Kindergarten Activities Research Articles

Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens

ABSTRACT Research Findings: This study employed a mixed-methods approach to examine how kindergarten teachers in China stimulate literal and inferential responses during block play. The quantitative study analyzed interactions in 17 randomly sampled classrooms from Guangzhou, observing one teacher per classroom. Using visual recording and non-participatory observation, we found four key results from ANOVA analyses: (1) teachers produced more utterances (n= 4,629) than children (n= 1,798), with 61.55% being comments and 38.45% questions; (2) teachers predominantly asked literal questions (78.77%), mirrored by children’s responses (75.71% literal); (3) a significant alignment existed between teachers’ inferential questions and children’s responses, termed “responsive interaction”; and (4) degree-holding teachers asked more questions, fostering more interaction and child responses. The qualitative study examined four successful and three unsuccessful cases to understand how teachers’ questions either scaffolded or failed to scaffold children’s inferential responses. These findings suggest that teachers’ inferential questioning elicits more inferential responses, with degree-holding teachers facilitating more responsive interactions. Practice or Policy: Degree-holding teachers’ inferential questioning enhances children’s inferential responses, emphasizing the importance of teacher education in fostering responsive interactions.

Research Hotspots and Development Trends of Theme Activities in Kindergartens since 21st Century—Based On Visual Co-word Analysis

In order to accurately and objectively understand the composition and development trend of research hotspots on kindergarten theme activities in the past decade, China National Knowledge Infrastructure (CNKI) was used as the literature search source. The Co-word analysis software Bicomb2.0 and data statistical software SPSS27.0 were used to conduct time-series, research strength, high-frequency key, cluster analysis, and multidimensional scale analysis on 1674 literature on kindergarten theme activities from 2005 to 2023, and to draw knowledge graphs at different time periods. Research has found that the study of kindergarten theme activities generally revolves around five major areas: research on the selection of theme activity content, research on the connotation and characteristics of theme activities, research on the design of theme activities, research on the implementation and value of theme activities, and research on the theory and reform of theme activities. Strengthening the construction of theme activities in kindergartens is an effective breakthrough for achieving high-quality preschool education curriculum. Therefore, future research should focus on the combination of educational theory workers and educational practice workers to form a research community; Exploring diverse perspectives, deep learning and STEAM courses will become new academic growth points for themed activities; Innovative research paradigm, emphasizing the combination of theoretical research and empirical research.

Efforts to Develop Cognitive Abilities in Children Aged 4-5 Years Using Number Wheel Media at Cahaya Utara PAUD Pawangdesa Gunjan Asri

This research aims to discuss how to improve children's cognitive development by playing with number pinwheels for students in the group (4-5) years old at Cahaya Utara Pawang PAUD. The type of observation that we used in this research was (PTK) Classroom Action Research using 2 cycles, in each cycle we held 3 meetings, the students we studied were 11 children where these participants were group A. The technique used in this research used observation and documentation Research is carried out in a systematic, empirically reflective and rational manner regarding every action that has been carried out during the research. Meanwhile, in this research, data analysis was carried out using an analysis model consisting of: Planning, Implementation, Observation and reflection. The results of research at Cahaya Utara Pawang preschool in cognitive development using number wheel media are very important because in learning activities in kindergarten an educator must be imaginative and have the ability to create a fun teaching and learning atmosphere so that students do not get bored quickly in learning. Kindergarten is an institution that is very important in developing children's cognitive abilities. As we know, this age is a golden age and will not happen again, therefore an educator must pay very careful attention.

Examining the Value of Teachers' Guidebook to Field Activities in Kindergartens

Kindergarten teachers' guidebooks play an important role as a medium for teachers to carry out educational activities and guide children's learning and development. However, at present, kindergartens do not set specific selection criteria and evaluation standards when selecting teachers' guidebooks, and the issuance and selection of teachers' guidebooks are characterised by arbitrariness. Excellent teacher guidebooks should have the values of "re-selecting excellent culture", "reflecting the integrity of the elements of the five areas", "containing the concept of curriculum reform in the new era", and so on. An in-depth analysis of their values will help teachers to improve their training. An in-depth analysis of these values will help teachers to improve their pedagogical concepts and make teachers play their proper roles.

