Future Kindergarten Research Articles

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.

Future Kindergarten Educators' Views Regarding the Role of Language as One of the Core Kindergarten Curriculum Areas

<p style="text-align:justify">Kindergarten educators represent the first contact of children with the institutional environment. In this article we assume that kindergarten educators have a significant impact on children's perception of their first/mother tongue and their language development. Language is one of the core kindergarten curriculum areas in which the educator needs to be adequately empowered to set an example for the children, while at the same time developing their communicative competence which is the basis for (later) efficient communication. We carried out a questionnaire-based survey involving 236 students pursuing early childhood education in all three public universities in the Republic of Slovenia which prepares students for the role of kindergarten educators in order to study their perceptions of the language. The questionnaire-based survey was answered by students in their first and third years i.e., when starting and finishing their studies. A large majority of future kindergarten educators consider their positive attitude towards language in general to be extremely important for kindergarten children as language forms the basis for all other curriculum areas. Also, when surveyed, almost all future kindergarten educators considered it essential to be proficient in the language and to encourage language development in children by following their own example. Furthermore, they believe it is important to have a well-developed linguistic capability (language knowledge), to have the capability of crafting linguistically accurate written content and to master a suitable literary expression.</p>

The Stereotypes of Pedagogical Students – Barriers to the Implementation of Quality Inclusive Education

The article presents an author‘s research in an area of inclusive education. More specifically, the intergroup stereotypes of student pedagogues, future kindergarten and elementary school teachers, towards children and students with special educational needs were investigated. The scale for intergroup stereotypes (SCM – Stereotype Content Model) was used in the study.The development draws attention to the importance of changing the stereotypes towards inclusive groups of children and students, for the success of inclusive education.

Funkcionalna pismenost bodočih vzgojiteljev ter učiteljev razrednega pouka

The article focuses on the functional literacy of future kindergarten and primary school teachers. In the first part, I define the concept of functional literacy, which has changed and continues to change with regard to the needs and demands of contemporary society. I then address the importance of communication activities for the successful development of literacy, types of functional literacy and the methods of assessment, or measurement, of functional literacy. The second part of the article presents the results of research in which I compared the functional literacy of groups of future kindergarten and primary school teachers

Training Future Kindergarten Teachers on Ecocentric Action

Abstract As education is a powerful means of promoting sustainability, it is necessary to think and act on the (trans)formation of the professional profile of the future kindergarten teacher. As ecocentric educational practices can be a crucial point, ecocentric action competence needs to be developed. In this context, pedagogical traineeship supervisors can play a meaningful role. Accordingly, this study analyzed the didactic-pedagogical potential of a training strategy in science teaching based on reflection-critical thinking about what effective science teaching is. Further, it investigated the mediating role of action research methodology in promoting trainee reflexivity. The findings highlighted the merits of the formative perspective adopted, given the learning evidenced by children and stated in the traineeship report. It is concluded that the role of the supervisor is relevant in the construction of a pedagogical outlook of science teaching aligned with environmental values. It is time to take the traineeship process as a space to understand and identify pathways for empowering ecocentric action.

POSTGRADUATE EDUCATION OF KINDERGARTEN EDUCATORS IN THE SYSTEM OF CONTINUOUS EDUCATION OF THE REPUBLIC OF POLAND

The article examines the problem of postgraduate education of kindergarten educators in the system of continuous education of the Republic of Poland. The article emphasizes the significance of lifelong learning and continuous education in the modern world, particularly in acquiring precise and specialized knowledge and skills necessary for professional, scientific, and technical activities. Based on scientific evidence, the article asserts that the system of advanced training for kindergarten educators through postgraduate education serves as a vital resource for continuous education and contributes to the country’s effective political, socio-economic, and cultural development.
 In the context of studying the problem of postgraduate pedagogical education of kindergarten educators in the system of continuous education of the Republic of Poland, the Polish model of professional training of future kindergarten educators has been considered. The legal requirements set out in a number of provisions of the current legislation of the Republic of Poland regarding the professional qualifications of kindergarten educators have been studied. The continuous education of kindergarten educators in the Republic of Poland aims to develop professional competences that encompass knowledge of traditional and innovative forms, methods, and technologies used in preschool education institutions, along with the ability to apply them in their professional practice.
 Therefore, during the research, the competences and professional requirements of a modern kindergarten educator in the Republic of Poland, which were determined by Polish researchers, have been highlighted. The study concludes that modern kindergarten educators in the Republic of Poland should continuously strive for self-improvement. Continuous education for kindergarten educators is facilitated through the postgraduate education system, as well as through non-formal and informal education opportunities such as participating in projects, internships, courses, trainings, seminars or webinars, exchanging pedagogical experiences, and attending open classes, both in face-to-face and distance formats.

