mixed-age class at a public preschool incorporated the Curriculum Guidelines into the theme-based curriculum, as well as the teaching strategies employed, any challenges faced, and adaptive strategies adopted by the teachers during implementation of the Guidelines. The researcher served as an on-site teacher for a mixed-age class at the target preschool for this study. The research tools used to collect data included participant observation, interviewing, and documentation. The duration of data collection was nine months. Triangulation, participant auditing, thick description, and researcher introspection were also utilized to further reinforce the truthfulness of the study. The findings were as follows: 1. Implementation of the curriculum guidelines within the mixed-age class can be classified into the following phases: curriculum planning, instructional execution, and learning and instructional assessment. (1) The curriculum planning phase of implementing the new curriculum included the two categories of instructional discussion and written plans. (2) The instructional execution phase of implementing the curriculum guidelines included classroom management, guidance of routine activities, and pedagogical practice of the theme-based curriculum. (3) The learning and instructional assessment phase of implementing the curriculum guidelines included qualitative descriptions of the children’s skill development as a way of assessing the children’s learning during the implementation transition period. 2. Challenges faced during implementation of the new curriculum included: the two teachers could not effectively cooperate, designing and arranging the charts and forms for the new curriculum required much time and effort, instructing students on the use of the assignment books took up too much time, the number of themes per semester was excessive, classrooms accumulated too many teaching materials, occurrence of unfulfilled group activities, a lack of class-wide experience activities, the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester lacked effectiveness, and a clash in ideas and concepts with the co-teacher in the class. 3. The adaptive strategies used by the two teachers of the mixed-age class in response to the challenges listed above can be summarized in four ways: underwent instructional discussions with other teachers to adjust the teaching methods, teaching strategies, and learning environment, as well as to strengthen the teaching beliefs of all teachers in the school; used “theme-based course design” software to examine the relationship between teaching activities and learning indicators; teaches for each class made suggestions to make changes to and adjust the assignment book and the number of themes to be included per semester; worked to improve the effectiveness of the monthly teacher conferences and the sharing and exchanging teaching experiences presentation in the end of each semester.
CHEN, PAO-YEN, and 陳寶燕. "A Study of the Practice of Creative Play Courses Under the Preschool Curriculum Guidelines in Mixed-age Classes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/767esd.
Повний текст джерела國立臺中教育大學
幼兒教育學系碩士在職專班
106
This study focused on examining the practice of creative play courses as part of the six major Preschool Curriculum Guidelines in mixed-age classes, as well as the children’s participation and behavior during the courses. A mixed-age class of 29 preschool children aged 3 to 6, at a public preschool where the researcher worked as an educator, was chosen as the research subjects for this study. Using the six major Preschool Curriculum Guidelines as a premise, the study underwent 15 weeks of creative play course activities, utilizing multiple methods such as observation of the children’s learning situations, the educators’ thoughts on class instruction, audio and video recordings of the classes, and interviews with assistant educators for data collection and cross validation. The study also employed the use of think description and thorough assessment to analyze the educators’ planning and strategies for class activities, children’s learning development, and displays of creativity during class activities. The findings were as follows: 1.Applying creative teaching strategies as the major guide for curricula and activities planning. 2.The Preschool Curriculum Guidelines can ably serve as a blueprint for the planning of class activities for mixed-age classes. 3.Class activities should be based upon the children’s age, interests, and abilities in order to better distribute the levels of difficulty and variations. 4.Class planning should be geared towards play activities, using multiple types of activities for creative play courses, combining activity topics with the learning topics to further enhance the children’s learning process. 5.The use of the Scaffolding learning method by educators and peers can increase the preschool children’s learning efficacy and interest. 6.Educators should be aware of any difficulties that may arise during instruction, and plan for contingencies ahead of time. Thorough assessment and adjustments to the instruction methods can enhance the educators’ professional development, as well as improve the current state of teaching. In conclusion, from the findings of this study, principles for planning learning activities in mixed-age classes can be raised, as well as serving as reference and recommendations for any difficulties and or strategies involved during the practice of creative play courses in preschools.
(13283710), Caroline Browning. "Catholic principals' images of quality preschool practice: A far north Queensland perspective." Thesis, 1999. https://figshare.com/articles/thesis/Catholic_principals_images_of_quality_preschool_practice_A_far_north_Queensland_perspective/20540196.
