Kindergarten Teachers Research Articles

Physical Activities in Hong Kong Kindergartens: Grade-Level Differences and Venue Utilization

ABSTRACT This study aimed to (1) investigate the provision of physical activities in Hong Kong kindergartens across different grade levels and (2) examine the availability and utilization of venues in or near kindergartens for physical activities. We surveyed 526 hong Kong kindergarten teachers. Descriptive statistics and parametric statistical techniques (e.g. one-way ANOVA) were employed. Participants across all three grade levels reported implementing physical activities relatively infrequently (M = 2.47), with higher provision of unstructured physical activities involving low degrees of physical exertion and risk. However, K3 teachers (M = 2.55, SD = .45) were found to provide more physical activities than K1 teachers (M = 2.43, SD = .47, p = .033) and K2 teachers (M = 2.42, SD = .42, p = .030). Indoor venues were more commonly reported in or near kindergartens and were more frequently utilized for physical activities. In contrast, the availability and utilization of outdoor venues were limited. The results highlight the distance between internationally accepted physical activity guidelines and actual practices in Hong Kong kindergartens. We conclude that the limited opportunities for physical activities may not be enough for children to develop themselves optimally. Offering longer kindergarten programs and a wider range of easily accessible venues for physical activities would be vital to improving this situation.

Perceptions of head kindergarten teachers in Israel of the role of their teaching assistants

ABSTRACT Few studies investigate the issue of kindergarten assistants, most probably because kindergarten assistants are often considered ‘invisible’ and are unappreciated because of their lack of appropriate education and training and low wages. This article examined how Israeli kindergarten teachers perceive the role of their assistants in an attempt to show the changes in the perception and definition of the role, especially following changes introduced by the ministry of education, which considers early childhood education an important goal and supreme value for the future of education and the state. Based on a questionnaire among kindergarten teachers in northern Israel, the study found a division of duties between the kindergarten teacher and the assistant, while the character of change in this division of duties stemmed from the managerial culture of the kindergarten and/or the kindergarten teacher’s years of experience. This suggests that kindergarten teacher assistants should receive appropriate professional development to ensure optimal fulfilment of their role.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

The construction of ‘we’ empowering music practice in kindergarten

ABSTRACT Singing together fosters connections across social contexts. While this activity is expected to flourish in kindergartens and nurseries, studies from multiple countries have highlighted a growing decline in confidence in singing among both kindergarten teachers and students. To address this, Kulset and Halle [(2020). Togetherness!: adult companionship – the key to music-making in kindergarten.’ Music Education Research 22 (3): 304–314] introduced ‘we’, promoting adult companionship and collective music-making. This study deepens the ‘we’ concept and its practical implications. Using Cultural-historical Activity Theory (CHAT), we compared recent studies on self-concept in musicality among kindergarten teachers and students. While existing research emphasises the significance of nurturing musical skills and a theoretical understanding of musicality, our analysis suggests that practical engagement in music-making mainly as a collaborative effort could catalyse a transformative shift towards fostering musical togetherness. We propose adjusting music programmes in kindergarten teacher education to prioritise such collaborative music-making skills. Practical ‘we’ implementation could reverse declining confidence in singing, instead fostering musical companionship.

Does Play-Based Learning Support Children’s Everyday Resiliency? A Cross-Case Analysis of Parents’ and Kindergarten Teachers’ Perceptions of Play-Based Learning as a Precedent to Young Children’s Coping During the Pandemic-Affected 2020–2021 School Year

