Development Of Preschool Education Research Articles

Chinese Rural Kindergarten Teachers’ Work–Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity

The loss of rural kindergarten teachers has become a common social concern in China, which is of great importance to the development of preschool education. This study conducted a survey of 2944 kindergarten teachers in mainland China, to explore the relationship between work–family conflict and turnover intention, the mediating effect of emotional exhaustion, and the moderating effect of professional identity. The study used the work–family conflict questionnaire, the emotional exhaustion scale, the turnover intention questionnaire, and the professional identity questionnaire. The results showed that (1) work–family conflict significantly predicted turnover intention; (2) emotional exhaustion played a mediating role between work–family conflict and turnover intention; and (3) professional identity moderated the latter half path of the mediation model, that is, strong professional identity alleviated the indirect predicting effect of work–family conflict on turnover intention through emotional exhaustion. The results clarified the influencing mechanism of work–family conflict on turnover intention, which could help improve rural preschool teachers’ positive emotions and reducing turnover.

The evolution of the architecture of preschool education institutions in modern Ukraine

The publication discusses the main stages of the evolution of the architecture of preschool education institutions and the study of architectural solutions in preschool educational institutions in modern Ukraine. Changes in the organization of space, the use of materials, and the functionality of buildings that affect the quality of the educational process and the comfort of children are analyzed. The historical context, modern trends and requirements for preschool education institutions are taken into account. The results can be useful for architects, teachers and government agencies responsible for the development of preschool education. The architecture of preschool education institutions in modern Ukraine reflects the historical, social and cultural changes that have taken place in the country. From the first private kindergartens to modern innovative centers, the evolution of these spaces reflects changes in approaches to education and childcare. The evolution of the architecture of preschools in modern Ukraine is a testament to the changes in society and its attitudes toward early childhood development. From private initiatives to state support, from standardized buildings to individually designed centers, this evolution continues to influence the formation of the future generation. Today, the architecture of preschools reflects the current regulatory requirements of Ukraine, with an emphasis on creating a safe, stimulating and inclusive environment for children. Institutions are becoming more integrated into community life, using energy-efficient technologies and innovative approaches to learning and development. The design of new preschools also takes into account the preservation of Ukrainian cultural identity. Elements of folk decor and a modern interpretation of traditional Ukrainian motifs can be found in the interiors and exteriors of kindergartens.

Media coverage of the impact of the war on gender segregation in the Ukrainian labor market

The article aims to outline the trends of gender professional segregation occurring in Ukraine during the military conflict. Materials and Methods. The research was carried out with the use of qualitative methods. A content analysis was chosen for this study. The material consists of online textual publications, which include interviews with managers, specialists, and employees of the State Employment Center. It also includes interviews in which women residing on the territory of Ukraine share their experiences of employment and work during the war. Results and Discussion. In Ukraine today, two factors operate in parallel. On the one hand, there is an urgent need to fill vacancies in professions that have traditionally been dominated by men. On the other hand, the financial situation of women is on the decline. Women are forced to rethink their gender identity in the family and in society because of financial difficulties and their inability to guarantee a minimum of financial stability for themselves and their families. This leads them to be willing to accept jobs with working conditions that are particularly harmful and difficult. Employment opportunities for women are increasing due to differentiated demand, which contributes to the reduction of horizontal gender segregation. One factor that impedes this process is the demand for professions traditionally considered women’s domains, which do not require basic skills, and for which demand increased during the war. These professions are mainly related to manufacturing and working specialties. Given that educated and skilled women occupy blue-collar jobs, we can expect vertical segregation to intensify during wartime, when gender differences are manifested in positions and roles with differing status or potential for advancement. In the area of state gender policy, Ukraine has business development initiatives that reduce the gender gap in women’s access to assets and capital to invest in profitable entrepreneurial industries. However, these initiatives only involve a limited number of women and cannot be associated with radical gender changes in society. At the same time, the positive aspects of reducing horizontal gender segregation observed in Ukraine during wartime may be negated by the lack of or insufficient incentives for the development of preschool education. Thus, there are few effective levers to overcome gender segregation in Ukraine in the short and medium term. Achieving gender equality in the labor market is practically declaratory. Conclusions. In the context of the wartime crisis, gender segregation is a significant issue with negative consequences. A market specifically for women’s labor is emerging, and the social status of women’s work is declining compared to pre-war times. This situation may reinforce societal stereotypes that view men as more suitable for leadership positions, potentially decreasing women’s motivation and career aspirations.

