Kindergarten Teachers Research Articles

A Guidebook for Assessing Mathematical Logic Intelligence in Kindergarten

Many children still need help understanding numbers; children also cannot differentiate between round, triangular, and square shapes. Apart from that, teachers only carry out assessments at the end of the learning semester and do not use assessment guides, especially on aspects of children's mathematical logic intelligence in their daily activities at school. Based on this, this research aims to develop a guidebook for assessing mathematical logic intelligence in kindergarten. This type of research is development research. This research uses the ADDIE model. The research subjects are learning media experts and learning material experts. The test subjects were fifteen teachers. The methods used to collect data are interviews, documentation, and questionnaires. The data collection instrument uses a questionnaire sheet. The data analysis technique used is quantitative descriptive statistical analysis. The research results are the results of material media validation tests with a test percentage value of 96.3% and the eligibility criteria being "very valid." The assessment from media experts was 98.7%, with the eligibility criteria being "very valid." The assessment score from the effectiveness instrument expert has a test percentage value of 97%, with the eligibility criteria being "very valid." The effectiveness test of individual trials were 95.69% "very effective" and small group 91.67% "very effective". It was concluded that the mathematical logic intelligence assessment guidebook is very suitable and adequate for teachers in kindergarten. The research implication is that the developed mathematical logic intelligence assessment guidebook can be used in learning activities.

Majoritets- og minoritetsnorske foreldres holdninger til religion i barnehagen

The aim of this article is to study and discuss diverse parents’ attitudes toward religious education in two diverse kindergartens and its consequences for kindergartens. The material is based on interviews with twelve parents of diverse religious and ethnic affiliations. The study found that whether parents had minority or majority Norwegian backgrounds were significant for their attitudes toward religious education in kindergarten. Most minority-Norwegian parents were concerned with religious education as the family’s task, not the kindergarten’s. Majority-Norwegian parents, on the other hand, were surprisingly open to religious education as an important task for kindergartens, due to a diverse society. Keywords: kindergarten, parents, attitudes toward religious education

EFEKTIVITAS PENGGUNAAN PROYEKTOR DALAM PENGAJARAN BAHASA INGGRIS PADA PENDIDIKAN ANAK USIA DINI

This study investigates the effectiveness of using projectors for teaching English in early childhood education, focusing on teachers' perceptions, the impact on student attention and understanding, and the challenges encountered. Technological advancements, particularly the use of projectors, have been shown to enhance educational experiences by making lessons more engaging and interactive. This research employed a qualitative descriptive method, interviewing 12 kindergarten teachers in Tangerang to gather insights on their experiences with projectors. Findings indicate that teachers generally view projectors positively, appreciating their ability to capture students' attention and facilitate comprehension of basic English concepts. Projectors are effective in providing clear visual content and supporting multisensory learning, but their impact is influenced by factors such as the teacher's proficiency, content relevance, and classroom environment. Challenges include limited availability of projectors, inadequate technical training, and difficulties in maintaining young children's attention. The study underscores the need for improved access to technology, better teacher training, and thoughtful integration of projectors into teaching practices. Future research should explore the long-term effects of projector use and develop best practices for their implementation in early childhood education.

Practical research on picture books in art activities for preschool children

Kindergarten Education Guidelines issued by the Ministry of Education clearly puts forward: "use painting and other forms to arouse children's interest in reading picture books, and cultivate pre-reading and pre-painting skills".This shows that picture books are of great significance for children to cultivate their interest and develop the ability of art education activities. Picture books are timely and appropriately introduced into children's art teaching, by guiding children to observe, think and discuss the pictures and plots in picture books, to stimulate children's art creation inspiration and imagination, and make up for the lack of children's art teaching, but also to enrich its content and form, promote children's all-round development.

Implementation of the Use of Educational Game Tools (clogs) from Wood Waste to Develop Creativity

The importance of educational game tools for early childhood is the background of this study, especially in teacher creativity in using wood waste as an educational game tool. This research aims to determine the implementation of using wood waste as an educational game tool to develop teacher creativity at PGRI Sarimulyo Kindergarten. This research uses qualitative methods through a qualitative descriptive approach. The subjects of this research were PGRI Sarimulyo Kindergarten educators. Data collection techniques used observation, interviews, documentation and triangulation. Data analysis techniques use data collection techniques, data reduction, data presentation and data conclusion. The results of the research show that the implementation of using wood waste as an educational game tool (clogs) can develop teacher creativity. Educational game tools (clogs) are traditional educational game tools which play an important role in helping to develop effective and enjoyable learning, with educational game tools (clogs) making it easier for teachers to stimulate aspects of children's development, including aspects of physical, motoric, cognitive and social emotional development, and art, as well as making it easier for educators to deliver learning. Keywords: Early Childhood Educational, Game Tools, and Creativity

