Preschool Education Research Articles

Impact of psychological empowerment on job satisfaction among preschool teachers: mediating role of professional identity

The centrality of job satisfaction in fostering the stability and progression of the teaching cadre and in underpinning the effective operation of educational institutions is paramount. Drawing from motivation theory and the Job Demands-Resources model, this research delves into the influence of psychological empowerment on the job satisfaction of 533 preschool educators in China, employing the Psychological Empowerment Questionnaire, the Occupational Identity Questionnaire, and the Job Satisfaction Scale. The inquiry probes the intermediary function of occupational identity in the nexus between psychological empowerment and job satisfaction within the cohort of preschool teachers. The findings underscore that psychological empowerment substantially foretells heightened job satisfaction in preschool educators, and concurrently, occupational identity serves as a partial mediator in the association between psychological empowerment and job satisfaction. Augmenting levels of psychological empowerment and occupational identity among preschool teachers is a strategic avenue for fortifying their holistic contentment in their professional roles, thereby contributing indispensably to the fortification of a robust teaching workforce in kindergarten establishments.

Investigating early childhood education students’ ideas about microorganisms

ABSTRACT Various age groups of students often hold alternative ideas regarding aspects of microorganisms, such as their biological functions, activity and typical habitats. Taking into account that (a) although there are research data on school students’ ideas about microorganisms, there do not seem to be much data on the ideas of university students, and (b) the ideas early childhood education students hold about microorganisms are of particular importance as preschool educators are called to support the building of a proper understanding of microorganisms by preschoolers, we investigated the ideas of 84 early childhood education students about microorganisms, focusing on their perceived locations, beneficial/harmful activities and biological functions. The results reveal a significant number of students associating microorganisms with surfaces, objects we touch and the human body. The prevailing conceptualisation portrays microorganisms as a threat to human health, with the most common harmful activity being the induction of diseases and the most beneficial activity being the stimulation of antibody production that follows the intrusion of microorganisms into the body. Regarding biological functions, there is a limited understanding, with only about one-third of students attributing all essential functions to microorganisms. We discuss relevant literature and explore the potential implications of our findings.

Program for the Implementation of the All-Russian Complex “Ready for Labor and Defense” 1st Stage in the System of Physical Education of Children Aged 6–7 Years

Introduction. The article is devoted to the problem of implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years. Methodology. The purpose of the article is to present an innovative program for preparing children aged 6–9 years to participate in testing according to the standards presented in the All-Russian complex “Ready for Labor and Defense” of the 1st stage at the Department of Preschool Education of the State University of Education, developed on the basis of monitoring the results of physical fitness of senior preschool children in 18 regions of the Russian Federation, analysis of practice and scientific research on this topic, a survey of teachers, students, parents from 18 regions of the Russian Federation. Results. General patterns were identified, consisting in the discreteness of preparatory physical education and sports events, the lack of consistency, strategic planning, centralized monitoring of the effectiveness of this type of activity in the system of physical education of children aged 6–7 years. For the consistent and targeted construction of work and interaction of subjects of educational relations integrated into the system of preparation for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage, the State University of Education has developed the Program for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years. Conclusions. The innovative effect of the program is achieved through modeling the relevant goal areas of the organization of preparation for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years: scientific and experimental activities; innovative activities on the basis of basic departmental educational organizations of preschool and primary levels of basic general education; scientific and methodological support for teachers of basic departmental educational organizations; organization of educational and educational activities with students aged 6–7 years; tutor support for students under the Program for the implementation of the All-Russian complex “Ready for Labor and Defense” of the 1st stage in the system of physical education of children aged 6–7 years; interaction with social partners; education and psychological and pedagogical support for parents.

