Kindergarten Pupils Research Articles

Lekcje etyki: przedmiot szkolny w przygotowaniu

This article discusses the teaching of ethics in the educational system in Poland as a separate subject. The first part describes the historical process that brought ethics into the school curriculum. The second part provides knowledge about the legal status of ethics instruction and the prevalence of participation in ethical education. In the third part, the authors analyse the guidelines on teaching ethics for primary and secondary schools contained in the Core curriculum of general education.

A model of continuity in the formation of mathematical concepts in kindergarten and primary school pupils

A model of continuity in the formation of mathematical concepts in kindergarten and primary school pupils

Mathematics Manipulatives for the Development on the Numeracy Skills of Kindergarten Pupils

Mathematics Manipulatives for the Development on the Numeracy Skills of Kindergarten Pupils

ВШАНУВАННЯ ПАМ’ЯТІ ГЕРОЇВ НАЦІОНАЛЬНО-ВИЗВОЛЬНИХ ЗМАГАНЬ ПІД ЧАС ЗЕЛЕНИХ СВЯТ У ГАЛИЧИНІ (20-ті – 30-ті рр. ХХ ст.)

У статті на основі широкого кола джерел проаналізовано процес вшанування пам’яті героїв національно-визвольних змагань 1914–1921 рр. під час Зелених свят (Трійці) у Галичині (20-ті – 30-ті рр. ХХ ст.). Поминальні заходи включали урочисті богослужіння за участю членів усіх громадських това- риств, щорічні походи до місць бойової слави (г. Маківка, г. Лисоня), встановлення пам’ятників та меморіальних таблиць. У міжвоєнний період масового характеру набуло також насипання символічних могил на честь полеглих бійців. Відзначено, що такі акції впливали на формування національної свідо- мості, викликали патріотичне піднесення і сприяли гуртуванню молоді навколо ідеї національно- визвольної боротьби.

An authentic assessment model to assess kindergarten students' character

The aim of character development is essential to know, especially for kindergarten pupils. It might help teachers in developing students and offering helps and services. Thus, an assessment model is needed to identify children's character development easily and accurately. This study aims to (1) develop an assessment model for evaluating kindergarten pupils’ character which is considered valid, reliable, and fulfill the criteria of goodness of fit statistic, and (2) know the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten. This research used Plomp’s Research and Development Model. Data were collected using a questionnaire, documentation, interview, observation, and Focus Group Discussion. The validation was proven by the expert judgment with the Aiken’s V formula and the reliability was estimated with Cronbach’s Alpha. The validation construct and reliability were examined using Exploratory Factor Analysis, followed by Confirmatory Factor Analysis to ensure the result. Furthermore, the results of this research show that (1) the assessment model developed is ASOKA. This model is considered valid and reliable as it meets the criteria of goodness and fits the statistic; (2) the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten are: (a) with the index of Aiken's V analysis results of 0.901, the content validity is considered high; (b) the instrument construct validity has fulfilled the criteria of goodness of fit statistic; (c) as seen from Alpha Cronbach value coefficient 0.914, its instrument reliability is considered good enough.

A teacher-implemented intervention program to promote finger use in numerical tasks

What constitutes effective teaching of arithmetical skills in early school years is still uncertain. Finger use could play a crucial role in this acquisition, but some children do not use them spontaneously and studies would be necessary to know if it is possible to teach them. This research assesses the impact of a teacher-implemented intervention program to teach 5-year- to 6-year-old children to use their fingers in numerical tasks. Participants were 36 kindergarten pupils (16 girls, 20 boys; mean age 5 years, 5 months) from two classrooms. The research compares a program in which motor training and explicit teaching of finger use are promoted to represent numbers and to act on them, with a “business as usual” contrast group. Children were tested before and after the intervention with problem-solving. After the experimental training program, finger counting appears to be a good strategy because its frequency is positively linked to the scores in the problem-solving tasks. We showed a greater improvement in problem-solving following the finger use intervention, compared to the contrast group. Our results support the explicit teaching of finger use to build numerical representation and enhance the calculation skills of kindergarten students (age 5) in French schools.

