Nursery Classes Research Articles

The Effect of Traditional Games on the Language Development of Pre-School Children in Pre-School Education

The aim of this study is to analyze the effect of Traditional Game Education Program (TGEP) on language development of pre-school children. Dependent and independent variables were determined as the children’s language development scores and "traditional game education program", respectively. The study group was determined with “typical case sampling”, one of the purposive sampling methods, and it consists of a total of 72 children attending four nursery classes depending on Diyarbakır Eğil District Directorate of National Education, 36 of whom are experiment group and 36 of whom are control group. Peabody Picture Vocabulary Test (PPVT) prepared by L. Loyd and M. Dunn in the USA was used as data collection tool. While analyzing the data, Independent and Dependent Groups t-Tests were used. It was found at the end of the study that PPVT post-test scores of the children in experiment and control groups were statistically different. Post-test average scores of the children in the experiment group were higher than the ones in the control group. Accordingly, it was determined “Traditional Game Education Program” increased the children’s language development in a positive way.

Investigation of the Child-Parent Relationship with Loneliness and Social Dissatisfaction of Children in Early Childhood Period

Bu araştırmada, okul öncesi eğitime devam eden çocukların çocuk-ebeveyn ilişkisi ile çocukların yalnızlık ve sosyal memnuniyetsizlikleri arasında ilişki olup olmadığının ortaya çıkarılması amaçlanmıştır. Araştırma, ilişkisel tarama modelinin kullanıldığı betimsel bir çalışma olarak tasarlanmıştır. Araştırma, Ağrı il merkezindeki anasınıflarına ve bağımsız anaokullarına devam eden 295 çocuk ve bu çocukların anneleri ile yürütülmüştür. Elde edilen veriler Kruskal Wallis H Testi ve Mann-Whitney U Testi ile analiz edilmiştir. Analizler sonucunda anlamlı çıkan farklılıklarda grup farklılıkları Çoklu Karşılaştırma Testlerinden Sıra Ortalamaları ile incelenmiştir. Araştırma sonucunda Çocuk Ebeveyn İlişki Ölçeği Olumlu İlişki Boyutu ile çocuğun doğum sırası arasında; Çocuk Ebeveyn İlişki Ölçeği Bağlanma Boyutu ile çocuğun kardeş sayısı arasında istatistiksel olarak anlamlı bir farklılığın olduğu belirlenmiştir. Cinsiyet değişkeni incelendiğinde, erkek çocuklar lehine yalnızlık ve sosyal memnuniyetsizlik düzeyleri üzerinde anlamlı bir farklılık görülmüştür.

Action research on the practice of the revised Nuri Curriculum by the director of the daycare center : Supporting the autonomy of nursery class teachers

Action research on the practice of the revised Nuri Curriculum by the director of the daycare center : Supporting the autonomy of nursery class teachers

‘Teachers decide because they are adults’: the views of Turkish preschoolers about participation

ABSTRACT In order to enrich the practices about the participation rights in the preschool education institutions, it is necessary to take the opinions of children concerning their experiences in school. In this research, it is aimed to take the opinions of Turkish preschoolers about their participation experiences in their schools. The participants of the study are comprised of 200 5-year-old children attending the public preschools and nursery classes in a province in Turkey’s inner Aegean region. In the research, the child Interview form was used as the date collection tool. As a result of this research, it was determined that children participated in the decision-making processes in the classroom in a limited way and that the participation of the children was supported in a limited way, either. It was observed that this result was related to the insufficient level of expression of children’s opinions in the educational institutions and their limited participation in decision-making processes.

LEGISLATION, IDEAS AND PRE-SCHOOL EDUCATION POLICY IN THE TWENTIETH CENTURY: FROM TARGETED NURSERY EDUCATION TO UNIVERSAL EARLY CHILDHOOD EDUCATION AND CARE

ABSTRACT This paper explores legislative provision and pre-school education policy in England over the course of the twentieth century. The paper argues that there has been a significant ideational shift over this period, from a policy focus on nursery education for poor children to universal early childhood education. Not only have ideas changed but provision and funding have changed. Although there have been major revisions to legislative provision, there are elements of continuity as regards the institutions delivering early childhood education, particularly maintained nursery schools and nursery classes, but with layering of private-for-profit and not-for-profit institutions to ‘fill the gap’ in provision. At the same time, the central state has taken increasing control of publicly funded early childhood education through legislative provision.