Trends and challenges of integrating the STEAM approach in education: A scopus literature review

Introduction: Scopus is a bibliographic database recognized globally for its breadth and depth, and plays a vital role in identifying research trends in education, particularly in the STEAM (Science, Technology, Engineering, Arts and Mathematics) approach. Its vast collection of scientific articles, journals, conferences and patents provides researchers with access to a wide and diverse range of relevant studies. Scopus' ability to provide a comprehensive and up-to-date view of the development and implementation of the STEAM approach is crucial. Methodology: Using advanced bibliometric search and analysis tools, researchers can identify emerging patterns, evaluate pedagogical methodologies, and recognize areas that require further attention. In addition, Scopus facilitates the detection of international collaborations and the identification of leaders in STEAM research, allowing educators and policymakers to make decisions based on solid evidence and current trends. Results: In this bibliometric analysis of publications in Scopus between 2010 and 2024, the terms Educational approach STEAM, STEAM approach and STEAM were used as search metadata, yielding 254,303 results. After applying filters, 263 documents directly related to STEAM were selected. The results, analyzed using Vosviewer, revealed six affinity clusters based on keyword recurrence. Terms associated with STEAM include transdisciplinarity, instructional design, pedagogy, and technology. STEAM education is linked to teacher education, computational thinking, and art education. STEM relates to science and educational robotics. Primary education encompasses preschool and secondary education, comprehensive education, and inquiry-based design. Less frequently, the nodes education and teaching are associated with curriculum, science education, motivation, and pedagogical methods. Conclusion: This keyword analysis demonstrates the wide range of competencies and terms associated with STEAM, providing valuable information for identifying key competencies in this educational approach.

The Main Challenges Faced in the Implementation of Government Policy Interventions towards Access to Pre-primary and Primary Education by Street Children in North Rift, Kenya

Aims: Despite of the strong policy measures to have street children in school, many school-going-age are still not attending school. Therefore, the main purpose of this paper was to evaluate challenges faced in the implementation of Government policy interventions towards access to pre-primary and primary education by street children in North Rift, Kenya. Study Design: The study adopted a mixed method research design. Place and Duration of the Study: A survey was conducted in three towns of the North Rift Counties of Kenya (Kapsabet, Eldoret, and Kitale) which are the headquarters of the respective counties. Data collection done in the period between 1st December and 31st December 2022 Methodology: Purposive and simple random sampling was used to select 322 respondents (218 males and 23 females with a modal age of 10 -15 years; 18 female and 27 female teachers were aged between 30 – above 40 years). Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyze the data, respectively. The data was coded and analyzed using themes. Results: Main reasons street children had not enrolled in school were a lack of money for school materials (56.2%) and an unattractive school environment (30%). Other reasons included having to work to support their families (1.3%), distance to school (0.9%), being born and raised on the streets, being over-aged, and early parenting responsibilities. Conclusion: The study concluded that government policy interventions alone are insufficient for improving street children's access to education. Effective implementation requires collaborative efforts from all stakeholders, addressing barriers like poverty and parenting responsibilities, and restructuring education to include informal systems.

Design of Calligraphy Teaching Materials from the Perspective of Chinese Preschool Education-Anshan City Case Study

