Childhood Teachers Research Articles

Predictors of preschoolers’ classroom engagement: teacher–child interactions, teacher–child relationships, and child’s self-control

ABSTRACT The study examined predictors (teacher–child interactions, teacher–child relationships, child’s self-control) of preschoolers’ classroom engagement (135 preschoolers, 15 East Tennessee classrooms). Hierarchical linear regression revealed child’s self-control significantly contributed to engagement. Teacher–child closeness enhanced engagement, but reverse-coded teacher–child conflict negatively impacted it after controlling teacher-child individualized interaction. Control variables included child gender, age, mother and father education. These findings offer holistic insights into preschoolers’ engagement mechanisms, aiding intervention program design. Discussions and practical applications of results are provided.

Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model

ABSTRACT To explore the chain mediating effect of teacher–child conflict and sleeping disorders between work intensification on vocal fatigue of kindergarten teachers, 847 kindergarten teachers in China were investigated using the Work Intensification Scale, Teacher–Child Relationship Scale (TCRS), Athens Insomnia Scale (AIS) and Vocal Fatigue Index (VFI). Data were analyzed by JASP 0.14.1 and structural equation model was built through Mplus8.3. It showed that there were significant differences in vocal fatigue of kindergarten teachers in areas, age and education level. Work intensification, teacher–child conflict and sleeping disorders were positively correlated with vocal fatigue of kindergarten teachers after controlling for demographic variables such as the nature of the kindergarten, geographic areas, gender, age and education level of the teachers. In the multiple mediation model, work intensification could directly predict vocal fatigue of kindergarten teachers significantly through the mediating role of sleeping disorders but not teacher–child conflict. Moreover, teacher–child conflict and sleeping disorders had a chain mediating effect between work intensification and vocal fatigue of kindergarten teachers. So the government and education authorities should reduce the workload of kindergarten teachers, vocal training should be included in the curriculum of preschool education in universities, and it's necessary to strengthen the pre-service and post-service kindergarten teachers’ training about voice using so as to improve the health care awareness. Teachers should develop communication skills to create effective interactions between teachers and children, and good environment should be created by mindful training to improve sleeping.

Implementation of Independent Teaching and Independent Play in Fostering Religious Feelings in 5-6 Year Old Children

The implementation of independent teaching and independent play in the Independent Curriculum is expected to help achieve learning objectives. The Integrated Islamic Kindergarten Institution, under the auspices of the Integrated Islamic School Network (JSIT), also collaborates the Integrated Islamic School Network (JSIT) Curriculum with the Independent Curriculum, which hopes to develop children's potential and instill religious values. The purpose of this study is to determine how the implementation of independent teaching and independent play can foster religious feelings in children aged 5–6 years at the City of Semarang Integrated Islamic Kindergarten. The research method used is qualitative, with data analysis techniques using the Miles and Huberment model, namely data reduction, data display (data presentation), and conclusion drawing. The results of the study show that independent teaching gives teachers the freedom to manage the class, providing child-centered learning. Through independent play, children's play rights are fulfilled, and children feel happy. In terms of fostering children's religious feelings, teachers and parents collaborate to instill the habit of worship and give confidence that Allah SWT is the God of Muslims. The implementation of freedom of teaching and freedom of play with fun activities, habituation of worship activities, and collaboration with parents is able to foster children's religious feelings who are still in the learning stage. Keywords: Independent Teaching, Independent Play, Religious Feelings

Chinese Private Preschool Teachers' Teaching Readiness and Teacher-Child Relationships: The Chain Mediation Effects of Motivation to Teach and Self-Efficacy.

