General Kindergarten Research Articles

THE USE OF SENSORY TEXTILE BOOKS TO ENCOURAGE CREATIVITY AMONG PRESCHOOL CHILDREN: A CASE STUDY

Sensory textile books are usually made of fabric materials that allow pre-school and young children to interact and play by touching and feeling them, that encourage creativity to their neurodevelopment. This research aims to summarise the findings of how sensory textile books encourage healthy development and growth of the body and mind which can stimulate creativity, imagination, and motor skills among preschool children. The study compared whether the use of sensory textile books encouraged creativity between the preschool children in the General Kindergarten and Montessori Kindergarten. The researchers used a qualitative method where semi-structured and open-ended interviews were conducted with the experts. The expert teachers were selected based on their educational qualifications. The first two experts have Diplomas in Montessori English, and the third expert as \ Master's in Teaching and Learning. Interviews were conducted with the three experts to ascertain which method of learning impacted more the preschool children. The result showed that the children who grew up with hands-on Montessori learning method tend to be much more creative later in their lives. The Montessori Kindergarten method used natural interests and activities that manipulated the muscle to perform tasks, much unlike the formal teaching among preschool children in General Kindergarten. The Montessori system encouraged hands-on learning experiences which is the foundation of creativity and imagination. The present review revealed that sensory textile books played an essential role in the healthy development of preschool children, especially in the first five years of their lives. Therefore, the implementation of Montessori system, use of sensory books made of textile materials can be helpful and can be introduced in the Malaysian kindergarten system. Future researchers can consider integrating Montessori learning in the syllabus of preschool children to encourage creativity, imagination, and motor development from a young age. Activities in the sensory books can be designed to train motor skills with simple mechanics for pre-school children. This research will allow other research designers to develop better sensory books to promote creativity and imagination for pre- school children.

자폐스펙트럼장애 아동 대인관계 척도개발

Objectives In this study, the purpose of this study was to develop and verify the validity of an interpersonal relationship test tool for children with autism spectrum disorder perceived by teachers.
 Methods As for the research method, preliminary questions were formed through previous studies and DSM-5 diagnostic criteria, and finally 30 questions were derived through the Delphi technique. Consent was obtained from special school teachers, general kindergarten and elementary school teachers, and a total of 164 children, including 49 ASD children and 115 normally developing children, were evaluated by the teacher, and the results were analyzed. To do this, reliability and validity were performed.
 Results In order to derive the results, data were collected from teachers, and the internal consistency of the items was evaluated with Cronbach's α through the SPSS 20 statistical program, and the reliability of the result was .975, and exploratory factor analysis was conducted to confirm construct validity. With a three-factor structure, KMO=.935 is suitable for factor analysis, and RMSEA in confirmatory factor analysis is .098, moderate fit, TLI=.863, CFI=.873, a good value was not obtained, but it was confirmed as an acceptable level of fit. In addition, K-SCQ and criterion validity were confirmed to confirm a significant correlation.
 Conclusions In this study, I aimed to confirm the development and validation of interpersonal relationship tests for children with autism spectrum disorder perceived by teachers. The purpose of the interpersonal test designed by this researcher was not to screen for autism spectrum disorder, but to screen for children with autism spectrum disorder only through observation by teachers of children who have not reached typical development at school sites, daycare centers for preschoolers, or kindergartens. In addition, it was confirmed by the correlation between K-SCQ and interpersonal test results that it is a scale that can serve as an objective preliminary information for ASD diagnosis.In addition, this study, similar to the results of the Social Skills Q-Sort evoked by Locke and colleagues (2014), in a reference that is unique and often ignored in the school setting, provides insight into the interpersonal relationships of children with autism spectrum disorders with the peers they normally interact with. It is worthwhile to provide additional evidence for the imbalance.it collects information on the interpersonal characteristics of children with ASD and identifies strengths and weaknesses. In the interpersonal factor, which is one of the three factors of the interpersonal relationship test, there is a difference between normal children and children with autism spectrum disorder (T-test=-15.570), but this factor is 38.98 compared to the ASD child test result of 17.82. As a result, it is meaningful that it can be interpreted as a test that can apply interpersonal factors to all children with a lower result than other factors. The interpersonal test is meaningful in identifying the most important part of sociability and in selecting children who are socially alienated and face difficulties in interpersonal relationships. In addition, it can be said that it is useful in assigning the function of the sociality program of children with autism spectrum disorder as a pre- and post-measurement tool of the study.

