Pinterest-Informed Preschool Classroom Management: What are Teachers Pinning?

The purpose of this study was to develop a preschool classroom management development model based on four dimensions of classroom management. The four key dimensions that focuses on preschool classroom management model are physical classroom management, planning management and implementation of programs/activities, classroom behaviour management and relationship and interaction management. The physical environment and layout of the preschool classroom managed by the preschool teachers still do not encourage children's learning. The learning materials provided are also not suitable and not used for teaching and learning purposes. Therefore, the study aims to identify the needs of preschool teachers in managing preschool classrooms. The needs analysis will enable the development of a classroom management model based on four dimensions of classroom management. This study uses design and development research approaches involving the needs analysis phase, the design and model development phase and the usability evaluation model phase. The findings of the interview in needs analysis phase shows that the preschool classroom environment was managed in its own way and no guidance or model was used. In conclusion, the researcher recommends needs analysis to be conducted toward KEMAS undergraduate teachers, Unity (Perpaduan) kindergarten teachers and also those who are coming from private kindergartens.

Schools as Complex Host Environments: Understanding Aspects of Schools that May Influence Clinical Practice and Research

This paper describes the outcome of a pilot study of deploying humanoid social robots as a teaching aid in preschool classroom. Sixteen K2 students each from two pre-schools were recruited to test commercially available robots, Pepper and Nao. The robots were assigned to different schools and were programmed to deliver 6 lessons over a span of 3 months. To assess the deployment and the performance of the children, we used Likert-scale based survey to record our observations. One of the survey forms used was TEPI, which measures the performance of the children's behavior based on three major criteria. The TEPI data gathered suggests that during the lessons children display desirable behavior such as critical thinking, imagination and creativity, and social interaction and independence. We also observed classroom atmosphere, classroom management, and class behavior during the lessons. Data from the survey highlights the potential benefits and the challenges of deploying robots as a teaching aid in a real classroom setting.

The study was conducted to obtain the respondents' agreement via the usability assesment toward the preschool classroom management model that has been developed.. The focus of the main components of the preschool classroom management model are dimension of the physical management of the classroom environment, dimension of the planning management and program/activitiy implementation, dimension of the child behaviour management in the classroom and dimension of the interaction and relationship management. The preschool classrooms managed by preschool teachers such as furniture layout, activities and learning materials provided by them are still inadequate and do not encourage children's learning. Therefore, the study conducted is to ensure that the model developed is appropriate and able to be used by the preschool teachers in managing preschool classroom. This study uses a design and development research approach that involves the evaluation phase of model usability. During the evaluation phase of model usability, the researcher uses modified nominal technique to identify the suitability as well as customer’s satisfaction and their perception toward the developing model. The results of the usability assessment shows that all of the 30 respondents agreed that the model developed in this study could be used as a guide for preschool teachers. The respondents also agreed that the model is very practical for preschool teachers to be implemented in the preschool classroom because the content of the model covers aspects that teachers need to take into account in order to manage the preschool classroom more effectively.

Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors

This study evaluates classroom management of preschoolteachers by using the data collected from 147 teachers who have and do not havechildren with disabilities in their classrooms. The Turkish Form of the TeacherStrategies Questionnaire (TSQ-T) was used for gathering data based on teachers’opinions of the classroom management strategies that they use. The authorsfound that the TSQ-T is a reliable instrument for investigating preschoolclassroom management, and that the frequency and usefulness scores regardingthe management strategies of the teachers who have and do not have childrenwith disabilities in their classrooms are similar, except for the fact that theinclusive classroom teachers view the negative strategies as being less usefulthan the other group of teachers. In addition, the Turkish teachers have almostthe highest scores on their current and future confidence in being able to dealwith problems. The authors discussed the results in terms of the content of thepre-service and in-service classroom management courses and practicums relatedto management skills of the preschool teachers and the teacher candidates.

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students’ negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies, anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood educators on how to implement these blended management techniques.

Purpose Dual-centred didactics, which balances teacher- and child-centred approaches, has emerged as a promising approach to preschool education. However, due to systemic conditions relating to finances, access and institutional support, there is an inadequate amount of professional development to help teachers implement this approach effectively. This highlights the need for more professional development programmes that strengthen teachers' pedagogical competence. From 2018 to 2021, the Mwanzo Mzuri Teacher Professional Development Programme was implemented in Tanzania, aiming to enhance the pedagogical practices of 40 preschool teachers and enable them to adapt to and implement dual-centred didactics. Mwanzo Mzuri was inspired by a collaborative action research approach with a focus on participatory enquiry and practice. This paper presents the findings of a qualitative study that explored how Mwanzo Mzuri teacher-participants implemented dual-centred didactics in their preschool classrooms. Design/methodology/approach Semi-structured interviews and classroom observations were used to generate data. Findings The findings demonstrate an improvement in teachers' understanding of the educational value of play and children's agency. Teachers also apply classroom management, lesson observation and documentation techniques to create supportive preschool learning environments. Practical implications These improvements are fundamental to promoting holistic early childhood education (ECE) and development. Originality/value The study contributes to the existing body of knowledge on the role of professional development programmes in enhancing preschool teachers’ pedagogical practices.