The teacher-child relationship is a key element in measuring the quality of childcare institutions and is essential to the current and future physical and mental developmental outcomes of children. The purpose of this study is to investigate the role of private preschool teachers' readiness to teach in influencing the teacher-child relationship, and to explore the mechanisms by which teachers' motivation and self-efficacy mediate their readiness to teach and the teacher-child relationship. Online questionnaires were administered to 289 early-childhood teachers in Shanghai, China. The findings of the study indicated a significant and positive correlation between early-childhood teachers' readiness to teach and the quality of the teacher-child relationship. In addition, early-childhood teachers' internal motivation to teach and self-efficacy mediated their readiness to teach and the teacher-child relationship, respectively. However, teachers' external motivation did not mediate the effect of teaching readiness on the quality of the teacher-child relationship. Moreover, teachers' motivation to teach (encompassing both internal and external factors) and their self-efficacy played chained roles in mediating the relationships between teaching readiness and the teacher-child relationship. This study highlights the significant roles of teaching readiness and instructional motivation, along with self-efficacy, in cultivating positive teacher-child relationships within early-childhood education settings.

ANALYSIS OF VERBAL LINGUISTIC INTELLIGENCE THROUGH THE READING HABITS OF CLASS 2 MI HIDAYATUL MUTA'ALLIMIN STUDENTS

This research aims to know 1) to know the level of child verbal linguistic intelligence in mi hidayatul muta 'alimin medallion senori tuban, 2) to know the retard factor and support of the child's verbal linguistic intelligence in mi hidayatul muta 'alimin medallion senori tuban. In this study a descriptive qualitative method. As for the data-gathering technique in this study, observation, interview and documentation. The results the researchers found in this study are 1) the level of verbal liguistic intelligence analysis of children through the second class of reading habits in mi hidayatul muta 'allimin is seen in terms of the interests, attention, and involvement of participants in the reading. The strategy employed by homeroom teachers a and b is to read aloud, reading by playing and reading by connecting with others. observations related to interest in reading in class II A students: BB = 0 children, MB = 2 children, BSH = 15 children, BSB = 4 children, while interest in reading in class II B students: BB = 0 children, MB = 2 children, BSH = 10 Children, BSB = 4 Children. Interest in reading should also be supported with some access to continue increasing student interest in reading. And to enhance reading of the student is done by fulfilling the means and infrastructure that is by providing convenient libraries, and the library is a form of efforts by the principal and the educator to increase the interest, interest and involvement of the student. Reading dispenses many positive effects on students, so students are able and brave to be actively active in public Spaces in their activities. 2) a contributing factor in developing a child's intellect is the way a teacher teaches a teacher is a major factor in supporting the habit of reading in a teacher's child, encouragement, and guidance for the student to be diligent in reading, and reading must also be supported by the availability of good tools and infrastructure, where each school is required to have a library anda comfortable place to read students. While inhibitors in some students are still at the process stage beginning to develop in improving their reading ability. So there are certain tasks for teachers to direct. 4 children are still hampering in their ability to read, with a contributing factor in the development of verbal linguistic intelligence that is difficult to recognize letters, lack of confidence in children, lack of interest in reading, and oft-wrong pronunciation. This impediment stems from students' full mastery of the few vocabulary in reading, the acidity of the books in the library is of primary concern as it appeals to the students' hearts to study conveniently. Therefore, the library's clean-trimming efforts must be done well in order for students to be optimally educated.

Bibliometric Analysis of Early Childhood Education Studies on The Theme of Robotic Coding From A Developmental Perspective

This study aims to analyse the reflections on robotic coding for early childhood and scanned in the Web of Sciences (WOS) database from a developmental perspective. The method of the research is bibliometric research from qualitative research designs. In this context, 70 academic publications scanned in the WOS database within the framework of the criteria determined by the researchers and dealing with robotic coding in early childhood constitute the research data sources. According to the findings obtained, 45 studies were carried out as quantitative, 11 as qualitative, 11 as mixed design, and three as design-based research. The results reveal that the activities carried out with robotic coding contribute to children's cognitive, language and socio-emotional development, as well as their computational thinking skills, collaborative working skills, analytical thinking skills, problem-solving skills and mathematics skills. However, adverse effects such as children's technology literacy and teachers' inadequacies in using robotic coding tools were also observed.

