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1
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.
2
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.
3
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.
4
Shuen, C., and S. M. Zhooriyati. "Meaning In Life and Workplace Spirituality as Intervention on Psychological Well-Being of Private Preschool Teachers in Malaysia." ATTARBAWIY: Malaysian Online Journal of Education 5, no. 2 (May 10, 2022): 1–12. http://dx.doi.org/10.53840/attarbawiy.v5i2.10.
Повний текст джерелаАнотація:
The increased level of stress and job turnover rate among private preschool teachers in Malaysia has led to low psychological well-being. Based on previous research, it is suggested that meaning in life and workplace spirituality can contribute positively to an individual’s psychological well-being. The objective of this research is to understand the effect of meaning in life and workplace spirituality on preschool teacher’s psychological well-being and therefore introduce them as possible interventions for Malaysian preschool teachers’ psychological well-being. A qualitative approach with phenomenological design was adopted in this study, and online semi-structured interviews were conducted to collect data from eight participants who were recruited from private preschools in Malaysia. This study found that factors that help preschool teachers to develop their meaning in life and psychological well-being included having harmonious passion and social support from their family and friends. Besides, meaningful work, sense of connection with others, alignment with preschool’s values and perceived organizational support are elements from workplace spirituality that can also increase preschool teachers’ psychological well-being.
5
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).
6
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
7
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.
8
Miletić-Stepanović, Vesna. "The use value of preschool institution space as a element of socio-demographic development." Demografija, no. 17 (2020): 75–94. http://dx.doi.org/10.5937/demografija2017075m.
Повний текст джерелаАнотація:
The aim of the paper is a critical sociological analysis of the space of preschool institutions and the design the capacity of the space of preschool institutions, in accordance with the norms proposed within the European social model and the Master Plan of Belgrade. In accordance with the model assumptions, the practice of recommended norms is expected to produce transformational potential by initiating a chain of positive changes, starting with the elimination of systemic risks through decommodification of care for preschool children and production of politically correct space of higher use value, through increasing the coverage of the preschool contingent by state primary schools, to a favorable impact on stimulating birth. Paper Subject -use value of preschool institutions in Serbia, and the Belgrade municipalities Zvezdara and Savski Venac. Statistical analysis, preschool institutions spatial capacity analysis, comparative method, critical analysis were the analysis used in this paper. The following indicators were used to measure the use value of preschool institutions space: percentage of children attending preschools in Serbia, percentage of children attending preschools according to the type of preschool ownership, percentage of children attending public preschools, compliance of the available space in public preschools in the municipalities of Zvezdara and Savski Venac with the valid norms. The final section contains a proposal of spatial capacities which are believed to have sufficient transformational potential, for the purposes of initiating the positive chain of changes in the direction of sustainable social and demographic development.
9
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.
10
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
11
Lehto, Reetta, Elviira Lehto, Hanna Konttinen, Henna Vepsäläinen, Mari Nislin, Kaija Nissinen, Ciara Vepsäläinen, et al. "Neighborhood Socioeconomic Status and Feeding Practices in Finnish preschools." Scandinavian Journal of Public Health 47, no. 5 (February 28, 2019): 548–56. http://dx.doi.org/10.1177/1403494819832114.
Повний текст джерелаАнотація:
Aims: Certain feeding practices, such as role modeling healthy eating and encouragement are recommended to be used in preschools. Little is known about whether preschool characteristics are associated with the use of these feeding practices. Our aim was to examine whether the socioeconomic status (SES) of the preschool neighborhood is associated with the feeding practices in preschools. Methods: This study was part of the cross-sectional DAGIS study. We studied 66 municipal preschools and 378 early childhood educators (ECEs). Preschool neighborhood SES was assessed with map grid data. Feeding practices were assessed by questionnaires and lunchtime observation. Associations between preschool neighborhood SES and feeding practices were tested with logistic regression analyses adjusted for ECEs’ educational level and municipal policies on ECEs’ lunch prices, and on birthday foods. Results: The crude model showed that in high-SES neighborhood preschools ECEs were more likely to eat the same lunch as the children (OR 2.46, 95% CI 1.42–4.24) and to reward children with other food for eating vegetables (OR 2.48, 95% CI 1.40–4.41). Furthermore, in high-SES preschools it was less likely that birthday foods outside of the normal menu were available on birthdays (OR 0.29, 95% CI 0.12–0.71). In the adjusted model, rewarding with other food remained associated with preschool neighborhood SES (OR 2.13, 95% CI 1.12–4.07). Conclusions: After adjustments, preschool neighborhood SES was mostly unassociated with the feeding practices in preschools. Municipal policies may have a significant impact on feeding practices and ultimately on young children’s food intake in Finland where most children attend municipal preschools.