Rozwijanie kultury czytelniczej w łódzkich przedszkolach

W artykule podjęta została próba oceny stanu kultury czytelniczej w łódzkich przedszkolach i możliwości jej rozwijania, poprzez omówienie następujących jej aspektów/składowych: charakterystykę kontaktów przedszkolaków z książką oraz stosowane metody i formy rozbudzania zamiłowań czytelniczych w miejskich placówkach przedszkolnych, działalność przedszkoli w zakresie przygotowania do nauki czytania oraz naukę czytania prowadzoną w placówkach przedszkolnych w ramach programowych zajęć, ocenę zawartości księgozbiorów przedszkolnych i stosowane kryteria doboru literatury dziecięcej oraz wyposażenia sal przedszkolnych/kącików w książki sprzyjające rozwijaniu czytelnictwa wśród dzieci 3–6-letnich. Ponadto podjęto próbę zbadania postaw nauczycieli sprzyjających rozbudzaniu dziecięcych zainteresowań książką oraz wskazania kierunków współpracy placówek przedszkolnych wspierających promowanie czytelnictwa ze środowiskiem społeczno-kulturowym oraz domem rodzinnym dziecka. W badaniach wykorzystano metodę sondażu diagnostycznego i metodę badania w działaniu. Teren badań objął wybrane łódzkie miejskie placówki przedszkolne, reprezentujące poszczególne dzielnice administracyjne Łodzi.

Lublin w pracy pedagoga – zasoby miasta w działaniach edukacyjnych. Część 1. Muzea

W niniejszym tekście przeanalizowano ofertę edukacyjną lubelskich muzeów. Próbowano dać odpowiedź na pytanie, czy planując oddziaływania edukacyjne, pracownicy placówek uwzględniają potrzeby młodego pokolenia oraz zalecenia dydaktyków, czy efekty ich pracy są dla dzieci i młodzieży atrakcyjne. Opis uzupełniono wykazami propozycji za-jęć oferowanych uczniom przedszkoli i szkół przez placówki wchodzące w skład Muzeum Lubelskiego w Lublinie oraz Muzeum Wsi Lubelskiej, Muzeum na Majdanku i Regionalne Muzeum Cebularza.

Using Brain Gym to Enhance Kindergarten Pupils’ Reading Abilities

Using Brain Gym to Enhance Kindergarten Pupils’ Reading Abilities

استخدام الخرائط المعرفية المصورة لتنمية مهارات الاستعداد للقراءة لدى طفل الروضة Using Visual Cognitive Maps to Teach kindergarten Pupils To develop Reading Readiness Skills

) ان التعلم للطفل بطرق متعددة يصبح التعلم وظيفيا وفعالا وعلى المعلمة معاونة الأطفال على تطبيق التعلم .

Kindergarteners' Narrative Competence Across Tasks and Time

ABSTRACTThe authors investigated children's narrative competence by analyzing the development of the reciprocal relationship between storytelling and story retelling performances over a school year through a cross-lagged panel design. The participants in this study were 170 Italian kindergarten pupils (M age = 4.98 ± 0.31 years). Children were asked to produce oral narratives in two different tasks: a storytelling and a story retelling task. Narrative competence was assessed in terms of structure and coherence. The cross-lagged panel analyses showed that both storytelling and story retelling tasks are stable constructs, but they differ in the emphasis on coherence. Data confirmed the pivotal role played by storytelling as a task, and structure as a component in fostering the development of children's narrative competence. Overall, results from this study suggest that storytelling and story retelling are tasks that involve interrelated but not overlapping processes, and trigger different aspects of narrative competence.

Inspiration From a Museum. Exhibitions as Inspirations for Art Creation of Children

The National Museum and its buildings are annually visited by hundreds of school groups, whether they are pupils of kindergartens, primary schools and/or secondary schools. In the 2017/2018, school year, the teams from the Prague Primary Art Schools joined the project implemented by the Regional Art Council and the Section of Visual Arts of the Prague Art School and the National Museum and entitled “The National Museum through the eyes of children”.

Computer Aided Tool in Science for Kindergarten Pupils

The learning program for Kindergarten is implemented by way of diverse learning activities that may beenhanced with the used of technologies and as one of the responses to meet the growing need for high quality education. The use of instructional learning materials and other resources that are locally developed and available is encouraged. Teaching Kindergarten has some problems that teachers are good to be aware of. Before deciding to teach Kindergarten, know yourself if you have the ability to not only to enforce behavioral rules but also to handle the stress and disorder that accompanies pupils’ behavioral problems. The main objective of the study is to evaluate the level of effectiveness of the proposed computer aided instruction entitled “Computer Aided Tool in Science for Kindergarten Education” according to the perception of the respondents. As the major step in the proposed research study computer aided instruction, the researcher used the descriptive research design and random sampling method. The statistical tools such as frequency distribution, percentage distribution and the weighted arithmetic mean were utilized in order to analyse and interpret the data gathered. T-test was also used to determine if there exist a significant difference on the level of effectiveness of the proposed system according to classification of the respondents. As to the level of effectiveness of the proposed computer aided instruction as to the teachers’ respondents they rated 4.71, which is interpreted as Highly Effective in terms of the entire criterion used while according to pupils’ respondents, they rated 4.81 with is interpreted as Highly Effective. The hypothesis tested between the two classifications of the respondents is -0.15, describes that there is no significant difference between the two classifications of respondents. The proposed system provides technology enhanced learning in science that leads Kindergarten pupils develop the foundation necessary for the future academic success.