유치원의 마을교육공동체 교육과정 운영 특성 분석 : A시 공립유치원 사례를 중심으로

The purpose of this study is to examine the perception of kindergarten teachers on village education community education and how the village education community curriculum is operated in kindergartens by subdividing it into innovative kindergartens and general kindergartens. To achieve this goal, focusing on the case of ‘A’ city, the current study investigated perceptions of public kindergarten teachers of village education community education, curriculum operation status, difficulties, and improvement requirements. The followings are the summary of the main findings from this study. First, kindergarten teachers in general positively recognized the concept of the village education community, and teachers working in innovative kindergartens were not only more aware of the concept of the village education community than general kindergarten teachers, but also recognized a higher degree of usefulness of village education community on early childhood education. Second, kindergarten teachers perceived greater difficulty in operating the curriculum that are operated through consultation with the community(village), rather than operating curriculum based on the topic of the community and curriculum that utilize the community resources. Third, kindergarten teachers pointed out the lack of 'promotion’ and ‘resources and infrastructure as the major hindrance factors, and there was a high demand for improvement on the ‘increase in the participation of the local community and ‘diversification of the programs’ operated by village education community curriculum.

The Relationship‘ Emotional Identification – Individual Social Behavior’ in Hearing Impaired Children Integrated into a General Education Environment

The article focuses on the relationship between emotional identification and individual social behavior in children with hearing impairment who are integrated into a general educational environment. This suggests a study of the specific characteristics of emotional identification and strategies of individual social behavior in children with hearing impairment and their hearing peers. The study involved 32 children of preschool age (N=32, 5 – 7 years of age), educated in general kindergartens. The experimental group included 14 children (heterogeneous group according to auditory status), and the control group – 18 hearing children. The following methods were used: Emotional Faces and Individual Social Behavior. The results showed that the hearing children did better in terms of basic assessment of other people’s emotions than the children with hearing impairment. It was found that negative emotions were better identified by children with hearing experience compared to their deaf peers. Moreover, the hearing impaired children, compared to the control group, are more likely to seek a peers’ attention, follow them in their activities, join their play and express positive emotions towards them. The relationship between the characteristics of emotional identification and the categories of individual social behavior was confirmed. Differences were found in the structure of the relationship between the characteristics of emotional identification and the categories of social behavior in hearing impaired and hearing children.

The Existence of the Development of Integrated Islamic Education Institutions (SDIT) and Madrasah in Purwodadi Village

This research aims to analyze the problem of the development of integrated Islamic elementary schools and madrasah in purwodadi village. The approach used is a descriptive approach to analysis of qualitative data. In addition, the data collection techniques used in the study used observation, interviews and documentation. The result of this study is the problem of the development of Islamic-based school trends (SDIT) that have an impact on madrasah. Purwodadi Village has 1 General Kindergarten and 2 TKIT, elementary school consists of 2 State Elementary Schools and 2 SDIT and Madrasah Ibtida'iyah (MI) only 1. So that the total elementary school age education institution in one village has 4 elementary schools. The development of an Integrated Islamic school in purwodadi village had an impact on madrasah. One of the advantages of SDIT has learning programs such as memorization of quran and hadith, sunnah Dhuha prayer before starting learning activities, murojaah, dzuhur prayer before school, Friday almsgiving, and other activities. These activities are then a special consideration for parents in choosing educational institutions for their children. While madrasah does not have an activity program that supports learning such as in SDIT. One of the effects is the reduced interest of students who attend madrassas. This is because of the trend of Islamic schools that develop in the village with a variety of learning programs offered.

Effects of Education and Mothers’ Perceptions regarding English Education on Preschoolers’ Interests in Learning English: A Comparison between General Kindergartens and English Immersion Institutes

This study investigated children’s interests in learning English, affected by educational activities in and out of institutes, and mothers’ perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers’ perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers’ worries and at-home English interactions. Fourth, education within institutes did not affect both group’s English interests. Fifth, private education and socioeconomic status did not affect both group’s English interests. Lastly, only the children’s interests in English immersion institutes were affected by gender and mother’s perceived necessities. Focusing children’s interests, this study helps in understanding young children’s affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children’s interest in learning English.