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

Problem Statement: Three to five years, or preschool children’s activities and experiences with computers will evolve over time as they grow and develop. The teacher’s role moves from guidance toward monitoring and active facilitation the role of the classroom teacher and the learning environment determine how effectively technological tools, curriculum, and standards support children’s learning. Purpose of the Study: The purpose of this paper was to explore preschool teachers' views and experiences about Ict use in instruction. Methods: This research was designed as a case study which is a qualitative research design. The research was carried on in a preschool which is the only preschool which uses ICT as a part of its instruction. The participants were determined by convenience sampling which is a type of purposeful sampling. As a result the work group consisted of eight teachers teaching three, four and five year-old children. Findings and Results: In the first stage the participants were interviewed using a standardized open-ended interview form. In the second stage classroom observations were made using check-lists, photos and videos. The data were analysed by content analysis technique using NVivo 10. According to the findings preschool teachers seem to have media literacy skills to a moderate level because they deal with ICT such as Scanners, computers and communicating via social network. The findings show that they use Ict for two reasons; first for managerial issues and secondly, for instructional issues. According to the results when each child is given a personal computer, teachers can be able to communicate each child separately and as a result classroom management becomes easier in a more positive classroom climate. Non-disciplinary behaviours occur less or at least change in nature. Conclusions and Recommendations: Consequently, especially when it is available per-person, in preschool classrooms, ICT use enhances students’ interest and learning. As a result there is a need to control and supervise the way a computer is used. The time allowed for each student should be restricted. Teachers should be provided with more personal and professional developmental opportunities for more complicated implementations of information and communication technologies in the future; physical and technical capacities of the schools should be made available for individualized learning and finally teachers should be given the opportunity to develop the program and material for a more effective instruction.

Research Findings: This study compared the peer interaction patterns in mixed-age and same-age Chinese preschool classrooms using videotaped behavioral observations. A total of 179 children (ages 3–6) from three mixed-age classes and three same-age classes were involved in this study. A total of 170 valid videos were obtained, including 85 videos from the mixed-age (Mage = 58.99 months, SD = 10.09, 34% girls) classrooms and 85 from the same-age (Mage = 57.74 months, SD = 10.84, 43% girls) classrooms. The results revealed that: (1) there was a significant age effect in the frequency and duration of peer interactions, with older children having more and longer interactions; (2) there was a significant between-group difference in the duration of peer interactions, with MA having a longer duration than SA; (3) there was a significant same-gender preference with children preferring interacting with the same gender peers; (4) the MA classrooms had significantly more positive interactions and significantly less neutral and negative interactions than the SA classrooms; and (5) the MA classrooms engaged in significantly more dominating and less neutral interactions than the SA ones. Practice or Policy: These findings have implications for early childhood teaching, classroom organization, and classroom management.

This study investigated how peer-mediated structured game activities changed and improved peer relations in an inclusive preschool classroom for a child with autism spectrum disorder (ASD). A case study was used in which 17 typically developing (TD) children aged 60–71 months, a 66-month-old boy diagnosed with ASD and the preschool teacher participated. Data were collected before and after peer-mediated structured game activities. The peer tutors engaged in structured activities with the child with ASD for six months. Interviews and observations, picture sociometry, researcher’s diary, teacher’s diary, and structured play were used to collect the data. The findings revealed significant differences in participants’ functional skills before and after the peer-mediated structured game activities. It was observed that the TD children and the boy with ASD improved their social, emotional, and language skills. Children played together for longer. Play time increased, the number of participating children increased. Typically developing children cooperated more and assumed more responsibility. The child with ASD tried to produce meaningful words and participation in play activities was observed. In addition, the peer-mediated structured activities positively supported the teacher’s classroom management and classroom climate. In addition, the teacher’s level of practical knowledge improved.

Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis

Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about thedesirabilityandfeasibilityof a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in thedesirabilitysubscale compared with thefeasibilitysubscale in all dimensions and at both thechildand thegrouplevel. This gap between teachers’ perceiveddesirabilityandfeasibilityprovides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between thedesirabilityandfeasibilitysubscales registered a higher effect size at thechild’s level than at thegroup’slevel, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in theEmotionally Responsive Interactionsdimension for bothchildandgrouplevels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty infeasibility, both at thegroupandchild’slevel, is lack ofknowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’desirabilityandfeasibilityinforms the assessment of teacher education needs and might be operationalized as a new observation instrument.

This exploratory study addressed what the head teacher does to teachers, children and parents in the implementation of the preschool curriculum. The 33 head teachers were purposefully selected. The research established that the key tasks undertaken by the head teachers to teachers, children and parents as the key preschool stakeholders are not associated to their (head teachers‘) general background characteristics, but are more related to their basic knowledge about preschool education and the time they have at their disposal. It was found that the stated tasks are peripheral to direct classroom management undertaken by preschool teachers. The identified tasks by the 33 head teachers formed a basis of broader discussion about the need to have them trained and attend in-service courses on preschool classroom management which would make them experts in curriculum implementation.Key words: head teacher, tasks, preschool curriculum, implementation, preschool