VIEWS OF KAZIM KARABEKIR, COMMANDER OF THE EASTERN FRONT, ON BRINGING UP AND EDUCATING CHILDREN: AN EXAMPLE OF SARIKAMIS KINDERGARTEN

Milli mücadelenin başarıya ulaşmasında önemli katkıları bulunan Kâzım Karabekir, Mondros Mütarekesi’nin imzalandığı 1918 yılında Tekirdağ’da 14. Kolordu Komutanı iken kendi isteği üzerine 1919 yılının Mart ayında Doğu Anadolu’daki 15. Kolordu Komutanlığına atanmıştır. Kâzım Karabekir, Mütareke şartları gereğince Osmanlı ordusunun silahlarıyla terhis edilme şartını, bölgenin coğrafi şartlarını öne sürerek geciktirmeyi ve bölgedeki Ermenilerinin yıkıcı faaliyetlerinin önüne geçmeyi amaçlamıştır. Doğu Anadolu’da onun himayesinde Erzurum Kongresi düzenlenmiş ve Şark Cephesi Komutanı olarak İstiklâl Savaşına katılmış, Elviye-i Selase’nin kurtarılmasında büyük başarı göstermiştir. Şark Cephesi Komutanı olarak Sarıkamış, Kars, Erzurum ve çevre illerden topladığı sahipsiz çocukları himayesine alarak onların hayata tutunmalarına vesile olmuştur. Himayesinde bulunan çocukların eğitilmelerine ve yaşam becerisi kazanmalarına önem veren Kâzım Karabekir, bu becerinin ana sınıflarından başladığına inanmıştır. Memleketteki çocuk israfının bir nebze önüne geçip, sahipsiz çocuklara manevi babalık ta yapmış olan Kâzım Karabekir, Sarıkamış’ta tesis ettirdiği ana sınıfının modellenmesinde bölgede bulunan Amerikan okullarını temel almıştır. Ana mektebi olarak adlandırılan ana sınıflarında masa, sandalye, yapılacak etkinlikler, etkinliklerin çocuklar üzerindeki kazanımlarından duvardaki renk ve tabloların içeriğine varıncaya kadar büyük bir hassasiyet gösteren Kâzım Karabekir’in amacı, söz konusu çocukları üreten ve meslek sahibi iyi insanlar olarak ülkesine kazandırmak olmuştur.

Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics

This study aimed to develop a measurement tool in order to assess preschool teachers’ pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaraş Province of Turkey. Among the participants, 150 were chosen for pre-application and 150 for the main application. The scale consists of five different case studies and a total of 35 items, including dialogues that focus on mathematical content and processes reflected in children’s talk during their play. In calculating the reliability of the scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for the main application. For the validity of the scale, exploratory and confirmatory factor analyses were performed. The exploratory factor analysis results revealed the scale to be a single-factor structure. When the factor loads of each relevant item were examined, no item was found to exist with a factor load value of less than .30. After confirmatory factor analysis was performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found to be .91, .91, .06 and .06, respectively. These results show the model to be reliable to an acceptable level. Based on the findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that it can be used in order to determine the preschool teachers’ pedagogical content knowledge regarding mathematics.

The Effect of Positive Behavior Support on the Problem Behavior of Children with Integrated Nursery Classes

본 연구는 서울시 구 국공립 어린이집 세반 통합학급 유아 명을 대상으로 학급차원의 긍정적 행동지원을 실시하고 통합된 발달지체유아 명을 대상으로 개별차원의 긍정적 행동지원을 실시하여 문제 행동에 미치는 효과를 검증하고자 하였다 학급 전체 유아의 문제행동 자료는 사전 사후 각 회기 관찰 결과를 분석하였고 발달지체유아의 문제행동 자료는 기초선 중재 유지 기간의 관찰 결과를 분석하였다 연구결과 학급차원의 긍정적 행동지원은 집단 활동 시간에 학급 전체 유아의 소음내기 말 끊기 부적절한 자세취하기 행동을 감소시켰으며 개별차원의 긍정적 행동지원은 발달지체유아 의 자리이탈하기 엎드리기 허공 응시하기 행동과 발달지체유아 의 옷 소매물기 딴 짓하기 큰소리로 말하기 행동을 감소 시켰다 본 연구는 발달지체유아가 통합된 학급에서 긍정적 행동지원 협력팀이 학급차원의 긍정적 행동 지원과 개별차원의 긍정적 행동지원을 실시해 학급 전체 유아와 발달지체유아의 행동에 긍정적인 영향을 수 있다는 것을 입증하였으며 향후 전체 어린이집 유아들의 행동을 관리할 수 있는 예방적 차원의 긍정적 행동지원에 대한 중요성을 제안하였다

