Kindergarten Teachers Research Articles

Empowering Teacher in the Era of Information Technology through Self-Regulation Strategy

The pandemic has significantly transformed education, particularly in the realm of learning technology. Teachers now face the challenge of preparing lesson materials and innovating to keep pace with rapidly evolving technology while also managing student characteristics, parental expectations, and school responsibilities. The advancement of technology provides teachers with access to a wealth of information, necessitating the need to sift through and utilize accurate data to achieve educational goals. To support teachers in adapting to these changes and improving their teaching performance, this research explores the effectiveness of a self-regulation program using Mental Contrasting with Implementation Intention (MCII). The MCII program, which includes 10 items divided into three parts, was implemented with five kindergarten teachers each with over two years of experience. Evaluation data collected through descriptive qualitative analysis revealed that the program helped participants redefine their roles as educators and effectively address challenges. The study underscores the potential of self-regulation strategies in enhancing teaching practices and addressing educational challenges.

Pengaruh Gaya Kepemimpinan dan Kecerdasan Emosional Kepala Sekolah Terhadap Kinerja Guru TK Gugus Kecamatan Simpang Kanan Kabupaten Aceh Singkil

This study aims to analyze the influence of the leadership style and emotional intelligence of school principals on the performance of Gugus Kindergarten teachers, Simpang Kanan District, Aceh Singkil Regency. The type of research used in this research is quantitative descriptive type with survey methods. This research was carried out at Gugus Kindergarten, Simpang Kanan District, Aceh Singkil with a sample of 32 respondents. The sampling technique in this research used cluster proportional random sampling. The results of the analysis prove that there is a positive and significant influence of the principal's leadership style on the performance of the Simpang Kanan Aceh Singkil Kindergarten Teachers with a correlation coefficient value between these two variables of 0.713. There is a positive and significant influence of the principal's emotional intelligence on the job satisfaction of the Simpang Kanan Aceh Singkil Kindergarten Teacher with a correlation coefficient value between these two variables of 0.607. 3. There is a positive and significant influence on the principal's leadership style and the principal's emotional intelligence together on job satisfaction at the Gugus Simpang Kanan Aceh Singkil Kindergarten with a correlation coefficient value between these variables of 0.605.

Use of the artificial intelligence in teaching the concept of magnetism in preschool education

This paper presents the design, implementation, and results of a teaching intervention in a Greek kindergarten where the researcher works, highlighting the significant positive impact of artificial intelligence (AI) tools on children’s learning of the concept of Magnetism. The teaching intervention was implemented as an extension of the specific thematic unit that had already been the subject of processing in kindergarten, using STEM tools and new technologies. A total of 3 activities with AI applications were implemented, with a total duration of 8 teaching hours. The methodology was based on the experiential and interdisciplinary approach and cooperative and playful learning. The role of the kindergarten teacher was helpful and supportive during the implementation of the action and its evaluation by the children. The children worked in small groups, where their group members mainly supported them in any difficulty. Children turned to the kindergarten teacher only for issues related to technical difficulties in handling the software. The educational intervention was evaluated through presentations of each group’s work in plenary. At the end of the educational intervention, the children were asked what they liked and what they found difficult. The results of the present action are very encouraging, as the use of artificial intelligence tools particularly activated children’s participation in the whole process and worked supportively and creatively in their mental potential.

The Trends of Kindergarten Teachers Towards the Integration of Children with Disabilities in the Kindergarten Stage and the Obstacles to Achieving this from their Point of View in Mafraq Governorate

This study aimed to investigate the trends of kindergarten teachers towards integrating people with disabilities at the kindergarten stage and the obstacles to achieving this from their point of view in Mafraq governorate and their relationship to some variables, represented by (type of kindergarten, academic qualification, experience). To achieve the goals of the study, the descriptive curriculum was used. The study community consists of all kindergarten teachers in Mafraq governorate, numbering (230) teachers according to the statistics of the Ministry of education for the academic year 2022/2023, while the study sample consisted of (155) teachers. The researcher designed a tool consisting of two parts: The first is to measure the trends of kindergarten teachers towards integrating people with disabilities with children without disabilities in Mafraq governorate, where it consisted of (28) items distributed over three areas: social, academic, emotional), and the second is to measure obstacles to integration, where it consisted of (20) items. The study showed the multiplicity of obstacles to integration from the teachers' point of view. It also showed that there are no statistically significant differences at (α =0،05) in the trends of kindergarten teachers towards comprehensive integration), with the variety of the type of kindergarten, academic qualifications, and years of experience. The results also explained that the trends of the study sample were positive. In light of the results, the researcher recommends the application of comprehensive integration at the kindergarten stage, and the need to hold training courses to qualify kindergarten teachers, and to raise awareness of the process of applying comprehensive integration from the beginning of early childhood, through media and educational programs, and adapting the educational environment before the application of the comprehensive integration process.