The Evaluation of Written Tests at Nurussyifa Islamic Kindergarten to Support Merdeka Curriculum

Early childhood is the nation's next generation whose development and growth we must maximize. During this golden age, children receive stimulation from the environment at home, at school and in the community. At school, teachers provide stimulation to children through learning activities according to the kurikulum merdeka. In the pre-school period, children are also introduced to basic writing activities. Indicators of beginning writing are, the child can hold a writing instrument well and correctly, is able to move his hand well, the child can imitate letter shapes, the child can recognize letter shapes. Writing test activities in kindergarten are implemented with very simple activities such as bolding letters, making dashes, making shapes and many more. This research was conducted to evaluate written test activities at TKIT Nurussyifa Krebet Jambon Ponorogo. The data sources in this research are the principal, group A teachers, and group A1 students at TKIT Nurussyifa. The method used in this research is a qualitative research method, using a field case study approach. The techniques used in collecting data are observation, interviews and documentation. From the research results, the written test activities carried out at TKIT Nurussyifa have gone well, and are not burdensome for therapy children, showing positive results and are effective in training children's motor skills in beginning writing.

Implementation and Insights on Science Inquiry Activities in Kindergartens Under the Concept of STEM Education

The STEM education philosophy spans across disciplines such as science, technology, engineering, and mathematics. In the context of thematic activities in kindergartens, teachers can utilize the STEM education philosophy to cultivate children’s innovative thinking qualities and practical operation skills, helping them develop a scientific inquiry spirit and skills. This paper takes the development of science inquiry activities in kindergartens as a path, exploring the significance and implementation paths of applying the STEM education philosophy in such activities.

Evaluation in the Context of Early Language Education Activities

A subject around which a series of specialized debates revolve is evaluation, which is attributed the quality of being an integrative element of the educational process, alongside teaching and learning. In the context of current pedagogical thinking, evaluation is an action focused on the child's learning process, engaging their cognitive processes, as well as the regulation and self-regulation of knowledge. In other words, the process of evaluation goes beyond its traditional meaning – that of control, examination, and sanction – and tends towards a dynamic focused particularly on the child's mental processes, so that they can be aware of what they learn, how they learn, and especially why they learn. In this article, we have attempted to present some aspects related to didactic evaluation seen as a validation of the correctness of educational sequences, components of the didactic process, and a means of delimiting, fixing, and intervening in educational content and objectives. Educational activity in kindergarten is complex and requires varied, multiple forms of evaluation adapted to the particularities of preschoolers. The diversity of teaching situations, as well as the multitude of evaluation objectives, require the conception and application of different strategies to mediate the evaluative process

Mentoring-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

Research on Teacher Education Support Strategies in Kindergarten Science Activities Based on Eagle Frame Theory

In order to optimize teacher education support strategies in scientific activities in kindergartens, this article studies the support methods of teachers based on the scaffolding theory. By analyzing the core essence of the scaffolding theory, strategies such as grasping the zone of proximal development of young children, emphasizing the dynamic adjustment of scaffolding, creating real situations, and strengthening teacher child interaction are proposed, in order to provide theoretical guidance and practical reference for the development of scientific activities in kindergartens.

Educational robotics or unplugged coding activities in kindergartens?: Comparison of the effects on pre-school children's computational thinking and executive function skills

This study compares the effects of coding education with educational robot and unplugged coding activities on pre-school students' computational thinking and executive function skills. This study used a pre-test and post-test comparison group quasi-experimental design. The study was conducted in a public kindergarten with 48 pre-school students (24 educational robot- BeeBot® group and 24-unplugged coding group) aged 5-6. The TechCheck-K test was used to measure computational thinking skills, and Executive Functions Battery-Computerized Touch was used to measure executive function skills. The process started with pre-test applications and ended with post-tests after four weeks (16 different sessions) of the implementation in both groups. The study found a statistically significant difference between the computational thinking pre-test and post-test scores of pre-school students in both groups in favor of the post-test. It was determined that there was a statistically significant difference in favor of the educational robot group between the post-test scores of computational thinking skills. In addition, when the findings regarding executive functions were evaluated, there was a statistically significant difference between the pre-test and post-test scores of total executive function in favor of the post-test in both groups. However, it was observed that there was no statistically significant difference between the post-test scores of both groups in terms of total executive function skills scores. In addition, when the post-test scores of pre-school students in two groups were evaluated, it was determined that there was no significant difference in computational thinking and executive function skills according to gender. Consequently, it was determined that coding education with an educational robot was more effective for gaining computational thinking skills than unplugged coding activities for pre-school students. However, it was observed that there was no difference between the two groups in terms of the development of executive function skills in pre-school education.