Повний текст джерелаPreschool education in Queensland is undergoing a series of redevelopments. The process of redefining preschool education is a long and involved one. In the final publication stage, these developments have been given a curriculum focus, with a framework proposed to link all aspects of preschool curriculum. As the vehicle through which the preschool curriculum is delivered, the Guidelines highlight and promote developmentally, socially and culturally appropriate learning opportunities and outcomes for children in a preschool program. Determining whether such outcomes are appropriate has in the past, been a task relegated to the professional judgment and decision making of the teacher. The focus of the renewed Preschool Curriculum Guidelines explores a new perspective, by highlighting the need to develop worthwhile and 'workable' partnerships with parents, children, professional colleagues and community members to influence the quality of the learning outcomes for children. Resolving whether such outcomes meet quality measures introduces a focus on the value of preschool education, and particularly, its contribution to establishing foundations for lifelong learning. At the same time as introducing a focus on what is appropriate, understanding 'quality' involves the interpretation and understanding of 'quality' asa more inclusive term, incorporating all elements of practice.
It has been argued that the Queensland Preschool Curriculum Guidelines are reaffirming the like-minded and that, since it is the responsibility of principals and school administrators to disseminate the Guidelines, the focus should be narrowed to identifying and exploring their views regarding the Preschool Guidelines and understanding of quality preschool practice. This research represents a new and innovative approach to the study of professional knowledge and the way it is used to make judgments about the provision of a quality curriculum in the preschool context.
Liu, Mei-Yin, and 劉美吟. "Leading Teachers to Practice Spirit and Belifes of Curriculum Guidelines for Early Childhood Education and Care -A Preschool Director’s Action Reserch." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/cbqsb2.
Повний текст джерела國立東華大學
幼兒教育學系
102
This action research investigated how a preschool director led teachers to practice spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. The researcher, also functioned as the preschool director in this study, guided a team formed mainly by new teachers.The researcher discovered that starting from gathering centripetal team. It could be fulfilled through (a) establishing a positive atmosphere in teacher book club. Meanwhile, the researcher also invited the professional into the preschool to enhance teachers’ ability to understand the classroom management. We comfor to the spirit and belifes of curriculum guidelines for early childhood education and care in curriculum. To the preschool director, this action research is a precious process on how a team of teachers worked and struggled together in order to achieve the goal. During this process, the researcher understood the leadership of director understanding the curriculum guidelines could assist the implementation of the spirit and belifes of curriculum guidelines. Only when the teaching team gathered centripetal team, the curriculum concerning the spirit and belifes of curriculum guidelines could be gradually developed through group discussions and actions.
Lin, Shu-Hui, and 林淑慧. "A Case Study of Integrating Creative Music Teaching Activities into the Domains of the Guidelines for Preschool Educare Activities and Curriculum." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4nca7n.
Повний текст джерелаКниги з теми "Preschool curriculum guidelines"
Agency, Texas Education. Prekindergarten curriculum guidelines. Austin, Tex. (1701 N. Congress Ave., Austin 78701-1494): The Agency, 1999.
Знайти повний текст джерелаGronlund, Gaye. Make early learning standards come alive: Connecting your practice and curriculum to state guidelines. St. Paul, MN: Redleaf Press, 2014.
Знайти повний текст джерелаMake Early Learning Standards Come Alive: Connecting Your Practice And Curriculum to State Guidelines. Redleaf Press, 2006.
Знайти повний текст джерелаA Guide to effective instruction in reading, kindergarten to grade 3. [Toronto, Ont.]: Ministry of Education, 2003.
Знайти повний текст джерелаActing on what we know: Guidelines for developing effective programs for young children. Little Rock, Ark. (Box 5403, Brady Station, Little Rock 72215): Southern Association on Children Under Six, 1985.
Знайти повний текст джерелаЧастини книг з теми "Preschool curriculum guidelines"
Krenn, Jamie L. "Cooking with “App-titude”." In Advances in Mobile and Distance Learning, 37–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0251-7.ch003.
Повний текст джерелаТези доповідей конференцій з теми "Preschool curriculum guidelines"
Helmane, Ineta, and Dagnija Vigule. "Transformation of Mathematics Education Curriculum in Pre-School in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.52.
Повний текст джерела