Kindergarten Curriculum Research Articles

Manajemen Pembelajaran Kurikulum Merdeka di Taman Kanak-kanak Khalifah Carocok Anau Kabupaten Pesisir Selatan

The purpose of this research is to find out how the independent curriculum learning management is managed in the Khalifah Carocok Anau Kindergarten in the South Coastal Region. This researcher is a participant in a qualitative study that describes the planning, implementation, and assessment of the independent curriculum in kindergarten. Information is collected from various sources, including observation, interviews, and documentation. To process all the collected data used data analysis, especially descriptive analysis. Based on research findings, the management of independent curriculum learning includes planning, implementation, and assessment processes. Learning planning consists of annual programs, semester programs, and teaching modules. Where co-curricular, extra-curricular and intra-curricular activities are used to complete the learning process. Every Monday to Thursday, students take part in intracurricular learning, and every Saturday students take part in extracurricular learning. For Friday imtaq-based lessons. In one semester, two learning projects are completed. Different content, products and results are used to carry out learning in a differentiated way. The implementation of independent curriculum learning is carried out by giving independence to children to carry out activities. Assessment of learning emphasizes the process not the result. The assessment process is carried out in the form of early learning activities, during the learning process and at the end of learning activities

텍스트 마이닝을 활용한 국가수준 유치원 교육과정에서 나타난 유아 중심 및 놀이 중심 교육과정의 의미 재탐색

Objectives This study aimed to rethinking the meaning of child-centered and play-centered curriculum, which are continuously emphasized in the national kindergarten curriculum, focusing on keywords related to ‘child-centered’ and ‘play-centered’. Methods The national kindergarten curriculum and curriculum manual were collected to investigate the meaning of a children-centered and play-centered curriculum. Text mining analysis was conducted through four stages using R. In step 1, the data collection and analysis units were planned. In step 2, pre-data manipulation was performed for data analysis. In step 3, keyword analysis and co-occurrence network analysis were conducted. Finally, in step 4, the analysis results were visualized. Results First, I analyzed the meaning of ‘child-centered’ curriculum by focusing on prenominal expressions that describe child-centeredness, such as ‘experience,’ ‘interest,’ and ‘spontaneity,’ and found that the degree centrality was high for the words child, interest, and experience, and teachers which represent educational targets and curriculum operators. The betweenness centrality indicated a strong emphasis on children's experiences, and the closeness centrality revealed a strong emphasis on activities. Next, I analyzed the meaning of ‘play-centered’ curriculum by focusing on the word ‘play’, and found that the degree of centrality was strong for the words education and activity, the betweenness centrality was prominent for the word interest, and the closeness centrality was evident for the words teacher and teacher's play support in relation to play-centered curriculum and operation. Conclusions This study will contribute to the future revision of the national kindergarten curriculum by providing a conceptual overview for clarifying the terms child-centered and play-centered.

Glocalization of early childhood curriculum: an ethnographic study on the integration of the Reggio Emilia approach into the Chinese Kindergarten curriculum

Glocalization of early childhood curriculum: an ethnographic study on the integration of the Reggio Emilia approach into the Chinese Kindergarten curriculum

FORMULATING MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM, A COMPARATIVE STUDY BETWEEN THE FORMULATION OF MATHEMATICS CONCEPTS IN THE KINDERGARTEN CURRICULUM IN PALESTINE AND THE RECOMMENDATIONS OF THE NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS IN THE UNITED STATES OF AMERICA (NCTM,2001)

This study aimed to determine the degree of compatibility between the standards of (NCTM, 2000) and the formula of concepts mentioned in the kindergarten curriculum in Palestine, and the standards received from the National Council of Mathematics Teachers in the United States of America (NCTM, 2000) for the kindergarten stage, and then define the concepts Related to mathematics and included in the curriculum related to kindergarten in Palestine, after which the degree of compatibility between standards and concepts was determined, and the extent to which the curriculum achieved standards in its cognitive structure was determined. Descriptive and analytical approach was used on the kindergarten curriculum. The results of the study showed the extent of compatibility between content and standards as follows: Concerning the field of numbers and basic operations, the agreement rate was 86%, and the amount of agreement in the formulation of concepts is very high, and with regard to the field of engineering and measurement, the compatibility rate was 71%, and the amount of agreement in the formulation of concepts is high. As for the field of data analysis and statistics, as well as patterns and relationships, the percentage of consensus was 75%, and agreement in conceptual formulas was high. The researcher recommended the necessity of full compatibility between the concepts contained in the curriculum and the standards related to the NCTM document, that the conceptual formulas be similar, and work to introduce technology into the educational learning process and link it to NCTM standards

