Kindergarten Teachers Research Articles

Exploring the Relationships Among Display Rules, Emotional Job Demands, Emotional Labour and Kindergarten Teachers' Occupational Well‐Being

ABSTRACTThis study investigates the intricate relationships among display rules, emotional job demands (EJD), emotional labour and the occupational well‐being (OWB) of kindergarten teachers in China. Utilising the job demands–resources (JD‐R) model, this study specifically assesses the influence of EJD and displays rules on two dimensions of teachers' OWB (job satisfaction and emotional exhaustion), while exploring the mediating role of emotional labour strategies. Data were collected from a sample of 1220 Chinese kindergarten teachers. By employing structural equation modelling and mediation analysis, the findings reveal that positive display rules can enhance job satisfaction and alleviate emotional exhaustion. Conversely, negative display rules are linked to heightened emotional exhaustion and diminished job satisfaction. The analysis further discerns that two emotional labour strategies significantly mediate these associations. Surface acting exacerbates adverse outcomes, whereas the natural expression of emotions acts as a salient buffer, augmenting job satisfaction and reducing emotional exhaustion. In addition, EJD can positively predict job satisfaction through deep acting. These insights underscore the necessity of cultivating educational environments that advocate for natural emotional expression and reinforce positive display rules, thereby enhancing teachers' OWB. This research offers valuable implications for educational policymakers and practitioners, emphasising the need to address the emotional aspects of teaching in early childhood education.

A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers

This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently run school activities outdoors in green spaces. A sample of kindergarten and primary school teachers working in different Italian regions (n = 209) filled in an online questionnaire including the Satisfaction with Life Scale (SWLS), the Perceived Restorativeness Scale (PRS-11), the Scale of Affective Qualities of Place, and the Revised School Level Environment Questionnaire (RSLEQ). Zero-order correlations, preliminary descriptive analyses of variance (ANOVAs) to compare teachers conducting Outdoor Education (vs. teachers conducting only or almost always indoor education), and structural equation modeling (SEM) were carried out on the measured variables. Results from ANOVAs evidenced that teachers conducting outdoor green education show higher levels of perceived affective qualities and restorativeness than teachers working mainly indoors. The model tested through SEM analysis showed that positive affective qualities attributed to the school are associated with higher levels of restorativeness and this, in turn, is linked to a more positive perception of social relationships at school, which increases life satisfaction. Overall, these outcomes support previous research demonstrating the beneficial psychological effects of nature experiences, also in the school environment.

A comparison of teachers’ musical abilities between public and private kindergartens in Qingdao, Shandong Province, China

Abstract This study investigates teachers’ musical abilities in Shandong kindergartens in China, making a comparison between public and private kindergartens. For this research, five public and five private kindergartens were selected within the same city. The methods of non-participant observation and semi-structured interviews were used to collect data. The findings show that the overall musical abilities of public kindergarten teachers were greater than those of private kindergarten teachers. This study reveals that leadership and government policy are important factors for influencing the results, and puts forward recommendations for making changes in policy to improve teachers’ musical abilities in private kindergartens.

유보통합을 위한 유치원⋅어린이집 교사 자격 통합 방안 연구: 싱가포르 사례를 중심으로

Objectives This study aims to explore strategies for the integration of kindergarten and childcare teacher qualifications proposed by the Yoon Suk-yeol government by examining the current qualification criteria for kindergarten and childcare teachers in South Korea and reviewing the standards for early childhood educator certification in Singapore. Methods Data for this study were obtained from the official websites of South Korea's Ministry of Education, Ministry of Health and Welfare, and Singapore's Early Childhood and Development Agency (ECDA), and the content was reviewed and feedback was provided by a researcher specializing in early childhood education and care policies and a professor of early childhood education. Results As results of the study, first, there were differences between Kindergarten teacher level 2 and Childcare teacher level 2 in Korea in terms of credits earned and practice period in acquiring certification. Second, Singapore has various types of qualifications, and accordingly, there were differences in the ages of infants and toddlers who could be in charge and the institutions where they could work. Conclusions This research, centered on the Singaporean case, offers a fresh perspective on the amalgamation of qualifications related to kindergarten and childcare center teachers in South Korea. Its significance lies in its pragmatic and well-reasoned contribution to the formulation of integration strategies.