Teachers’ Beliefs and Practices to Support Emergent Literacy Development in Preschool Education: The Moderating Role of Continuous Training

AbstractThe main goal of this study was to explore the relationship between emergent literacy beliefs and practices among Portuguese preschool teachers and to investigate the moderating role of experience and training (initial and continuous). The participants were 266 preschool teachers working in Portugal. The results indicate higher levels of holistic beliefs than technicist beliefs regarding emergent literacy. Practices aimed at promoting oral language and phonological awareness were reported as the most frequently used practices in the classroom. Teachers who had continuous training in emergent literacy had more holistic beliefs and performed more practices to promote children’s phonological awareness and knowledge of the relationship between oral and written language. Continuous training was also a significant moderator of the relationship between emergent literacy beliefs and practices. These findings highlight the importance of continuous training in fostering the use of quality research-based practices in the classroom.

Teachers S. A. and K. Ya. Lyugebil and their first kindergarten in Russia

Introduction. The history of the creation of the first preschool institutions in Russia is of interest to modern Russian historical and pedagogical science. The purpose of the article is to characterize the work of the first Russian kindergartens and the ascetic educational activities of the pioneers of Russian preschool education. Materials and methods. The leading research methods are the analysis of scientific literature, the biographical method. The author actively used an axiological methodological approach, which made it possible to identify and evaluate the most important achievements of the Lyugebil spouses and other Russian teachers in opening the first kindergartens in Russia. Results. Spouses Sofya Andreevna (1824-1914) and Karl Yakimovich Lugebil (1830-1887/1888) entered the history of Russian education as the founders of the country's first kindergarten. In their work, the Lugebil couple used the experience of their foreign predecessors, first of all, the German teacher F. Froebel, the creator of the first kindergarten in Europe. They were active members of the Pedagogical Society, at whose meetings they closely communicated with K. D. Ushinsky, P. G. Redkin and other prominent Russian teachers of that time; they invariably supported their progressive position on various issues of education development and sought to promote the idea of widespread preschool education in Russia. Discussion. The advanced teacher E. N. Vodovozova believed that the Lugebil spouses in their work sought to avoid thoughtlessly following the experience of others, even famous teachers such as F. Froebel and his direct students and followers. The Lugebiles went their own unique way. The progressive magazine Sovremennik paid close attention to the work of the first kindergarten, and in its articles gave a full account of the educational work carried out in this institution. The first kindergarten gave an impetus to the opening of similar institutions throughout the country, including in the province. Conclusion. The practical activities of the Lugebil spouses and other Russian teachers of the second half of the XIX – early XX centuries included axiological, humanistic content and therefore had a noticeable impact on the development of preschool education in Russia. The opening day of the first kindergarten, September 27 (1863), is celebrated in modern Russia as the day of the preschool worker.

The Relationship between Perceived Social Support and Work Engagement among Kindergarten Teachers in Xizang

The engagement of kindergarten teachers in their work significantly impacts the physical and psychological well-being of young children and the long-term development of preschool education. This study utilized a questionnaire survey with convenience sampling to select 846 kindergarten teachers from the Xizang region as research subjects. Measurements were conducted using the Social Support Scale, Professional Identity Scale, and Psychological Capital Scale. The findings reveal that the work engagement of kindergarten teachers in this sample was above the medium overall level. Significant differences in social support perception, professional identity, psychological capital, and work engagement were found based on individual background characteristics and the characteristics of the institutions where they worked. There were significant positive correlations between social support, professional identity, psychological capital, and work engagement among kindergarten teachers. Social support had a positive predictive effect on work engagement, while professional identity and psychological capital played a mediating role between social support and work engagement. To enhance the work engagement of kindergarten teachers, it is recommended to strengthen the mechanisms for ensuring social support, to create organizational environments that foster teachers’ psychological capital, and to enhance their sense of professional identity.