Background and Aim: The art of Chinese calligraphy is an important part of Chinese culture because of its artistic and aesthetic value. It originates from Chinese characters, which evolved from traditional symbols. Chinese characters have gone through three stages of development: image, borrowing, and echoing. Chinese characters have evolved from pictures and symbols to standardized forms such as ancient seal script, small seal script, official script, regular script, running script, and cursive script. Calligraphy is a special art originating from China. Children begin learning calligraphy at an early age, with some children as young as four or five practicing scribbling and writing. Before formal literacy education, children develop curiosity about words and engage in spontaneous writing. Learning calligraphy is ideal for preschoolers because it helps develop their creativity and improves their hand-eye coordination. Studies on the emergence of reading and writing in China have been conducted since the 1990s. These studies are based on the Western pinyin writing system and aim to examine the development of literacy skills in children. The goal is to explore the manifestation of reading and writing skills in children and their ability to develop these skills. This study aims to develop and design calligraphy teaching materials for preschool children in Anshan City, China, by incorporating cultural elements unique to the region. Materials and Methods: The study lasted 12 weeks, during which time 50 preschoolers were observed and their activities recorded using a combination of quantitative and qualitative research methods, including content and text analysis and user experience research methods. Valid data were generated for analysis. Results: The research suggests that introducing Spring Festival couplets in writing education can help preschool children understand regional culture and encourage them to learn. This can make a significant contribution to calligraphy education for preschool children, which has not been explored before. To improve the calligraphic ability and interest of preschool children, an innovative approach based on educational technology can be used to develop and design calligraphy teaching materials. The effectiveness and feasibility of these materials can be validated through their use in the learning of calligraphy for preschool children in Anshan City, providing new teaching tools for calligraphy education in the city. This can serve as a reference for calligraphy education for preschool children and promote innovation in the field. Conclusion: The study explored the current state of calligraphy art education for preschoolers in Anshan City. Results revealed that there are some issues such as lack of engaging content and teaching methods. Questionnaires and interviews showed that preschoolers are interested in calligraphy, but there is a need for better resources and teaching methods. An experiment was conducted in two kindergartens to compare a new calligraphy education model with traditional methods. Preliminary results suggest that the new model improved children's calligraphy knowledge, skills, interest, and creativity. However, further research is needed for more accurate findings. The conclusion suggests that calligraphy teaching materials for preschool children should take into account their cognitive development and educational needs.

Research on the Implementation Path of Integrating Ethnic Traditional Culture into the Art Curriculum of Pre-school Education in Guangxi

In the context of the new era, with the deepening of educational reform and China's increasing emphasis on national culture, cultural heritage and educational innovation have become important topics for social development. Culture is the soul of a nation, carrying its historical memory and values. With the acceleration of globalisation, cultural diversity and cultural confidence have become particularly important. Guangxi province, as a place where Chinese ethnic minorities live, is rich in ethnic cultural resources, and these resources have great potential value in preschool education. The purpose of this paper is to explore the effective implementation path of the integration of traditional culture of ethnic minorities in Guangxi and the art curriculum of preschool education, with a view to promoting the inheritance and development of ethnic culture in Guangxi while enriching the content of preschool education and enhancing the cultural literacy of young children. By introducing the traditional culture of ethnic minorities into the art curriculum of preschool education, the content of early childhood education can be enriched, and the cognition and respect of multiple cultures can be promoted.

A Study of the Current Status of Inclusive Education Literacy Development Among College Normal Students Majoring in Early Childhood Education—Taking Province G in China as an Example

Inclusive early childhood education is a major trend globally in the pursuit of equitable and high-quality preschool education, and it is an indispensable part of building a high-quality education system in China. Developing an excellent teaching workforce in inclusive early childhood education is key to improving the quality of preschool integration, and pre-service training is particularly crucial. This study focuses on preschool education major students in G Province, China, using a questionnaire survey method to assess the levels of various dimensions of inclusive education literacy among these students, identify existing issues, draw research conclusions, and provide recommendations. The results indicate that students have a high level of understanding of inclusive education concepts, but their knowledge and skills are relatively low. There are significant differences in inclusive education literacy levels among students from different school tiers and grades, with junior college students scoring higher than undergraduate college students. Additionally, there are no significant differences in inclusive education literacy based on gender or whether students have had face-to-face contact with exceptional children. The findings of this study can serve as a valuable resource for the pre-service training of early childhood teachers in inclusive education literacy.