Structural Factors and Policy Change as Related to the Quality of Early Childhood Education and Care for 3–4 Year Olds in the UK

In many developed countries it is now the norm for preschool children to spend time outside the home in early childhood education and care (ECEC). Research indicates that attending ECEC can promote longer-term positive life outcomes, which is more likely when the ECEC is of higher quality. In a UK Study of 600 ECEC group settings for 3-4 year olds, staff qualifications were predictive of quality at private (for profit) settings. For voluntary (not for profit) settings, which were more homogenous in staff qualifications, having a staff training plan and a better staff to child ratio were found to be significant predictors of quality. However, state funded nursery classes / schools, which tend to have less favourable staff to child ratios than private and voluntary settings, also tended to have higher process quality ratings, where the presence of more highly qualified staff apparently allowed quality to be maintained with a larger number of children per staff member. A comparison of equivalent quality data from separate UK studies, conducted before and after a period of substantial policy change in relation to ECEC quality, indicated that policy change may have powerful effects in improving ECEC quality with implications for long-term child, and potentially adult, well-being.

Annelerin okuma yazmaya hazırlık sürecine ilişkin görüşleri

Bu araştırmanın amacı, annelerin okuma yazmaya hazırlık sürecine ilişkin görüşlerinin belirlenmesidir. Nitel desende yürütülen araştırma sürecinde uygulanan Aile Temelli Okuma Yazmaya Hazırlık Programının öncesinde ve sonrasında aileler ile yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmanın çalışma grubu, Kars ilinde Milli Eğitim Bakanlığı’na bağlı bir ilkokulun anasınıfında eğitimin gören 25 anne oluşturmaktadır. Araştırmanın verilerini elde etmek için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada ailelerin okuma yazmaya hazırlık sürecine ilişkin görüşlerini ve uygulamalarını belirlemek için içerik analizi yapılmıştır. Elde edilen bulgular, uygulanan programının öncesinde ve sonrasında ailelerle yapılan görüşmelerin farklılaştığını, ikinci görüşmelerde ailelerin okuma yazmaya hazırlık sürecine ilişkin görüşlerinin ve uygulamalarının olumlu yönde değiştiğini göstermiştir.

Psychological Counseling and Guidance Services in Early Childhood Education

The purpose of this study is to identify views of counselors working at early childhood education institutions about psychological counseling and guidance services. To this end, face-to-face interviews were carried out with 73 guidance teachers using semi-structured interview forms in order to explore their views about counseling and guidance services offered in early childhood education. Qualitative phenomenological research design was used in the study. The sample consisted of 73 guidance teachers working at preschools or nursery classes in primary schools. The data were analyzed using content analysis. According to the analysis results, the guidance teachers mostly considered psychological counseling and guidance services to be necessary especially for parental education, preventiveness, and developmental guidance. They also held the view that there should be a separate assignment for the reconstruction of psychological counseling and guidance services in early childhood education and focus should be directed on especially family-related work. The results were discussed in relation to the existing literature.

Opinions of pre-school teachers and pre-service teachers on values education in the pre-school period: The case of Konya province

This study, which was carried out to determine the opinions of pre-school teachers and pre-service teachers on values education in the pre-school period, is a qualitative study. The case study design was used in the study. The study group of the research consists of 60 pre-school teachers working at independent kindergartens and nursery classes affiliated to Konya Provincial Directorate of National Education and 60 pre-service teachers studying at Necmettin Erbakan University, Department of Pre-School Education. The data in the study were collected using the “Personal Information Form” and the semi-structured interview form that consists of open-ended questions. In research results, the main factor affecting values education in the pre-school period is “family” according to the common opinions of teachers and pre-service teachers. The values that pre-school children must acquire in the family are “respect”and “love”. The values that pre-school children must acquire at pre-school education institutions are “helpfulness” and “empathy”. The type of activity used for introducing values in pre-school education is “play activity”. The values education given to pre-school children supports “social-emotional development”area. The teachers and the pre-service teachers expressed the benefit that values education given in the pre-school period provides to children in their future lives as “being a good person”. The reason for giving values education at pre-school education institutions is to “prepare the children for their future roles”.