Measurement and Policy Optimization of Regional Preschool Education Development Level Based on Generalized Orthogonal Fuzzy Sets and Prospect Theory

Preschool education belongs to non-compulsory enlightenment education, and it is difficult to measure and analyze the development of preschool education in different regions because of its multiple attributes and diversity of influencing factors. In addition, decision makers will be limited by their own cognition when facing multi-attribute factors and uncertain factors, and there is a big gap between the decision results given and the actual situation. Therefore, this chapter introduces generalized orthogonal fuzzy sets and prospect theory into the measurement model of preschool education development level based on technique for order of preference by similarity to ideal solution (TOPSIS) method to improve the decision accuracy of decision makers. The experimental results show that the model can effectively deal with uncertain information and improve the analysis accuracy, and the results are more in line with the actual situation than other models. At the same time, it can intuitively compare and analyze the development of preschool education in different regions, and provide reliable data support for decision makers.

Research on the Path of High-Quality Development of Preschool Teachers

The construction of teacher team is the focus of education development and reform, so the rapid development of preschool education makes the problem of teacher team construction particularly important. This paper analyzes the overall situation of the current construction of early childhood education teachers. This paper argues that preschool teachers, as the promoters, implementers and participants of preschool education activities, play an increasingly important role in the development of preschool education. The level of preschool teachers' professional ability and comprehensive quality has a direct impact on the teaching quality of children. At present, there are still the following problems in the construction of early childhood education teachers. The status and remuneration of teachers are low, the professional level is uneven, and the teaching structure is unreasonable. Based on this, this paper puts forward some suggestions to strengthen the protection of teachers, improve the social status of teachers, and improve the teacher training system.

The Effect of Preschool Teachers' Engagement in Collaborative Professional Practices on Pedagogical Practices

Purpose: Preschool teachers are crucial in meeting children's needs and supporting their learning and development. This study explored the link between preschool teachers' engagement in collaborative professional practices and their pedagogical practices to meet children's needs. Design/Methodology/Approach: This research used survey data from 1546 preschool teachers in Turkey who took part in the TALIS Starting Strong Survey 2018 by the Organization for Economic Co-operation and Development. Descriptive statistics and structural equation modeling were used for data analysis. Findings: The findings indicated that preschool teachers' engagement in collaborative professional practices positively predicted their pedagogical practices regarding children's needs. Furthermore, engagement in collaborative professional practices accounted for approximately 7% of the variance in pedagogical practice. Highlights: These results provide compelling evidence for the positive impact of teachers' collaborative professional learning on their pedagogical practices, which in turn can contribute to children's learning and development in preschool education. Collaborative professional practices in preschool education effectively support children's learning and development.

Первопроходцы дошкольного образования в России С. А. Люгебиль и А. С. Симонович

The aim of the study is to characterize the efforts of Sofia Andreevna Lyugebil (1824-1914) and Adelaida Semyonovna Simonovich (1844-1933) to open the very first preschool institutions in Russia. The article reveals little-known facts of their biographies and provides data on their practical teaching activities. The text of the article includes memoirs of contemporaries (E. N. Vodovozova, the ‘Sovremennik’ journal), as well as those of former students (A. N. Benois, I. V. Petrashen) of K. I. May’s private gymnasium, where S. A. Lyugebil worked. The scientific novelty of the study lies in introducing into scientific use factual material related to the initial stage of preschool education development in Russia, which remains little known. The participation of S. A. Lyugebil, A. S. Simonovich and their spouses in the work of the first Russian pedagogical society is noted. The contribution of A. S. Simonovich to the development of the theory of preschool education is characterized, her efforts to open the ‘Detsky sad’ journal, the first Russian periodical on preschool subjects, are shown. Information is provided on the initial stage of the organization of preschool education abroad, as well as in Russia (in the pre-Soviet period). The publication of the article coincides with the 200th anniversary of the birth of S. A. Lyugebil and the 180th anniversary of the birth of A. S. Simonovich.

Extended TODIM technique based on TOPSIS for county preschool education resource allocation level evaluation under interval-valued Pythagorean fuzzy sets