How do early childhood education leaders shape professional learning communities?

ABSTRACT This study examined how early childhood leaders working simultaneously as kindergarten teachers perceive the professional learning communities they lead – explicitly identifying the factors that promote or hinder the communities’ development from the leader’s point of view. A qualitative-phenomenological approach was applied using semi-structured interviews of ten early childhood leaders. Factors that contributed to a community’s successful functioning were discussions on practices and real-life dilemmas, active involvement of teachers in community meetings, and creating an atmosphere based on trust and closeness. On the other hand, hindering factors were essentially allocated time to transferring agendas and information from superintendents and limited collaborative culture among teachers beyond community meetings. The findings highlight the considerable potential of professional communities for providing significant assistance to kindergarten teachers to promote children’s education. Nevertheless, leaders need more autonomy in determining the content of meetings and additional knowledge and strategies to strengthen pedagogical collaborations between community participants.

Knowledge, attitude, and practice among kindergarten teachers regarding vision and eye screening of preschool children

Abstract: PURPOSE: To estimate the level and determinants of knowledge, attitude, and practices (KAPs) of kindergarten teachers regarding vision and eye screening of preschool children of Qassim region of Saudi Arabia. METHODS: As a part of a study to evaluate the KAP of stakeholders in the Qassim region, we surveyed kindergarten teachers from July to September 2023. The responses to ten knowledge-related and five attitudes and practices of teachers about eye and vision screening were collected using a graded Likert scale. The KAP score was associated with teacher-related variables. Teachers’ current and desired sources of knowledge were also reviewed. RESULTS: We surveyed 60 KG teachers. All were female. The good level of knowledge was in 85% of teachers. The positive attitude and good practices were in 90% of teachers. Teachers’ education levels were not associated with teachers’ knowledge (Kolmogorov–Smirnov [KS] P = 0.456), attitudes (KS P = 0.71), and practice (KS P = 0.06). Social media and computer-based sources provided knowledge on eye and vision screening of children in nearly half of the teachers. More interaction between ophthalmologists and optometrists was desired to learn about the topic. CONCLUSIONS: The high awareness, positive attitude, and practices noted among KG teachers in this study are promising and favor their involvement in universal vision and eye screening initiatives in the Qassim region of Saudi Arabia.

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:

The Influence of Role Conflict, Job Satisfaction, and Organizational Commitment to Turnover Intention on Female Teacher

<span lang="EN-US">Double roles have long been a phenomenon in the world of work, and not a few women participate in the world of work. Women's participation concerns the role of tradition and transition. Traditional or domestic roles include women as wives, mothers, and householders. At the same time, the role of transition includes understanding women as laborers, community members, and human development. The role of women's transition as laborers actively participates in economic activities (earning a living) in various activities following the skills and education they have as well as available job opportunities. No exception is a kindergarten teacher. This study aims to determine the effect of role conflict, job satisfaction, and organizational commitment on the turnover intention of working women, in this case, the kindergarten teacher ABA Full Day in Yogyakarta. The sampling technique uses saturated sampling. The sample was 56 people—data collection using a questionnaire survey method. Test the instrument using a validity test and reliability test. Data analysis using regression test. The result of the research concludes that role conflict and organizational commitment have a significant effect on turnover intention. In contrast, job satisfaction has no significant effect on turnover intention. However, role conflict, job satisfaction, and organizational commitment significantly affect turnover intention.</span>

Perspective of Private Kindergarten Teachers on Pre-Coding Program in Early Childhood Education / Pandangan Guru Tadika Swasta Terhadap Program Pre-Coding dalam Pendidikan Awal Kanak-Kanak