A Conception for Intermediality through Text and Music in the Education of Future Kindergarten and Primary-school Teachers

The article examines the methodological foundations of courses included in the educational process of students from the bachelor’s and master’s programs in pre-school and primary-school pedagogy at the Faculty of Education of Trakia University – Stara Zagora, Bulgaria. The potential of the proposed learning content, which is oriented towards the communication between literary and musical works through the intermediality, is analyzed by modeling a conceptual construct. The specifics of the derived approaches and options for their interaction in the environment of the kindergarten and the primary school (from integration to synergy) are presented. Emphasis is placed on the mastering of competence by future teachers for the implementation of an educational process with the application of strengthened connections between the cognitive fields of the Bulgarian language, literature and music in order to acquire the key cultural competence.

Didactic–Mathematical–Computational Knowledge of Future Teachers When Solving and Designing Robotics Problems

The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers’ traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. These shortcomings significantly influence the didactic suitability of the robotics problems they design. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking.

A Practical Study on the Integration of Art Courses of Preschool Education Majors in Local Universities into Curriculum Thinking and Politics

The integration of the concept of curriculum thinking and politics with preschool art courses is an effective way to improve the teaching quality of preschool art courses, and it plays an important role in cultivating the core literacy of future kindergarten teachers. This paper analyzes the reasons for the current inadequate function of curriculum education, inadequate excavation of teaching resources and imperfect evaluation system, and focuses on the construction of curriculum team, excavation and integration of thinking and political elements, and evaluation of thinking and political teaching, in the hope of completing the curriculum thinking and political teaching reform under the promotion of effective teaching strategies, and providing examples and references for the integration of curriculum thinking and political in preschool art courses.

Podpora důvěry ve vlastní tvůrčí potenciál jako důležitá součást profesní přípravy učitelů výtvarné výchovy v preprimárním a primárním vzdělávání

The paper interprets the conclusions of selected research focused on the quality of Art Education and points out the possibilities of how these findings can be used retrospectively in the undergraduate training of future kindergarten and primary school teachers. The text also discusses the negative phenomena occurring in the practice of Art Education, drawing attention mainly to the reproduction and imitation of formal outputs of art activities. Therefore, it offers activated methods as a functional alternative. Their promotion combines with the support of confidence in the teacher's pedagogical potential and creative experience.

Curriculum Development of Future Kindergarten Science Education Integration Based on STEAM Concept

Curriculum Development of Future Kindergarten Science Education Integration Based on STEAM Concept

University Preparation of Kindergarten Teachers for English Teaching in the Czech Republic

An ever-increasing trend of early foreign language teaching requires adequate responses to the university training of future kindergarten teachers. However, research in this area, including policies, suggests that the situation is not entirely satisfactory. This paper aims to determine the level of preparation of future teachers for teaching English to pre-primary children at individual universities in the Czech Republic. It presents findings obtained through quantitative content analysis of the syllabi of eight universities that provide education in the field of teacher training for kindergartens and focus on the preparation of future teachers for English tuition. The results show that courses for English tuition in kindergarten are not implemented by every university. Universities differ in their emphasis on foreign language tuition in kindergarten, which is reflected in the number and content of provided courses.

Attitudes of Future Kindergarten Teachers towards the STEM Approach

В статията са представени данни от дискусии, наблюдения и анкетно проучване, проведено сред студенти – бъдещи детски учители. Въпросите засягат нагласите на бъдещите учители да прилагат в практиката си STE(A)M(E) подхода. Проучени са както увереността на студентите да прилагат класически методи и подходи, така и отношението им към иновациите. Получени са редица изводи, насочени към обогатяване на отделни теми по дисциплината „Методика на формиране на елементарни математически представи в детската градина“ със съдържание, насочено към STE(A)M(E) подхода. Резултатите от изследването показват висока заинтересованост на студентите от прилагането на иновативни подходи. Откроява се необходимостта от постоянно обновяване на съдържанието на курса с актуални технологични решения с образователна насоченост и анализиране на положителните и отрицателните страни на отделните технологии.

Reflections of future kindergarten teachers on the design of a mathematical instruction process didactic sequences with the use of robots

The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability–epistemic, cognitive, interactional, mediational, affective, and ecological–and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.

Future kindergarten teachers’ pedagogical support in the process of distance learning

The authors reveal the features of a pedagogical support organization for students of higher educational institutions (on the experience of future kindergarten teacher training) in the process of distance learning. The organization of pedagogical support of the distance learning process is carried out in several scopes, namely: analytical and diagnostic (monitoring of distance learning courses; students’ characteristics studying; identifying their cognitive and professional interests; determining the individual style of cognitive activity; monitoring educational subjects’ interaction); educational (conducting activities that increase distance learning participants’ psychological competence); advisory (advising on the development of learning material, advising distance learning participants on development, learning, professional and personal self-determination, on specific issues that arise during learning) and methodological (creating recommendations for teachers to increase student’s motivation and pedagogical support organization). The authors show that pedagogical support is not only pedagogical activity, aimed at student’s personality self-realization, but also the lecturer’s value attitude to each student’s personality; respect for their individual identities; perception of the student as an equal one, as a subject of the educational process and their lives, who have a unique inner world and ‘Me-concept’; care for future kindergarten teachers’ psychological comfort. Providing students with pedagogical support, the lecturer’s task is to select the types and means of support that would allow the student to unleash their inner potential without imposing a particular way of solving problems

Looking for the Brain Inside the Initial Teacher Training and Outreach Books in Portugal.

