Kindergarten Stage Research Articles

Educational and Behavioral Disparities among Kindergarten Children and their Peers Who did not enroll in it from the Point of View of the First Grade Teachers in the Light of Some Variables

This study aims to know the educational and behavioral differences between kindergarten children and their friends who did not enrolled in kindergarten from point of view of first grade teachers, the total sample of the study consist of 58 first grade teachers. to achieve the goals of the study the analytical descriptive approach has been used, tool of the study has been developed by the researcher consisting 43 items distributed into four areas were checked by specialist professors. Results indicated that there are educational and behavioral differences in favor of the students who attend the kindergarten, which is presents the important of kindergarten stage.

Teaching Competencies for Arabic Schools Kindergarten Teachers in China.

Due to the importance and special nature of kindergarten stage on children’s cognitive, social, emotional and psychological growth, this study aimed at identifying the main teaching competencies required for kindergarten teachers in China. To achieve this objective, an observation card was applied on a group of 41 teachers from different kindergartens. The findings of the study suggested, firstly, that the levels of teaching competencies might be divided into five levels. This classification might be attributed to the variables of the study; namely, specialization, qualification and teaching years of experience. Secondly, the findings also revealed that, on the one hand, there were statistically significant differences according to the variable of specialization and the years of experience. On the other hand, no significant differences were found due to the variable of academic qualification. On the basis of these findings, a group of recommendations were put forward.

دراسة تقويمية للأنشطة الحرکية بمرحلة رياض الأطفال في ضوء التنمية المستدامة رؤية مصر 2030 An Evaluation Study of Kinesthetic Activities at Kindergarten Stage In light of the Sustainable Development Strategy: Egypt Vision 2030

يهدف البحث إلى تحديد نواحى القوة والضعف فى الأنشطة الحرکية بمرحلة رياض الأطفال في ضوء التنمية المستدامة رؤية مصر 2030، وهذا يتطلب:تحديد معايير الأنشطة الحرکية بمرحلة رياض الأطفال في ضوء أبعاد التنمية المستدامة رؤية مصر 2030، التعرف على واقع الأنشطة الحرکية بدليل معلم التربية الرياضية مرحلة رياض الأطفال في ضوء المعايير المقترحة ، التعرف على مدى تحقيق الأنشطة الحرکية للمعايير المقترحة في ضوء أبعاد التنمية المستدامة رؤية مصر 2030 وفقا لآراء معلمات رياض الأطفال، وقد استخدمت الباحثة المنهج الوصفى باستخدام المسح والتحليل کأحد أنماطة وتم تطبيق البحث على عينة متم اختيارهم بالطريقة العشوائية من مدرسات مرحلة رياض الأطفال بمحافظتى الغربية وکفرالشيخ في العام الدراسى 2018/ 2019 م، والبالغ عددهن (246) معلمة ، وتمثلت أدوات جمع البيانات في تحليل الوثائق المتملة في دليل معلم التربية الرياضية مرحلة رياض الأطفال ، واستمارة استطلاع رأى معلمات رياض الأطفال ، وقد اسفرت أهم النتائج على : تحديد قائمة بمعايير تقويم الأنشطة الحرکية في ضوء ابعاد التنمية المستدامة ، اشتملت نواتج التعلم بدرجة ضعيفة على المعارف، وبدرجة متوسطة على المهارات والاتجاهات والقيم المرتبطة بأبعاد التنمية المستدامة ، هناک تنوع في الأنشطة الحرکية واستراتيجيات التعليم والتعلم ، بينما هناک قصور في أدوات وأساليب التقويم الملائمة لجوانب التعلم فى الأنشطة الحرکية ،قصور في توافر الإمکانات المادية والبشرية اللازمة لتنفيذ الأنشطة الحرکية . This research aims to identify the strengths and weaknesses of kinesthetic activities in the kindergarten stage in light of the Sustainable Development Strategy: Egypt Vision 2030. This requires: first, establishing the criteria of kinesthetic activities in kindergarten in light of the dimensions of Sustainable Development Strategy: Egypt Vision 2030; secondly, identifying the reality of kindergarten kinesthetic activities in light of the proposed criteria; thirdly, identifying how far the kinesthetic activities have achieved the proposed criteria in light of the dimensions of Sustainable Development Strategy: Egypt 2030 according to the opinions of kindergarten teachers. The researcher has used the descriptive method and applied the research to a random sample of 246 kindergarten teachers in El-Gharbia and Kafr el-Sheikh Governorates in the academic year 2018-2019.The data collection tools included analysis of documents such as the manual of kindergarten physical education teachers and survey of opinion by kindergarten teachers. The most important results were: first, identifying a list of criteria for evaluating kinesthetic activities in light of the dimensions of sustainable development; secondly, the intended learning outcomes (ILOs) have poorly incorporated knowledge while moderately incorporated skills, attitudes, and values associated with the dimensions of sustainable development; and finally, there was a diversity of kinesthetic activities as well as learning and teaching strategies, while there was a lack of tools and methods appropriate to the evaluation of learning aspects of kinesthetic activities and a lack of material and human resources necessary for the implementation of kinesthetic activities