Research on the Current Status and Problems of the Bilingual Education for Preschool Children in China

With the development of world economic integration, the number of bilinguals is gradually increasing. Nowadays, bilingual education for preschool children has become one of the most important research topics. The feasibility and superiority of bilingual education for preschool children have been confirmed by existing studies. However, the bilingual education for preschool children in China is relatively inadequate. Therefore, on account of three aspects: parents, kindergarten, and government, this paper analyses the current status and problems of bilingual education for preschool children in China and puts forward possibly effective recommendations separately based on Chinese actual conditions. This paper points out that there are some problems in the bilingual education for preschool children in China, such as the inadequate knowledge and vague expectations leading to blind selections in parents, insufficient qualified teachers and unscientific teaching activities in kindergartens, and negligent supervision and minor policies in government. This paper suggests that parents should increase their knowledge and conduct scientific family education, kindergartens should improve their teachers and organize scientific teaching activities, and government should strengthen the supervision and support the introduction of policies and academic research.

Сургуулийн өмнөх болон ерөнхий боловсролын сургалтын байгууллагын удирдах ажилтны чиг үүргийг тодорхойлох судалгааны үр дүнгээс

The research was carried out at the document level or qualitative analysis to define the roles of administrators of pre-school and general education organizations. Opinions of pre-schools and school administrators were collected about the roles and activities defined by the administrator on Google Forms, applying the Likert scale questions, which is the equal interval response scale. After consolidating the data descriptive and correlation analysis have been conducted using SPSS27 and excel programs. 82.9 percent of total general education school directors and 89.2 percent of kindergarten principals participated in the survey, which is considered representative of the original sampling population. Based on the research results, the roles of state-owned kindergarten and general education school administrators (principals and directors) were identified as main and general roles. See the roles below, Main roles Role 1. Management instructional activities in schools and kindergartens: Implement curriculum and extracurricular activities, develop, and implement additional programs. Role 2. Human resource management: recruit and dismiss of teachers and staff, support their development, accommodate stable working conditions, and support for solving their social challenges. Role 3. Student development and protection: provide opportunities for learning and development, ensuring their health and safety. Role 4. Assessment and monitoring: organize monitoring and assessment, and taking measures based on its results. Role 5. Financial management: allocate funds and budgets efficiently, spend, submit reporting, and declare transparently. General roles Role 6. Leadership: Take lead in any organizational activity, create a positive atmosphere and culture, and nurture effective communication Role 7. Cooperation and partnership: cooperate with stakeholders of the school, nurture and support diverse cooperations. Role 8. Digital transformation in education: General roles include leadership, implementation of cooperation and partnership, and taking leads in organizing digital transformation in education. Also, in accordance with the digital transformation policy in development and education sector of Mongolia, the role of leading and organizing the digital transformation is included in General Roles.

Islamic Boarding School-Based School Human Resource Management In Shaping Student Character

The purpose of this article is to investigate the methods of character development that can be used in extracurricular, cocurricular, and extracurricular activities in kindergarten–12 schools. This pesantren-based school has an advantage since it preserves the unique pesantren culture as an educational establishment whose primary goal is to inculcate religious principles to shape the morality of the country's youth. This study is a sort of qualitative research that is part of a descriptive research study that uses a case study methodology. The SMAN 1 WAJO is the study's location. Documentation, structured interviews, and participant observation were used to gather data. The study's findings indicate that: (1) SMAN 1 WAJO carefully planned its character development program, beginning with the creation of its vision, mission, and goals; (2) integrated character development through extracurricular, cocurricular, and intracurricular activities, including flagship programs like the English Club, Qiro 'Wal Hufadz, and the Yellow Book Study; and (3) monitored and evaluated through the following methods: (1) development of agreed-upon character value indicators; (2) compilation of assessment instruments; (3) summary of indicator achievements; (4) analysis and evaluation; and (5) follow-up.

Discussion on the Construction and Application of Virtual Reality-Based Curriculum Resources for Kindergarten Education

The construction of early childhood curriculum resources serves as a vital vehicle and precondition for the implementation of collective teaching activities in kindergartens. However, traditional curriculum resources based on graphic language or the linguistic descriptions of early childhood educators often fail to provide children with an immersive experience during collective teaching activities, leading to a lack of initiative and interest in learning. This paper discusses the methods for building a kindergarten curriculum resource library and, based on this foundation, employs virtual reality technology for three-dimensional modeling of the library to enrich the curriculum resources in kindergartens. Furthermore, this paper proposes to train early childhood educators in virtual reality technology to enhance their abilities to operate and utilize virtual reality equipment, which can emphasize the children’s central role in the learning process, better achieve educational goals, and improve teaching outcomes.

