Kindergarten Teachers Research Articles

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

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

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

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

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

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

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

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

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

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

The Effect of Deductive Thinking Exercises on The Performance of Some Basic skills Among Kindergarten Children Aged 5-6 Years

As it is known that most of the methods of teaching sports to children used by kindergarten teachers appear to be traditional and lack a lot of accuracy in performance and random implementation. Preparing exercises in deductive thinking in developing the skills of handling and receiving among kindergarten children, and some special tests have been used, where a sample of kindergarten children was chosen randomly, and divided into two groups (experimental and control), and the research sample reached (20) students who were randomly divided into (10) for the control group and (10) for the experimental group, and the results of the research showed that there were significant differences between the results of the pre and post tests and in favor of the experimental group in the post tests, and the conclusions showed that the prepared exercises had a positive effect on the experimental sample, while the recommendations were to adopt Inferential thinking exercises, as they work on developing physical attributes, developing speed of comprehension, and developing accuracy of handling and receiving among kindergarten children.

Scientific Writing Training for Teachers in Kindergarten for Children in Jambi City

Training on writing scientific papers for Kindergarten teachers in Buah Hati Jambi City aims to improve the professionalism and skills in writing scientific papers of teachers. This training was carried out face to face for one day involving 10 teachers. The methods used include lectures, question-and-answer sessions, group discussions, and practical exercises. The evaluation showed very enthusiastic and active participation from the participants, with significant improvements in the ability to write scientific papers. Evaluation results through writing assignments, satisfaction surveys, observations, and in-depth interviews show that participants can understand and apply techniques for writing scientific papers better. This training has a positive short-term impact in the form of increasing technical skills and teacher confidence and is expected to have a long-term impact on improving the quality of education through the implementation of evidence-based teaching practices. Overall, this training made a significant contribution in improving the professional competence of the Buah Hati Kindergarten teachers in Jambi City. Recommendations for future training include increasing length, individual coaching sessions, and the use of interactive learning media. This training is an important first step in efforts to improve the quality of education in the region.

Preschool Pedagogy and Factors Affecting Inclusive Education: Views of Greek Kindergarten Teachers

Preschool Pedagogy and Factors Affecting Inclusive Education: Views of Greek Kindergarten Teachers

Mental Fitness and Its Relationship to Systemic Thinking of a Kindergarten Teacher in the Kurdistan Region – Iraq

Mental Fitness and Its Relationship to Systemic Thinking of a Kindergarten Teacher in the Kurdistan Region – Iraq

Teachers’ perception on physical activity promotion in kindergarten children in China: a qualitative study connecting social-ecological model

BackgroundGlobally, the majority of kindergarten-aged children face obesity issues and insufficient physical activity (PA) engagement. Regular PA participation can provide various health benefits, including obesity reduction, for kindergarten-aged children. However, limited studies have investigated the factors influencing kindergarten-aged children’s PA engagement from the perspective of their teachers. This qualitative study aimed to identify factors that could help promote PA among kindergarten-aged children from teachers’ perspectives, including facilitators, barriers, and teachers’ recommendations.MethodsFifteen kindergarten teachers (age range: 28–50 years; mean age: 38.53 years) with teaching experience ranging from 2 to 31 years (mean: 16.27 years) were recruited from Shanghai municipality, Henan, and Jiangsu provinces in China. One-on-one semi-structured interviews were conducted via face-to-face (n = 7) or telephone (n = 8) to gather insights into factors influencing PA promotion among kindergarten-aged children. The interviews were audio-recorded, transcribed, and analyzed using a constant comparison approach based on grounded theory, which involved open, axial, and selective coding processes.ResultsThe study revealed mutual theoretical support between themes and the social-ecological model (SEM), as factors identified in the study are distributed at various levels of the SEM. Twelve factors were identified at four levels of the SEM: (1) intrapersonal level (children’s personality and skills), (2) interpersonal level (family, peers, and teachers influence), (3) organizational level (school environment and resources, opportunities for kindergarten teachers’ training and children’s PA, design and organization of PA, and PA that children need), (4) community level (family-school partnerships).ConclusionVarious factors at different levels can influence kindergarten-aged children’s PA. The study’s findings revealed that these factors are distributed across the first four levels of SEM, with the majority being at the organizational level. These multilevel findings are expected to assist in developing and implementing more effective PA interventions for kindergarten-aged children. Future research is warranted to identify strategies for promoting PA among kindergarten-aged children at the policy level of the SEM.

