Nursery Classes Research Articles

Exploring The Correlation Between Motivation Levels And Responsibility-Taking Behaviors Among Preschool Children

The objective of this study was to investigate the correlation between motivation levels and responsibility-taking behaviors among preschool children. Employing the Relational Screening Model, we analyzed the connection between these variables. The study group comprised 367 children aged 48-72 months, enrolled in kindergartens and nursery class of elementary schools affiliated with the Ministry of National Education in the central district of Yakutiye, Erzurum province, during the fall semester of the 2023-2024 academic year. In this study, the revised Dimensions of Mastery Questionnaire (DMQ18) was employed to gauge the motivation levels, while the Responsible Behavior Scale was utilized to assess the responsibility levels of the children. Necessary permissions were obtained for data collection. The findings revealed that the children's responsibility levels showed no variance with regard to the variables of gender and school type. Similarly, the children’s motivation levels did not exhibit significant differences based on gender (p>0.05). However, a noteworthy difference in motivation levels was observed concerning school type, favoring children attending nursery class (p

Motivation in Preschool Children: The Predictive Effect of Anxiety Level

This study aimed to examine the relationship between motivation levels and anxiety levels of preschool children. Relational Screening Model was used in the research. The sample of the study consists of 48-72 months old children attending kindergartens and nursery classes of official primary schools affiliated with the Ministry of National Education in the central districts of Palandöken and Yakutiye in Erzurum province in the fall semester of the 2023-2024 academic year. The study data were collected using the "Personal Information Form", the "Motivation Scale for Preschool Children" and the "Anxiety in Preschool Children Scale (Teacher Form)". As a result of the study, it was determined that the motivation levels of the children did not differ according to the variables of gender and school type, and the anxiety levels of the children did not differ according to the gender variable (p>0.05), while the anxiety levels of the children differed significantly according to the variables of school type (p

Learning by Doing: Hands-on Activities for Learning Mathematical Concepts at ECE Level

This study was designed to examine the effects of hands-on activities on mathematical concepts at ECE level. The main objective of this study was to increase students’ understanding about early mathematical concepts through hands-on activities. Nursery class of Government Primary School Kotkay Puran Shangla KPK was selected for the study as a sample. The nature of the study demanded an experimental research design and one-group pre-test post-test design was used. The test was conducted before teaching through hands-on activities and after to see the effects. In 45 classes the treatment was completed. Pre-test and post-test were the same. The results of paired sample t-test provide evidence of significant differences which show that students’ learning of mathematical concepts was raised when taught through hands-on activities. This study recommends emphasizing the importance of hands-on activities while teaching at ECE level.

유아교사의 수학적 상호작용에 대한 수학지원지식의 영향

Objectives In this study, it was verified whether the moderating effect of teaching creativity on the effect of early childhood teachers' play teaching efficacy and mathematics pedagogical content knowledge on mathematical interaction was significant.
 Methods For this purpose, 300 nursery class teachers working at daycare centers and kindergartens in the metropolitan area were selected. As a measuring tool for the mathematical interaction of early childhood teachers, Kim and Kwon (2022)'s tools and early childhood teachers' mathematics subject pedagogical knowledge tool developed by Hong and Jeong (2012) were used to find out mathematics pedagogical content knowledge. In order to measure teaching creativity, the ‘teacher's creative teaching-learning test tool’ developed by Cropley (2004) was modified and adapted by Baek and Kim (2008) and validated and verified. For data analysis, frequency, percentage, average, reliability analysis, partial correlation analysis, multiple regression analysis for moderating effect analysis, and moderating effect analysis were conducted using the SPSS 22.0 program. At this time, a hierarchical multiple regression analysis was conducted after injecting the status of tenure and training, career, number of times of use of study materials, and the number of homeroom teachers as control variables.
 Results The effect of mathematics pedagogical content knowledge on the mathematical interaction of early childhood teachers was regulated by teaching creativity.
 Conclusions This study found that the early childhood teacher's teaching creativity plays a role in regulating the effect of mathematics pedagogical content knowledge on mathematical interaction, and thus the role of teaching creativity is important in the variables that affect mathematical interaction. Therefore, it was revealed that educational and institutional support for improving teaching creativity is needed first.

