Kindergarten Teachers Research Articles

A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children's Cognitive and Fine Motor Development.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education

ABSTRACT K-12 science education is essential for cultivating students’ scientific talents, with teachers playing a critical role in this process. This study investigates the effects of conceptual knowledge and laboratory interventions on pre-service kindergarten teachers’ pedagogical content knowledge (PCK), deriving water as a topic for science activities. Thirty-three pre-service teachers were divided into three groups: Group 1 received lectures on science knowledge, Group 2 participated in lectures supplemented by laboratory experiments, and the third group served as the control group. A mapping approach is utilized to assess the development of PCK among participants. The results revealed that both intervention groups demonstrated significantly improved PCK compared to the control group (p < 0.001). However, no significant difference was observed between the two intervention groups regarding PCK enhancement. Based on these results, we argue the importance of cultivating scientific content knowledge among pre-service education students. Additionally, the science curriculum for these students should differ from common STEM programs, focusing more closely on the scientific knowledge and inquiry skills they will need in their future teaching.

Difficulties Of Kindergarten Teachers In The Blocks Of Time

Teaching kindergarten comes with its fair share of challenges, but it can also be an incredibly rewarding experience watching your learners grow and learn during their time in school. In this context, this study aimed to determine the difficulties kindergarten teachers face in the blocks of time regarding learning domains, transition activities, and musical instruments. The study targeted 65 kindergarten teachers using a self-made questionnaire that passed stringent tests of validity and reliability to collect information from the respondents. The results revealed that kindergarten teachers’ level of difficulty in learning domain and transition activities was low, while musical instruments were high. In addition, there was no significant difference in the level of difficulties of kindergarten teachers in the blocks of time in terms of learning domains, transition activities, and musical instruments when compared according to age, civil status, number of training attended, and family income. The result provides evidence that kindergarten teachers need to improve themselves in the delivery of instruction in the kindergarten program and calls for conducting an enrichment plan focusing on learning domains, transition activities, and musical instruments in the kindergarten curriculum throughout the region. Keywords: Blocks of time, difficulties, kindergarten teachers, Bindoy, Negros Oriental.

A Survey Study of Kindergarten Teachers' Use of ChatGPT to Support Instructional Design

With the rapid development of information technology, Artificial Intelligence (AI) is gradually applied to a wide range of fields, especially the powerful ability of ChatGPT to bring infinite possibilities for education, but teachers’ attitudes toward using it are not yet clear. The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use. The results indicate that kindergarten teachers hold positive acceptance, perceived self-efficacy, and learning attitudes toward using ChatGPT for instructional design. Meanwhile, the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instruction environments。

Bridging the gap between preservice teachers’ theoretical and practical knowledge through simulations of teacher-parent interactions

ABSTRACT Teacher-parent communication is one of the domains in teacher education where the gap between theory and practice is evident. Although teacher-education programmes are responsible for developing preservice teachers’ (PSTs’) effective parent-teacher communication skills, such interactions are rarely practiced during the training. Simulation-Based Learning (SBL) is one of the ways to connect theory to practice. The current study analysed a PST’s language behaviour during an SBL lesson involving a parent-teacher interaction, to consider whether and in what way the SBL experience helped bridge the gap between PSTs’ theoretical and practical knowledge. A qualitative methodology was selected using a case-study approach. The PST whose language behaviour was examined was a 33-year-old woman retraining to become a kindergarten teacher. The data were collected via a workshop transcript, an interview, and a written reflection and were analysed using linguistic and content analyses. The findings demonstrate the role of SBL in advancing the crucial aspect of effective teacher-education programmes, namely, addressing the connection between theory and practice. The study’s theoretical contribution lies in underscoring the way in which simulation contributes to bridging the gap between PSTs’ theoretical and practical knowledge.