2019 개정 누리과정과 일본 유치원 교육과정의 비교 분석

Objectives The purpose of this study was to deepen the understanding of the curriculum and gain implications for improving the next Nuri curriculum by comparing and analyzing the 2019 revised Nuri curriculum and and the Japanese kindergarten curriculum by the composition system, objectives and goals, and educational contents of each area. Methods The subjects of analysis were the 2019 revised Nuri curriculum in Korea, 2017 revised kindergarten curriculum in Japan, and their commentaries. The analysis method was a content analysis method, which compared and analyzed the similarities and differences in the composition system, objectives and goal, and five areas’s educational contents of the curriculum of the two countries. Results First, although the structure of the 2019 revised Nuri curriculum and the Japanese kindergarten curriculum differs in the composition of items, they are generally similar and reflect the national and social needs of each country. Second, both curricula aim to live a healthy, independent, sensitive, and together life for the purpose of healthy development of individuals and forming social members. The 2019 revised Nuri curriculum had a strong personal and social aspect, and the Japanese kindergarten curriculum had a strong social aspect. Third, the names of the two curricula are different, but they consist of five areas with similar content, and the contents of each area are common in that they are slimmed, and the contents of each area are composed to reflect the special needs of each country. Although the educational content of the 2019 revised Nuri curriculum had more emotional aspects than the previous curriculum, the Japanese kindergarten curriculum presented more statements related to play and enjoyment. Conclusions The results of this study can contribute to the promotion of early childhood teachers' literacy for the 2019 revised Nuri curriculum, and can be used as reference materials when developing the next early Nuri curriculum.

Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities

As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly salient in play-based kindergarten classrooms. The current qualitative study explored how eight kindergarten teachers in Ontario, Canada conceptualized and promoted inclusion in play for children with NDD. Classroom observation and teacher interviews were conducted with a focus on the teacher’s role in play. Teachers endorsed the use of several indirect (i.e., environmental) strategies to promote social participation, alongside proactive teacher support in play. Teachers who shared multiple aspects of an interventionist viewpoint toward disability, and identified the social benefits of inclusion in play for children with NDD, tended to provide more proactive support to all children in play. Teachers also provided reactive support in play to address emerging social conflict. Implications for fostering the meaningful inclusion of children with NDD in play-based learning are discussed.

Influence of Pre and In-Service Training Programs of the Kindergarten Teachers in the Implementation of the Kindergarten Curriculum

This study investigated the significant relationship between the extent of pre-and in-service training of kindergarten teachers and their performance ratings in 2020-2022. The profile of teachers was identified, which focuses on educational attainment, number of years in teaching and in-service and pre-service seminars attended by teachers, the extent of the pre and in-service trainings, and their performance ratings in two consecutive years. This study employed a non-experimental correlational research design, and the respondents were the 385 kindergarten teachers in the Division of Sarangani. The results showed that 70.87% are non-Early Childhood Education graduates and 17.47% of the kindergarten teachers are pursuing master's degrees, not specializing in Early Childhood Education, and 7.77% are pursuing master's degrees specializing in Early Childhood Education. Findings revealed that the pre-service trainings of kindergarten teachers are less extensive. However, the in-service trainings for kindergarten teachers are highly extensive. The performance rating of the kindergarten teachers in the two school years is Very Satisfactory. There was a strong significant relationship between the extent of pre and in-service teachers' training and their performance rating in the two school years. With the results of the study, it is recommended that teachers teaching kindergarten should pursue a master's degree specializing in Early Childhood Education. Also series of trainings and seminars should also be conducted to help kindergarten teachers improve their performances.

Parental Perceptions of Child's Play in the Post-Digital Era: Parents' Dilemma with Digital Formats Informing the Kindergarten Curriculum.