An Investigation of Teachers' Experiences of the Integration of Education Technology into Kindergarten Teaching

This study aims to explore the experiences of teachers in Qingdao as they integrate educational technology into kindergarten classrooms. The research is set against the backdrop of rapid technological advancements and their profound impact on early childhood education. This study begins by emphasizing the importance of educational technology in enhancing instruction, increasing student engagement, and supporting the developmental needs of young children. It scrutinizes the current state of technology use in kindergarten, addressing the types of technology used, challenges faced by educators, and potential benefits and drawbacks of integration. The study poses research questions related to the effectiveness, challenges, and impact of educational technology in kindergarten settings. It outlines clear research objectives to investigate how technology affects learning outcomes, teacher and child perceptions, and appropriate curriculum integration. The importance of this research is emphasized, and the potential for technology to change instructional practices, the need for evidence-based strategies, and the developmental impact on young learners are discussed.

What do teachers in Romania think about children's sexual development and education?

The topic of sexuality passes for a taboo in our country even today, there being no open treatment of the subject, not even in the closest family circle. There is no sexual education in schools, while sexual enlightenment is restricted to 1-2 hours, provided at the age of 13-14. Our goal is to determine the knowledge and views of Romanian teachers on the sexual development and sexual education of children. The survey was conducted in 2022-2023 as self-filling on-line questionnaire (N=455). Our research was aimed at exacting the knowledge of Romanian kindergarten teachers, elementary school teachers and teachers on the bodily and psychic safety of children, on the factors endangering these, on various topics of sexual education, on the openness of parents related to the sexuality of their children and the flexibility of kindergartens and schools in what pertains to the introduction of sexual education. Most of our responders consider sexuality to be a natural part of a healthy life and that it should be tackled from the earliest possible ages both within the family and in educational institutions. According to the surveyed teachers, parents are reluctant to talk about sexuality to their own children and rely on sexual education in kindergartens and schools. If training on sexual education were to be introduced in Romania, most of the surveyed would gladly participate. They also recommended 27 related topics in 7 categories, all of which should all be covered by the said training. Our results called attention to the deficiency of education on reproduction. This can be improved but the task is complex. In order to solve the problem, the educational systemic view needs to change, while directives based on scientific proof need to be accepted and observed. All teachers dealing with the age-groups concerned need to take part in the educational process. Parents, teachers and educators need to be aware of the self-image developed by the child and of the effect this image has upon the evolution of the child’s future role in society. Sexual education should imperatively be incorporated into the educational process beginning with toddlers and up to young adults.

Denta Go Model: An Effective Approach to Improving Tooth Brushing Skills and Dental Hygiene Status of Preschool Children

Background: According to Riskesdas, 63.7% of children aged 5 years have a dental caries experience number (def-t) ≥6 which is included in the category of severe early childhood caries. One of the factors that influence this is the low behavior in maintaining and maintaining oral hygiene. Therefore, through the innovation of the “Denta Go” Model, it is hoped that it can improve the tooth brushing skills and dental hygiene status of preschool children. Research Objective: To produce a “Denta Go” Model that is effective and feasible to implement in an effort to improve tooth brushing skills and dental hygiene status of preschool children. Methods: Research and Development (R&D) method with 5 stages, namely identification of needs, design, expert validation, feasibility test 1, and feasibility test 2. This study used a pre-experiment design with a one group pre-post test design. The sampling technique was purposive sampling which was given an intervention for 21 days with 3 stages, namely introduction, repetition, and practice. Results: The validity results of the “Denta Go” Model show that the model is feasible as a dental health education model (p 0.000). The “Denta Go” model is effective in improving tooth brushing skills (p 0.000) with a mean pretest score of 59.06 and posttest 94.64. The “Denta Go” model is effective in improving dental hygiene status (p 0.000) with a mean pretest score of 2.64 and posttest of 1.16. Feasibility test 2 showed that the model is feasible to be used independently by kindergarten teachers (p 0.000). Conclusion: The “Denta Go” model is effective and feasible to use as an effort to improve tooth brushing skills and dental health status of preschool children.