Teacher Rating Scales of Early Academic Competence (TRS-EAC): Adaptation to Turkish, Validity and Reliability

<p style="text-align:justify">This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.</p>

Türkçe Etkinliklerinin Anasınıfına Devam Eden Çocukların Gelişimlerine Etkisinin İncelenmesi

Bu araştırma, Türkçe etkinliklerinin anasınıfına devam eden çocukların gelişim alanlarına etkisini incelemek amacı ile yapılmıştır. Araştırmanın çalışma grubunu, 2013-2014 eğitim öğretim yılında Ankara il merkezinde bulunan, Ankara İl Milli Eğitim Müdürlüğü’ne bağlı resmi ilköğretim okullarının anasınıflarına devam eden ve normal gelişim gösteren 52 çocuk oluşturmuştur. Araştırmada, “Kişisel Bilgi Formu” ve çocukların motor, alıcı ve ifade edici, akademik/bilişsel, sosyal/duygusal ve günlük yaşam becerilerini değerlendirmek için “Brigance Erken Gelişim Envanteri II” kullanılmıştır. Deney ve kontrol grubundaki çocuklara ön testleri yapıldıktan sonra deney grubundaki çocuklara araştırmacılar tarafından hazırlanan “Türkçe Etkinlikleri” üç ay süre ile uygulanmıştır. Eğitim programının bitiminde son testler yapılmıştır. Son testin uygulanmasından bir ay sonra deney grubuna kalıcılık testi uygulanmıştır. Elde edilen veriler, normal dağılım gösterdiği için “t testi” ve “Anova” ile değerlendirilmiştir. Araştırma sonucunda grup*ölçüm ortak etkisinin önemli olduğu görülmüştür.

Universal Coping Power for pre-schoolers: Effects on children's behavioral difficulties and pre-academic skills

The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home contexts, and could produce transfer effects on children's pre-academic skills. The sample included 102 five-year-old children who attended six pre-school classes located in Rovigo (Italy). Classes were randomly assigned to the intervention or to the control condition. Both parents and teachers indicated a significant reduction in behavioral problems for Coping Power classes, and teachers rated improvement in children's pre-mathematics, and language abilities. The results of this study are promising, suggesting pre-schoolers' social-emotional and pre-academic skills may benefit from the Universal Coping Power program.

E agora, minha gente, uma história eu vou contar: experiências de formação de leitores no berçário

O presente artigo relata procedimentos e resultados alcançados com projetos de leitura literária desenvolvidos em turmas de berçário I e II de uma escola particular de Educação Infantil de Bagé/RS durante nove meses do ano de 2017. A questão norteadora da investigação foi analisar a interação entre crianças e livros, avaliando em que medida as ações corroboraram para a construção de um comportamento leitor por parte dos pequenos alunos. Nesse sentido, descrevemos e analisamos três projetos de leitura (Eu conto, tu recontas, nós nos encantamos, Cantinho do Era uma vez... e Sacola Viajante) aplicados nas turmas, considerando conceitos e pressupostos teóricos advindos da educação e da teoria literária. Os resultados obtidos nos levam a concluir que projetos de literatura em turmas de berçário propiciam a aproximação aos livros e contribuem para a formação de hábitos leitores, mas que a intenção pedagógica e o engajamento familiar são determinantes na sua concretização.