The Application of Montessori Method in Learning Mathematics: An Experimental Research

The prime objective of this research was to investigate whether the Montessori method of learning helped kindergarten pupils improve their mathematical proficiency, critical thinking and problem-solving skills, besides training them to be responsible learners. Quantitative, qualitative, and observational methods were employed in the investigation. The sample for the study comprised 180 kindergarten pupils from TadikaBestari Al-Hidayah, located in Bandar Seri Damansara, Malaysia. The instruments for collecting data were questionnaires, interviews, and field observations. Results from a pre-test and a post-test showed that pupils who used the Montessori method, i.e. the experimental group, outperformed (72.2% passed) their peers who were not exposed to the Montessori method (39% passed). The findings indicated that the Montessori method indeed helped learners to improve their mathematical proficiency. This research offers guidelines to future researchers on alternative learning methods, especially for very young children. The findings of this empirical research could be prototyped for learning other subjects.

Effect of Play Group and Biopsychosocial Factors on the Independence Development of Preschool Children in Surakarta

Background: The development of children's independence is important for their future competitiveness in the rapidly increasing social changes. Disturbance in the development of children’s independence may have a negative future impact in adult life and children become dependent individuals. Efforts are needed to help children develop optimally. Some play groups have been introduced to meet this need in Surakarta, but no studies have been carried out to evaluate its effectiveness. This study aimed to determine the effect of play group on the independence development of preschool children while controlling for the effect of biopsychosocial factors . Subjects and Method: This was an analytic observational study using case control design. The study was conducted at 3 kindergartens in Surakarta, Central Java, from February to April 2017. A sample of 120 kindergarten pupils were selected for this study by purposive sampling and random sampling. The dependent variable was independence development. The independent variables were play group participation status, parenting style (autoritarian, democratic, and permissive), parental education, and child age. The data were collected by a set of questionnaire and analyzed by path analysis. Results: Maternal education ≥Senior High School (b= 8.77; 95% CI= 1.89 to 15.65; p= 0.012), paternal education ≥Senior High School (b= 9.82; 95% CI = 2.70 to 16.93; p= 0.007), child age ≥5 years old (b= 5.59; 95% CI = 1.50 to 9.68; p= 0.007), participation in play group (b= 9.45; 95% CI = 2.19 to 16.71; p= 0.011), and democratic parenting style (b= 0.12; 95% CI= 0.02 to 0.23; p= 0.018) increased child independence. Autoritarian parenting style (b= -0.15; 95% CI= -0.26 to -0.04; p= 0.006) and permissive parenting style (b= -0.09; 95% CI= -0.20 to 0.01; p= 0.092) decreased child independence. Participation in play group was determined by democratic parenting style (b= 0.01; 95% CI -<0.01 to 0.03; p= 0.080), permissive parenting style (b= -0.03; 95% CI -0.05 to <0.01; p= 0.027), paternal education ≥Senior High School (b= 2.06; 95% CI= 0.88 to 3.24; p= 0.001), and child age ≥5 years old (b= 1.42; 95% CI= 0.63 to 2.21; p <0.001). Conclusion: Maternal education ≥Senior High School, paternal education ≥Senior High School, child age ≥5 years old, participation in play group, and democratic parenting style, positively and directly affect child independence. Autoritarian parenting style and permissive parenting style negatively and directly affect child independence. Keywords: play group, parenting style, biopsychosocial factor, independence, development, preschool children Correspondence: Iin Tri Marlinawati. Masters Program in Public Health, Sebelas Maret University, Jl. Ir. Sutami 36 A, Surakarta, 57126, Central Java, Indonesia. Email: iin3marlina@gmail.com. Mobile: +6285600252256 Journal of Maternal and Child Health (2017), 2(4): 284-296 https://doi.org/10.26911/thejmch.2017.02.04.01