فاعلية أنشطة قائمة على نظرية تريز في تنمية بعض المفاهيم الرياضية والتفکير الإبداعي لدى طفل الروضة The Effectiveness of Activities Based on TRIZ Theory in Developing some Mathematical Concepts and Creative Thinking of Kindergarten Children

هدفت الدراسة الحالية إلى التعرف على فاعلية أنشطة قائمة على نظرية تريز في تنمية بعض المفاهيم الرياضية والتفکير الإبداعي لدى طفل الروضة، وقد تم معالجة مشکلة الدراسة من خلال تحديد المفاهيم الرياضية التي ينبغي تنميتها لدى طفل الروضة، وإعداد مجموعة من الأنشطة المقترحة القائمة على نظرية تريز وعددها (25) نشاطا تناولت (11) إحدى عشرة استراتيجية من استراتيجيات نظرية تريز تصلح لمرحلة رياض الأطفال والأکثر ملائمة لقدرات طفل الروضة، والتي تتناسب مع طبيعة الدراسة الحالية، وتم إعداد اختبار المفاهيم الرياضية، کما تم الاستعانة باختبار تورانس للتفکير الإبداعي بصورته الشکلية (أ) بعد التأکد من صدقه وثباته، وتکونت عينة الدراسة من (60) طفل من أطفال رياض الأطفال تم تقسيمهم إلى مجموعتين: إحداهما تجريبية عددها (30) طفل درست الأنشطة المقترحة، والأخرى ضابطة عددها (30) طفل درست نفس المفاهيم الرياضية بالبرنامج المعتاد، وقد أظهرت نتائج الدراسة فاعلية الأنشطة القائمة على نظرية تريز في تنمية بعض المفاهيم الرياضية وکذلک تنمية التفکير الإبداعي لدى طفل الروضة، ووجود علاقة بين اکتساب المفاهيم الرياضية وتنمية التفکير الإبداعي، وفى ضوء هذه النتائج أوصت الباحثتان بإعادة صياغة محتوى ما يقدم لطفل الروضة من برامج بما يتفق واستراتيجيات نظرية تريز، کذلک استثمار أفکار واستراتيجيات نظرية تريز في تعليم طفل الروضة المفاهيم الرياضية. The current study aimed at identifying the effectiveness of activities based on TRIZ theory in developing some mathematical concepts and creative thinking of the kindergarten child. The problem of the study has been conducted through determining the mathematical concepts to be developed by the kindergarten child, preparing a set of proposed activities based on TRIZ theory, their number are (25) activity included (11) TRIZ strategies which are suitable for the kindergarten stage and the nature of the current study. The researcher prepared a test of mathematical concepts and also used Terrance test of creative thinking after assuring of its stability and validity. The sample of the study consisted of 60 male and female kindergarten children who are divided into two groups: the first one was the experimental which consisted of 30 male and female kindergarten children who studied the proposed activities, and the other one was the control which consisted of 30 male and female kindergarten children who studied the same mathematical concept by the traditional way of teaching. The results of the study have shown the effectiveness of activities based on TRIZ theory in developing some mathematical concepts and creative thinking of the kindergarten child and there is a positive correlational ship between the academic achievement and creative thinking. In the light of these results, the researcher recommended to modify the content which is presented to the kindergarten children to be suitable to the strategies of TRIZ theory and invest TRIZ strategies and thoughts in teaching the kindergarten children the social, life, environmental and scientific concepts.