Optimizing the allocation of preschool education resources and improving the efficiency of resource allocation is of great strategic significance for the universal and inclusive development of preschool education and the realization of “education for young children". In recent years, the shift from high-speed development to high-quality development of the social economy has significantly improved the balanced development level of China’s preschool education industry. However, preschool education remains the weakest link in China’s education system and the most unfavorable aspect of educational resource allocation. Problems such as shortage of preschool education resources, insufficient investment, uneven regional development, imbalanced supply and demand structure, low resource allocation efficiency, and “difficult to enter, expensive to enter” are still prominent. How to optimize resource allocation and improve resource utilization efficiency in the limited resources of preschool education is the key to achieving balanced, fair, coordinated, and high-quality development of preschool education. The county preschool education resource allocation level evaluation is MAGDM problems. Recently, the TODIM and TOPSIS technique was employed to cope with MAGDM issues. The interval-valued Pythagorean fuzzy sets (IVPFSs) are employed as a tool for characterizing uncertain information during the county preschool education resource allocation level evaluation. In this manuscript, the interval-valued Pythagorean fuzzy TODIM-TOPSIS (IVPF-TODIM-TOPSIS) technique is built to solve the MAGDM under IVPFSs. Finally, a numerical case study for county preschool education resource allocation level evaluation is given to validate the proposed technique. The main contribution of this paper is managed: (1) the TODIM and TOPSIS technique was extended to IVPFSs; (2) Information Entropy is employed to manage the weight values under IVPFSs. (3) the IVPF-TODIM-TOPSIS technique is founded to manage the MAGDM under IVPFSs; (4) Algorithm analysis for county preschool education resource allocation level evaluation and comparison analysis are constructed based on one numerical example to verify the feasibility and effectiveness of the IVPF-TODIM-TOPSIS technique.

The relationship between work-family conflict and job satisfaction for preschool teachers in rural China: a moderated mediation model.

Job satisfaction for preschool teachers in rural areas has an important impact on their professional development, physical and mental health, and the development of preschool education. However, few studies have explored the factors that influence rural preschool teachers' job satisfaction. This study aims to examine the influence of rural preschool teachers' work-family conflict on their job satisfaction, and the mediating effect of occupational identity, the moderating effect of social support. Participants included 3,065 rural preschool teachers from Zhejiang Province in mainland China. Teachers completed questionnaires on work-family conflict, occupational identity, job satisfaction, and social support. The correlation and moderated mediation analyses were conducted using SPSS PROCESS. (1) work-family conflict is associated with poorer job satisfaction in preschool teachers; (2) occupational identity mediates the relationship between work-family conflict and job satisfaction; and (3) a high level of social support alleviates the negative influence of work-family conflict on job satisfaction and promotes the positive effect of occupational identity on job satisfaction. The study revealed the negative impact of work-family conflict on preschool teachers' job satisfaction, and the protecting effect of social support, which has important implications for improving teachers' future job satisfaction.

Legal Guarantee and Governmental Responsibility in Chinese Preschool Education Development: Roles of the Preschool Education Law of the People’s Republic of China

The Preschool Education Law of the People’s Republic of China (Draft) is instituted in response to issues arising in the development of Chinese preschool education, such as a lack of explicit definitions of governmental responsibility, incomplete regulation mechanisms, and insufficient general accessibility of preschool services. This article focuses on discussing the law’s significance for building a preschool education system that aims to provide pre-primary service as a public good and is under stringent regulation at all levels of government.

Equity and Quality in Early Childhood Education: Promoting Preschool Education Development through Legislation

Preschool education is now recognized as foundational to basic education and the most cost-effective among all levels of education throughout the whole life of the individual. Early childhood education is of vital importance for individuals’ healthy development, lifelong educational attainment, and the quality of their family life. Moreover, equitable quality preschool education is of strategic significance to social stability and economic development as well as a nation’s international competitiveness.

Comparison of Pre-school Education Provision, Policy, Funding and Legislation between China and the UK

The expansion of preschool education can assist modern China in alleviating the pressure on the labor force. However, current research in this field is complex and scattered. This study is a unique attempt to synthesize the scattered sources of information as obtained from research on pre-school education in China and the UK. To define the commonality of the development of preschool education, and to demonstrate the significance of further enhancing China's preschool education legislation and funding reforms, a longitudinal review and lateral comparison of policy, provision, funding and legislation are conducted.