Nowadays, learning coding has become a highly demanded teaching method to apply basic skills such as programming and computational thinking (CT) in line with current technological developments. Malaysia also takes this issue into account by introducing a pre-coding program for early childhood education. Pre-coding is an activity that teaches the concept of coding which is looking at computational thinking (CT) such as problem solving, logical thinking and creative thinking without involving the use of digital devices. This is because pre-coding is seen as more appropriate to be implemented for children in line with their developmental level who are in dire need of exploring the real world through physical activity. Therefore, this study aims to identify the views of private kindergarten teachers on pre-coding in early childhood education. This teacher's view is seen from the aspects of knowledge, awareness, interest and acceptance of the teacher about the pre-coding program in early childhood education. This study uses a quantitative research design with a cross-sectional survey method. A total of 144 private kindergarten teachers around the states of Perak, Selangor and Putrajaya were selected as the study sample. The research instrument uses a set of questionnaires to answer the research objectives by looking at the median value for each aspect. The findings of the study show that the median value is high for the aspects of knowledge, awareness, interest and acceptance of teachers about pre-coding for children. The study found that the median value of all four aspects is equal to a value of 4. Therefore, the implementation of the pre-coding program is very important to be introduced and implemented in the early teaching and learning of children to help children acquire new basic skills in line with the development of the world of technology.

Designing Digital Resources for Multimodal Composition in the Kindergarten Environment

In the contextual field of environmental composition in kindergarten, transforming it into a space for cognitive, social, emotional, i.e., holistic formation and development of the child, multimodality operates with authenticity, magnetism, multilevelity, multidimensionality, and dynamism to overcome schematicity and linearity of thinking, thus stimulating imagination. Leading the way is the understanding that the environmental composing of multimodality in kindergarten is the foundation of quality for the child’s cognitive, affective, sensory cognition and self-knowledge. This paper outlines the parameters of evaluating multimodal digital resources designed by students preparing for future kindergarten teachers. The starting points for their expertise in the relations of autonomy, coherence, justification, adequacy and authenticity as subjectively significant and objective wholes of multimodal composing are argued. Criteria and indicators for the expert evaluation of digital resources for multimodal environmental composing in kindergarten, as modeling and provoking and enriching the individual sensory experience of the child, as an opportunity to stimulate cognitive and personal activity are derived. It is necessary to conclude that through the design of multimodal digital resources, the existing contradictions in the starting conditions of the pedagogical interaction in the kindergarten will be overcome. The main recommendation points to the need for specific training of future children’s teachers for multimodal environmental composition of educational practices in kindergarten, synergizing different modalities, rather than their linear sequential environmental combination.

Effect of a whole-group intervention on children’s participation in interactive book reading

This study examined the effects of an SLP-delivered whole-class interactive book reading intervention and a professional development program on children’s self-initiated participation. Eleven kindergarten teachers and the children in their classes participated in this quasi-experimental study. They were filmed during book reading at pre- and post-intervention, and follow-up. Children’s types of spontaneous comments appeared to be more diverse after the intervention, and the types that increased or emerged were consistent with the language targets of the interactive book reading. Nonparametric statistical tests were conducted. Significant changes were found in the number of hands raised by children to make a spontaneous comment and in the number of spontaneous comments after the intervention and at follow-up. Results for child-initiated interaction sequences were mitigated. This study invites school-based SLPs to foster children’s self-initiated participation in their tier-1 intervention and to support teachers in using children’s spontaneous comments to further scaffold children’s learning.

Parents' Perspectives on Male Teachers on Children's Education in Kindergarten in Medan Tembung District

Parents' Perspectives on Male Teachers on Children's Education in Kindergarten in Medan Tembung District

Estimating Children's Language Development from The Perspective of Kindergarten Teacher’s of The Shahrazor District.

This study aims to identify the level of the language development among preschool children in Shahrazor district from the perspective of teachers, and it is relationship to some of the variables: Gender, social status of the child's family, birth sequence, family size and economic status. Used A measure from the study (Al-Dardir et al., 2016) consisting of (58) items, and it was applied to (89) children male and female from the kindergarten, the measure was answered by kindergarten teachers which is the number of the all teachers in the Shahrazor District. The study used the descriptive analytical approach and the study tool were consisted of language development. The study result showed that the level of language development among the children of Shahrazour district is weak in the total degree, and was there area of language development, the field of verbal communication has received the first grade,Then followed by the field of readiness for reading (pre-reading skills) ranked second, and followed by the field of comprehension ranked third, then readiness for writing (pre-writing skills) came in the fourth rank. In addition, the study results indicated that there were no statistically significant differences between the average degrees of the level of language development in due to the variables: gender of the child, the social status of the child’s family, the birth sequence and the economic status of the family. In addition to a set of recommendations and two suggestions for language development of pre-school children.