الممارسات الخاطئة بمرحلة رياض الأطفال وانعکاساتها على تربية طفل الروضة (دراسة ميدانية بمحافظة بورسعيد ) Wrong Practices At The Kindergarten Stage And Its Reflections On Kindergarten Child. A Field Study in Port-Said Governorate.

ملخصالبحث استهدفت هذه الد ا رسة إلقاء الضوء علي واقع الممارسات الخاطئة بمرحلة رياض الأطفال وانعکاساتها على تربية طفل الروضة بمحافظة بورسعيد وکانت أهم نتائج الد ا رسة ما يلي: يوجد العديد من الممارسات الخاطئة التى تشوب تلک المرحلة والتى أساسها الأسرة والر وضة ويشارک فيها المجتمع المحلى*، تحتاج رياض الأطفال محافظة بورسعيد إلى إعادة نظر لرؤيتها ورسالتها ، وتحتاج أيضا إلى توزيع عادل للإمکانات المادية والبشرية ، کما تحتاج رياض الأطفال بمحافظة بورسعيد إلى تطبيق أفکار حديثة فى إداراتها . Abstract: This study aimed at shedding light on the reality of Wrong practicesin the kindergarten stage and its impact on raising the kindergarten child in Port Said governorate. The main results of the study were as follows:There are many Wrong practicesat this stage, which are based on family and kindergarten and involve the local community, PortSaid Governorate Kindergartens need to reconsider the vision and mission, and also need a fair distribution of physical and human potential, and need kindergartens in Port Said Governorate to apply modern ideas in their departments.

القيادة الإبداعية لدي مديري رياض الأطفال وعلاقتها بمستوي الأداء الوظيفي للمعلمات Creative leadership of kindergarten principals and its Relation with Teachers’ Job Performance.

ملخصالبحث هدفت الدراسة إلى تقصي مستوى القيادة الإبداعية لدى مديري مرحلة رياض الأطفال وعلاقتها بمستوى الأداء الوظيفي لدي المعلمات، واستخدمت الد ا رسة المنهج الوصفي التحليلي، وتکونت عينة الدراسة من ( 78 ) معلمة من معلمات رياض الأطفال بمحافظة البحيرة،واشتملت أدوات الد ا رسة على استبانتين لجمع البيانات، وأسفرت النتائج إلى أن مستوي الإبداع الإداري لدى مديري رياض الأطفال يعد مرتفعا إلا أن يقتر بشکل کبير إلى التقدير المتوسط، کما بينت النتائج وجود علاقة طردية )إيجابية( قوية بين مستوي القيادة الإبداعية لدى المديرين وبين مستوي الأداء الوظيفي لمعلمات رياض الأطفال. Abstract A study aimed at identifying the level of innovative leadership among the principals of the kindergarten stage and its relation to the level of performance of the teachers. The researcher adopted the descriptive analytical approachand used two questionnaires for data collection. The study population consisted of (78) kindergarten teachers in the governorate of Beheira.The results of the study confirmed a positive and strong mutual relations between the level of innovative leadership among kindergarten principals and teachers performance levels.