The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training (ITT) offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers.

How Kindergarten Teachers Assess Their Own Professional Competencies

One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need for further education in the dimension of ‘diagnostic knowledge’ and that the need for their further education in this dimension did not depend on the length of practice. In the other three dimensions, a declining trend in teachers’ educational needs has been recorded with an increasing length of practice, declining significantly in three of the four dimensions examined. The study points to the need to create in-service courses for kindergarten teachers to deepen their ‘diagnostic knowledge’ and thus ensure the sustainability of the quality of pre-school education for children. Teachers‘ self-assessment of their own teaching competencies corresponds to their educational needs, which supports the relevance of the findings on the further educational needs of kindergarten teachers. This study aimed to obtain relevant data on which the improvement of the higher education of future kindergarten teachers might be based. At the same time, this would allow the analysis and tailoring of the content of professional development courses to the needs of in-service kindergarten teachers.

STRUCTURE OF MANAGERIAL COMPETENCE OF FUTURE MASTERS OF PRESCHOOL EDUCATION

The quality of preschool education is directly dependent on the professional level of teachers. Educational programs of the master’s level of higher education, in the specialty 012 preschool education, provide an opportunity to acquire professional competencies of preschool education specialists, including managerial ones.The managerial competence of the future master of preschool education is considered as a complex integral personal-professional characteristic, which is manifested in knowledge, aspiration, readiness and ability to professionally perform organizational and managerial functions in ZDO, effectively solve complex professional problems.The main components of managerial competence are the following: cognitive (complex of managerial knowledge and understanding of the essence of administrative activity in the field of vocational education), motivational and value (set of values and motives of administrative activity), communicative (set of professional-personal qualities and communicative skills) and organizational-activity management skills and skills of practical solution of complex management tasks).Considering the system of indicators as an ideal model of the studied personal and professional characteristics of the future master of preschool education, with which the real phenomenon is compared and the degree of conformity of the sample is established. The main function of the allocation of indicators of the formation of managerial competence ‒ is to assess the degree of realization of the goal and diagnosis of deviations of the properties of the object from the accepted sample.The articles define the structure and variable characteristics of the indicators of the formation of managerial competence of the future kindergarten specialist.
 Keywords: managerial competence of the future master of preschool education, cognitive, motivational and value, communicative, organizational-activity components of managerial competence, master of preschool education.

The Fundamentals and Tasks of Building China’s Kindergarten Teacher Workforce During the 14th Five-Year Plan

During the 14th Five-Year Plan, preschool education in China will move toward the objectives of quality and balance, and the kindergarten teacher workforce must be formed with sufficient quantity, high quality, and balanced distribution. At present, the scale of China’s current kindergarten teacher workforce still does not meet the standards for teacher assignments. Education levels are still low and there is still a clear gap between urban and rural areas and between provinces in quantity and quality. The tasks of building China’s future kindergarten teacher workforce are: appoint the required number of kindergarten teachers according to the standards and plan for population changes; optimize the education level structure of the kindergarten teacher workforce and further improve the education level of the teacher workforce; and strengthen the construction of rural kindergarten teacher workforce and shrink the inter-provincial gaps between teacher workforces. To this end, this study recommends truly improving the pay and social status of kindergarten teachers, training more preschool education professionals with at least the educational level of associate’s degrees, and systematically improve the management mechanisms of the kindergarten teacher workforce.

Проблема формування ціннісно-смислових орієнтацій майбутніх вихователів ЗДО у педагогічній теорії і практиці

The article is devoted to the study of the problem of the formation of value-sense orientations of future kindergarten educators in pedagogical theory and practice. The essence of the leading values, which should be inherent in future teachers in general and future kindergarten educators, in particular, within the framework of various approaches, namely: historical and cultural, competence-based, integrated, has been determined. It was determined that from the point of view of the historical and cultural approach, classical teachers attributed a number of general cultural values to the most important values of the educator (Person, goodness, beauty, love, tenderness, sincerity, justice, truth, etc.). Representatives of the competence-based approach to the leading values of the educator include those that characterize him as a professional educator (love for children, justice, tolerance, responsibility, flexibility, creativity, self-development, self-education). Within the framework of the integrated approach, which the author adheres to, the personality of the future educator is considered holistically, and the values that should be inherent in him are interpreted as a complex of universal, professional and individual life values.