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Ernst, Julie, Claire Curran, and Leah Budnik. "Investigating the Impact of Preschool Type on Young Children’s Empathy." Sustainability 14, no. 15 (July 29, 2022): 9320. http://dx.doi.org/10.3390/su14159320.
Повний текст джерелаАнотація:
Empathy can be a powerful driver for positive social change and is relevant to the Sustainable Development Goals that serve as a global blueprint for peace and prosperity. Empathy has also gained popularity within zoos, aquariums, and other wildlife conservation organizations as a motivator for caring action toward wildlife and nature. As such, there is a need to understand and develop interventions that further people’s empathy, particularly in the context of young children, given the critical developmental period of early childhood. A quantitative study was conducted with 124 children from eight preschools in Minnesota (USA). A modified version of the “Young Children’s Empathy Measure with Humans and Animals” was administered at the beginning and end of a preschool year to measure the impact of preschool type (nature preschool, animal-focused nature preschool, and non-nature preschool) on empathy (cognitive, affective, and empathic behavioral intentions). Results suggest that animal-focused nature preschools and nature preschools were more effective than non-nature preschools for empathic behavioral intentions in the context of humans, as well as for cognitive and affective empathy with wildlife. Further, the animal-focused nature preschools were more effective than nature and non-nature preschools in terms of empathic behavioral intentions in the context of animals. Implications are discussed in light of the study’s limitations.
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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>
14
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.
15
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.
16
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.
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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
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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
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Olsson, Åsa. "BKB_Social sustainability in Swedish multicultural preschools." Nordisk barnehageforskning 19, no. 3 (July 6, 2023): 185–202. http://dx.doi.org/10.23865/nbf.v19.341.
Повний текст джерелаАнотація:
Although principals in Swedish preschools treasure cultural diversity and multilingualism, diversity also involves challenges to preschool staff. They may find themselves in a position where there is no way of cooperating with parents, as prescribed in the preschool curriculum (Swedish National Agency for Education, 2018), without counteracting preschools’ fundamental values. These values concern promoting democracy, human rights, gender equality and diversity – fundamental social sustainability goals. In this study, 14 preschool principals were interviewed in focus groups. The results of the study are explored through ‘dilemmatic spaces’ (Honig, 1996), a conceptual framework useful for analysing teachers’ everyday practice. Dilemmatic spaces suggest that dilemmas are ever-present in a particular setting, such as preschools, and that this shifts the responsibility for a challenging situation from the individual to a structural level. The concept has been developed by Fransson and Grannäs (2013). This article presents dilemmas that may arise when preschool staff working in multicultural preschools strive to uphold fundamental values stipulated in the curriculum.
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Sinai-Gavrilov, Yana, Tali Gev, Irit Mor-Snir, Giacomo Vivanti, and Ofer Golan. "Integrating the Early Start Denver Model into Israeli community autism spectrum disorder preschools: Effectiveness and treatment response predictors." Autism 24, no. 8 (July 14, 2020): 2081–93. http://dx.doi.org/10.1177/1362361320934221.