Background: Play has long been credited with fostering self-regulation in young children, though few studies have examined how children draw upon early childhood experiences with play to navigate adversity later in childhood. The purpose of this study is to describe the facets of the children’s everyday resiliency that were attributed to their play-based experiences by parents and teachers as they reflected on the children’s kindergarten experiences during the COVID-19 pandemic. Methods: We used a cross-case study design to examine the positive coping strategies parents and teachers observed in three five-year-old girls and one six-year-old boy entering kindergarten during the 2020–2021 pandemic-affected school year. We recruited parent participants based on their child’s enrollment at a Reggio Emilia-inspired, play-based early childhood center in Northern Colorado for three or more years prior to entering kindergarten. Once parents enrolled in the study, we extended an invitation to their child’s kindergarten teacher to participate. Data included three one-hour interviews with each participant, field visits during remote learning, and artifact collection over the course of the school year. Results: Cross-case analysis revealed four themes: “Willing to Adjust”, “Understands the Situation”, “Uses Advanced Language”, and “Embraces Challenge”. Participants describe these children as willing to adjust to public health orders, having a deep understanding of the pandemic’s societal repercussions, using sophisticated language to process adversity, and embracing the challenge of becoming kindergarteners. Conclusions: Participants believed these children’s experiences with play-based learning promoted the interdisciplinary development of their social language, persistence, altruism, and cognitive flexibility; these traits fostered the children’s positive coping strategies throughout the pandemic-affected kindergarten year.

Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution

ABSTRACT Students need a clear grasp of evolution to understand biology and the world’s current environmental crises. Science teachers are essential in fostering evolution knowledge in their students. Numerous European studies have shown that science teachers possess a broad spectrum of alternative conceptions of evolution, and their acceptance of evolution varies. School curricula increasingly include key concepts of evolution from early grades on. However, studies are limited that examine differences in understandings and acceptance of evolution in different country contexts. This study investigated the knowledge and acceptance of evolution in Swiss science teachers: 1352 pre- and in-service year K-9 teachers were surveyed using two established questionnaires (KAEVO 2.0 and ATEVO). The results showed that as a group, pre-service kindergarten and primary school teachers had a poor grasp of evolution, while pre-and in-service lower secondary school teachers had moderate knowledge. However, we found that knowledge of evolution varied a great deal across the groups and that teachers in all groups had a range of alternative conceptions of evolution. Acceptance of evolution was high for all groups. Given that currently, prospective teachers on some educational tracks do not study evolution at all, our findings have important implications for teacher education in the sciences.

Teachers' Work Motivation and Psychological Well-being on the Existence of ABASTEN Kindergarten Through BERSERI Programme

The development of education’s area is inseparable from efforts to face the challenges that exist. Aisyiyah Bustanul Athfal Kindergarten (TK ABASTEN) 10 Sumberpucung is one of the schools managed by the Aisyiyah association with the vision of providing quality preschool education to prepare children with good personality, noble character, academic foundation, and active and creative spirit. This seems ironic given the fact that ABASTEN Kindergarten is located in a localized area. Another obstacle is the school’s low financial capacity which results in minimal teacher salaries. Despite these limitations, ABASTEN Kindergarten has improved its quality and increased the number of students each year. This is certainly very much related to the work motivation and psychological well-being of the teachers. The purpose of this study is to find out the innovations made by the school so that it can increase the work motivation and psychological well-being of teachers at ABASTEN Kindergarten. The research method used was qualitative using a semi-structured interview model with data analysis using interview results and literature studies. The research subjects were seven teachers with active status at ABASTEN Kindergarten. The result of this study is the promotion of the BERSERI (Sharing Every Day) programme as one of the innovations carried out by the school is to increase work motivation and strengthen the psychological well-being of teachers. Keywords: kindergarten teacher, work motivation, psychological well-being

Enacting Civic‐Minded Early Childhood Pedagogy in the Context of Chauvinistic Education Legislation

AbstractAmid efforts to limit “divisive concepts” in educational settings, this article investigates the obstruction of a civic‐focused early childhood curriculum. Joy Dangora Erickson and Winston Thompson analyze the challenges faced by a resourceful kindergarten teacher striving to uphold curriculum goals despite constraints imposed by the state legislature. Through an empirically informed exploration of political and pedagogical factors, this conceptual analysis elucidates the moral complexities of risks, costs, and outcomes as educators navigate non‐ideal political conditions. By doing so, the authors provide valuable insights to scholars and practitioners, suggesting productive avenues for future research on these and related dilemmas of practice.