Formation of Future Teachers’ Digital Literacy in the Digital Educational Environment of a Pedagogical College

In the era of digital transformation of education, the roles and functions of the teacher are changing, there is a need to update the skills to adapt to new technologies, integrate digital tools into the educational process, develop digital literacy and digital competencies. In this regard, the article updates the problem of training modern teachers who are digitally literate and are able to effectively use digital resources to enrich the educational experience of students. The authors have developed and presented a structural and functional model for the formation of digital literacy of a future teacher, which includes a digital educational environment based on the introduction and use of digital educational content, various digital technologies, and specialized equipment for the educational process. It has been revealed that for the greatest effect of implementing the presented model, it is necessary to use active and interactive methods and forms of learning when integrating formal, non-formal and informal education within the digital educational environment. The study was conducted with students of the following specialties: Preschool education, Special preschool education, Teaching in primary grades, Pedagogy of additional education. The article presents the experience of developing digital skills, which are part of digital literacy, among future teachers within the framework of the modern digital educational environment of a pedagogical college, where today the learning process is built taking into account the requirements of modern standards and on the basis of PBL of the federal project “Professionalitet”. The results of the study made it possible to highlight the main aspects of the effective implementation of digital technologies in the learning process of students as future teachers in the digital educational environment of a pedagogical college and showed an improvement in the dynamics of the formation of digital literacy levels among future teachers. Keywords: digital literacy, digital educational environment, digital educational content, future teacher, pedagogical college

IMPLEMENTASI METODE ACTIVITY BASED COSTING (ABC) DALAM MENENTUKAN TARIF SUMBANGAN PEMBINAAN PENDIDIKAN (SPP) PADA INTEGRATED PRE-SCHOOL HUSNA BANJARBARU BERDASARKAN PERSPEKTIF KEUANGAN

ABSTRACT Cost accounting is a field of accounting that tracks, records, and analyzes costs. In this case, the preschool education institution will certainly require costs or funding from student fees. The purpose of this study is to explain how to determine the cost of Husna Banjarbaru Integrated Pre-School Education Program that has been implemented so far and is also expected to know how to determine costs using the ABC (Activity Based Costing) method. Of course, the determination of user costs must be in line with the financial point of view to help manage company finances appropriately and effectively so that company finances are always stable. The analytical approach uses a descriptive method design to provide an overview of the problem solving. Data collection techniques used in this research include interviews, observations, documentation, and literature review. Data analysis techniques use quantitative and qualitative analysis. This research was conducted in Integrated Pre-School Husna Banjarbaru, Srikaya Street No. 21, Guntung Paikat Village, South Banjarbaru District. The results of this study show that the determination of tuition fees (SPP) in Integrated Pre-School Husna Banjarbaru is still using traditional methods and the calculation results still do not give an accurate picture of the cost of education. By using Activity Based Costing (ABC) based costing, it can be seen that the determination of tuition fees is more accurate.

The Problem of Protecting the Rights and Legitimate Interests of the Child in the Family and Outside It

Abstract Protecting children's rights and interests, especially within families, is crucial globally. Effective laws and enforcement are needed to ensure their safety and prevent violence, both offline and online. Kazakhstan's efforts in this regard, including legal protection for motherhood and childhood, are important. All of the above allowed for formulating the general purpose of the study – a comprehensive systematic examination of the protection of the subjective rights and legitimate interests of the child in family legal relations and in surrounding society (using the example of the Republic of Kazakhstan). The results were obtained using the tools of theoretical and methodological research of publications devoted to the problems and issues of observance and protection of children's rights and freedoms at the national and global levels, methods of comparative legal and comparative political research, content analysis of official documents, etc. In the study, key issues regarding the protection of children's rights in Kazakhstan were identified, including violence, neglect, and juvenile delinquency. It highlighted the growing number of appeals for the protection of violated children's rights and emphasized the urgent need for improvement in the child protection system. Promising areas for development include enhancing social services, reducing violence in families and institutions, improving legal protection against sexual harassment, and promoting child-friendly activities in preschool education. The study is of both theoretical interest and practical importance for various stakeholders involved in child welfare and protection. The research has practical value and originality in posing individual questions; it is aimed at examining in-depth the most important problems of maternity, family, and childhood protection in modern Kazakhstan.