Повний текст джерелаАнотація:
Early intensive intervention has been shown to significantly affect the development of children with autism spectrum disorder. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of the Early Start Denver Model into community preschool programs for children with autism spectrum disorder in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented a multidisciplinary developmental intervention which is widely applied in Israeli community autism spectrum disorder preschools. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention settings. Groups were comparable on age, developmental functioning, and socio-economic status. Compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment made greater gains on blinded measures of overall cognitive development, receptive and expressive language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. In the preschool-based Early Start Denver Model group, children with lower symptom severity, higher adaptive functioning, and receptive language abilities at pre-treatment showed greater improvement. This study documents the successful integration of an Early Start Denver Model intervention into pre-existing community preschools, underlining the importance of disseminating evidence-based early intervention in community settings. Lay Abstract Early intensive intervention has been shown to significantly affect the development of children with Autism. However, the costly implementation of such interventions limits their wide dissemination in the community. This study examined an integration of a research-supported early intensive intervention model called the Early Start Denver Model into community preschool programs for children with Autism in Israel. Four community preschools implemented the preschool-based Early Start Denver Model and four implemented the existing multidisciplinary developmental intervention which is widely applied in Israeli community preschools for children with autism. Fifty-one children (aged 33–57 months) participated in the study. Twenty-six attended the preschool-based Early Start Denver Model preschools and twenty-five attended the multidisciplinary developmental intervention preschools. Before the intervention began, groups were comparable on children’s age and developmental functioning and on families’ socio-economic status. Results showed that, compared to the multidisciplinary developmental intervention group, children in the preschool-based Early Start Denver Model treatment group made greater gains on measures of overall cognitive development, language skills, as well as on parent- and teacher-reported adaptive communication and socialization abilities. Children who had lower autism symptom severity, higher adaptive functioning and better language understanding abilities before taking part in the preschool-based Early Start Denver Model program showed greater improvements following it. This study documents the successful implementation of an intensive early intervention program in pre-existing community preschools, underlining the importance of the integration of research-supported intervention programs into community settings.
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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.
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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.
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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.
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Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.
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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.
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Milenović, Hadži Živorad M., and Biljana S. Jeremić. "MEĐUSOBNO INFORMISANjE KAO DIMENZIJA SARADNjE PORODICE I PREDŠKOLSKE USTANOVE." Узданица XX, no. 2 (2023): 223–34. http://dx.doi.org/10.46793/uzdanica20.2.223m.
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The purpose of this study was to investigate how preschool teachers and parents felt about the importance of information sharing as a component of their collabora- tion. The goal of the study is to better understand the value of exchanging information be- tween parents and preschool teachers, as well as to increase trust and collaboration between parents and childcare facilities. The main issue addressed by the research is the following: Do families (parents, caretakers and other family members) and preschools share specific information about children as part of the cooperation between preschool institutions and parents in order to gain a clear understanding of children’s progress and the necessary support? The research was founded on the general premise that cooperation between families and preschool institutions is considerably improved by mutual information-sharing about children between preschool teachers and parents. Additionally, the specific hypotheses are the following: both preschool teachers and parents are in favour of sharing information about children; there are differences in the ways in which parents and preschool teach- ers exchange information; preschool teachers’s attitudes about individual contributions to information sharing differ. The research was carried out in January 2023. The participa- tion of teachers and parents in the research was of voluntary nature. All participants filled out the questionnaires anonymously. A total of 167 parents and 167 preschool teachers participated in the study to evaluate the quality of information exchange between families and preschools for 167 children aged five to seven who require additional support in their education. One subtest from the Family Involvement Questionnaire (FIQ; Fantuzzo, Tighe, Childs, 2000), modified for the purposes of this study, was used to assess these dimensions. The trust in the dialogue between preschool institutions and parents significantly impacts children’s development, and mutual information-sharing and both preschool teach- ers’ and parents’ openness towards one another is a key aspect of cooperation. The greatest and highest level of support for the child in a preschool facility and family is ensured by providing as much valuable information about the child as possible. The findings of this study highlight the significance of collaboration between preschools and the families of children who require additional support in their academic and social development.
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Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.
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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.
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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.
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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.