PERAN GURU TERHADAP SIKAP TOLERANSI BERAGAMA PADA ANAK USIA DINI DI TK PERTIWI METRO PUSAT

Diverse nation, with various religions and beliefs. Early childhood education covers 6 aspects of development that are very important in shaping a child's personality, including an understanding of religious tolerance. At Pertiwi Metro Kindergarten, which has students from various religious backgrounds, teachers play a key role in educating, directing and instilling the values ​​of tolerance, The research method used is a qualitative approach with a descriptive type. Sources of research data include Pertiwi Metro Pusat Kindergarten teachers. Data collection techniques are interviews and documentation and observation. The data analysis techniques used are data condensation, data presentation and conclusion drawing. Test the validity of the data using triangulation of sources, techniques and time.The research results show that teachers at Pertiwi Metro Kindergarten play an important role in instilling the values ​​of religious tolerance in early childhood. They develop a curriculum that emphasizes the values ​​of tolerance through stories, songs and routine class activities, as well as being role models in everyday behavior. An inclusive learning environment is created so that every child feels accepted regardless of religious background, and communication with parents is established to strengthen the understanding of tolerance at home. This school integrates religious activities according to each child's beliefs and regularly evaluates the tolerance program through observation and feedback from parents. Despite the challenges of diversity in family backgrounds, schools overcome them with training for teachers and dialogue with parents. As a result, children at Pertiwi Metro Kindergarten show a better understanding of religious differences and mutual respect, forming the basis for a harmonious society in the future. This research also highlights the importance of collaboration between teachers and parents, as well as an integrated learning approach that includes activities for Muslim and non-Muslim children, in creating an inclusive environment that respects religious diversity

Kindergarten teachers’ perspectives on sustainable development practices and observed practices

Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

PRESCHOOL PEDAGOGY AND TEACHING PRACTICES IN THE INCLUSIVE CLASSROOMS: A RESEARCH STUDY ACCORDING TO THE CURRICULUM PROGRAM IN GREECE

<p>The Curriculum forms the common framework for organizing learning in kindergarten based on certain principles. Preschool education, in the light of the development of basic abilities, is aligned with the principles of holistic development and learning adopted by the Curriculum. It is important that preschool teachers understand the core knowledge areas, concepts, and skills that are sought to be developed so that they can approach them holistically and dynamically. The purpose of this study is to investigate the views and educational practices of kindergarten teachers regarding the teaching plans and learning situations they organize in their inclusive classrooms in order to respond to the needs and capabilities of kindergarten children. It is a qualitative research, with the methodological tool of semi-structured interviews, in a sample of forty (40) kindergarten teachers from the regional unit of Epirus. Kindergarten teachers answered questions regarding: investigations, errors as a pedagogical tool, the learning situations they organize taking into account characteristics of the game, inclusive education in kindergarten, differentiated teaching and learning and the opportunities they create for intercultural communication. From the analysis and interpretation of the interviews, it is clear that the kindergarten teachers wish to harmoniously combine theory with practice and that inclusive education in kindergarten is a practical approach to diversity as an element that unifies and enriches the learning experience. However, the findings of the research also highlighted the need for teachers for training and further information on teaching methodology and practical application as well as the need to reframe and redefine the goals of the Analytical Study Programs in the direction of forming a high-quality modern school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>

Lived Experiences of Kindergarten Teachers in Developing and Maintaining a Positive Relationship with Parents and Families

Lived Experiences of Kindergarten Teachers in Developing and Maintaining a Positive Relationship with Parents and Families

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

Fundamental Movement Skills in Hong Kong Kindergartens: A Grade-Level Analysis

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.