Exploring Fathers’ Communicative Experiences with Teachers in Chinese Kindergartens

Exploring Fathers’ Communicative Experiences with Teachers in Chinese Kindergartens

한국과 미국 유아교육 문화 충돌과 발견: 유아 교사의 자문화기술적 성찰

This study explores the reflections of a Korean early childhood teacher, who majored in early childhood education and worked as a kindergarten teacher in South Korea, on moments of cultural divergence encountered during her time studying abroad in the U.S. as a foreigner engaging in various experiences related to young children. As an individual deeply rooted in Korean culture and experienced in early childhood education, the encounter with cultural differences led to moments of examining internalized and habitual assumptions. This process fostered critical questioning, skepticism, and reflection on previously unquestioned norms. Through this journey, the experience prompted a questioning of whether the kind and nurturing behavior expected of teachers in Korean society might sometimes be short-sighted. It also led to the discovery of the importance of providing space for emotional processing and a deeper appreciation of the value of direct interactions with infants. Additionally, it became evident that acts of kindness without prior understanding can lead to discomfort for others, emphasizing the necessity of thoroughly understanding the other person's culture. This experiences and reflections can offer insights into the goals of vertical integration in early childhood education in Korea (such as the unification of care and education, or the continuity of education initiative), as well as the importance of horizontal integration, including multicultural understanding and cultural sensitivity, which are essential for the future of early childhood education in Korea.

Organizational Culture, Support and Teaching Leadership Among Preschool Teachers in China: Basis for Teachers’ Development Plan

This study explores organizational culture, support, and teaching leadership of preschool teachers in China as basis of teachers’ development plan. The study adopted a descriptive research method that gathered data through a questionnaire survey which were distributed to target respondents through Question Star; imported gathered data into SPSS 22 for data analysis. The participants of this study are preschool teachers from three early childhood education institutions in three cities in China. Out of a total population of 1554, 456 samples participated in this study. The results of the study showed that most of the respondents were female with a bachelor’s degree, between the ages of 36-45, and had been teaching for more than 11 years. This study analyzes the importance of organizational culture, support mechanisms, and teaching leadership on the personal growth and teaching quality of preschool teachers. The research results show that a good organizational culture can stimulate the work enthusiasm and creativity of preschool teachers, an effective support mechanism can help improve the professional ability and teaching level of teachers, and excellent teaching leadership can lead teacher teams to work towards common goals. Based on the research results, suggestions were put forward to strengthen organizational culture construction, improve support mechanisms, and cultivate teaching leadership, in order to promote the personal growth and improvement of teaching quality of preschool teachers. This study has certain theoretical and practical significance for kindergarten education management and teacher development planning.

유아교사가 지각한 사회적 지지와 정서지능이 교사-유아 상호작용에 미치는 영향

The purpose of this study is to analyze the impact of perceived social support and emotional intelligence on teacher-child interactions among kindergarten and daycare teachers. A survey was conducted with 332 early childhood teachers employed in kindergartens and daycare centers located in S City, I City, and G Province. The collected data were analyzed using Pearson correlation analysis and multiple regression analysis through SPSS 29.0. The findings of the study are as follows. First, there was a significant positive correlation between social support, emotional intelligence, and teacher-child interactions. Second, emotional intelligence had a significant impact on teacher-child interactions, while social support did not show a significant relative influence. The findings of this study can serve as foundational data for developing training programs aimed at enhancing early childhood teachers' emotional intelligence and establishing strategies to improve teacher-child interactions.

The Combination of Gamification Teaching and Technology

As technology continues to advance, its integration into kindergarten education is becoming more common. The use of electronic devices, such as smart televisions and educational software, enriches teaching and learning and enhances children's participation and learning. Interactive tools, including multimedia and gamified learning applications, can foster children's problem-solving, communication and cooperation skills and contribute to their overall development. Research has found that while technology can bring many educational benefits, early childhood educators and parents must be alert to potential risks, such as the negative impact on children's health of over-reliance on devices and prolonged screen use. This study analyses the impact of technology on young children's learning and lives through literature analysis and the study of past experimental results. The findings suggest that (1) teachers need to make thoughtful use of technology and select age-appropriate games and educational tools to meet children's developmental needs. (2) Ongoing teacher training and the development of innovative educational applications are essential to maximize the benefits of technology while protecting children's physical and mental health. (3) Appropriate assessment, feedback and data-driven personalized instruction can ensure the effective integration of technology in preschool education and lay a solid foundation for children's future learning.