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Żebrowska, Barbara. "W krainie dzieciństwa – nazwy krakowskich przedszkoli." Poznańskie Studia Polonistyczne. Seria Językoznawcza 23, no. 2 (December 4, 2016): 263–81. http://dx.doi.org/10.14746/pspsj.2016.23.2.15.
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Article attempts to describe modern names of preschols. Nowadays, preschools are becoming similar to companies. The main purpose of their names is to encourage parents (and to some extent also children) to choose specific facility. Initially, this trend was associated with mainly non-public, private preschool, now also public preschools. This involves the development of consumption, characteristic of modern civilization. Creativity in the choice of name supports the presence of competition, and therefore described tendency can be noticed in large cities, such as Cracow. Material required for the analysis, that includes 334 names, was provided by the Internet databases that help parents in choosing a specific facility (abcprzedszkola.pl, przedszkolak.pl, przedszkolowo.pl), recruitment system for preschools FORMICO (krakow.formico.pl) and webpages of individual preschools.
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Löf, Camilla, and Ann-Christine Vallberg Roth. "Minding the gap." Nordisk Tidskrift för Allmän Didaktik 7, no. 1 (December 1, 2021): 38–54. http://dx.doi.org/10.57126/noad.v7i1.6595.
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Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool, preschool teachers seem to have been struggling with the concept in their day-to-day practices. The current article is based in a collaborative R&D programme aiming at further developing knowledge about what may characterize teaching in preschools. In this article a didactic and pragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a central role in teaching from a pragmatic perspective. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried about in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that the question “why?” in didactic and pragmatically informed teaching with focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, in which preschool teachers, in co-actions with children, focus on values in teaching situations, and for which preschool teachers need to take actions without offending colleagues, children or parents.
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Palla, Linda, and Ann-Christine Vallberg-Roth. "Undervisande förskollärare i svensk förskola." Educare - vetenskapliga skrifter, no. 1 (January 8, 2020): 1–26. http://dx.doi.org/10.24834/educare.2020.2.1.
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The aim of this study was to use a didactical grounding to develop knowledge about teaching in Swedish preschools, with a focus on preschool teachers’ and managers’ written descriptions of teaching preschool teachers during 2018. This article examines what might constitute a teaching preschool teacher in the Swedish preschool, focusing specifically on preschool teachers’ didactical approach, knowledge, and practice. Multi-voiced didactical modelling was used to analyze 160 written reflections. The results highlight several characteristic components, such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up. A picture emerges signifying didactical ambitions in tact with the curriculum but not fully in tact with the prerequisites of today’s preschool.
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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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Lehto, Reetta, Carola Ray, Liisa Korkalo, Henna Vepsäläinen, Kaija Nissinen, Leena Koivusilta, Eva Roos, and Maijaliisa Erkkola. "Fruit, Vegetable, and Fibre Intake among Finnish Preschoolers in Relation to Preschool-Level Facilitators and Barriers to Healthy Nutrition." Nutrients 11, no. 7 (June 27, 2019): 1458. http://dx.doi.org/10.3390/nu11071458.
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Preschool is a major factor affecting food consumption among young children in Finland, given that most preschoolers eat three meals a day in that setting. Thus, it is important to recognise the determinants of dietary intake at preschool. The aim of this study was to examine food-related factors at the preschool and manager level, and their association with the dietary intake of children in childcare. The study was a part of the cross-sectional DAGIS survey conducted in 2015 to 2016 in Finland. The managers of 58 preschools filled in a questionnaire related to food and nutrition at their preschools. Preschool personnel kept food records for the children (n = 585) on two preschool days. Multilevel linear and logistic regression analyses were conducted with age, gender, and municipality as covariates, preschool-level factors as independent variables, and children’s vegetable (g/day) and fruit (yes vs. no) consumption and fibre intake (g/MJ) as outcome variables. Having many written food policies in the preschool was associated with a higher intake of vegetables (p = 0.01) and fibre (p = 0.03) among the children. Having at least two out of three cooperation-related challenges with the catering service was associated with a higher intake of fibre (p = 0.03) and lower odds of eating fruit (p = 0.01). Factors that are relatively distal from meal situations may have an effect, and should be taken into account in the promotion of healthy eating at preschool, but more studies are needed.
