Preschool Learning Research Articles

The promotion of self-directed learning in Pre-school: Reflection on teachers' professional practice

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies. Keywords: pre-school; child's self-directed learning; teaching.

Adapting the preschool environment to the needs of children on the autism spectrum in Sweden: A quasi-experimental study

Background Children on the autism spectrum may receive Early Intensive Behavioural Intervention (EIBI) in Sweden to support development by providing learning opportunities. However, research suggests a need to improve the quality of their learning environment. Aim This pre-registered study (#NCT03634761) aimed to evaluate the Swedish Autism Program Environment Rating Scale (APERS-P-SE) as a means to promote the quality of the pre-school learning environment for children on the autism spectrum, along with outcomes for these children, and their pre-school staff. Material and methods In a quasi-experimental study, pre-school staff (n = 35) conducted either EIBI supported by in-service training and on-site coaching based on APERS-P-SE assessment (at k = 9 preschools) or EIBI only (k = 8), during an 8-months period. Results The quality of the immediate learning environment (primary outcome) increased significantly in the EIBI/APERS-P-SE preschools. However, changes in child and pre-school staff measures were not significant. Conclusions and significance In-service training and on-site coaching based on APERS-P-SE assessments can increase the quality of the learning environment in Swedish pre-school. Studies of longer duration and larger sample size are required to determine if using the APERS-P-SE can also achieve desired behavioural change for children-, and impact pre-school staff applying EIBI.

What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning

The mechanisms which guide selective learning in young children have been a source of debate. Two experiments were conducted to identify which cognitive processes are involved in selective social learning in preschoolers. In experiment 1, we administered a paired-associate learning task, and collected accuracy and latency of explicit confidence judgments, measuring both implicit and explicit metacognitive monitoring. Results revealed that better implicit metacognitive monitoring predicted better performance on a selective learning task. In experiment 2, we obtained a parental report of children’s theory of mind skills (CSUS) and administered an information-seeking task, measuring implicit metacognitive control. Results revealed that both scores on the metacognitive control task and on the theory of mind questionnaire significantly predicted selective learning performance. These studies provide evidence of an association between preschoolers’ selective learning and implicit metacognitive strategies, but also suggest that explicit metacognitive learning strategies may guide selective learning later in development.

What, where, when and how: Finnish children’s perceptions of learning in preschool

ABSTRACT To be able to support young children in learning to learn—an ability that requires adapting often-unprecedented changes in society—teachers need to be aware of the ways in which children understand learning. In this qualitative study, 177 micro-interviews conducted with 41 Finnish children were analysed using an abductive method to understand their perceptions of learning in a preschool. Learning was perceived as learning to do or know things. Academic skills and contents, followed by motoric skills and sports, arts and crafts, socio-emotional skills and everyday skills, were mentioned as the learning contents. In addition, intentional teaching, teacher-initiated exercises, practising, cognitive engagement, casual observation, failures and accidents were mentioned as the enablers of learning. Implications for pedagogy and future research are discussed.

Transition from Preschool to Standard One in Botswana Public Primary Schools

Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools. 
 Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts. 
 Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition. 
 Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.

Pre-service Teachers Learning to Teach English as a Foreign Language to Preschool Learners in Macau: A Longitudinal Study

Language teacher beliefs have received increasing research attention for the past few decades. However, little is known about the beliefs of pre-service teachers in the pre-primary English as a foreign language (EFL) education context. This qualitative case study extends this line of inquiry by investigating the trajectory of student teachers' beliefs about teaching English to pre-primary learners in Macau within a teacher education course. The participants included 60 pre-service teachers taking an English Language Activities course in their third year of a 4-year Bachelor of pre-primary education program. The data comprised written reflections collected at three points in time during the 16-week course: at the beginning of the course, mid-way through the course, and at the end of the course. The findings showed five broad themes, constituted from 15 subthemes, regarding (1) learners and learning, (2) teaching, (3) subject, (4) self, and (5) learning to teach. The major themes have been documented in the literature, but several subthemes were identified for the first time in the context of pre-primary EFL teacher education. More importantly, the findings revealed that some of the subthemes were newly shaped and several subthemes were reshaped as a consequence of taking the course. The findings were interpreted in relation to the content of the course, the experiential learning opportunities, the pre-service teachers' prior experiences of language learning and teaching, and the local language teaching and learning context. Implications for pre-service teacher education programs are discussed.