유아교사의 직장 내 사회적지지가 교사-유아 상호작용에 미치는 영향에서 놀이교수효능감의 매개효과

Objectives This study examined the mediating effect of play teaching efficacy in the relationship between early childhood teachers’ social support within the workplace and teacher-child interactions. Methods The data were collected from 123 teachers in preschooler classes at daycare centers and 119 homeroom teachers in kindergartens in the Seoul metropolitan area to find out social support in the workplace, play teaching efficacy, and teacher-infant interaction. The collected data were analyzed using SPSS 25.0 and AMOS 18.0 programs. Results Firstly, there were significant positive correlations among early childhood teachers’ social support within the workplace, play teaching efficacy, and teacher-child interactions. Secondly, play teaching efficacy partially mediated the relationship between early childhood teachers’ social support and teacher-child interactions. Conclusions These results demand that the efforts of the educational settings to enhance positive support for the teachers’ social support. Moreover, the results stressed the need to develop education programs for teachers to encourage play teaching efficacy in order to enhance teacher-child interactions.

The Use of Loose-Part to Improve Early Childhood Self-Sufficiency

This research aims to increase independence by using loose parts. The research subjects were children aged 4-5 years, totaling 16 children. The research procedure includes planning, implementation of action, observation, and reflection of each cycle-given action in five meetings. This improvement data was collected using observation techniques and analyzed descriptively, quantitatively and qualitatively. The results show that loose play can increase the independence of children aged 4-5 years. These results are indicated by an increase in the percentage of independence in action from pre-cycle to cycle 1 by 20.84%, then from cycle 1 to cycle 2 increased by 30.73%, and the average percentage of children's independence in cycle 2 was 84.38%. The results of this study can be used as a reference by kindergarten teachers in improving classroom learning related to children's self-sufficiency.

Chinese Rural Kindergarten Teachers' Work-Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity.

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

Empowering Early Childhood Educators: Innovative Approaches to Literacy Instruction

This study aims to describe the smart teaching of kindergarten teachers in teaching literacy. Smart teaching literacy is the ability of teachers to teach literacy. The problems found in literacy teaching are related to the ability to recognize the alphabet, write the alphabet, and read. This research is qualitative research using observation and in-depth interviews and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of this study show that smart teaching carried out by kindergarten teachers in teaching literacy as a means of exploration, experimentation, and self-expression for children uses various types of media used in smart teaching, including digital media, namely through the Kids Academy application. Smart teaching literacy is expected to have open and effective communication, involve parents, create a positive environment, and provide rewards and consequences to children.

Teaching the Littlest Learners: Insights from Kindergarten Educators

Teaching the Littlest Learners: Insights from Kindergarten Educators

Study on the Current Situation and Influencing Factors of Kindergarten Teachers’ Emotional Labor

Kindergarten teachers belong to the high emotional labor group. The emotional labor of kindergarten teachers is closely related to the teaching quality, the teachers’ mental health and the satisfaction of teachers’ work. This paper explores the significance, dilemma and influencing factors of kindergarten teachers’ emotional labor, and on this basis, summarizes and puts forward strategies and suggestions to improve kindergarten teachers’ emotional labor, such as standardizing kindergarten teachers’ emotional standards and creating a good working environment, to reduce teachers’ emotional labor pressure and improve their teaching efficiency and work satisfaction.

Telling stories of learning and beyond: using the learning story approach to help kindergarten teachers to conceptualise play-based teaching and learning in China

ABSTRACT Play-based teaching and learning approaches are recognised as enabling teachers to interact with children and support learning in a relaxed environment to promote children’s holistic development. Recent studies increasingly emphasise that teachers’ engagement can promote children’s opportunities to learn through play. This article presents results from a qualitative case study undertaken in a kindergarten in China, with three Chinese kindergarten teachers exploring play-based teaching and learning in their classrooms. Learning story, a narrative assessment approach, was introduced to the Chinese kindergarten teachers prior to the research as a tool for them to record and reflect on their play-based learning practices. Nine learning stories were collected and nine follow-up semi-structured interviews were conducted to explore three research questions: 1). what was the teacher’s role in playful activities? 2). what learning was identified? 3). how were play and learning linked and sustained over time? Findings indicate that the three Chinese teachers demonstrated a continuum of guidance for their interaction with children in play and that cultural factors played a role in teachers’ conceptualisation and implementation of play-based learning. These findings contribute to understanding of play-based pedagogy in a particular cultural context.