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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.
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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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Alezra Fani, Fani. "Educational Initiatives as a Way for the Empowerment of the Preschool Teacher and the Improvement of Her Image." Studia Edukacyjne, no. 53 (June 15, 2019): 393–405. http://dx.doi.org/10.14746/se.2019.53.22.
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The recognition of the importance of early childhood education is steadily increasing. Many reports published in Israel and around the world address the tremendous and critical impact of this age on theindividual and on society. In contrast, the professional image of the preschool teacher in Israel is low, as in many countries. The professional image influences the choice of the teaching profession and theacceptance conditions in the teacher training colleges. This article addresses unique educational pedagogical initiatives that incorporate advanced technology and innovative teaching methods that mayhave positive influence on the preschool teacher’s image and serve as a focus for community involvement, positive advertising, and empowerment of the children and the preschool. Therefore, the aim of the article is to emphasize the importance of the educational initiatives and their direct and indirect impact on the preschool image and the parents’ satisfaction with the preschool activity, to encourage the preschool teachers who do not yet integrate educational initiatives in their activity to do so, and to emphasize the importance of the involvement of the parents and the community in the preschool pedagogical activity. This research was performed through the distribution of questionnaires to the parents in the preschools where educational initiatives were held and in the preschools where these initiatives were not held and the examination of the parents’ satisfaction.
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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.
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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
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Onyango, Daniel Oduor, and Demetria Mkulu. "Effectiveness of Pre-School Teachers in Implementing English and Math Curricular in Nyamagana District, Tanzania." East African Journal of Education Studies 5, no. 1 (March 8, 2022): 117–25. http://dx.doi.org/10.37284/eajes.5.1.575.
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Teachers are key to effective implementation of the preschool curriculum, especially in areas related to the acquisition of basic literacy skills which are necessary foundations for other levels of education. The purpose of the study was to assess the effectiveness of preschool teachers in handling preschool English and Math curricula in the Nyamagana District. The study was guided by the following specific objectives to find out if preschool teachers have relevant skills in handling of preschool English curriculum and to establish whether preschool teachers had relevant skills in the teaching of the Math curriculum. The population for the study was 100 preschools. This included 100 head teachers and 410 preschool teachers. The sample for this study was 100, inclusive of included 20 head teachers and 82 teachers. Simple random sampling was used to select teachers and headteachers who took part in the study. Descriptive statistics was used to analyze quantitative data with the help of Statistical Package for Social Sciences (SPSS) version 20. Moreover, qualitative data was analyzed thematically. The responses from the open-ended part of the questionnaire were subjected to thematic analysis. The study found that majority of teachers had relevant skills in handling the preschool Math curriculum. However, some teachers could not handle certain aspects of the Math curriculum. Also, the study found out that the majority of preschool teachers could effectively implement the English language curriculum; however, a few teachers had challenges, such as using the medium of songs. The study recommended that there is a need to conduct workshops and refresher seminars for teachers in order to equip them with skills to effectively implement English and Math curricula in preschools.
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Gong, Xin, Caixing Niu, and Jing Wang. "The Status Quo, Sources and Influencing Factors of Professional Pressure Faced by Preschool Teachers in Rural China: An Empirical Study Based on Multiple Counties in Hubei Province." Best Evidence in Chinese Education 6, no. 1 (September 22, 2020): 715–38. http://dx.doi.org/10.15354/bece.20.ar070.