Mathematics in Nature: A Pedagogical Approach

Most knowledge that we can acquire through discovery and investigation has been already known by the nature around us. It has the secrets long before we discover patterns, rhythm and calculations. This study was intended in exploring the unique way of teaching Mathematics through nature. Five individuals from different discipline of study accepted the seven-day challenge of teaching pre-school learners on a one-on-one basis while observing Philippine Enhanced Community Quarantine in the fight against COVID-19. The lessons are nursery number sense which includes Counting 1-10, Days of the Week, Months of the Year, Ordinal Numbers, Counting 11-20, and The Time and Clock. Pre-and post-assessment of numeracy skills were recorded using observable competency tallied with literal descriptions – A for mastered, B for developing, and C for beginning. Alongside teaching, online conferencing was conducted for a qualitative interview with the teacher-participants. Questions revolved around teaching mathematics using nature as springboard. Responses were put into transcription, coded, thematically analyzed and discussed in the light of sound principles in teaching and learning. After the seven-day challenge, it was found out that teaching using naturalist approach led to the increase in numeracy skills of pre-school learners. Six themes were developed based on common experience of the teacher-participants. Teaching Mathematics through nature was capsuled in the concepts of familiarity, practicality and affectivity. Nature’s aid in understanding Mathematics is due to interaction, imagination and concrete notion. Learners’ response to nature discussion was characterized into expressiveness, attentiveness and inquisitiveness. The features of nature that makes it a feasible springboard are calming, universal fitting and awe inspiring. Nature’s similarities to Mathematics are complex sense, obedience and cadence, while the Mathematics of protecting nature can be observed in valuing, balancing and growing aspects. Recommendations to school heads, community and curriculum developers were laid down near the end of the study.

PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES

Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school administrators. Internal challenges include teachers’ readiness regarding knowledge in the area, level of understanding, skills and attitude. In conclusion, previous studies also present challenges that require continuous training to be given to teachers and administrators to strengthen early childhood education.

Matjarr Djuyal: How Using Gesture in Teaching Gathang Helps Preschoolers Learn Nouns

There are important efforts being made to revitalise Aboriginal languages in Australia, which are both pedagogically and culturally appropriate. This research seeks to expand the current knowledge of the effectiveness of gesturing as a teaching strategy for young children learning the Gathang language. An experimental method was used to investigate the effectiveness of gesture by employing a context in which other variables (e.g., other teaching pedagogies) could be held constant. Participants, age range 4–5.2 years, were taught Gathang nouns with gesture and without gesture, alongside verbal and pictorial instruction. After the teaching sessions, each child was assessed for their receptive and expressive knowledge of the Gathang nouns, at two time points, two days after instruction (post-test 1) and one week after (post-test 2). At post-test 2, children had stronger receptive knowledge for words they had learned with gesture than without. These findings contribute to a growing body of research attesting to the effectiveness of gesture for improving knowledge acquisition amongst learners. In the context of Aboriginal language revitalisation, gesture also aligns with traditional teaching practices and offers a relatively low-cost strategy for helping teachers assist their students in acquiring Aboriginal languages.

Creating Learning Environments in Preschool Classrooms: Perspectives of Pre-service Preschool Teachers

The aim of the research is to determine pre-service preschool teachers' views on creating learning environments in preschool classrooms. Qualitative research methods were used in the research. The study group was composed of 35 pre-service preschool teachers. In this study, a semi-structured interview form was chosen as data collection tool. The data of the research was evaluated using content analysis. As a result of the research, pre-service preschool teachers stated that some physical and educational features should be taken into account while creating the learning environment. Pre-service preschool teachers also state that learning centers are the most important elements in the preschool learning environment. Pre-service preschool teachers consider the existence of learning centers to be important in preschool classroom. Also, pre-service preschool teachers stated that there are points to be considered while creating learning centers. In conclusion, pre-service preschool teachers have sufficient information about creating an effective learning environment.

Embodied spatial learning in the mobile preschool: the socio-spatial organization of meals as interactional achievement

ABSTRACT This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children’s embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.