“History-in-person: who is afraid to become an English Teacher?“

ABSTRACT The current study utilises the history-in-person theoretical framework, developed by Holland and Lave to explore the personal history and history in institutional struggles of pre-service teachers who, upon enrolling in a Master’s programme of pre-school and early teacher education at a public university in Poland, have an unfavourable attitude to taking on the responsibility for early English teaching. Our aim was to investigate the influence of trainees’ personal experiences of language education upon the perspectives on becoming early language teachers as well as contentious practices enacted by the trainees as they take on language teaching responsibilities. The data encompasses trainees’ autobiographical accounts, blogs, portfolio entries, lesson plans, and interviews. Our study offers insights for early language teacher education contexts emphasising the variety of needs that should be considered by teacher educators when preparing future teaching cadres.

The Development of a Blended Learning Model with a Flipped Classroom Based on MOOC to Enhance Academic Performance and Attitude in the "Basics of Computer Application" Course at Guangxi Normal University for Nationalities

Background and Aim: In today's highly competitive and evolving academic environment, academic performance and learning attitude are considered two crucial aspects that shape students' academic performance and personal development. Academic performance not only reflects a person's learning outcomes in a specific subject area but is also closely related to his or her learning attitude. The traditional teaching mode can’t meet the teaching demand of the "Basics of Computer Application" course, and the blended learning model is more suitable for the development of education information. This study aimed: (1) To study the development of students' academic performance by the flipped classroom teaching mode based on MOOC. (2) To study the development of students' learning attitudes by the flipped classroom teaching mode based on MOOC. Materials and Methods: The research sample is a total of 60 students in two classes of the first grade of preschool education at Guangxi Normal University for Nationalities, there are 30 students in both classes, and they are divided into two groups based on the class: Class 1 is used as the control group to teach in the traditional classroom teaching mode, and class 2 as the experimental group is taught in the flipped classroom teaching mode based on MOOC. The data of this research comes from test papers and questionnaires. Input the test data into SPSS for descriptive statistics and data analysis; input the questionnaire data into SPSS for data analysis. Results: (1) The academic performance after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). (2) The attitude after learning with the flipped classroom teaching model based on MOOC is significantly higher than the traditional teaching model(P<0.01). Conclusion: (1) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' academic performance more than traditional classroom teaching. (2) In the "Basics of Computer Application" Course, flipped classroom teaching based on MOOC can improve students' learning attitude more than traditional classroom teaching.

QUESTIONS FOR STANDARDS OF CONNECTED SPEECH DEVELOPMENT FOR SENIOR PRE-SCHOOL CHILDREN

This article presents the final results of the State educational standard of preschool education of the Republic of Armenia in the field of “speech and communication”, concerning older preschoolers, language and communication abilities. Taking into account the requirements of skills and final results, we tried to analyze approaches, methods and forms of speech development of a child in modern preschool didactics. Coherent speech of preschoolers includes two important components: dialogue and monologue, the development of which is extremely important in the process of development of the child’s personality. It’s no secret that coherent speech is an important indicator of a child’s development, an important prerequisite for preparing for school. In the educational process of kindergarten, along with all program components, speech development occupies an important place. In addition to specially organized classes on speech development, in all classes held in kindergarten, great importance is attached to the development of coherent speech, considering it a necessary condition for the comprehensive development of the child. Nowadays, when a child is in an active environment that is almost not controlled by adults, he has a variety of problems with the development of speech. Preschool educational institutions, in fact, are alone against these problems and should arm themselves with modern methods and technologies to make up for the omissions in the process of developing a child’s speech.