The Effectiveness of a Program Based on Blended Learning in Developing National Identity and Concepts of Intellectual Security Among Kindergarten children in the Najran Region

The goal of this study was to determine how well a blended learning program develops national identity and concepts of intellectual security in kindergarten students in the Najran region. Blended learning is an integrated system that combines e-learning with traditional methods to guide and help the child in acquiring concepts and skills. It is one of the modern approaches based on the use of educational technology in designing new educational situations, and it has become an urgent necessity, especially because of its characteristics that make it the most suitable alternative for developing the educational system. In order to do this, a one-group quasi-experimental design was employed along with a blended learning program that was suggested, along with measures of intellectual security and national identification for kindergarteners. Twenty-seven kids made up the research sample, and they were chosen at random. The outcomes demonstrated how well the suggested program worked to help the study sample's national identification and ideas of intellectual security grow. The study made a number of recommendations, the most significant of which are to use blended learning to help children develop their thoughts and abilities and to incorporate national identity and ideas of intellectual security into educational units and kindergarten activities.

TYPES OF MUSIC ACTIVITIES IN SCHOOL EDUCATION AND THEIR ROLE IN CORRECTIVE WORK WITH CHILDREN WITH SEVERE SPEECH DEFECTS

The article discusses the problems devoted to the importance of musical activity in kindergarten as a means of corrective work with children with severe speech impairments. The author identifies the main types of musical activity and explores their influence on the process of correction of speech disorders in preschool children.

Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Environmental education is an effective approach to addressing environmental issues, and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education. The purpose of this study is to investigate the specific processes involved in determining the objectives, themes, and content of gamified environmental education activities, as well as the organization, implementation, and evaluation of these activities in kindergarten settings. Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study. Interviews were conducted with the teaching staff and the head of the kindergarten. The data obtained from observations and interviews served as the primary data for this research. The results indicate that the activity objectives formulated by teachers lack scientific basis and operability, with limited incorporation of gaming elements. The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators. The organization and implementation of activities often neglect the playful experiences of children, and activity evaluation is not given sufficient attention.

Study on the Development of Children’s Autonomy in One-Day Activities in Kindergarten

Study on the Development of Children’s Autonomy in One-Day Activities in Kindergarten

Classroom Quality Evaluation of English Teaching Activities Based on Probabilistic Language Information

A crucial component of kindergarten instruction, collective teaching activities are a good way to educate young children on their overall development. The language field is one of the subjects taught in kindergarten, and it has to do with how kids learn to read, write, and speak. In order to improve teachers’ comprehension of children’s emotional reactions and language, this paper combines quantitative and qualitative methods to observe and analyze the quality of current language collective teaching activities in kindergartens. It also suggests knowledge logic and psychological logic for grasping the content of language collective teaching in kindergartens. To improve the quality of language teaching in kindergartens, it is crucial to adopt a variety of teaching strategies and organizational techniques, provide the proper tools and materials for language learning, pay attention to the key experiences of children learning the language, and enhance learning quality.

Outdoor Education in the Perception of Polish Preschool Teachers: A Focus Group Study

Objectives of the research: The aim of this study was to gather information about preschool teachers’ expectations and attitudes toward outdoor education in the context of shaping and improving the quality of education. The study sought to collect material that would address the following research questions: What does outdoor education mean to preschool teachers? How do preschool teachers implement outdoor activities? What are the challenges of outdoor education according to the surveyed teachers?
 Research methods: The main research method used was a focus interview.
 A brief description of the context of the issue: Human beings are connected to nature, we are part of it, and we live and function thanks to it. From early childhood, the natural environment is the closest and most natural for humans, and thanks to our cognitive needs and childlike perceptiveness, we immerse ourselves in the world of nature spontaneously and with great interest. Preschool teachers should see meeting children’s need for curiosity and discovery of new knowledge as a challenge, and prioritize activities in this area. Furthermore, the natural environment, due to its resources, can be perceived as a workshop that teaches knowledge about the world, allows for developing children’s vocabulary and shaping new concepts. It also teaches humility, patience and understanding. The environment naturally enhances the activity of children who feel comfortable in nature.
 Research findings: The importance of outdoor education in children’s development has been discussed for years. Unfortunately, as the results of the survey suggest, this does not convince teachers to move part of the educational process outdoors. Teachers list certain limitations and shortcomings as factors that prevent the implementation of this approach in Polish preschool institutions.
 Conclusions and recommendations: The teachers participating in the focus groups recognize that the implementation of outdoor education activities in kindergartens is necessary, if not indispensable. They see outdoor education primarily as an opportunity for experience-based learning and connecting with nature. The teachers are sufficiently motivated to offer outdoor activities so that children can play and learn simultaneously. However, many see significant obstacles in the education system when planning outdoor learning experiences for their students. To make outdoor education more sustainable and integrated into preschool practices, it would be necessary to remove these barriers and provide support at all levels of the education system and society.