A Study on early children’s fairy tales of Dong-A Ilbo in the 1930s

This paper examined the differentiation of children, the appearance of children’s literature, writers of early children’s fairy tales published in Dong-A Ilbo and the contents in the 1930s.BR In 1922, the school system was created after the declaration of the 2nd Joseon Educational Ordinance. In early days, the age category was ambiguous, but in the middle and late 1920s that a proper educational system was constructed, age groups for the school system were established. This led to a discussion on the production of literary works appropriate for age groups of children among many theorists ranging from Hong Eunseong in 1929 to Lee Gujo in 1940.BR In this situation, age groups of children were divided into infancy, childhood and boyhood by the literary world. Also, literature was divided into early children’s literature, children’s literature and juvenile literature according to the characteristics of each age group. Then the increase in kindergarten pupils, various cultural events at kindergartens and child education views established by modern women in the 1930s promoted new awareness of infancy and growth of early children’s fairy tales and especially, kindergarten songs or kindergarten fairy tales for kindergarten pupils are the examples.BR On the other hand, a variety of early children’s fairy tales writers ranging from established writers to rising writers published their works in Dong-A Ilbo. In particular, Jeong Woo-Hae, Lim Wonho and Lee Gujo, who created many works actively in the 1930s, were highly interested in children’s stories. Besides, it was ambiguous to differentiate early children’s fairy tales from early children’s novel and the genres were named, based on writers’ creative consciousness. In general, early children’s fairy tales are based on realism rather than romanticism contained in fairy tales.BR Most of them were life stories to attract interest and improve understanding. This implies the educational meaning to consider specificity of infants and growth development processes. Moreover, early children’s fairy tales dealt with improvement in living habits of children, improvement in morality, wise life, stories in life, friendship, family love and curiosity about natural phenomena.

Development of a Guidance Model on Personal and Social Competence for Kindergarten Pupils

Early childhood years serve as a prime time for learning and growth into a responsible individual. In cognizance of this fact, one research highlighted that children who lack personal/social skills can display a variety of problems. A workable framework anchored on the competencies identified by the Department of Education (DepEd) and the American School Counselor Association (ASCA) was used in this study to explore and underscore personal and social competencies as output of the Kindergarten Model. The case study using observations of and in-depth interviews with 10 kindergarten teachers was utilized. Structured and unstructured interviews were conducted through one-on-one interviews and focusgroup discussion (FGD), which led to the emergence of six themes and 18 codes as empirical data. These themes were centralized on self; structuring relationships; diverse difficulties; influential issues; acquiring self-knowledge; and constellation of relationships. The study puts forward that a counseling approach can be integrated in teaching kindergarten pupils to help them become well rounded individuals and that the need to develop their personal and social competence can be addressed through the MC FISCS Model””modeling, child-friendly environment, familial atmosphere, insightful dialogue, social play, cooperative behavior, and self-advancement.

The Monolinguistic Approach in Learning to Read

The research study was done to obtain information from two Kindergarten classes as variables; one class was taught in English, the other, in Bisaya. The effectiveness of language used in learning to read was assessed after explaining different components of reading. This study utilized a quasi-experimental research method that discovered the influence of controlled conditions, on experimental and manipulated variables. Fifty-four kindergarten pupils of San Pablo Elementary School were the subjects of the study. The results were treated statistically using the mean and two non-parametric tools namely, the Mann-Whitney U test and the Wilcoxon signed rank test to test the significant differences between the two groups and within groups. The data showed an increase in the reading skills of the learners in both classes. This result further implied that there was no significant difference in the usage of English or Bisaya in teaching. Learners, from both classes, were able to learn the concepts presented to them though there was a scarcity of instructional materials and other supplemental resources. Using the mother tongue in the classroom did not affect their proficiency and they were able to perform the skills in reading and this is also true among those in the English group. Thus, it can be concluded that the use of the medium of instruction in the classroom was not a barrier to the teaching of early learners. Be it in English or Bisaya, the results were just comparable, and both languages could be used as a medium of instruction in learning how to read among young learners.

Perilaku Konsumsi Makanan Tradisional Keluarga Murid Taman Kanak-Kanak

This descriptive study attempted to explore the pattern Kindergarten pupils' behavior in consumming traditional foods. The sample consisted of 60 pupils drawn purposively from two private Kindergartens. The data were collected from their parents with a questionnaire and analysed by using narrative descriptions, t-test and Spearman product moment coorelations. It could be concluded that there were correlations between the patterns of Kindergarten pupil's behavior in consumming traditional foods and mothers' education, mothers' comprehension on nutrition, parents' income, and frequencies of family's attendance in restaurants. It was suggested that traditional foods or snacks could be consumed by Kindergarten pupil as additional foods

The Effectiveness of Cooperative Play in Developing the Basic Thinking Skills of Kindergarten Pupils

This study aimed to know the degree of possessing basic thinking skills and the effectiveness of the cooperative play in developing these skills for kindergarten pupils. The sample of the study consisted of 50 pupils between the ages of 5-6 years selected randomly. The pre-test ensured that the two groups were equal in the basic thinking skills. After the statistical analyses of data, the results showed that the most practiced basic thinking skill by the pupils in kindergarten was the reasoning skill, while the skill of conclusion was the least practiced one. Finally, the results of the study showed that there were statistically significant differences in the basic skills of thinking on the scale as a whole and its dimensions, including: memory, classification, prediction, conclusion, and reasoning, and all were in favor of the experimental group.