Technological leadership of kindergarten teachers along their careers and during the COVID-19 period

AbstractThe study examines the use of technology by kindergarten teachers during the COVID-19 pandemic and in the course of their professional careers, and their attitudes toward the integration of technology in kindergartens with the resolution of the crisis. The article presents findings derived from interviews with kindergarten teachers in Israel. The study revealed three patterns of technology use by kindergarten teachers, with no differences between career stages. The avoidance pattern (37%), the structured activism pattern (22%), and the entrepreneurial pattern (40%). The findings of the study contradict the approach that explains the use of technology based on career stages.

PKM Increasing Creativity and Economy in the Production of Digital Storytelling Videos on Social Media Platforms at the Kindergarten Teacher Activity Center (PKG) Biringkanaya District, Makassar

PKM to improve the creativity of teachers of the Cluster Activity Center (PKG) of Biringkanaya District, Makassar City will be an alternative for teachers in fulfilling the improvement of professionalism as educators in providing creative and innovative learning with the method of using social media. The technological tools applied in this PKM are the website which is the domain of PKG Kec. Biringkanaya and the YouTube link of PKG Kec. Biringkanaya. The website and YouTube of PKG Kec. Biringkanaya will help the cluster activity center in developing its activities in education management, increasing teacher creativity, and making this social media a place for self-development as well as income for PKG Kec. Biringkanaya in producing visual works on social media. This PKM is carried out in five stages of implementation, namely the first socialization, training to improve teacher creativity in making digital videos using the Canva and Capcut applications, training in using the PKG Kec. Biringkanaya website, mentoring stage, stage of implementing appropriate technology, and evaluation and sustainability stage. With this PKM activity, PKG Kec. partners. Biringkanaya has enthusiasm and commitment in increasing creativity and seeking income from the visual works of partners that are applied in social media, websites, and YouTube partners. This activity is the result of community service funded by the Directorate General of Higher Education, Ministry of Education and Culture of the Republic of Indonesia as the recipient of the Second Phase of Community Service Program Funding for the 2024 Fiscal Year.

Exploring the Theory of Preschool Skill Convergence Through a National Survey of Kindergarten Teachers

ABSTRACT Preschool effectiveness research consistently documents “fadeout” or “convergence” wherein initial preschool gains dissipate when students enter school. Most fadeout occurs in kindergarten, leading scholars to theorize about mechanisms that make kindergarten a “hotspot” for fadeout. Fielding a national survey of kindergarten teachers (n = 422), this study is the first to shed light on some of these theoretical propositions through the insights of kindergarten teachers themselves. Research Findings: Teachers report that kindergarten classrooms are heterogeneous in terms of school readiness skills and students who attended preschool often enter school near the top of their class. Kindergarten teachers report focusing instructional support on students near the bottom of the class, and consequently, see the differences between students that attended preschool and those that did not converge over the school year. Practice or Policy: This study provides practice-based insights from teachers on a commonly cited theory of preschool skill convergence. The findings buttress the need for future research that can test the specific mechanisms implicated.

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

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. 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. An institution-based cross-sectional study was undergone on kindergarten teachers. 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 six questions above the mean level of 5.98, indicating that 93.4% of the respondents have a positive attitude. In the present study, 78.4% of kindergarten teachers demonstrated good knowledge. In contrast, a study conducted in Addis Ababa, and 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, and Ethiopia, where the attitude score was 95.1%. 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.

Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens

ABSTRACT Research Findings: This study employed a mixed-methods approach to examine how kindergarten teachers in China stimulate literal and inferential responses during block play. The quantitative study analyzed interactions in 17 randomly sampled classrooms from Guangzhou, observing one teacher per classroom. Using visual recording and non-participatory observation, we found four key results from ANOVA analyses: (1) teachers produced more utterances (n= 4,629) than children (n= 1,798), with 61.55% being comments and 38.45% questions; (2) teachers predominantly asked literal questions (78.77%), mirrored by children’s responses (75.71% literal); (3) a significant alignment existed between teachers’ inferential questions and children’s responses, termed “responsive interaction”; and (4) degree-holding teachers asked more questions, fostering more interaction and child responses. The qualitative study examined four successful and three unsuccessful cases to understand how teachers’ questions either scaffolded or failed to scaffold children’s inferential responses. These findings suggest that teachers’ inferential questioning elicits more inferential responses, with degree-holding teachers facilitating more responsive interactions. Practice or Policy: Degree-holding teachers’ inferential questioning enhances children’s inferential responses, emphasizing the importance of teacher education in fostering responsive interactions.