A Narrative Inquiry Study on Inclusive Classroom Management Experience -with a Special Reference to Master’s Degree Program Students majored in early childhood special education at Graduate School of Special Education-

본 연구는 통합학급 운영 경험이 있는 일반유치원 교사들이 대학원에서 유아특수교육을 공부하며 통합교육에 대한 인식이 어떻게 변화되어 가는지 내러티브 탐구를 통해 이야기하고자 하였다. 이를 위하여 특수교육대학원에서 유아특수교육을 공부하면서 5년 이상의 통합학급 운영 경험이 있는 일반 유치원 교사 2명을 대상으로 개별심층면담과 연구 참여자 일지를 통하여 자료를 수집하고 내러티브탐구 절차에 따라 자료를 분석하였다. 연구 결과 일반유치원 교사들은 유아특수교육을 공부하면서 다음과 같은 변화를 겪는 것으로 나타났다. 첫째, 일반유치원 교사는 유아특수교육을 공부함으로써 통합교육 교사로서의 교육철학을 가지게 되었다. 둘째, 일반유치원 교사는 유아특수교사와의 협력의 중요성을 인식하였다. 셋째, 일반유치원 교사는 장애유아 부모에게 교육전문가로서 담임교사 역할을 할 수 있는 적극성을 가지게 되었다. 넷째, 일반유치원 교사는 효과적인 통합교육 실행방법을 다양한 관점에서 이야기할 수 있게 되었다. 본 연구는 통합유치원 교사에게 통합학급을 효과적으로 운영하기 위한 유용한 자료와 실제적인 방법을 제시하는데 도움을 줄 것이다.The purpose of this study is to show that how the inclusive kindergarten teachers who have studied early childhood special education at graduate school have become positive perception on inclusive classroom management experience. For this purpose, a qualitative narrative inquiry study was used and two kindergarten teachers who had experience of operating inclusive classrooms for more than five years while studying early childhood special education at the graduate school participated. Research design was used through individual in-depth interviews and research participants’ diaries, and data were analyzed according to the narrative inquiry procedure. As a result of this study, general kindergarten teachers showed the following changes while studying early childhood special education. First, general kindergarten teachers have become education philosophy as an inclusive education teacher by studying early childhood special education. Second, they have recognized the importance of cooperation with early childhood special education teachers by studying the graduate studies. Third, they have become more active teachers of education to the parents of children with disabilities. Fourth, it is possible to talk about how to implement effective inclusive education from various perspectives. This study will be expected to provide helpful data and effective methods for effectively operating inclusive education for inclusive kindergarten teachers.

Copy number variation and neural pathway analysis of children with autism spectrum disorder from a large Han Chinese population-based cross-sectional study

Certain genetic events can be attributed to copy number variations (CNVs). A population in Shanghai, China was screened for autism spectrum disorder (ASD), and their CNV characteristics and possible associations with neural pathways were analyzed. A multi-stage stratified cluster sampling method was used to evaluate 3- to 12-year-old children from the general population who were in kindergarten and primary school in Shanghai. DNA samples were obtained from 133 ASD cases from preparatory ASD screening. An Affymetrix Cytoscan 750k array was used for copy number variant detection. Among the 711 children who had positive results on a survey completed by both their parents and teachers, a total of 663 (93.2%) children underwent diagnostic evaluation. Of these, 203 children were confirmed to have ASD, including 163 (80.3%) children from special education schools, 29 (14.3%) children from general kindergartens, and 11 (5.4%) children from general primary schools. Final consent had been given for blood collection, and 15 CNVs that may contribute to ASD in 133 cases were identified. The mean ages at which the ASD children with and without pathogenic CNVs (pCNVs) began to speak were 45.6 months and 29.2 months, respectively (t = 2.452, P = 0.016), and the ages of walking alone were 33.9 months and 17.5 months, respectively (t = 5.376, P < 0.001). ASD patients with pCNVs showed more abnormal facial features and signs of ASD (long faces, large noses, irregular teeth, dental caries, excessive joint extension) than those without pCNVs. The differences in tooth irregularity and dental caries between children with and without pCNVs were statistically significant (P < 0.01). These CNVs included a total of 993 genes. Pathway analysis was performed, and five statistically significant pathways were identified in online databases. This was the first population-based, pilot pathway analysis of CNVs in children with ASD under the diagnostic and statistical manual of mental disorders (DSM)-5 diagnostic criteria in China. Results indicate that ASD may be related to gamma-aminobutyric acid (GABA),dopamine, glycine and synaptic proteins. These findings are consistent with those of previous studies and provide new evidence for the role of regulation of proteolysis and endopeptidase activity in ASD.