TECHNOLOGIES OF ORGANIZING AND IMPLEMENTING MEDIA EDUCATIONAL LESSONS IN PRESCHOOL EDUCATIONAL EQUIPMENT

Media is the most popular and accessible means of getting information, learning, communicating with each other, and entertainment. We live in the conditions of a rapidly spreading media culture, from which even children are not spared. We consider the role of adults to be primary in this process. In the era of development of information technologies, there is a need for purposeful use of media-educational technologies from preschool age. The technology of organizing media education classes, as a necessary component of the preschooler’s digital and media ability, is aimed at forming a culture of information study, perception and analysis, orientation in media diversity, mastering the skills of working with various information with the help of an adult, where the knowledge acquired in the educational process of the child is demonstrated. The purpose of the article is to justify the effectiveness of the use of technologies for the organization and implementation of media education classes in kindergartens. The object of study of the research is the process of organization and implementation of media education classes in kindergartens. The scientific novelty of the article lies in the fact that modern accents of the effectiveness of using media technologies corresponding to the level of sectoral development of senior preschoolers in the process of organizing and implementing digital and media opportunities enshrined in the state educational standard of preschool education in Armenia were considered and analyzed, taking into account the goals of media education in kindergarten and ways to reasonably solve problems that arise in the way of achieving these goals:

XÂY DỰNG CHƯƠNG TRÌNH CÁC DỰ ÁN NGHỆ THUẬT HỘI HOẠ ỨNG DỤNG VÀO LỚP HỌC THEO MÔ HÌNH GIÁO DỤC MONTESSORI

Establishing a curriculum for painting art projects within the Montessori education model is imperative for fostering objective practice conducive to social development. Through this investigation, we employ theoretical research methodologies to scrutinize the contextual nuances, program dynamics, and influential factors shaping the implementation of art projects in early childhood classrooms catering to children aged 3 to 6, harmonizing with the Montessori educational ethos. Utilizing the collaborative autoethnography method (Chang et al., 2014), we delve into experiential insights from practical educational pursuits. Preliminary findings indicate the efficacy of art education for this age group, underscored by key aspects including 1) The harmonization of theory and practice throughout program development and implementation; 2) the formulation of precise program framework implementation strategies; 3) the provision of comprehensive providing assistance and direction in selecting art projects and activities for preschool educators. These research outcomes offer a novel perspective on the symbiotic relationship between theory and practice, thus fostering the adoption of innovative methodologies in preschool education within the Vietnamese context. Keywords: Curriculum; project; painting art; children aged 3-6; Montessori education model.

Cooperative Preschool Education in Ethnic China: Ulanqab Case Study

Cooperative Preschool Education in Ethnic China: Ulanqab Case Study

Implementasi Program Pengembangan Anak Usia Dini Holistik Integratif Di Tk Al Wildan Cibodas Garut

Teacher Strategy in Improving Integrative Holistic Education in Early Age Children 4-5 Years at Al Wildan Kindergarten Cibodas Garut, Thesis, Jakarta: Panca Sakti University Bekasi Educational Sciences 2024.This research aims to identify teacher strategies in improving integrative holistic education for early childhood 4-5 years at Al Wildan Cibodas Kindergarten. Specifically, you must know the concept of integrative holistic education, know integrative holistic learning strategies, and know the stages of integrative holistic learning. The research method used is a qualitative descriptive method. According to Sugiono (2018:213), qualitative research methods are research methods that are based on philosophy and are used to study scientific (experimental) conditions where the researcher as the instrument and technique collects and analyzes qualitative data with greater emphasis on meaning. According to Moleong (2017:6), qualitative research refers to a comprehensive understanding of phenomena such as behavior, cognition, motivation and behavior experienced by research subjects through words and verbal explanations. Language depends on a particular context. The research results showed that the results of interviews with teachers and students at Al Wildan Kindergarten showed that 40% understood integrative holistic education and 60% did not understand integrative holistic education. After further research, the cause of the lack of understanding about integrative holistic education is due to a lack of socialization about integrative holistic education, and teacher capacity in integrative holistic education is still limited, causing teachers and parents to not clearly understand the importance of integrated integrative holistic education. and lack of parental involvement in preschool education. The results of this research are very important in improving the growth and development of early childhood. Because by understanding the meaning of holistic, integrative education, every aspect of early childhood development can be achieved optimally