유치원 교사와 어린이집 교사의 아토피 피부염 유아에 대한 인식과 지식 및 관리수준

Objectives This study aimed to determine the variation in the level of awareness and knowledge of young children with atopic dermatitis in kindergarten and nursery teachers and give basic data to support preschoolers in a healthy living environment. Methods A survey was conducted in 250 incumbent teachers at early childhood education centers in Seoul and Gyeonggi Province; then, with the exception of insincerely completed questionnaires, 226 copies went through frequency analysis, t-test, and one-way ANOVA using an SPSS 26.0 program. Results The main results of this study are as follows: First, both kindergarten and nursery teachers were poorly aware of young children with atopic dermatitis; both types of centers had homeroom teachers mostly take charge of guidance and management of young children with atopic dermatitis and generally accepted their parents' needs and wanted them to be trained and supported by external professionals. Second, kindergarten teachers had a be-low-average level of knowledge of young children with atopic dermatitis and an above-average level of relevant management. For nursery teachers, the knowledge was at the above-average level and the management was at a high level. Third, as for the differences in the level of knowledge and management of young children with atopic dermatitis between kindergarten and nursery teachers, both variables were at a higher level for the latter. Conclusions It is necessary to expand the target population of research into kindergarten-related infrastructures as well as nurseries and give teacher education about atopic dermatitis in diverse ways so that young children with atopic dermatitis can get positive support in a healthier environment.

사립유치원 경력교사가 경험하는 직무에 대한 고민과 요구

The purpose of this study is to find out the concerns and demands of the job experienced by experienced teachers in private kindergartens. To this end, seven experienced teachers who obtained the qualification as first-class full-time kindergarten teachers in Seoul were selected as participants for in-depth interviews. As a result of the study, from the concerns about the job experienced by experienced teachers in private kindergartens to the concerns arising from the kindergarten working environment, it was found that 'concerns of experienced teachers about unstable teaching jobs', 'concerns of experienced teachers for new job expansion', and 'challenges for adaptation to the new environment of experienced teachers'. The concerns arising from the perception of experienced members were 'excessive burden of work given to experienced teachers' and 'difficulty in recognizing and performing roles as intermediaries'. The demands for jobs experienced by experienced kindergarten teachers in private kindergartens were 'improving the reasonable treatment and treatment of experienced teachers' and 'development of teacher education programs for differentiated experienced teachers' due to the improvement of the institutional level. The improvements at the individual level were 'activation of mentoring using experienced teachers' and 'operation of a kindergarten professional learning community for experienced teachers'. It is expected that the job environment of experienced kindergarten teachers will be improved through this study.

가치교육에 대한 유아교사의 인식 및 실행과 요구

Objectives In this study, we examined early childhood teachers' perceptions of value education and explored the implementation of value education in early childhood education institutions, and explored demands for value edu-cation improvement. Methods For this purpose, from May 21 to August 5, 2023, a total of 20 individual interviews were conducted twice per person for 10 teachers in kindergartens and daycare centers in Seoul and Gyeonggi for 4~5 year olds, and researcher journals, research participants journals, and other data were collected and analyzed. Results Early childhood teachers’ perception of value education was divided into ‘education to create a foundation for behavior’, ‘education for forming the right personality’, and ‘essential education for living together’. Also, early childhood teachers' value education implementation was divided into ‘reading values i n play and daily life,’ ‘informing various values through value activities,’ ‘transmitting value through modeling,’ and ‘continuing value education with family.’. In addition, the demands for improving value education for early childhood teachers were divided into ‘activation of value understanding education for teachers,’, ‘support for value education implementation materials for young children’, ‘providing a place for communication between teachers to share value education ex-periences’, and “support for improving parents’ and society’s perception of value education.” Conclusions This study is meaningful in that it understood how early childhood teachers perceive value education, how they implement value education, what their needs to improving value education by exploring early childhood teachers' perception, implementation, and demands of value education. Through this, it is expected to be provided as basic data to understand the practical measures of early childhood teachers for early childhood value education and prepare support measures for more effective value education implementation.