Problems of Children with Working Mothers in Wasit Governorate and How to Reduce Them

In spite of the countless developments that have occurred in our society and the entry of women into the field of work and their contribution in most sectors, they still suffer from their problems within the institution in which they work and their performance and other problems within the family environment in which they live. All problems affect performance within the family and at work. The research sample consisted of (150) kindergarten teachers, who were chosen randomly. The results were analyzed using the statistical package (SPSS), and the results were obtained. There are psychological and behavioral problems that arise among the children of working mothers, and there is a correlation between the mother’s work and the children’s problems. One of the most important recommendations of the current research is to create appropriate environmental conditions for the children of working mothers. Regarding the conclusions of the study, it has been shown that there are psychological problems among the children of working mothers, and this results from the mother being away from home for long hours, and the presence of behavioral problems resulting from the child’s emotional deprivation, psychological pressure, the child’s lack of experience, and his lack of awareness of how to deal with problems.

The expanding conceptions of child citizens in the early years: Perspectives from Chinese kindergarten teachers

Recognising children as active and competent citizens holds promise for early childhood research and pedagogies worldwide. Researchers in China have not previously explored young children’s citizenship in detail. The project that is the focus of this article sought to address this research gap. Moss’ critical approach and Chen’s Asia as Method were employed as the tools for theoretical analysis. This article draws from the first author’s doctoral study and explores data gathered from interviews with kindergarten teachers in selected Chinese kindergartens. The findings reveal the teachers’ expanding conceptions of child citizens and offer insight into the syncretism of Western and Chinese discourses in early childhood care and education. Finally, the value of intercultural reflexivity is considered.

Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

Why Do They Choose to Stay? Career Choice of Publicly Funded Male Kindergarten Teachers in Jiangsu Province, China

Why Do They Choose to Stay? Career Choice of Publicly Funded Male Kindergarten Teachers in Jiangsu Province, China

Learners’ Essential Skills and Schools’ Readiness towards Limited Face-to-face Classes

This research assessed the learners’ essential skills and the schools’ readiness towards limited face-to-face classes at Naga Central Elementary School and Greenhills Elementary School in Cebu for the school year 2021-2022. It used a descriptive quantitative design and a universal sampling technique to select the respondents. An adapted questionnaire was administered to kindergarten parents and teachers. Data were gathered using frequency count, percentage, weighted mean, and T-test independent samples. The findings revealed that most parents were between the ages of 21 and 26, the majority were females, attained high school diplomas, had three to four primary school-aged children, and had a combined monthly income of Php 10,000 or less. Moreover, most of the teacher respondents were aged 29-34. Half had a bachelor's degree and had a length of service of less than 10 years. The results further indicate high confidence among parents and teachers regarding school readiness, with parents rating readiness as "very high" and teachers as "high." However, differences in perceptions led to rejecting the null hypothesis. Kindergarten learners' readiness was assessed based on essential skills in literacy, mathematics, and motor skills, with parents rating all skills as "very proficient" and teachers as "proficient." A significant difference was found in literacy skills, leading to the rejection of the null hypothesis, while mathematical and motor skills did not show significant differences. Overall, positive feedback suggests satisfactory readiness levels, with suggestions for improvement, including using interactive digital learning materials and worksheets to enhance the learning experience.

Perspectives of Teachers on Learning: A Glance on the Reading Proficiency of Kindergarten Learners

This study aimed to describe the experiences of kindergarten teachers in regards to the reading problem issue of kindergarten learners in Samal District, Island Garden City of Samal. The participants were the ten kindergarten teachers, utilizing phenomenological design to explore their challenges, perceived coping mechanisms on the issue and insights. A semi- structured interview guide was used to gather the data. Ethical considerations were observed in data collection. Thematic content analysis was used to extract the themes. The findings were: were poor background knowledge, low phonological awareness skills, local language diversity, limited exposure to reading materials, engagement and attention span struggles, and economic scarcity are the main challenges; the identified teachers’ perception on the reading situations of students in coping with the issues are use of differentiated instruction, individualized support, continuous assessment and monitoring, and collaborative efforts; and importance of early intervention, recognition of learners’ diversity, continual assessment and improvement, family and community engagement, and teacher’s professional development are the insights drawn. The recommendation included allocating resources, funding, and support services by the Department of Education specifically targeted at addressing early literacy disparities and improving outcomes for students at risk of reading difficulties.