Effects of the International Professional Qualification Standards on the Development of Childcare Services: Towards Enhanced Childcare Program

This study summarized the basic content and framework system of the professional quality of early education teachers aged 0-3 in China through literature research methods, answers to the following questions: First, what is the profile of the early education teachers in sex, Highest Educational Attainment、 Teaching Experience Second, to what extent are the following international professional qualification standards observed by the early education teachers? Teachers' morality and ideas professional knowledge and professional ability; Third, is there a significant difference in the extent of observation on the international professional qualification standards by the early education teachers when they are grouped according to their profile variables; Fourth, what is the assessment of the teacher respondents on the level of the quality of service by the Childcare Service in work performance, dedication to one’s work and parental connection? Fifth, is there a significant relationship between the teachers’ extent of observation of the international qualification standards and the level of service provided by the Childcare Service? Sixth, based on the findings of the study, what strategies can be proposed for the enhanced childcare program? A total of 300 front-line teachers from public kindergarten-affiliated nursery classes, private kindergarten-affiliated parent-child classes or nursery classes, domestic and international chain institutions, and non-chain institutions were the survey objects. SPSS20.0 version and Excel data statistics software were used to study the collected data, and the collected questionnaire was analyzed. Conclusions are then drawn from the mixed-methods analysis, and from these, recommendations are given, such as: strengthening men's training in some areas; improving the recruitment of undergraduate talents; improving the recruitment of talents with long teaching experience; strengthening the training of existing 1–5-year-olds and other teachers in some aspects; and establishing a 0–3-year-old assessment mechanism for employees in nursery institutions.

THE EFFECT OF SCHOOL BAG WEIGHT ON CHILDREN’S HEALTH: AN URGENT CALL FOR ACTION

In recent years, the issue of school bag weight and its impact on the health of children has gained significant attention from health experts, educators, and concerned parents alike. The consensus among experts is clear: a heavy backpack can have detrimental effects on a child’s physical well-being. The repercussions of lugging around an overloaded bag are far-reaching, with potential consequences ranging from headaches and shoulder pain to lower back pain, neck discomfort, and even arm pain. It is an issue that demands immediate attention and action, as it directly affects the health and well-being of our future generations.
 One might wonder why this issue persists when governments, like that of Khyber Pakhtunkhwa in Pakistan, have taken steps to address it. In 2020, the Khyber Pakhtunkhwa government introduced the School Bags Limitation of Weight Act, aiming to regulate the weight of school bags and protect the health of young students. Under this act, specific weight limits were established for school bags based on grade levels, with the intention of preventing excessive loads. For instance, nursery class children were advised not to carry bags weighing more than 1.5kg, while class one students were recommended to limit their bags to 2.4kg. The weight limits increased incrementally as students advanced in grade, with students in class 11 and 12 advised to carry bags not exceeding 7kg. The introduction of such legislation was a significant step toward ensuring the well-being of young students.
 However, despite these commendable efforts by the government, the implementation of these regulations remains a challenge. Reports from parents, educators, and students suggest that many schools have yet to adhere to these guidelines effectively. This raises the question of whether the regulations are being enforced rigorously and whether the well-being of children is truly being prioritized. It is crucial for both government and private schools to take this issue seriously and implement the weight limits as stipulated by the law.

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.

Investigation of Bioaerosols and the Microbiological Indoor Air Quality in an Urban Nursery School in Port Harcourt, Nigeria

Aims: This study was aimed at investigating the microbial quality of air within the confines of nursery school children. Early exposure to these indoor pollutants can lead to major public health concerns which include acute respiratory tract infections, allergies as well as cancer.
 Study Design: Random sampling approach was used in the collection of the samples. Air samples were collected from two different classrooms in a nursery school.
 Place and Duration of Study: Air samples were collected within the confines of the nursery section of the Demonstration Primary School in the University of Port Harcourt, Rivers State, Nigeria every other weekday in the month of May 2022.
 Methodology: Culture media were placed at the four corners of two classrooms in the nursery section. This nursery class comprised of children between the ages of 4-5 years Nutrient, MacConkey and potato dextrose agar media were used to culture airborne microorganisms during the study. For differential identification of bacteria, citrate, motility, oxidase, indole, catalase, methyl red Voges Proskauer, triple salt iron agar, sugar fermentation tests were carried out.
 Results: Both bacterial and fungal species of medical importance, such as Bacillus, Shigella, Micrococcus, Serratia, Proteus, Yersinia, Enterobacter, Penicilium, Aspergillus, Candida, Microsporum. Exophiala and Mucor spp were isolated in this study. The most predominant bacterial species among the isolates in the study was Bacillus sp. with the percentage occurrence of 25%. Shigella and Yersinia species had the percentage occurrence of 16.67% respectively other species like Serratia, Micrococcus, Enterobacter and Proteus each had percentage occurrence of 8.33% which was the lowest occurrence. All the fungal isolates had similar or equal percentage occurrence (16.67%).
 Conclusion: Exposure to microbial aerosols in nursery schools can lead to several health complications. Thus, recognition, control and monitoring of air quality in schools are crucial in limiting the spread of airborne pathogens.