Концептуальные основания проектирования пространственно-образовательной среды в дошкольных образовательных организациях

The present research featured the conceptual foundations of pre-school spatial learning environment with its interdependent semantic components and a potential for new products. The study was based on the systematic approach to the problem as an integral complex of interrelated elements. A thorough analysis of various definitions of spatial learning environment made it possible to separate it from the concept of learning environment. Both internal and external environment of educational organizations should create such spaces that stimulate children's development. The article also describes the concept of pedagogical design as an important multifaceted phenomenon and introduces efficiency criteria and a basic algorithm of actions: mission, environment components, functions, principles, goals, tools, requirements, directions of activity, and resource provision. Designing the strategic and tactical guidelines can improve the quality of early childhood. The conceptual foundations of design were formulated as tools that facilitate the movement towards solving the problem in the system of theoretical and practical steps. The conceptual foundations include organizational and pedagogical conditions that ensure the high-quality level of life in all subjects of learning process in pre-school educational establishments.

Parent Attachment relationships and aggressive tendencies during early years in Kenya

There are reported cases of relational aggression among learners at public pre-schools in Kenya, however, very scanty research has been done in this regard. The study examined parent attachment relationships and aggressive tendencies among learners during early years in Kenya. Ex-post facto research design was adopted. The sample size consisted of 348 pre-school learners and 277 parents obtained by using the simple random sampling technique. The Parent-child Attachment and Aggressive Tendencies Questionnaires were used to collect data from parents. Construct validity was ensured by the researchers in psychology and early childhood education. Cronbach’s alpha was used to establish the reliability of the questionnaires and the subscales had alpha of between 0.7 to 0.9. The results indicated a strong negative correlation (n=68; r = -.827; p < 0.05) between secure attachment and aggressive tendencies; weak (n=80; r =.248; p=.026), positive correlation between parent-child ambivalent attachment and aggressive tendencies; a fairly strong positive correlation (n=40; r =.684; p < 0.05) between parent-child disorganized attachment and aggressive tendencies and a weak positive correlation [n=48; r =.043; p =.772 between avoidant attachment and aggressive tendencies. The study recommends that teacher counselors should ensure early screening for those with vulnerable attachments.

An Assessment of Play as a Strategy on Pre-Schoolers’ Classroom Participation in Public Pre-Primary Schools in Bunyala- Busia County, Kenya

Learner’s classroom participation can be gauged by; confidence levels turn taking, numeracy skills, manipulative competencies and task completion. However, over time, adequate inculcation of play as a strategy in early childhood classrooms is yet to be achieved. This underscored the need of this study. The study assessed play as a strategy on pre-schoolers’ classroom participation in public pre-primary institutions of Bunyala sub-county, Busia County, Kenya. The guide objectives of this study were: to establish the types of play used as a strategy on pre-schoolers’ classroom participation and to investigate the types of play materials used by pre-schoolers’ in public pre-primary schools in the said study location. Methodology adopted was descriptive survey research design. Social-Cultural Development Theory (Vvygotsky, 1978) guided the study. Research targeted a population of 27 public pre-primary centres in Bunyala Sub-county. Of this population, 2 were used in piloting while in 25 actual study was conducted. The parameters of analysis were 25 heads of public pre-primary centres, 50 teachers of public pre-primary centres and 100 pre-schoolers. The sampling techniques adopted were purposive and simple random. Data was collected using questionnaire and observation guide. Reliability and validity of the instruments were addressed through piloting and test retest. Descriptive statistics for measures of central tendencies were applied. For qualitative data, content analysis was adopted. Regarding types of play, the study found out that all the pre-unit teachers were engaging their learners in various forms of play with physical type being the most common (91%) though with a myriad of challenges. The study also found out that there were various play materials available for the pre-school learners mostly the local ones though with acuteshortage especially the commercial ones. It was concluded that pre-unit learners in Bunyala Sub-county were not adequately exposed to all forms of play besides inadequacy of play materials. The study recommended that play materials should be availed and pre-unit learners get exposed to them.