Digital technology affordance has been recognized as a social and learning tool, and the requirements for digitalizing the kindergarten curriculum have been present for decades. Digitalization in a child's early years can present conflict with parents, as the societal and economic demands of digitalized society for a child's digital technology use are in dissonance with guidelines and recommendations of health organizations that caution against preschool children's technology use. Kindergarten curricular reform in Slovenia was conducted in the 1990s. In this period, the use of digital learning technology and digital play for the development of children learning predispositions and early literacy was already recognized. At the time of curriculum design, it integrated some elements of digital learning technology. Now, 30 years after the design of the new curriculum, we are facing the post-digital era. Learning technology in the early years is a matter of partnership with parents; accordingly, this descriptive survey study includes a non-randomized sample of 306 parents. We are considering how child's play is structured in the primary environment and how parents perceive digital technology in the current post-digital age of seamless, digitally saturated social practices. Parents are aware of the risks of technology and of its benefits for learning. The findings show correlations between a child's digital screen technology use and parents' attitudes and perceptions of digital play. Parents that offer digital screen technology to a child have less agreeable attitudes regarding its possible risks to a child.

Kindergarten Curriculum Implementation in the Context of High-Quality Development

In the context of high-quality development in China, it is the trend of the times for preschool education to move towards high-quality development. High-quality development of curriculum is a prerequisite for high-quality development of preschool education. To improve the quality of kindergarten curriculum, the problem of extreme division between free play and direct instruction in the implementation of kindergarten curriculum in China must be solved. Therefore, this paper introduces a new concept of curriculum implementation—guided play, which can deeply integrate play and teaching and promote deep learning in young children's play. As the introduction of guided play in our curriculum implementation still faces challenges, recommendations are made from three perspectives: the state, kindergartens and teachers, in order to improve the problems of kindergarten curriculum implementation and enhance the quality of the curriculum.

The Application and Development of Zhangzhou Budai Puppet Theater in the Kindergarten Curriculum

The Application and Development of Zhangzhou Budai Puppet Theater in the Kindergarten Curriculum

Setting the peace table: early childhood education peace practices vis-a vis the kindergarten curriculum

Setting the peace table: early childhood education peace practices vis-a vis the kindergarten curriculum

Research on the Implementation of Kindergarten Curriculum Design Model

Research on the Implementation of Kindergarten Curriculum Design Model

Systematization of food and nutrition education content based on national kindergarten curriculum: a qualitative formative study

Systematization of food and nutrition education content based on national kindergarten curriculum: a qualitative formative study

Implementation of the integrative thematic-based 2013 curriculum in al-Ittifaqiah Islamic Kindergarten post-covid-19

Post-covid-19, various aspects of life have been affected, especially the use of the curriculum in early childhood education. The curriculum is an important part of education and requires innovation and development in accordance with the demands of the times. This study aims to determine the implementation of the integrative thematic-based 2013 curriculum in the Al-Ittifaqiah Indralaya Islamic Kindergarten post-covid-19. This research is descriptive qualitative research. The data collection technique was carried out through several techniques, namely observation, interviews, and documentation. Data analysis was performed using the Miles and Huberman approach. Analysis of the data through the stages of data collection, data reduction, and drawing conclusions. The results of the study show that learning is carried out with a comprehensive learning system with the selection of group class management. The successful implementation of this integrative thematic curriculum is seen in terms of the planning and implementation of learning carried out at the Islamic Kindergarten al-Ittifaqiah Indralaya. These successes include increasing children's motivation, increasing children's development, and evaluating the learning carried out. Not only that, through the implementation of the 2013 curriculum on an integrative thematic basis, teachers are more active and more creative in developing various fun learning experiences for early childhood.

Development of Interactive Media Based on Augmented Reality for Early Childhood Learning Around the Home

In this age of digitization, it is essential to develop interactive media that may serve as a vehicle for learning while also engaging children. Thus, learning media that includes both real and digital media can be made more exciting and less tedious by making it more fun while still valuing traditional and interactive learning utilizing technology, which is why this is important. This project aims to generate media solutions that early childhood educators and kindergarten teachers can use to assist them in learning and teaching. The media that was created includes Android apps that use Augmented Reality. (AR), technology to make the experience more fun for kids and book media based on the kindergarten curriculum. Subsequently, parents and caregivers can use this media to teach their children about the living room, toilet, and other places based on the images that have been shown. When an Android app scans this picture, it will illustrate animated 3D objects through Augmented Reality. Notwithstanding, the Android app has a free picture coloring option. Equally, it must be supervised by parents or teachers, a practice known as digital parenting. The development and verification results confirm that this medium is suitable for implementation and use in schools and kindergartens.