Problems and Solution Strategies of Teacher-Child Interaction in Kindergarten Role Games

In kindergarten education, interaction and communication between teachers and young children constitute the core means and realization of educational activities. It is found that the interaction initiation in role play presents significant asymmetry, and young children are often in a passive position; at the same time, there is a relative lack of emotional communication in the game, and young children are difficult to fully experience the fun and emotional resonance of the game. In addition, teachers showed more negative emotions during the game. What's more, teachers' timing and choice of methods in guiding children's play are inappropriate. To address the above problems, this paper proposes corresponding improvement strategies. First, teachers should ensure children's autonomy in play; second, teachers should pay more attention to children's emotional performance and psychological needs in play; at the same time, teachers should endeavor to create a harmonious and enjoyable atmosphere for teacher-child interactions; and lastly teachers should provide targeted guidance at the right time.

The Practical Exploration of The Effective Integration Path of Zigong Dinosaur Culture and Kindergarten Curriculum

Zigong dinosaur culture is a valuable natural heritage in China, which contains rich scientific information and educational value, and also carries a profound dinosaur culture. This study explores how to integrate Zigong dinosaur culture into kindergarten curriculum, and puts forward specific implementation strategies. First of all, the article introduces the scientific and historical value of Zigong dinosaur culture, emphasizing its important role in popular science education, tourism development, and cultural exchanges. Then, it elaborates the educational value of Zigong dinosaur culture in kindergarten curriculum, including stimulating children 's interest, enhancing natural science cognition, and promoting interdisciplinary learning and cultural identity. Finally, in the part of implementation strategy, the paper puts forward some suggestions on curriculum planning, teaching activity design, teacher training and home cooperation. The research shows that through reasonable curriculum planning and teaching activity design, Zigong dinosaur culture can be effectively integrated into kindergarten education, so as to improve teaching quality and enhance children 's interest in learning. At the same time, it also provides new ideas for kindergarten curriculum reform.

Ways of self-renewal of kindergarten teachers in forest kindergartens change

ABSTRACT The study examined the self-renewal and conceptual change kindergarten teachers in Israel, underwent from a professional career perspective in the process of implementing the transition to a forest kindergarten model. Educator’s career consists of four consecutive stages: entry, building, mid-career, and the late career. In education, self-renewal is a phenomenon characteristic in the mid-career stage. Self-renewal has scarcely been studied in early childhood educators. This article examines self-renewal based on interpretations of interviews with 19 kindergarten teachers in Israel who responded to an institutional initiative to create forest kindergartens. Results show three ways that mid-career kindergarten teachers used to update their pedagogical knowledge and reframe their educational perceptions. Self-renewal reflects the professional kindergarten teachers’ background based on their past experiences and aspects of entrepreneurial behavior. The article can help policymakers improve early childhood education and launch new enterprises.

The Impact of Occupational Pressure on Integrated Education among Kindergarten Teachers

Due to the complexity and specificity of the physical and mental development of special needs children, there are significant individual differences that require special school teachers to put in more effort in their work. However, due to the imbalance between the actual teaching effectiveness of teachers and their efforts, they are prone to negative psychological states such as occupational burnout and self-doubt. With the increasing professional pressure of kindergarten teachers, it affects the implementation of integrated education. Integrated education aims to promote mutual understanding and respect among children with different abilities and backgrounds. However, in reality, current preschool teachers are facing issues such as diverse needs of young children, insufficient teaching resources, and career development pressures, which affect teaching effectiveness and learning outcomes for young children. Therefore, it is necessary for the education department and all sectors of society to pay attention, solve problems, achieve the goal of integrated education, and enable children to grow up in a good environment.