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The professional pressure of preschool teachers in rural China is closely related to the stability of the teaching staff and the development of children. A study of 734 teachers in 155 rural preschools from three national-level poverty-stricken counties and one non-poverty county in Hubei Province showed that current rural preschool teachers are facing greater professional pressure. Approximately 44.47% thought that the pressure is high, but has not yet reached the level of high burnout; non-poverty county preschool teachers have relatively high pressure. According to the Demand-Control-Support (DCS) model, the main pressure stems from the work requirements of children and parents, especially parents’ excessive emphasis on children’s safety, knowledge, and skills. The results of the Ordered Probit Model showed that the influencing factors of preschool teachers’ professional pressure in rural preschools in China include work factors such as workload and the number of children in difficulty; control factors like perseverance and professional identity; support factors such as staffing status, salary satisfaction, family support, and work support; as well as demographic variables such as age and household registration type (Hukou); and certain inter-county differences exist. Therefore, we recommend that the government, society, and preschools establish effective incentive and restraint mechanisms to reduce the professional pressure of preschool teachers in terms of salary, social status, parental guidance, workload, and stress training, and improve their ability to cope with pressure. Meanwhile, more focus need to be given on teachers who are for the first year preschool, older in age, lacking staffing status, no non-agricultural household registration, and overloading working.
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Pasicznik, Władimir. "Physical education of children in pre-primary education in Ukraine (pedagogical aspect)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 4, no. 4 (2021): 117–26. http://dx.doi.org/10.16926/sit.2021.04.29.
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This article is devoted to the issues of physical education in preschool education in Ukraine. The organisation of physical education process in kindergartens in this country is conducted in accordance with the regulation of the Ministry of Education and Science of Ukraine “On preschool education” and with the state educational programmes “Child”, “Ukrainian preschool”, “Little Seed”, “Toddler”, “Pre-school Child”, “Me in the World”. Physical games, morning gymnastics, Health Days, Sports Days and walking trips play an important role in physical education of preschoolers in Ukraine. The main tasks of physical education in Ukraine in preschool institutions are: strengthening the health of children; fostering the harmonious development of the organism; development of motor skills; body hardening; forming hygiene habits. In the recent years, an increase in the interest in using the resources of folk physical culture in physical education classes has been observed in the activities of Ukrainian preschools. The position of a physical education teacher has been introduced in preschool education institutions. The basic organisational forms of conducting physical education classes in preschools in Ukraine include: frontal form, classes in teams, additional activities. An important element of the effectiveness of physical education of preschool children in Ukraine is the integration of physical education forms with music and dance.
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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.
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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.
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Shaari, Mariam Felani, Sabarinah Sheikh Ahmad, Izaham Shah Ismail, and Yazid Zaiki. "The Influence of Modified Open-Plan Preschool Spaces on Cognitive School Readiness in Malaysia." Environment-Behaviour Proceedings Journal 5, no. 15 (December 25, 2020): 123–30. http://dx.doi.org/10.21834/ebpj.v5i15.2466.
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Modified open-planning to define children’s spaces is important in preschool design. Cognitive school readiness (SR) is an objective of Malaysian preschools. This study investigates the correlation between modified open-plan spaces and cognitive SR in Malaysian preschools. A prospective cohort study involving 378 children at 18 Malaysian Ministry of Education (MOE) preschools was conducted. Compared to other preschool physical aspects (size, scale, circulation, facilities, indoor environment quality, safety, home bases, activity areas, and play yards), the quality of modified open-plan spaces showed the strongest correlation with children’s cognitive SR (Pearson’s r=0.658, p=0.000). Findings are hoped to promote better preschool designs. Keywords: Modified open-plan, preschool design, children education, school readiness eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-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. DOI: https://doi.org/10.21834/ebpj.v5i15.2374.
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Guo, Karen, and Kiyomi Kuramochi. "Inside the Learning Assemblage: Japanese Parents’ Views of Children’s Learning and Future Possibilities." International Journal of Education 11, no. 2 (June 7, 2019): 108. http://dx.doi.org/10.5296/ije.v11i2.14771.