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic

Maintaining kindergarten education amid emergency situations is difficult. The COVID-19 pandemic highlighted the difficulties faced by early childhood education institutions in ensuring that children continue education despite school closures and prolonged social isolation. The transition from in-classroom learning to remote learning, which was mostly online for older age groups, was especially complicated for younger pupils due to their nature and limited family resources. In contrast, numerous kindergartens in Indonesia initiated home visit programs that enabled children to learn face-to-face with their teachers and peers during the school closure periods. The purpose of this study was to examine how the home visit program for early childhood education was implemented and how teachers and parents viewed this emergency alternative to online learning. A qualitative case study was employed as a method of inquiry. Nine parents and four teachers from a single kindergarten in South Tangerang, a suburb of Jakarta, participated in this study. The data revealed the home visit program’s implementation involved the following measures: dividing children into small groups, a teacher visiting each group’s assigned home once or twice per week for 45–90 min, enforcing health measures, and giving daily activities for students to complete with their parents. Teachers stated that the home visit program was helpful but had significant faults. Among the benefits were the following: It helped children comprehend learning materials, piqued their interest, and served as a possible alternative due to a family’s lack of resources such as electricity, internet connectivity and quota, educators’ competency in implementing online learning, and parents limited or unavailable devices. Meanwhile, some disadvantages of home visits included the following: Parents felt obligated to entertain their children’s teachers and peers, some students were unable to study due to distance, additional time and energy was spent on media preparation and learning activities, and the risk of exposure to COVID-19 was increased. In the future, unexpected health hazards or other situations may occur. These findings indicate the need for early childhood education institutions to be more prepared, develop a strategy and adjust their instructional approaches to respond rapidly to changing circumstances when required.

REPRESENTATIONS OF PRESCHOOL TEACHERS ON CHILDREN'S GENDER AS A FACTOR IN DIFFERENTIATING THEIR FREE PLAY IN THE SCHOOLYARD

Gendered subjectivities are shaped within social structures, such as education, where gender inequalities intersect with other forms of social disparity. The individuals who operate within these structures play a role in both reproducing and maintaining ine-qualities, as well as in actively challenging them. However, as active agents, they can challenge gender order and inequalities, but their capacity to do so is subject to the constraints imposed by the framework in which they operate. The interaction between teachers and children in the schoolyard is a given, with the schoolyard serving as a space of socialization and interaction, thus becoming a field for the formation and nego-tiation of children's subjectivities. Teachers, through their presence in the schoolyard and their representations of children's gender characteristics, are expected to influence the formation of gendered subjectivities. The representations of preschool teachers re-garding children's gender as a factor in differentiating their free play in the schoolyard were the subject of this qualitative study, conducted through interviews. Twelve kin-dergarten teachers working in public and private schools in the Thessaloniki area par-ticipated. The thematic analysis of the data revealed that while the sample of teachers expressed opposition to gender segregation and inequalities, they adopted a neutral stance toward what occurs in the schoolyard. Moreover, many justified the differences they observed in boys' and girls' play in biological terms, among other reasons.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0773/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Psychoeducation as burnout prevention for Hungarian teachers

The aim of this study is to examine the role of psychoeducation in preventing burnout among Hungarian teachers. Psychoeducation is a structured method of delivering professional information, combining elements of education, cognitive-behavioral therapy, and grouptherapy, with the goal of developing coping strategies to maintain health and ensure therapeutic collaboration. As part of the research, a 30-hour training program was developed and implemented with two groups, consisting of kindergarten and special education teachers (N=35). The core components of the training included self-awareness exercises, autogenic training techniques, and conflict management strategies. Changes in participants' burnout levels, psychological immune systems, coping methods, and perceived social support were assessed using pre- and post-training questionnaires (Maslach Burnout Inventory Educator Survey (MBI-ES), Oláh’s Psychological Immune System Survey, Coping Methods Questionnaire, MOS SSS-H Social Support Questionnaire, and Mental Health Test). A significant reduction in burnout was observed. The findings support previous research indicating that psychoeducation can effectively reduce stress and burnout, though its effectiveness may depend on various factors, such as the length and intensity of the program, as well as participants' motivation and commitment. Future research should involve larger sample sizes and longitudinal designs to assess the long-term benefits of psychoeducational interventions more accurately for teacher burnout.