From preschool educator to preschool English Educator: A study of transformation of classroom practice

This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants' actions and views, and historical elements all play a part in constructing a theory. That truth is relative depending on one's perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell, 2014). The findings show that preschool educators can significantly improve their communicative competence, particularly in discourse, strategic and socio-cultural competencies. Furthermore, through reflection and self-assessment, preschool educators refine their classroom practices and enhance their conception about teaching English to preschool learners.

Attention deficit hyperactivity disorder: Training outcomes for Grade R teachers in an urban and semi-rural context

Background: Preschool learners with attention deficit hyperactivity disorder (ADHD) may develop problems with emergent literacy and more explicitly, phonological awareness necessary for the development of reading and writing. A need for support of Grade R teachers in inclusive schools was identified, and a programme developed. Aim: The main aim of this article is to report on the outcomes of a support programme for Grade R teachers on ADHD in two contexts within a specific school district. Setting: Participants were recruited from urban schools and township schools in a semi-rural context of a specific school district in Tshwane. Methods: The outcomes of this support programme was determined from data obtained with self-constructed questionnaires, which consisted of mainly closed-ended questions, supported by a limited number of open-ended questions. The quantitative data was statistically analysed and described, whereas the qualitative data was described through inductive analyses. Participants consisted of 44 teachers from semi-rural and 21 from urban, inclusive schools who attended the training workshops. Results: The results of the training indicated that urban teachers demonstrated better overall knowledge before the training. The post-training results indicated no statistically significant differences in knowledge after the training. Both groups benefitted from the programme. The rural participants showed more improvement as a result of the training. Conclusion: The participants from semi-rural schools benefitted more from the training, emphasising underlying inequalities in the education levels of the two groups. This research provided a starting point and needs to be expanded to facilitate Grade R teachers’ awareness and knowledge of ADHD.

Academic Orientation in Preschool Education

Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. This study aims to obtain an overview of the academic-oriented preschool learning process in planning, implementation, and evaluation.

Likvärdighet och kvalitet

Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.

PHILOSOPHY CLASSES FOR THE YOUNGEST LEARNERS IN THE OPINION OF TEACHERS

Due to my belief that classes in which children (preschool and primary learners) can philosophise require a specific attitude from the person conducting them, different from a typical attitude of most school teachers, I have decided to reconstruct the views of those people on various aspects of their activities. I was interested in their motivation, the goals which they set for themselves, the methods of their work, the didactic aids they use, as well as the assessment of their own efforts and the results of classes, including the prospects of the projects which are being realised. The research was qualitative. The internet survey was filled in by eight people mainly living in the big cities (among them seven females), most of whom had a higher education degree, generally in philosophy. By using consecutively three different criteria: the type of motivation which drives the examined people; the degree to which the projects they partake in are institutionalised; the type of public institution with which they cooperate, I discerned six types of teachers, whose views I described in detail. With regard to the represented views the group turned out to be almost uniform, although singular respondents attached different significance to individual issues.

Teaching Astronomy in Kindergarten: Children’s Perceptions and Projects

Young children are familiar with astronomical phenomena from everyday life, such as the movement of the celestial bodies or the shift from day to night. The present study examines the extent to which kindergarten students understand abstract concepts related to celestial bodies and processes (such as gravity and time), and whether they change their perceptions of these concepts following an educational intervention. The study also examines what children report about this learning experience. The study, conducted in a kindergarten in Israel with 32 students, combined quantitative and qualitative research methods. The children’s knowledge of astronomy was examined before and after the intervention. The teacher conducted observations, collected the children’s creative projects, and interviewed them. She also asked them if they enjoyed the learning process and why. The findings show that few of the children had knowledge about concepts related to astronomy prior to the learning process, and some expressed misconceptions. Following the intervention, there was a significant increase in the children’s knowledge and ability to explain astronomical concepts and many of their previously expressed misconceptions had been corrected. Most of the children said they were interested in learning, although some said they felt fear during the lessons. The results indicate that kindergarten students are able to study topics related to astronomy, although they are abstract and difficult to demonstrate. The conclusion of the study is that teachers should be encouraged to integrate studies of astronomy and space into the science curricula for kindergartens. This should be done using appropriate pedagogy that will increase the children’s interest and involvement in learning and avoid causing them fears. Keywords: Science education, Astronomy learning in Preschool