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In Japan, as in many other countries, young children’s learning is subject to two major experiences: experience at home and experience in preschool. These experiences constitute the basis on which to formulate understandings about children’s future possibilities. The aim of this study is twofold: to navigate Japanese preschool children’s learning experiences and future possibilities in their families and preschools, as perceived by Japanese parents; and to discuss how learning is imbued in various distinct and interrelated elements of the home and preschool contexts. The study analyses children’s learning through questionnaires of preschool parents in Tokyo and the observations of parent-child and parent-teacher interactions in the preschools. Following from Deleuze and Guattari’s assemblage theory, children’s learning is positioned within a dynamic assemblage of stable, fluid and transformative forces that leads to particular experiences and becomings. Placing parents’ views at the centre of analysis of their children’s learning, the study shows how they conceptualized children’s experiences and their becomings as-and-in children’s learning assemblages.
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Määttä, Suvi, Reetta Lehto, Hanna Konttinen, Carola Ray, Nina Sajaniemi, Maijaliisa Erkkola, and Eva Roos. "Preschool group practices and preschool children’s sedentary time: a cross-sectional study in Finland." BMJ Open 9, no. 12 (December 2019): e032210. http://dx.doi.org/10.1136/bmjopen-2019-032210.
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ObjectivesPreschool is an important setting for regulating sedentary time (ST). The preschool day in Finland follows daily structures by having morning and afternoon slots for group-based activities that can encourage children for movement (eg, free play and outdoor time) or be still (eg, teacher-led sessions and sitting-based circles). This study aims to explore if the weekly routines in preschool and if more frequent visits in places encouraging physical activity (PA) are associated with children’s ST during preschool hours.DesignCross-sectional DAGIS (Increased Health and Wellbeing in Preschools) study in the years 2015 and 2016.SettingIn Finland.Participants864 children (48% girls, 4.7 years) from 159 preschool groups in 66 preschoolsOutcome measuresA total of 778 children wore required lengths of time (at least 240 min per preschool day, at least 2 days) the accelerometer during preschool hours. Each preschool group reported their weekly schedule during the week, and one early educator completed a questionnaire covering practices. The following five measures related to weekly structures were formed; times of outdoors (times per day), teacher-led sessions (times per day), free play (low, middle or high), organised PA lessons (no lessons at all/others) and mixed activities (no lessons at all/others), and the following five measures about the frequencies of visits in places encouraging PA; nature trips (times per week), play parks (times per week), neighbourhood sport facilities (no visits at all/others), visits to gym or other indoor facility (no visits at all/others) and field trips to neighbourhoods (times per week). Multilevel linear regression analyses were conducted to measure the associations.ResultsOf all the tested associations, only more frequently conducted nature trips were associated with lower children’s ST during preschool hours (β=−1.026; 95% CI −1.804 to −0.248).ConclusionFrequent nature trips in preschools may be important due to its association with lower preschool children’s ST.
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Shaari, Mariam Felani, Yazid Zaiki, Sabarinah Sh. Ahmad, and Izaham Shah Ismail. "Modified Open-Plan Preschool Spaces and their Influence on Children’s Cognitive Development." Asian Journal of Environment-Behaviour Studies 6, no. 18 (September 4, 2021): 47–61. http://dx.doi.org/10.21834/ajebs.v6i18.382.
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Modified open-planning to define activity spaces is vital in preschool design. Children’s cognitive development is reflected in cognitive school readiness (SR). This study investigates the correlation between modified open-plan spaces and cognitive SR in Malaysian preschools. A prospective cohort study involving 378 children at 18 MOE preschools was conducted. Among all preschool physical design aspects (size, image, scale, circulation, facilities, indoor environment quality, safety, home bases, activity areas, and play yards), the quality of modified open-plan preschool spaces showed the strongest correlation with children cognitive SR (Pearson r=0.658, p=0.000). Findings are hoped to promote better planning in preschool designs. Keywords: Modified open-plan, cognitive development, preschool design, school readiness. eISSN 2514-751X © 2021. 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/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ajebs.v6i18.382
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Juan, Chen-Ya. "The Mealtime Behavior Problems of Children with Developmental Disabilities and the Teacher’s Stress in Inclusive Preschools." Children 10, no. 3 (February 24, 2023): 441. http://dx.doi.org/10.3390/children10030441.