Epidemiology of orthopedic injuries among inpatients admitted at a tertiary teaching and referral hospital in Kenya: a retrospective cross-sectional study

BackgroundOrthopedic injuries are serious and continue to be a concern for healthcare systems worldwide. Approximately 90% of the estimated traumatic injuries occur in low- and middle-income countries. In Kenya, there is a dearth of information on orthopedic injury patterns that could be used to prioritize injury prevention measures and to help hospital management teams allocate resources appropriately. The purpose of this study was to determine the epidemiology of orthopedic injuries admitted to Kenyatta National Hospital.MethodsThis was a retrospective cross-sectional study. Overall, 720 charts were reviewed. Data were analyzed using frequency distribution, pearson chi-square test and logistic regression.ResultsOverall, 85% were aged 15–64 years. Approximately 80% were male, married or single. Patients with primary or secondary education composed 72%. Road traffic accidents (59.4%) and falls (24.7%) were the most common mechanisms of injury. A total of 99.9% of the inpatients were Kenyans. Open injuries were 40.1%. Lower limb (67.4%) and upper limb (26.9%) injuries were the most common. Inpatients aged 15–24 years were 74% less likely to have upper limb injuries than those aged 0–14 years (p = 0.023). However, those aged 15–24 years were 19.250 times more likely to have spine injuries than those aged 0–14 years (p = 0.008). Males were 68.6% and 51.2% less likely to have pelvic injury and comorbidities, respectively, than females (p < 0.001). Patients with secondary and tertiary education were 2.016 (p = 0.003) and 2.3 (p < 0.001) times more likely to have upper limb injuries, respectively, than those with no or preschool education. Similarly, those with tertiary education were 2.079 times more likely to have comorbidities than those with no or preschool education (p = 0.017).ConclusionMost of the inpatients with orthopedic injuries were young, male involved in Road traffic accidents and therefore Kenya National Transport and Safety Authority needs to enforce road safety measures to reduce road carnage. Those with higher education and children were more likely to have upper limb injuries. Females were more likely to have pelvic injuries and co-morbidities. Lower and upper limb injuries were the most common injuries and this should guide resource allocation in management of orthopedic injuries.

A Research on the Application of Modern Information Technologies in Teaching

This paper examines the use of modern information technologies in Bulgarian pre-school and primary education, focusing on teachers' knowledge and use of technologies and the challenges they face. The study is based on an extensive literature review, which highlights the potential of modern information technologies such as programmable devices, virtual reality (VR) and augmented reality (AR) to improve the quality of education, student engagement and continuous learning. However, the research also identifies persistent barriers to their implementation, including insufficient resources, limited training opportunities and teacher resistance to technological change. The main objective of the study is to assess the level of knowledge and use of technologies among Bulgarian teachers, with a focus on identifying the main barriers to their effective integration into educational practice. The preliminary hypothesis suggests that despite the recognition of the potential benefits of technologies, their use remains limited due to institutional and personal factors. Methodologically, the study used a descriptive survey approach with 205 participants, including pre-school and primary school teachers, principals and education administrators. Data was collected using an online survey platform included in Microsoft Office 365. Key findings show varying levels of knowledge and use of modern technologies among teachers. Although a significant proportion of respondents use technology in their teaching, the level of adoption of more advanced technologies such as programmable devices, VR and AR is significantly lower. Teachers expressed a strong desire for additional information and training on modern technologies, highlighting their potential to enrich learning experiences in a variety of subjects. The study has important implications for the Bulgarian education system. It highlights the gap between the recognised potential of technologies and their practical application in the classroom. Addressing the identified barriers through targeted investment in resources, comprehensive professional development programmes and ongoing support for teachers is crucial. By overcoming these barriers, educational institutions can better prepare students for the challenges of the digital age, improve learning outcomes and create a more dynamic and effective educational environment.