Kindergarten Teachers' Responses to Career Parents Seen from the Social Emotional Aspects of Children Aged 5-6 Years

This study aims to investigate the response of kindergarten teachers to career parents from the social-emotional perspective of 5-6 year old children. The respondents to the study were six kindergarten teachers in Semarang City. The research method used in the study is a type of qualitative approach with a case study research design, data collection using interview measurement instruments, observation and documentation. Data analysis was carried out by data reduction and triangulation to validate the research results. The results of the study show that career parents have an impact on children's social-emotional behavior. Positive Impact Children with career parents tend to be independent, adaptive, have good social interaction, and quickly adapt to a new environment. As a negative impact, children often experience a lack of affection, difficulty in managing emotions, and lack of self-regulation. The implications of this study include the need to increase cooperation between teachers and parents to create communication of children's needs, parents provide quality time and choose caregivers who are competent in the field of children, in order to optimize child development.

Оценка эпистемологических убеждений одаренных учеников средней школы

<p>This study, which examines the epistemological belief levels of gifted students in the context of demographic characteristics such as gender, age, grade level, pre-kindergarten education, and parents’ educational status, is a causal comparison research. The study sample of the research consists of 203 students who are enrolled in the Science and Art Center in the central district of Kütahya province during the 2021–2022 academic year in Turkey. Survey model, one of the quantitative research methods, was used in the research. Two data collection tools were used in the study. According to the findings, there was no statistically significant difference between the students’ epistemological belief levels depending on their gender (p=0.464) and kindergarten education (p=0.069). However, statistically significant differences were determined in terms of age, gender and parent education variables. The data obtained shows that students whose fathers are university graduates have a higher average score on the epistemological belief scale. A significant relationship was found between father’s education level and the epistemological belief levels of gifted students. It is of critical importance that gifted students have many contemporary skills, including a contemporary epistemological belief, considering the place of these individuals in society.</p>

Poziomy komunikacji w przedszkolu z perspektywy nauczyciela edukacji przedszkolnej

Communication is an integral part of a kindergarten teacher’s daily work. It takes various forms, taking into account the sender’s goal, but also who the recipient is. Among the competencies that a teacher must have, Strykowski distinguishes, among others, communication competencies, which proves that this is an area in which the teacher must be able to navigate appropriately. Developing the ability to properly convey a given message requires that the teacher be a specialist in many fields such as psychology, sociology, linguistics, etc. It should be remembered that communication is not only the language a person uses, communication is the foundation of all interpersonal relationships, including those that connect all members of the kindergarten community. Each level of communication has its own characteristic features, but what they all have in common is the preservation of the subjectivity of the interlocutors and their mutual respect even in times of disagreement.

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.

영유아 교사의 놀이 중심 학습공동체 연구동향 분석: 2020-2024년을 중심으로

Objectives The main purpose of this research is to provide insights into the current state of teacher learning communities and propose proper directions for future development of these communities by analyzing trends in research that are related to play-based learning communities among early-childhood teachers and conducted after the implementation of revised 2019 Nuri Curriculum. Methods Researchers selected dissertations and academic papers that were written from 2020 to May 2024 by searching with keyword “play-based teacher learning communities in educational and caring institutes for infants and toddlers” on Korean databases such as Korean studies Information Service System (KISS), DBpia and Research Information Sharing Service (RISS), and set 72 dissertations and academic papers in total as the subject of this research. Results This research found a gradual increase in the number of publications on play-based learning communities which consist of early childhood teachers over the years studied. Studies predominantly focused on kindergarten and daycare teachers. The most frequent approach was qualitative research and the most frequent topic was analyzing the experiences and meanings of teachers who participated in play-based learning communities. Analyzing the characteristics of communities in the research revealed that teachers collaborated primarily through horizontal relationships, and the most predominant form of collaboration was problem-sharing and finding resolution. Internal organizations were predominant, most communities were operated by face-to-face meetings. Play-based learning community activities among early childhood educators appeared the most frequently as discussions and implications with the predominant keywords of changes of teachers on individual aspects. Conclusions Implications for future research stated the need for diversifying the subjects of researches in play-based learning communities, extending both qualitative and quantitative researches through the development of diverse evaluation tools, developing-implementing-evaluating the program through the researches on perceptions of teachers in learning communities.

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.

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. 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. 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. 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.