A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS

ABSTRACT This meta-analysis aims to clarify the relationship between teacher–child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.

Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?

This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains in academic and social-emotional skills, and 3) whether the quality of teacher–child interactions moderated the associations between profile membership and end of kindergarten outcomes. Based on a comparison of fit indices, a 4-profile solution best represented the data. Eighteen percent of children were in the “High Risk” profile, 34 % were in the “Ready” profile, 20 % percent of children were in the “Social-Emotional Risk” profile, and 28 % of children were in the “High Readiness” profile. For all outcomes, we found that profile membership predicted spring scores, after controlling for fall scores of each skill, suggesting that the constellation of kindergarten readiness skills matters more than any one skill. We also found that the quality of teacher–child interactions moderated associations between profile membership and changes in achievement and problem behavior for children within some groups. Results suggest that children enter kindergarten with unique profiles of skills and that supports for children may need to be individualized based on profiles to maximize social, emotional, and academic development. Results also suggest that high-quality teacher–child interactions may serve as an important protective and promotive factor for children with certain clusters of readiness skills at kindergarten entry.

Exposure to greenness during pregnancy and the first three years after birth and autism spectrum disorder: A matched case-control study in shanghai, China

Causes of autism spectrum disorder (ASD) have not been fully understood. Previous studies have linked environmental factors with ASD. However, evidence for the greenness-ASD association is limited, especially in China. To fill this gap, we conducted a matched case-control study to examine the association between greenness and ASD in China. Participants in this study were 84,934 children aged 3−12 years in Shanghai, China, selected using a multi-stage cluster sampling method. ASD cases were firstly screened by questionnaires completed by both children's parents and teachers, and were then confirmed by clinical examinations. Further, 10 healthy controls were randomly selected to match each ASD case by age and sex. The final analyses included 146 ASD cases and 1460 healthy controls. Participants' exposure to greenness before and after birth was assessed by normalized difference vegetation index (NDVI) and enhanced vegetation index (EVI) from NASA's Earth Observing System according to their residential locations. We used conditional logistic regression to examine the ASD-greenness association. Per interquartile range (IQR) increase in EVI500m and NDVI500m during the year before birth were associated with lower risks of ASD with adjusted odds ratios (ORs) and 95% confidence intervals (CIs) of 0.96 (95%CI: 0.946, 0.975, IQR = 0.074) and 0.937 (95%CI: 0.915, 0.959, IQR = 0.101). Exposure to greenness during the first 3 years after birth was also significantly associated with lower risk of ASD [IQR ORs for EVI500m and NDVI500m were 0.935 (95%CI: 0.91, 0.962, IQR = 0.06) and 0.897 (95%CI: 0.861, 0.935, IQR = 0.09), respectively]. Air pollution showed mediation effects on thegreenness-ASD association. Greenness was observed to have stronger beneficial effects on children without historical diseases and term birth. More greenness exposure before and after birth were significantly associated with lower risks of ASD in children. Our results highlight the importance of greenness in urban planning.

A longitudinal study of school adjustment among children attending Reggio-inspired preschools

The goal of this study was to track the progress of Italian children at risk for school failure enrolled in preschools based on the Reggio-Emilia approach. Risk factors considered included family socioeconomic status (SES), child receptive language, and child gender. Participants were 211 children (Mage = 60.8 months, 116 girls) in Reggio-inspired preschools in Genoa, Italy. The sample was followed over six time points starting from the last year of preschool (ages 5–6 years) through the end of the second year of elementary school. We examined trajectories of school liking, teacher–child relationships, and teacher-rated language/mathematics. Trajectories of at-risk children were predominantly indistinguishable from those of the full sample. Children at risk because of lower SES and poorer receptive language (but not gender) were rated by teachers as more dependent than children not identified as at risk. Contrary to expectations, children of mothers from low-SES backgrounds liked school more than the rest of the sample.

Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention

ABSTRACT Despite the growing importance of in-service teachers’ mentalization in early childhood education (ECE), studies on pre-service teachers are scarce. We embedded a newly developed version of video enhanced reflective practice (VERP) program in an online study module in a bachelor’s degree program to promote Finnish ECE student teachers’ interactional and relational competence via mentalization. The study module included evidence-based lectures and tutorials on children’s language development and teacher–child interactions, supplemented with multimedia material on a digital platform, independent work on assignments, and practical training. The VERP students’ (N = 21) and the trainers’ talk about cognition, but not about emotion, increased. The students rated their attuned interaction skills higher after the VERP training. After the study module, students perceived more closeness and less conflict in their overall relationships with children. The prospective ECE teachers appear to benefit from online mentalization training with complementary curricular content and teaching methods.

Kia Tīmata Pai (Best Start): a study protocol for a cluster randomised trial with early childhood teachers to support children’s oral language and self-regulation development

IntroductionOral language skills are associated with children’s later self-regulation and academic skills; in turn, self-regulation in early childhood predicts successful functioning later in life. The primary objective of this study...

Two different stories? Parents’ and teachers’ views on children’s special support in school

Home-school collaboration supports students’ achievements, learning, and development, according to prior research. This article aims to explore parents’ and teachers’ views on children's special education needs and special support, focusing on the degree of agreement between the two parties. It also aims to explore the extent to which parents' views on special support for their children match their experiences of contact with teachers. The present study is based on questionnaires to teachers and parents of 476 children, aged 8-10 years, who were identified as needing extra adaptations or special support. The results show that teachers consider about twice as many students to be in need of special support than parents do, and that both teachers and parents consider more boys than girls to be in need of special support. There is also a correlation between parents' satisfaction with their child's support and their level of satisfaction with communication with the child's teacher. Finally, good contact between teachers and parents is associated with a consensus about the children's need for support.

Implementation of P5 in the Merdeka Curriculum towards Strengthening the Character of Love for the Motherland in Early Childhood

National education in Indonesia implements various aspects of development by increasing abilities and forming dignified character in students. This research aims to analyze the implementation of P5 in the independence curriculum on the character of patriotism. This type of research is research that uses qualitative descriptive research methods. This research focuses on implementing P5 and strengthening the character of patriotism in early childhood. The population of this research is students and children's teachers. This research also uses observation, interview, and documentation data collection methods to collect data from group teacher subjects and principal informants. Data validity uses data analysis techniques such as triangulation, which consists of data reduction, data presentation, and drawing conclusions or verification. The results of this research show that implementing P5 as an effort to increase the character of patriotism is carried out in three stages. In the initial stage, the teacher deepens the child's talent interests to adjust the activities and themes of the P5 project. Project activities will be developed and arranged at the development stage based on a predetermined project theme. At the conclusion stage, the teacher will evaluate and reflect on the activities that have been carried out based on the children's achievements and feedback from parents. Apart from that, in its implementation, the six dimensions of the Pancasila Student Profile are also inserted into children's learning and daily life to familiarize children with character development.

Strength Of Character In Teachers Of Children With Special Needs

Education is a right for everyone including students with special needs or also called Children with Special Needs (ABK). Teachers must guide and provide learning facilities for their students to achieve educational goals. In the learning process, students categorized as ABK require different services than non-ABK children. Educating ABK is not easy, the strength of the teacher's character is an important factor that can support teachers in dealing with ABK. Strength of character reflects virtue values which refer to positive qualities consisting of good character and are raised by individuals to deal with certain conditions, such as when experiencing difficulties. The study aimed to see an illustration of the strength of character possessed by ABK teachers in educating ABK. This study uses a qualitative approach. The sample in the study numbered two people who were willing to become research participants by collecting data using interview techniques that were conducted online and the data obtained was analyzed thematically. The results showed that the typologies possessed by ABK teachers were creativity, judgment, and teamwork. Even so, each teacher also has several different strengths.