Enhancing Reading Motivation of Kindergarten Pupils through Home-School Collaboration: A Causal-Comparative Approach

The purpose of this study is to examine how home-school collaboration affects kindergarteners' reading motivation. The researcher chose 100 kindergarten teachers in Talomo A District, Davao City, as study participants. Respondents were chosen using stratified random sampling. A causal-comparative quantitative research design was used. Data was analyzed using these statistical tools: Mean Percentage Scores, Frequency Distribution Percentage, Mean, Independent Sample T-Test, and Eta-Squared Univariate General Linear Model. One category (n=50) was assigned to home-school collaboration and the other to non- collaborative groups by simple random assignment. The results showed that kindergarteners in Talomo A District, Davao City, had extensive reading motivation. Additional results demonstrated a substantial statistical difference in kindergarten students' reading motivation between home- school collaboration and non-collaboration groups. The results also demonstrate that home-school partnership improved kindergarteners in Talomo A District, Davao City. Thus, home-school partnership made this issue easier to teach. The study was done to publish findings in a recognized academic journal.

Psychological empowerment and job burnout in Chinese kindergarten teachers: The mediating effect of occupational stress

We explored the role of occupational stress in the relationship between psychological empowerment and job burnout in kindergarten teachers. Chinese female kindergarten teachers (n = 243) were participants (mean age = 28.2 years, SD = 5.08 years; specialist and below = 64.6%, formal work systems = 37.9%). They completed surveys on psychological empowerment, occupational stress, and job burnout. Path analysis findings suggested that higher psychological empowerment was associated with lower job burnout. Lower occupational stress mediated the relationship between psychological empowerment and job burnout so that the teachers with a sense of psychological empowerment were likely to report less job burnout. The higher the psychological empowerment, the lower the occupational stress and lower job burnout relationship held for older age teachers and those with undergraduate degree or a higher level of education and formal employment. Kindergarten teachers should be supported in improving their psychological empowerment to reduce occupational stress, and thus, limiting their risk for job burnout.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Knowledge attitude and practice towards foreign body aspiration management among kindergarten teachers in south-west Amhara, rural Ethiopia

Background: Aspiration of a foreign body (FB) is the act of unintentionally ingesting food, drink, or typically items. In every country on earth, it is the main cause of death. Aspirations of a foreign body in kids are typically emergency situations and account for a significant part of accidental fatalities. Problems are made worse by a lack of community understanding about foreign body aspiration. Objective: To assess the level and determinants of knowledge, attitude, and practice towards the first aid management of foreign body aspiration and airway obstruction among kindergarten teachers in northwest Amhara, Ethiopia, 2022. Methods: An institution-based cross-sectional study was undergone on kindergarten teachers. Result: The result of this study showed that 78.4% of the participants had good knowledge or scored equal or more than the mean score. The total score of the attitude was calculated by rating the respondent’s correct-full responses on the attitude questions; a total of 337 (93.4%) answered all the questions 6 above the mean level of 5.98, indicating that 93.4% of the respondents have a positive attitude. Discussion: In the present study, 78.4% of kindergarten teachers demonstrated good knowledge. In contrast, a study conducted in Addis Ababa, Ethiopia, revealed that only 37% of participants exhibited good knowledge regarding foreign body aspiration management, significantly lower than the current study’s findings. Additionally, the same study found that 93% of kindergarten teachers held a positive attitude toward foreign body aspiration management, aligning with the results of a cross-sectional study in Addis Ababa, Ethiopia, where the attitude score was 95.1%. Conclusion and Recommendation: The result of this research shows that majority participants of this study have good knowledge and attitude towards foreign body aspiration management, but poor practice about it.

Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model

Kindergarten Teachers’ Mindfulness in Teaching and Morale: A Moderated Mediation Model

Examining the Value of Teachers' Guidebook to Field Activities in Kindergartens

Kindergarten teachers' guidebooks play an important role as a medium for teachers to carry out educational activities and guide children's learning and development. However, at present, kindergartens do not set specific selection criteria and evaluation standards when selecting teachers' guidebooks, and the issuance and selection of teachers' guidebooks are characterised by arbitrariness. Excellent teacher guidebooks should have the values of "re-selecting excellent culture", "reflecting the integrity of the elements of the five areas", "containing the concept of curriculum reform in the new era", and so on. An in-depth analysis of their values will help teachers to improve their training. An in-depth analysis of these values will help teachers to improve their pedagogical concepts and make teachers play their proper roles.

Strategi for et psykisk sunnere folk 2024

Good population mental health is a country’s most important resource. Without it, a country cannot utilise its other resources optimally. Mental disorders account for a country’s most costly health conditions. In Norway, like other high-income countries, 7–8% of children and young people and 16–22% of adults have a mental illness. This costs us at least NOK 340 billion, or USD PPP 35 billion annually. The loss of health due to mental illness in the working-age population is greater than that for all somatic non-communicable diseases combined, and the loss of healthy life years is as great as that for all cancers combined. More treatment cannot reduce this. Health promotion and disease prevention are the only way out. Based on current theory and evidence, 13 principles are presented for an effective community-oriented strategy for a mentally healthier population, which are then compared to the main points in Norway’s new Escalation Plan for Mental Health 2023–2033. Four evidence-based priorities are recommended: general screening of mental health in women during and after pregnancy, mandatory personal guidance for all pre-school (kindergarten) teachers, mental health as a separate subject in schools, and meaningful work for all. Keywords: society-oriented prevention, health promotion, strategy, Escalation Plan for Mental Health

Proactive Motivation among Kindergarten Teachers

The current study aimed to investigate the level of proactive motivation among kindergarten teachers. The researcher used the descriptive approach is appropriate for the current study., and the current study community is kindergarten teachers in Iraq, Wasit Governorate, Al-Aziziyah City/ for the academic year (2023-2024). Accordingly, the study relied on the stratified random method in selecting its research sample, as the sample size amounted to (60) teachers from government kindergarten teachers in Al-Aziziyah City, affiliated to Wasit Governorate in Iraq. The researcher constructed a proactive motivation scale consisting of (30) paragraphs distributed over (3) axes, and each axis has (10) paragraphs. The study concluded that there is a statistically significant effect of proactive behavior and perception on proactive planning at a significance level of 0.05 in the study sample, and there is a statistically significant effect of proactive behavior on proactive planning at a significance level of 0.05 in the study sample, and there is a statistically significant effect of proactive perception on proactive planning at a significance level of 0.05 in the study sample.

Economic education of preschool children. A pedagogical view of the phenomenon

The article presents the significance of economic education in a person’s life and the need for it from an early age. The stage of development from which education on the basics of economy should start is the preschool age (3-6 years). The age of the ancestors, the initial stage of the child’s consumer socialization, during which its effects and ideas about the world of consumption are shaped. The consumer behavior of preschool children is determined by parents, who can use the purchasing process in the upbringing process. This issue is very relevant, since it constitutes an integral part of each person’s life and it’s also a subject of interest in many fields of social sciences, each of which introduces a different view, hence it’s multidimensional nature. The essence and significance of the process of economic education, including equipping children with knowledge about economics as well as basic ability of its usage in certain life situations were presented based on the research of recent publications collected from the Scopus and Google Scholar databases. The article points out the existence of tools that could be used in the methodology of preschool teacher’s work. The offered examples taken from pedagogic practice could help teachers with implementing methods of efficient economical education in the field of preschool pedagogy. The findings presented in the article point towards the need for economic education of preschool children and show its integral and timeless nature. One of the tasks of economic education in kindergarten is to shape the foundations of economic culture, which emphasizes the relationship between economic education and morality.

Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.

Burnout risk among German and Ukrainian kindergarten teachers depending on individual stress coping strategies

Burnout risk among German and Ukrainian kindergarten teachers depending on individual stress coping strategies