Conciencia fonológica y resolución de problemas matemáticos en educación infantil

IntroductionSolving mathematical problems requires a number of different skills. Several studies have highlighted the role of language processing in problem solving through its influence on mental representation and information processing in mathematical problems. However, these studies usually focus on the primary school years and less often on children at preschool level. ObjectivesThe objective of this study was twofold: to analyse the effect of linguistic competence on problem solving in mathematics at the kindergarten stage and to identify which specific language skills are most closely associated with problem-solving skill. MethodThe sample included 76 children attending a kindergarten third grade class. Composed measures of semantic and morphosyntactic skills, phonological awareness, verbal memory and processing speed were formed from the CELF subscales. Problem-solving skill was assessed by asking children to solve a range of different mathematical problems involving Piagetian logical operations, and word problems with and without accompanying visual representations. ResultsLinguistic skills correlated significantly with skill in solving problems involving logical thinking, and verbal statement problems with and without visual representation. Linguistic skills predicted children’ problem-solving skills as they accounted for additional variance beyond that accounted for by IQ. Phonological awareness was the single best predictor of scores in solving word problems without visual support. ConclusionsPhonological awareness is a good indicator of the quality of phonological representations that allow manipulation of the linguistic information contained in mathematical problems at an early age. These findings have practical consequences for helping children to achieve normative development and for children with phonological processing difficulties.

Sistemas de ayuda entre iguales con poblaciones de niños del espectro autista en escuelas inclusivas. Una revisión sistemática

El emplazamiento de los niños con Trastorno de Espectro Autista (TEA) en contextos inclusivos ha ido progresivamente desestimando las intervenciones de carácter más individualizado para dejar surgir a una perspectiva de integración escolar, destacando así la importancia de la influencia de los chicos con desarrollo típico (DT) en sus habilidades sociales y comunicativas. La utilización pedagógica de las mediaciones entre iguales implica la enseñanza de una serie de estrategias y pautas a niños sin dificultades para facilitar la interacción social de chicos con TEA. De este modo, en esta revisión sistemática se expone la búsqueda y análisis de 11 trabajos empíricos que utilizan las intervenciones mediadas entre iguales con niños con TEA en contextos escolares de carácter inclusivo. De cada uno de los estudios seleccionados se analizan una serie de cuestiones, a saber: características de los participantes, modalidad y duración del entrenamiento a los compañeros, espacio y tipo de activdades puestas en práctica y, finalmente, los resultados obtenidos. Tras la extracción de datos, se evidencian efectos claramente favorecedores de este tipo de intervenciones con niños con TEA en lo que respecta a sus comportamientos sociales y comunicativos, encontrándose un predominante porcentaje de mediaciones que se llevan a cabo en los recreos escolares.