The opportunities and challenges of drama in education in Chinese kindergartens

With the introduction of drama in education and creative drama in China in the late twentieth century, drama in education has become a new practice and research hotspot in the field of education. However, children’s theatre performance and dramatic acting training have for a long time been the main form of Chinese preschool drama education and still have a noticeable impact. In this article, we explore how drama in education can improve and expand Chinese kindergarten teachers’ teaching repertoire and how it can contribute to children’s interpersonal development. This design-based study uses interventions in the form of drama in education workshops in a Chinese kindergarten. By undertaking these workshops, observing workshop participants and interviewing teachers and children, we have found that drama in education supports children’s language learning and helps develop their individual self-awareness. In addition, it also provides multiple new methods of teaching and thus promotes teachers’ individual growth as professionals in the kindergarten classroom. In terms of kindergarten curriculum reform, this study aims to contribute to the current developments and debates about teaching, learning and overall education.

Investigating the Interaction between Teacher Mathematics Content Knowledge and Curriculum on Instructional Behaviors and Student Achievement

Policy efforts in mathematics have focused on increasing teachers’ mathematics content knowledge (MCK), with the goal of increasing teacher quality and in turn increasing student mathematics learning. An alternative approach to increasing student mathematics achievement is to investigate curricula that can be effectively used by teachers with a range of MCK. Drawing from a large-scale study of kindergarten students (n = 2,598) and their teachers (n = 130), the current study investigated the interaction between teacher MCK and curriculum (Early Learning in Mathematics core kindergarten curriculum vs. business-as-usual curricula) on (a) instructional behaviors and (b) student mathematics achievement gains. Results indicated differential significant interactions across instructional behaviors and a small but negative effect of teacher MCK on student mathematics achievement gains. Implications for future research, policy, and practice are discussed.

Nationalist and Religious-Based Superior Kindergarten Curriculum Management

Curriculum management study as a milestone in curriculum success ais important to be carried out as early as possible, considering that early age is a crucial period in shaping children’s character so that it becomes achy or foundation when children grow up. This is the basis for conducting research on nationalist and religious-based kindergarten curriculum management.This paper uses the library research method. The Result of this study that nationalist and religious-based kindergarten are special education for children with an age range of 4 to 6 years which emphasizes the values of nationalist and religious in each program. There are four(4) nationalist and religious-based kindergarten curriculum management procedures, namely planning, organizing, implementing and evaluating.

Pedagogical Content Knowledge of Early Childhood Education Pre-Service Teachers in Teaching Psychosocial Skills Across the Kindergarten Curriculum In The Volta Region, Ghana

The purpose of this study was to examine pre-service early childhood educators pedagogical content knowledge in teaching psychosocial skills across the kindergarten curriculum in the Volta Region of Ghana. Descriptive survey design was used for the study. A mixed method approach was adopted. Purposive sampling was used to select 4 colleges out of seven colleges in the 18 districts for the study to avoid selecting a college that do not pursue B.ed in early childhood education. Sample of 140 final year pre-service teachers pursuing a degree in early childhood education in colleges in Ghana, who have completed their macro teaching practice programme was employed using census and simple random sampling. Questionnaires were administered after which ten were reselected for the interview session. Data was analysed using means, standard deviation and narratives. The study revealed that pre-service teachers had enough knowledge to achieve two goals of the curriculum and also not much attention has been given to psychosocial skills of the kindergarten curriculum during the preparation of pre-service teachers. Pre-service teachers also had enough knowledge in the use of observation and conversation among others. A thorough examination of the kindergarten curriculum by pre-service teachers during supported teaching in schools and macro teaching practice before getting into the teaching field was recommended.

Exploration and Practice of Gamification in Kindergarten Curriculum

Exploration and Practice of Gamification in Kindergarten Curriculum