A Survey Study on general kindergarten Teacher's Understanding and Satisfaction about the Special Education Law for Individuals with Disabilities and Others

A Survey Study on general kindergarten Teacher's Understanding and Satisfaction about the Special Education Law for Individuals with Disabilities and Others

The Effect of the Conflict Situation Role Play on Prosocial Behavior and Problem Behaviors of Children with ADHD Tendency

본 연구는 갈등상황의 동화로 구성된 역할놀이가 ADHD성향 유아의 친사회적 행동과 문제행동에 미치는 효과를 알아보기 위해 실시되었다. 연구대상은 일반 유치원에 재원중인 ADHD성향 남아 3명으로, 주 2회 장애아동 재활서비스기관의 연극교실에서 AB설계로 총 25회기 진행되었다. 친사회적 행동의 변화는 사전-사후 친사회적 행동 평가척도(PBSYC)의 총점변화로 나타내었고, 문제행동은 중재 시 도입단계의 활동을 사건기록법(event recording)으로 회기별 변화를 비교분석하였다. 연구 결과 ADHD성향 유아의 친사회적 행동은 증가되고, 문제행동은 감소되었다. 또한 본 연구결과를 바탕으로 ADHD성향 유아들의 정서, 심리적 상황을 고려한 역할놀이 프로그램의 개발에 대해 논의하였다The purpose of this study was to investigate the effect of role play composed of assimilation of conflict situations on pro-social behavior and problem behaviors of children with ADHD tendency. The subjects of the study were three children with ADHD tendency who were in general kindergarten. Twenty-five sessions of the AB design were held twice a week in the theater classroom of the disabled child rehabilitation service institution. The change of pro-social behavior was represented by the change of the total score of the pre-post pro-social behavior evaluation scale(PBSYC), and the problem behaviors were analyzed by the event recording at the introduction stage during intervention. As results of the study, the pro-social behaviors of children with ADHD tendency were increased and problem behaviors decreased. Based on the results of this study, the development of role play program considering the emotional and psychological situation of children with ADHD tendency was discussed.

SCHOOL INCLUSION PROGRAMMES (SIPS)

The purpose of this work was to understand the school inclusion programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, Inclusion Programme for students with Special Education Needs (TISIPfSENs) has been applied with emphasis the emotional organisation and the speaking skills. The first case study of student with Pervasive Developmental Disabilities‐Autism Spectrum was integrated on a SIP of a general kindergarten class that was applying a programme of parallel support (PS). The second case study of student with mild mental retardation (MMR), a SIP was applied in an inclusion classroom (IC). The third case of student with MMR was similarly supported by a SIP in a special elementary school (SES). The evaluation of these SIPs was held with the usage of the corresponding teaching interaction form (TIF) according to the principles of TISIPfSENs. Among the results, it was found that SIPs can efficiently support and promote the inclusion of students with SENs.

직장보육시설 위탁 운영 어린이집 학부모의 만족도에 관한 연구 - 국·공·사립과 위탁·직영 간 차이비교를 중심으로 -

This study is intended to look into parents' satisfaction of contracting-out system in employer-supported childcare centers. To achieve this, a survey was carried out to 400 parents who use national, public and private employer-supported childcare centers. The results were as follows. First, employer-supported childcare factors were the qualities of childcare environment, childcare program and early childhood teacher in both contracted-out and in-house services. The satisfaction with facility, program, operation and childcare training was improved in good employer-supported childcare factors And the satisfaction with the relationship between these factors could improve the expectation for the use of employer-supported childcare centers. Second, the difference in the operation of employer-supported childcare centers showed that the most preferred size was 50 to 74 children. The contracted-out services was more preferred than in-house services. And the location of on-the-job facility was more preferred than off-the-job facility. As stated above, the preference of employer-supported childcare centers was more raised than that of general kindergartens or childcare centers by an increase in the trend of working child parents' dual income. In other words, small and medium sized childcare centers of some 50 children were more preferred than large scaled childcare centers. Consequently, the retainment of childcare programs, facilities and quality teachers contracted out to professional childcare centers can improve the satisfaction with them.

Three- to four-year-old children’s socioemotional competencies assessed by kindergarten teachers in general and physical education settings, and by parents at home

Early childhood education programs represent a valuable early learning opportunity for promoting the socioemotional skills. The aims of the study were to validate the socioemotional skills observation scale, to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and in a PE session, separately by gender, and to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and at home. The participants were 59 children (23 girls, 36 boys) from six communal kindergartens in Finland, their parents, and early educators. The data were analyzed using the confirmatory factor analysis and t-tests. The results showed that the construct of the socioemotional skills model was maintained as a three factor model comprising self- and social awareness, self-management, and relationship competencies. No differences in teacher-rated socioemotional competencies between general kindergarten settings and the PE session appeared. Girls scored higher in self- and social awareness. There were no gender differences in self-management and relationship skills in kindergarten settings, the PE session and home environment. Parent-rated self- and social awareness was significantly higher than teacher-rated in general kindergarten settings, whereas teacher-rated self-management and relationship skills in general kindergarten settings were higher than parent-rated. These results may benefit the basic and continuing training of both early educators and physical education teachers.