“Otherwise, There Would Be No Point in Going to School”: Children’s Views on Assessment

Assessment is a much-discussed dimension of school life, as it is deeply connected to teacher–student power relations, where teachers’ responsibilities for individual assessment and support coexist. Moreover, children’s views are hardly investigated in the research. Studies reflecting those aspects in inclusive school systems, such as the Italian one, are still rare. Assuming assessment is a social practice that shapes classroom differences, in our research project on “Children’s Perceptions of Performance in Primary Schools” (CrisP), we conducted 35 narrative interviews with 3rd graders from six schools, framed by classroom observations, to reconstruct their perceptions of performance and assessment and develop individual case portraits through Open Coding as defined within Grounded Theory and the Documentary Method. The study was conducted in the Province of Bolzano (Italy). Children seem aware of the teacher–child power relations that emerge in the assessment field and the reciprocity and interdependence of the two roles. In the reconstruction of Alice’s case, she demonstrates she trusts adults but can also work pragmatically on her position, redefining her power role that benefits from teachers’ services. Along with a brief overview of crucial findings and the reconstruction of Alice’s perceptions, we ask for implications for appropriate assessment practices in inclusive primary schools.

Simple Science Experiment at KB-TKIT Salman Al-Farisi 2 Yogyakarta

Early Childhood Education (PAUD) is essentially education that is held with the aim of facilitating the growth and development of children as a whole or emphasizing the development of all aspects of the child's personality. Therefore PAUD provides an opportunity for children to develop their personality and potential to the fullest. Children have a very high curiosity. This curiosity needs to be facilitated by adults, including parents/tutors/teachers who function as children's teachers. Children can learn anything from an early age, including learning science. Learning science from an early age begins by introducing nature and the environment. This will enrich the child's experience. Children learn to experiment, explore, and investigate their surroundings. This Community Service Activity (PkM) aims to improve children's skills in honing the ability to think about simple science events and provide education to children about simple experiments. This activity is carried out in the form of simulations and direct practical assistance to TK- KBIT Salman Al-Farisi 2 Yogyakarta. The first experiment was blowing up a balloon with a bottle. The second experiment is to make rainbow colors in a bottle and the third is a lava lamp. The result of this activity is that participants can carry out simple science experiments and gain scientific knowledge from the experiments carried out
 
 Keywords: experiments, childhood, science

PERAN GURU DALAM MEMBERI PERLINDUNGAN TERHADAP ANAK (PERSEFEKTIF KEBIJAKAN HUKUM NARKOBA)

This paper aims to describe the role of teachers in providing protection to children from the point of view of drug law policy by formulating the problem of how the protection is by teachers children who abuse drugs. This study uses a qualitative research methodology. This type of research is under the umbrella of library research, namely research conducted through library research. The findings of this study are used to guide efforts to transfer children from the formal criminal justice system to non-formal criminal justice systems in order to keep them from becoming addicted to drugs. One of the distinctive aspects of this diversion technique is the participation of multiple stakeholders. Diversion differs from mediation in that it involves more than just the parties to the conflict; that mediation only involves conflicting parties, diversion also involves other parties such as community leaders, parents (children of perpetrators), religious leaders, law enforcement officers, and teachers. But among all those involved, the instructor was the one who had a significant impact. Because teachers function as surrogate parents, have more time with children than other adults, and help shape children's personalities.

Linking social relationships at school, loneliness, and academic self-perceptions among primary school children

The present study investigated a theoretical model of the direct and indirect links between children's social relationships at school (i.e., relationships with teachers, peer victimization), loneliness, and academic self-perceptions. Participants were N = 666 primary school children (352 girls) aged 7–11 years (Mage = 8.90 years, SD = 1.06), who completed an online questionnaire. Path analyses indicated that less close teacher–child relationships and higher peer victimization were related to children's loneliness, which, in turn, was associated with less positive academic self-perceptions. Results also revealed some moderating effects of gender. The findings highlight the potentially critical role played by loneliness in determining the association between social relationships at primary school and children's academic self-perceptions.

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study

The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.