An Analytical Study of Family Investment in Education at the Pre-school Level in China - A Comparative Analysis Based on Eastern, Central and Western China

Since the publication of China's National Medium- and Long-Term Education Reform and Development Plan in 2010 and the active development of preschool education, the development of preschool education has gradually received attention from all sectors and the positive effects of the expansion of preschool education in China are evident. However, as the national household share of preschool education still falls short of international standards, the issue of education consumption by households affected by their individual economic development in the expansion of preschool education cannot be ignored. This paper examines the relationship between factors such as household socio-economic income and cultural background and education expenditure of preschool children's families, based on a regression analysis of macro data from the provincial statistical bureaus of the three provinces and micro data from the China Household Tracking Survey in 2018, from the perspective of combining macro and micro data in Guangdong, Henan and Gansu provinces selected in the eastern, central and western regions of China respectively. The study found that for the families themselves, the higher the economic level, the higher the expenditure on preschool education. Also, the higher the level of education of the mother, the higher the expenditure on preschool education. For different regions, the more economically developed the region, the more parents are willing to spend more on their children's pre-school education.

Analysis on the strategies of cultivating children's behavior observation ability of preschool education students in higher vocational colleges

Children's behavior observation is the premise of preschool education activities, and one of the basic abilities of preschool teachers. With the continuous development of preschool education, children's behavior observation ability is increasingly valued. In recent years, national policy documents such as the Guidelines for Kindergarten Education (Trial), the Professional Standards for Kindergarten Teachers (Trial) have been issued successively, the role of preschool teachers has been changed, and games are the basic activities the practice and promotion of education concepts such as child-centered education have emphasized the important role of children's behavior observation ability in the professional development of preschool teachers. It can be seen that the students of preschool education major in vocational colleges need to improve their children's behavior observation ability in order to better adapt to the future education work. Therefore, this study attempts to improve the curriculum, teacher teaching, practical training, etc, this paper probes into the problems existing in the cultivation of children's behavior observation ability of preschool education majors in higher vocational colleges, and puts forward countermeasures and suggestions based on the current situation to promote the development of relevant fields of preschool education majors in higher vocational colleges.

Cultivating Young Children’s Positive Emotions: Based on Anji Play

Positive emotions are one of the main research contents of positive psychology. Cultivating children's positive emotions has a positive effect on children's physical health and psychological development. Anji Play is the abbreviation of the game education model for kindergartens in Anji County, Zhejiang Province. This paper focused on the cultivation of positive emotions in Anji Play and found that giving children the initiative to play, returning play to nature, and providing opportunities for children to reflect on shared experiences after play can cultivate positive emotional experiences. It is hoped that through the research of this paper, kindergarten teachers can learn the spirit of Anji Play and promote the development of preschool education from the perspective of emotional cultivation.

ПРОГРАММА ПОДГОТОВКИ ДЕТЕЙ К ШКОЛЕ «НАРИСТЕ» И ПРАКТИКО-ОРИЕНТИРОВАННЫЕ ОСНОВЫ ДЛЯ ПЕРЕХОДА НА 12 ЛЕТНЕЕ ОБУЧЕНИЕ

The article is addressing the prerequisites and conditions for the implementation of the “Nariste” school preparatory program (480 hours) in an effort to implement and transit to a 12-year education favorably. In this regard, a detailed analysis of the ongoing reforms in the education system of the Kyrgyz Republic is essential. The article further discusses the current experience of implementing 12-year education in the countries of the near abroad. The outcomes of participation in the Programme for International Student Assessment (PISA) in 2006 and 2009 had a particular impact on the development of preschool education in the Kyrgyz Republic. The basic content of the article about the challenges for the country regarding the transition to 12-year education in school. Overall, necessary conditions and directions for implementation of accurate and correct transition to 12-year education are shown in the article, so that all reforms and efforts which were introduced by experimental method in practical processes of the education system in the country would not be conditional and unnecessary but only helped to move further in correct direction given the age features of children, economic and social components of all process of introduced ideas, reforms. In addition, the approach of the public-private partnership and the principles of per capita financing will be applied for the first time in preschool education.

Analysis on the Financial and Tax Protection of Preschool Education Development

With the development of the times and the progress of society, China pays more and more attention to the development of preschool education. The vigorous development of preschool education needs the support of a large number of state financial funds, and also needs the state to construct corresponding financial and tax laws to provide protection. At present, there is no clear legal basis for the education funds of preschool education in China, and it involves two major fields: preschool education law and finance and tax law, and because of the economic gap between regions, the distribution of educational resources between regions is uneven, which has limited the development of preschool education. Based on the current development situation of preschool education in China, the thesis studies the problems existing in the financial taxation of preschool education in China, and puts forward strategic suggestions to promote the vigorous development of preschool education, so as to provide corresponding reference for the development of preschool education in China.