그림책을 활용한 자기표현활동이 유아의 창의성에 미치는 영향

The purpose of this study was to find out the effects of self-expressive activities using picture books on young children's creativity. The participants were 30 young children aged 5, in two different classes of two public kindergartens located in P, Gyeongsangbuk-do. The experimental group consists of 15 young children aged 5(6 boys, 9 girls), in the Kindergarten attached to H Elementary School. The control group consists of 15 young children aged 5(8 boys, 7 girls), in the Kindergarten attached to O Elementary School.As for a research tool, this study used “Teacher's Creativity Rating Scale for Young Children: TCRSYC” devised by Noh Young-Hee, Kim Kyoung-Chul and Kim Ho(2006), measure young children's creativity.The experimental group engaged in a self-expressive activities using picture books, while the control group was under a general kindergarten activities with weekly topics based on Nuri Curriculum for 5 year-olds. Self-expressive activities using picture books for experimental treatment was conducted twice a week, totalling 16 times.As a result of self-expressive activities using picture books, the experimental group showed higher score in young children's creativity, than the control group, that is statistically significant differences(p<.01). It suggests the self-expressive activities using picture books have a positive effect on the young children's creativity. First, as a result of self-expressive activities using picture books, the experimental group showed higher score in divergent thinking, which is the cognitive factor of young children’s creativity, than the control group, that is statistically significant differences(p<.01). Second, as a result of self-expressive activities using picture books, the experimental group showed higher score than the control group, that is statistically significant differences in the dispositional factors of young children's creativity; curiosity(p<.05), flow(p<.05), post-normativity(p<.05) and independence(p<.01).

A Qualitative Study on the Perception and Execution of General Kindergarten Teachers for Educational Inclusion

A Qualitative Study on the Perception and Execution of General Kindergarten Teachers for Educational Inclusion

Effectiveness of Explicit Phonological‐Awareness Instruction for At‐Risk English Learners

This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice.

Dimensions of Maladaptive Behavior among Kindergarten Level Children

Recent public and professional policy commitments have stimulated programs for early detection and classification of childhood maladjustment. Many of these programs draw behavioral observation information from classroom teachers working with children at preschool levels. Inasmuch as it may be suspected that preschool children would display patterns of maladjustment somewhat different from those associated with later childhood and adolescence, it is important to determine whether and how such differences are manifest. To this end, 173 children from a general kindergarten population were observed and rated by teachers using the Bristol Social Adjustment Guides. Principal-components factor analysis with varimax rotation extracted three dimensions of maladaptivity (i.e., general overreaction, socioemotional constriction, and unforthcomingness). Whereas the former dimensions are commonly manifested among children at all age levels, unforthcomingness is considered uniquely reflective of children's reactions to developmental, social, and environmental transition. The prevalence and implications of these factor dimensions among kindergarten children are reported, and their relationship to other known dimensions of early childhood maladjustment is discussed.

Visual-Motor Training, Readiness, and Intelligence of Kindergarten Children

This investigation attempts to determine the effects of a visual-motor training program on the readiness and intelligence of kindergarten children. Three groups of children matched on the basis of intelligence and pre-kindergarten readiness were selected for the study. The experimental group followed prescribed visual-motor training procedures while the control groups were given the traditional kindergarten program. The groups were compared for intelligence and readiness at the end of the year. The results showed no significant differences and suggest that further research is necessary before this visual-motor training program becomes a part of the general kindergarten curriculum.

The Effects of Special Perceptual-Motor Training in Kindergarten on Reading Readiness and on Second Reading Grade Performance

This study represents an attempt to test the efficacy of providing special perceptual-motor training as part of the general kindergarten curriculum. Children falling within the lower two-thirds of their group on a test of readiness were randomly assigned to an experimental or control group. The groups were compared for readiness for reading at the end of the year and reading achievement at the end of the second grade. The results showed no significant differences and suggest that the relevance of providing such special training as part of the general curriculum for “non-clinical” groups must be seriously questioned.