THE MEANINGS OF SALUTATIONS AT ISLAMIC BOARDING SCHOOLS: AN ANTHROPOLOGICAL-LINGUISTIC STUDY (MAKNA SAPAAN DI PESANTREN: KAJIAN LINGUISTIK-ANTROPOLOGIS)

This research aims to explains the meaning of some specific address terms such as kiai, gus, ning, kang, etc. which are obligatorily used on pondok pesantren in Jombang. This study discusses the classification and the meanings of address terms in pesantren as well as pesantren and Javanese cultural perspectives on the terms. This descriptive-qualitative research applies emic approach. The result shows that there are 15 address terms in pesantren, namely kiai, nyai, gus, mas, ning, bapak, ibu, mbak, kang, cak, ustadz, ustadzah, abah, abi, and umi. These distinctive address terms aim to honor the kiai, teachers, kiai’s and teachers’families, and santri. Pesantren’s view posits that respecting teachers, teachers’ family, and fellow santri is a pace to get barokah and manfaat (benefit) of science, the santri’s ultimate goal and their destination of seeking knowledge. Meanwhile, Javanese cultural persepective argues that this respect indicates syncretism between Javanese and Islamic culture. The respect to kiai is influenced by the respect to begawan. On the other hand, santri’s attitude refers to cantrik. Different tributes between teacher and kiai are influenced by Javanese culture. It indicates the existence of different obligations and rights in pesantren which impact on the stratification at pesantren. The stratification at pesantren can bedivided into three classes; namely nursery class (kiai and his family), teacher class, and santri class.

OKUL ÖNCESİ EĞİTİMDE AİLE İLETİŞİM ETKİNLİKLERİNE YÖNELİK ÖĞRETMEN VE YÖNETİCİ BAKIŞ AÇILARI

The main purpose of this study is to identify views of pre-school teachers and school administrators employed at different regions and cities of Turkey, towards the family communication activities in family involvement, reasons for using them, the problems that arise in practice and suggestions of the educators to resolve these problems. The study used the design of phenomenology, which is a qualitative research method. The study group consisted of 36 teachers and 15 school administrators employed at independent kindergartens, private kindergarten and nursery classes depending on the Ministry of Education in 6 different regions and 17 cities of Turkey. The interview form was used as data collection tool and the data was analyzed by content analysis technique. A total of 4 themes were determined according to the results of the research. There are differences and similarities in the opinions of teachers and administrators in the implementation of family communication activities. While the school administrators emphasize the school administration 's responsibilities for providing communication between the school and the family, teachers indicated families have to do. However, both educators group especially inticated the families related to communication barries between school and family .These are mostly related to the fact that the families are indifferent / unwilling and their lack of time. Moreover educators working in East and South Anatolian region stated that they did not use especially internet based applications and booklets as family communication activities because of literacy rates of families.

An Evaluation of Educational Practices Concerning Noise Level and Noise Control in Nursery School: An Action Research

Children are more vulnerable to noise than adults. Because their ability to select and control the acoustic environment is very limited. Today it is known that noisy environments negatively affect especially pre-school children who have incomplete hearing and language development. The aim of this Research is to determine noise levels in nursery classes and to evaluate educational practices for controlling noise. The research is an action research that is conducted with 23 students who are 5-6 years old in a nursery class in a nursery school. The main data of the study are generated from measurements made by decibel meter, observations and interviews. The first measurements established that the noise level at the nursery class was [83.79 dB(A)], which is significantly above the standards. At the end of the education program for reducing noise in nursery school, measurements made with a decibel meter [74.52 dB(A)] indicated that there was almost 10 dB(A) decrease in noise levels. Both interview and observation results also show that noise awareness and sensitivity had some positive influence on student attitudes and behavior changes about noise pollution. In the light of these findings, in order to create tranquil learning environment in schools, it is recommended that noise awareness and sensitivity training should be provided, starting from preschool. Promotion and dissemination of noise educational practices in the nursery school are discussed.

Clear cut?

Nursery WorldVol. 2017, No. 19 EYFS Best Practice In SchoolsClear cut?Nicole WeinsteinNicole WeinsteinSearch for more papers by this authorNicole WeinsteinPublished Online:28 Sep 2017https://doi.org/10.12968/nuwa.2017.19.32AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View articleAbstractWith school budgets getting close to breaking point, head teachers are resorting to desperate measures to keep their schools and nursery classes afloat. Nicole Weinstein reports FiguresReferencesRelatedDetails 18 September 2017Volume 2017Issue 19ISSN (print): 0029-6422ISSN (online): 2059-9358 Metrics History Published online 28 September 2017 Published in print 18 September 2017 Information© MA Education LimitedPDF download