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With an increasing number of children with developmental disabilities entering inclusive preschools, preschool teachers face more behavioral problems in class. Preschool teachers typically attempt to address mealtime behavior problems of children with and without developmental disabilities simultaneously in class. This study used qualitative research to identify the stress triggers of preschool teachers addressing the mealtime behavior problems of children with developmental disabilities. Five preschool teachers attended semi-structured interviews. The results indicated that most children with developmental disabilities had problems with eating only preferred foods, using eating utensils appropriately during mealtime, becoming distracted from eating, and becoming frustrated with the classroom routine. Although solving these problems triggered stress in the preschool teachers, their stress was mainly in response to the children’s parents, other children’s imitation of inappropriate mealtime behaviors, and classroom schedule time management. Most of the preschool teachers stated that they had insufficient support. Preschool teachers require specialized information and strategies for improving the mealtime behaviors of children with developmental disabilities.
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Eriksson, Anita, Ann-Katrin Svensson, and Dennis Beach. "Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy." Educare - vetenskapliga skrifter, no. 3 (August 16, 2019): 87–112. http://dx.doi.org/10.24834/educare.2019.3.6.
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Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
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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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Määttä, Suvi, Hanna Konttinen, Reetta Lehto, Ari Haukkala, Maijaliisa Erkkola, and Eva Roos. "Preschool Environmental Factors, Parental Socioeconomic Status, and Children’s Sedentary Time: An Examination of Cross-Level Interactions." International Journal of Environmental Research and Public Health 16, no. 1 (December 25, 2018): 46. http://dx.doi.org/10.3390/ijerph16010046.
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Preschool children’s high levels of sedentary time (ST) is a public health concern. As preschool reaches a large population of children from different socioeconomic status (SES) backgrounds, more knowledge on how the preschool setting is associated with children’s ST is relevant. Our aims were to examine (1) the associations of preschool setting (covering social, physical, and organizational level) with children’s ST, and (2) the moderating role of the setting on the association between parental SES and children’s ST. In the cross-sectional DAGIS (increased health and wellbeing in preschools) study, the participating children (n = 864, aged 3–6 years) were asked to wear an accelerometer for one week. In total, 779 children had valid ST accelerometer data during preschool hours. Preschool setting and parental SES was assessed by questionnaires and observation. Multilevel linear regression models with cross-level interactions were applied to examine the associations. Early educators’ practice of breaking children’s ST often, more frequent physical activity (PA) theme weeks, and higher number of physical education (PE) lessons were associated with lower children’s ST. Higher parental SES was associated with higher children’s ST in preschools (1) with organized sedentary behavior theme weeks, (2) with a lower number of PA theme weeks, and (3) with a lower number of PE lessons. The factors identified in this study could be targeted in future interventions.
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Kippe, Karin, and Pål Lagestad. "Activity Videos Effect on Four-, Five- and Six-Year-Olds’ Physical Activity Level in Preschool." Sports 11, no. 3 (February 28, 2023): 56. http://dx.doi.org/10.3390/sports11030056.
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Physical activity provides positive health benefits for preschool children. The aim of this study is to examine the effect of physical activity videos on the physical activity levels of children aged 4, 5 and 6 in preschool time. Two preschools served as a control group, and four served as intervention groups. The study included 110 children aged 4–6 years, all wearing accelerometers in the preschool for two weeks. In the first week, both the control group and the intervention group carried out their ordinary activities. In the second week, the four preschools in the intervention group used the activity videos, while the control group continued their ordinary activities. The main finding is that the activity videos only increased the 4 year olds’ physical activity in MVPA (moderate to vigorous physical activity) from pre-test to post-test. Furthermore, the results show significantly increased CPM (counts per minute) in preschool among 4- and 6-year-old children in the interventions group from pre-test to post-test. However, the children in the control group did not have a significant change in their CPM or MVPA from pre-test to post-test. Our findings indicate that the use of activity videos may increase preschool children’s activity levels at preschool, but that the videos need to be developed differently depending on the age of the children.
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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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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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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.