NOCIONES ESPACIO-TEMPORALES Y BIMODAL: ANÁLISIS DE UNA IMPLEMENTACIÓN EDUCATIVA PARA ALUMNADO DE 3 AÑOS

Abstract:The temporal and spatial concepts are complex concepts both “teaching “ and “learning “. Today it is still an emerging field for educational innovation since their approach requires us to look multimodal ad hoc garner a dialectic between a child’s cognitive development, their ability symbolic representation and communication, perceptual and motor development, in addition to the teaching time and space at the beginning of their schooling. Such notions should begin to develop from the earliest years of age, ie from the kindergarten stage, as this is considered an acquisition period “critical” for the normal evolutionary development, therefore, this paper focuses on study methods for instruction of basic spatiotemporal concepts. We understand that if we incorporate new communication tools from the point of view of AAC (Augmentative Alternative Communication), will increase the quality of acquisition and hence communication and language skills by encouraging the development of pre-verbal, non-verbal and verbal, so it will improve the maturity of many children who have great difficulty because they have not yet successfully acquired, avoiding future curricular gaps generally constructed from this initial stage. An added value lies in the ability to strengthen the understanding of these concepts as well as implementation applied its notions as to time and space (in, into, each, ... ) so it will add to their teaching process and learning different strategies and methods through Bimodal System. The design of our proposal is established for students in Early Childhood Education 3 years, whose methodology inclusive, dynamic, natural, cooperative and multisensory certainly facilitate the implementation of these notions of time and space by integrating a variety of resources tailored within the area of ??communication and representation, cornerstone of the earliest stages of education.Keywords: Notions Space- Temporary. Caa. Bimodal. Child EducationResumen:Las nociones temporales y espaciales son conceptos complejos tanto de “enseñar” como de “aprender”. Actualmente sigue siendo un campo emergente para la innovación didáctica puesto que su enfoque nos exige una mirada multimodal que concite una dialéctica ad hoc entre el desarrollo cognitivo de un niño, su capacidad simbólica de representación y comunicación, el desarrollo motor y perceptivo, amén de la didáctica del tiempo y del espacio en el inicio de su escolarización. Tales nociones se deben comenzar a desarrollar desde los primeros años de edad, es decir desde la Etapa de Educación Infantil, ya que ésta se considera un periodo de adquisición “crítico” para el desenvolvimiento evolutivo normal; por tanto, esta comunicación se centra en estudiar el procedimiento de instrucción de las nociones espacio-temporales básicas. Entendemos que si incorporamos nuevas herramientas comunicativas desde el punto de vista de la CAA (Comunicación Aumentativa Alternativa), incrementaremos la calidad de su adquisición y por ende de la comunicación y del lenguaje, favoreciendo el desarrollo de habilidades pre-verbales, no-verbales y verbales, por lo que mejoraremos la madurez de muchos niños que presentan grandes dificultades porque aún no lo han adquirido correctamente, evitando un futuro desfase curricular general construido desde dicha etapa inicial. Un valor añadido descansa en la capacidad para afianzar la comprensión de esos conceptos, así como la ejecución aplicada de sus nociones en cuanto a tiempo y a espacio (en, dentro, cada una,...) por lo que incorporaremos a su proceso de enseñanza-aprendizaje diferentes estrategias y métodos a través del Sistema Bimodal. El diseño de la propuesta que presentamos queda establecido para alumnado de Educación Infantil de 3 años, cuya metodología inclusiva, dinámica, natural, cooperativa y multisensorial facilitará sin duda la puesta en práctica de esas nociones espacio-temporales al integrar una gran variedad de recursos adaptados dentro del área de la comunicación y de la representación, eje fundamental de estas primeras etapas educativas.Palabras Clave: Nociones Espacio-Temporales. Caa. Bimodal. Educación Infantil.

Investigate the Child’s Scientific Activities on Practical Child’s Activity Books for the Kindergarten’s Children

This research aimed to investigate the extent to which the interactive international curriculum is included in the “Child’s Scientific Activities” issued by the Ministry of Education in Jordan, for the kindergarten stage according to the global criterion (NRC). In order to answer the study questions, an instrument was developed to measure the extent of including the interactive international curriculum “The Child’s Scientific Activities” for the Kindergartens’ stage in the scientific concepts. The instrument consisted of scientific concepts that involved three basic aspects, the physics sciences aspects, Biological Sciences aspects and Earth and space aspects. The number of concepts was (20) scientific concepts. The instrument’s validity was tested through introducing it to specialists’ reviewers. Also the stability analysis was tested by re-analysis; the stage time span between the analyses was one month. The statistic data and frequencies were used to investigate the availability of the scientific concepts in the interactive international curriculum for the kindergarten stage, depending on the study instrument which was built for the study’s purposes, and to investigate the suggested scientific concepts to be included in the curriculum. The study results showed a list of suggested scientific concepts to be included in the curriculum. Also, the results exhibited the availability of the scientific concepts in the curriculum (16) scientific concepts from (20) concepts, by (80%) According to the results, the study recommended the kindergarten curriculum designers to include the suggested scientific concepts, and to be presented in a structural balance, and in depth to be appropriate to the developmental characteristics at the kindergarten stage.