Problems of children with working mothers in Wasit governorate and how to reduce them

In spite of the countless developments that have occurred in our society and the entry of women into the field of work and their contribution in most sectors, they still suffer from their problems within the institution in which they work and their performance and other problems within the family environment in which they live. All problems affect performance within the family and at work. The research sample consisted of (150) kindergarten teachers, who were chosen randomly. The results were analyzed using the statistical package (SPSS), and the results were obtained. There are psychological and behavioral problems that arise among the children of working mothers, and there is a correlation between the mother’s work and the children’s problems. One of the most important recommendations of the current research is to create appropriate environmental conditions for the children of working mothers. Regarding the conclusions of the study, it has been shown that there are psychological problems among the children of working mothers, and this results from the mother being away from home for long hours, and the presence of behavioral problems resulting from the child’s emotional deprivation, psychological pressure, the child’s lack of experience, and his lack of awareness of how to deal with problems

Integrasi Permainan Modern Tradisional Dan Islami Menggunakan Spinning Sebumbun Bagi Anak Usia Dini

Early childhood education is education that applies strategies or methods of playing while learning, because the world of children is the world of play. At the time of learning it is very appropriate to use a media game, because the media can be a driving factor for students. Sebumbun spinning is one of the media that can improve aspects of development in children, with this media it will increase the enthusiasm and motivation to learn in children. The purpose of this community service is to provide knowledge and innovation to Al-Firdaus Palangka Raya Kindergarten teachers. The results of community service run smoothly where children are able to follow the rules of the game that have been determined before the game is carried out, and the enthusiasm of children when practicing games on Spinning Sebumbun media is very good, the hope is that learning with Spinning Sebumbun game media can be applied to schools other schools when learning takes place.

Compulsory kindergarten education and early teenage literacy in the Philippines

We assessed the impact of compulsory kindergarten education on early teenage basic and functional literacy skills achievement using a large-scale natural experiment in the Philippines. In 2012, the Philippine government mandated compulsory kindergarten attendance for children aged five years or older prior to enrolling in the country’s basic education cycle. This created a non-trivial discontinuity in the propensity of kindergarten school attendance among different cohorts of children, which we exploited in this study. We find that children who were exposed to the policy were no more likely to be able to read, write and calculate by age 11–13 years when contrasted with comparable peers who were not compelled to attend kindergarten. However, those who were exposed to the policy were more likely to reach full functional literacy by early teen-age, which is likely due to dynamic complementarities in skills formation. While other children were able to eventually catch up with basic literacy skills in later childhood, children who attended kindergarten were more likely able to read and write before entering primary school, which likely allowed them to develop further skills later.

Effect of Parent-Initiated Support on Career Calling Among Chinese Kindergarten Teachers: Basic Psychological Need Satisfaction as Mediator.

Possessing a calling to teach is a core and essential quality of good kindergarten teachers, and it is critical to explore which factors positively impact kindergarten teachers' career calling. Developing a career calling is a meaning-making process that can be influenced by the actions of others in the workplace. During the frequent parent-teacher interactions, parent-initiated support may serve as significant interpersonal cues for kindergarten teachers in developing their career calling. Thus, the present study examined the effect of parent-initiated support on kindergarten teachers' career calling. Further, we investigated the multiple mediating roles of global and specific basic psychological need satisfaction based on the self-determination theory (SDT). Cross-sectional data were collected from 629 kindergarten teachers in China and analyzed using Mplus 8.3 software and the Process 3.5 macro of SPSS 26.0 software. Before testing the hypothesis, we used Mplus 8.3 to save factor scores from the Bifactor model of basic psychological need satisfaction and two uni-dimensional models of parent-initiated support and career calling. Subsequently, using the Process 3.5 macro within SPSS 26.0 software, we conducted path analysis to examine the total and mediating effects between parent-initiated support and kindergarten teachers' career calling. The results revealed a positive effect of parent-initiated support on teachers' career calling. Teachers' global and specific competence need satisfaction partially mediated this positive effect, while the mediating effects of teachers' specific autonomy and relatedness need satisfaction were non-significant. These findings suggest that parent-initiated support is an important job resource for kindergarten teachers' development of career calling. In addition to satisfying global psychological needs, satisfying specific needs (eg, competence need) provides additional benefits to kindergarten teachers' experience of career calling.