Challenges of teaching skills (student teachers) in the kindergarten practical education process from their perspective

Practical education is a significant part of the educational and psychological tools represented by vision and practice. This has a positive impact on teacher preparation The second semester is devoted to practice in kindergartens, lasting six weeks. This is a real training opportunity for student teachers to demonstrate their skills and learn many teaching and kindergarten skills that will become a teaching experience in the future. The aim of this study is to identify the obstacles of student teacher teaching skills in the process of practical education in kindergartens in central Sulaimani, all of which were female. Utilizing a descriptive research method, the researcher employed a measurement tool consisting of 33 items categorized into six areas to identify obstacles to teaching skills among basic education students. The research sample comprised 82 student teachers. Statistical treatment of data was conducted using the SPSS program, facilitating the analysis of collected information and percentage weight. Finally, the researcher came to several conclusions: Level of obstacles to teaching skills Practical education among teacher students is generally high. The field of teaching materials, educational supervisors and kindergarten staff is generally at a weak level among student teachers, but the fields of planning, personality and teaching methods of teachers are at a high level.

Analisis Kebutuhan Buku Cerita Bergambar sebagai Pengantar Bermain di Taman Kanak-Kanak

The availability of picture storybooks is a crucial component of early childhood education. This research aims to describe and analyze the needs for storybooks among Kindergarten students through a questionnaire. At an early age, play is an essential activity that supports children's cognitive, social, emotional, and motor development. The storybooks used in this process must have specific characteristics that captivate children's interest while aligning with educational objectives. The research methods employed include observations, interviews with kindergarten teachers, and content analysis of popular storybooks among young children. The findings are intended to serve as a foundation for developing educational materials, particularly picture storybooks that facilitate play-based learning for kindergarten students. The ultimate goal is to enhance the quality of educational resources available to young learners, ensuring they are both engaging and educationally beneficial.

Examining the Opinions of Mothers Who Have Children Diagnosed with Autism Spectrum Disorder (ASD) on Outdoor Practices

Outdoor activities are a need for children. This need is felt more in children diagnosed with ASD. These children's limited eye contact, avoidance of physical interaction, and inability to adapt to the rules of social life limit their participation in outdoor activities. From this point of view, this study aimed to examine the views of mothers who have children diagnosed with ASD on outdoor practices. The participants consisted of 13 mothers with children diagnosed with ASD in a special education kindergarten affiliated to the Ministry of National Education in Adapazarı district of Sakarya province in the 2022-2023 academic year.

Understanding the Dimensions of Kindergarten Teachers' Burnout: Scoping the Factors and Its Strategic Preventions

This qualitative phenomenological study aims to explore the challenges encountered by kindergarten teachers. Purposive sampling technique was employed to select 10 kindergarten teachers from Carmen District, Mangalcal. Semi-structured interviews were conducted to gather rich and detailed accounts of the participants' experiences. The thematic analysis revealed three major challenges encountered by kindergarten teachers: physical tiredness, difficulty dealing with toddlers, and managing undisciplined learners. Additionally, three predominant coping mechanisms emerged: taking short vacations, seeking assistance from co-workers, and developing a supportive environment. Furthermore, teachers' insights and realizations in connection with feeling tired and burned out were categorized into themes of learning to set boundaries and focusing on the day's work.This study contributes to the understanding of the challenges faced by kindergarten teachers in a specific geographical context and provides insights into their coping mechanisms and reflections on burnout.

Assessing a Child's Readiness for Kindergarten Learners Based on Age and Skills: Views of Teachers

This phenomenological study unfolded the views of teachers in assessing a child’s readiness for kindergarten based on age and skills. The narratives reflected the lived experiences, challenges, coping mechanisms and insights of the kindergarten teachers. There were eight (8) teacher-participants who have experiences kindergarten assessment, and they are purposively selected as informants. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through virtual conference and limited face-to-face subsequently observing strict compliance of standard health protocol. Using thematic analysis, the views of the teachers in assessing a child’s readiness for kindergarten based on age and skills were as follows: Diverse Developmental Levels, Social and Emotional Variances, and Language Development Evaluation. On the coping mechanisms they employed to address challenges, the following were the themes and findings of the study: Adaptability to Individual Needs, Professional Development and The importance of observation. Lastly, the following were the insights drawn from the findings of the study: Data-Informed Decision Making and Parental Involvement Strategies. The goal of this study was to understand the experiences of teachers in terms of assessing school readiness based on age and skills. The new knowledge drawn from this study is noteworthy for quality delivery of education in school.

Study on the training and development model of kindergarten teachers' competence in family education guidance

Kindergarten teachers play a key role in promoting home education, however, many kindergarten teachers lack effective home education guidance ability, which affects the quality of home-school co-operation, this study aims to explore the mode of training and development of kindergarten teachers' home education guidance ability, which provides a reference to improve the professionalism of kindergarten teachers, and finds that comprehensively adopting a variety of forms of training and combining the theory and practice can The study found that a combination of various forms of training and theory and practice can effectively improve kindergarten teachers' ability to provide guidance on family education and promote the positive development of home-school co-operation.