E-waste management: role of Indian higher educational institutes

Right from the kindergarten stage to the university level, the use of information and communications technology equipments is omnipresent in the schools across the world. The latest gadgets and gizmos always create a buzz on college campuses. Driven by rapid technological changes and a buoyant economy, today’s latest equipments may be PCs, laptops or cell phones become obsolete in no time. As a result, the thousands of tons of electronic waste are being created each year. According to the Manufacturers’ Association of Information Technology assessment, India produces almost 400,000 tons of e-waste each year. Out of which only 5% of the country’s e-waste is recycled, while at least 40% of obsolete and unused computers and electronic products languish in homes and warehouses. Indian educational institutes contribute to generation of e-waste largely followed by industries and hospitals. The current paper analyses e-waste awareness in Indian educational institutes and their efforts of e-waste management.

Eating History Affects Food Palatability in Young Japanese Females

The purpose of the present study was to elucidate the transition from eating history to food palatability associ- ated with diet selection in adults. Questionnaires were used to identify dominant and favorite recipes, flavorings, and breakfasts for 174 female university students. The participants' recollections for answering the questionnaire covered a six-stage time period: kindergarten, early elementary school years, late elementary school years, junior high school, high school, and the university years. The development of taste and diet choices at the university stage appeared to be influ- enced by the childhood diet during the kindergarten stage. Controlling food palatability in adults would change diet selec- tion by promoting healthier eating habits, which may decrease the prevalence of noncommunicable diseases.

Kindergarten Children and Language Learning: Missing Pillars for Language Acquisition

This study examines the perceptions of the Kuwaiti kindergarten school teachers and parents as well as the English curriculum in an attempt to identify areas that need to be improved in the kindergarten teachers’ program at the CBE (College of Basic Education). In addition, the paper looks closely into the delivery of information and sequence of interaction in relation to the learning process of English as a foreign language in kindergarten stage in Kuwait. The participants were 12 kindergarten teachers who speak Arabic as their first language and have no experience or knowledge in teaching or speaking the target language, English. The data was collected through the school year 2010/2011 by using observation, interviews and artifacts. The present study implication is that the kindergarten teacher who is teaching the English language without any educational training needs to know English language curriculum, real communication skills and innovation in the classroom, and be competent in teaching English language to kindergarten students.

Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short-term memory for serial-order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long-term memory seems to influence word recognition.

La importancia del periodo de adaptación en el alumnado de tres años: una experiencia práctica

En este artículo se describe la experiencia llevada a cabo en un centro durante el periodo de adaptación por una docente. El objetivo principal es explicar cómo podría planificarse dicho periodo y ver la importancia que tiene la entrada del niño y la niña de tres años al colegio. Esta debería de hacerse de forma escalonada, respetando sus características, necesidades y sus ritmos de adaptarse al nuevo entorno. Por ello se explica la importancia de que los docentes de la etapa de Educación Infantil, y más concretamente del nivel de tres años, deben de planificar el período de adaptación, adaptarlo a las características del alumnado, con unos objetivos concretos y evaluarlo cuando finalice. Los componentes imprescindibles son: organización, coordinación y una metodología lúdica.

A Course of Study in Music—Grades 1-2-3

The Music Education Research Council is engaged in preparing a Course of Study in Music that will embrace all years from the Pre-School and Kindergarten stage to the final years of the Senior High School. Karl W. Gehrkens was assigned preparation of the section dealing with Grades One to Three, and prepared this statement for the Council. It was studied and approved tentatively by the Council during the biennial convention in New York (1936), but final acceptance was withheld until other sections of the entire course, with which this section must articulate and co6rdinate, could come before the Council. Printing in the Yearbook and the Journal was, however, recommended by the Council.