SENSIBILIZANDO PROFESSORAS DE CRECHE: A ESCUTA DE BEBÊS NO CONTEXTO DA PANDEMIA

In this article, we present an excerpt from our Professional Master's research defended in September 2022. It was guided by the following question: How to sensitize educators, in training moments, so that they advance in listening to babies? The general objective was to verify how teachers' awareness of listening to babies in a day care center occurs in the context of the pandemic. The universe of the research was a Municipal School of Basic Education located in the municipality of São Bernardo do Campo/SP, which caters exclusively to the nursery stage. The methodology used was of a qualitative nature and as instruments for data production we resorted to the life narratives of two teachers and the assistant in education of a Nursery class, as well as three proposals agreed together to raise awareness in listening to babies, in addition to the analysis of teaching records through logbooks, life books and individual reports, with regard to listening in the different phases of school attendance during the pandemic period. All material produced was analyzed in the light of Laurence Bardin's content analysis. The theoretical framework was based on authors of Critical Pedagogy. The results indicate that, for the teachers to effectively listen to the babies, they need awareness and ongoing training in service, in order to base their positions in defense of the principles present in participatory pedagogies, with theoretical knowledge about the importance of listening, as well as reflective partnerships who also relate to babies inside and outside the institution.

Development Process of “Scale for the Attitudes towards Risky Play at Early Childhood (SATRPEC) - Parent Form”

In this study, it was aimed to develop Scale for the Attitudes towards Risky Play at Early Childhood (SATRPEC) for the parents whose children currently attend to a preschool institution. The sample was comprised of 742 parents whose children were attending to a nursery class or a kindergarten located in Afyonkarahisar – Turkey and affiliated to Turkish Ministry of National Education during 2018-2019 academic year. In order to develop the scale, initially a comprehensive literature review was performed. As a result of a detailed screening, a pool of 50 five-point Likert type items was created. The initial form was presented to a total number of 13 experts, i.e. five academicians, one measurement and evaluation specialist, five teachers and two parents. CVR and CVI were calculated according to expert opinions and the scale was reduced to 28 items. This form was first piloted and reliability coefficient was calculated. For construct validity, exploratory factor analysis was performed first. The construct validity of the scale was also tested by confirmatory factor analysis. The obtained values showed that the instrument was reliable and had acceptable psychometric properties.

English Vowel Sounds: An Empirical Study of Gamification Strategy at Nursery Level

The current empirical study aimed to stimulate and measure the competence level of children for learning vowel sounds at nursery level at Right School, Model Town, Sillanwali. Sound-bingo strategy was used for distinguishing and learning vowel sounds in the context of gamification efficacy. Gamification frameworks can boost dedication, while also developing learning execution at the same time. In any case, only a few studies have been undertaken to address the constructs used to analyse the effects of gamification on people. The current study implemented Mathew Nudds and Casey Callaghan’s ‘Theory of Auditory Perception’ as its theoretical framework. According to the theory, the information we hear is comprehensible. The researchers used the purposive sampling technique and an achievement exam to obtain data for this study. Data was collected from two distinct groups of twenty-five students apiece, named Iqbal and Quaid, respectively. Quaid group was designated as the control group and Iqbal group as the experimental group. Utilising the gamification technique, both groups were subjected to a test without learning. Sound-bingo technique was utilised to deliver a specific corpus of vowel sounds to Iqbal group. The results revealed that when an activity is gamified, a meaningful goal needs to be provided before the action can be adequately rated. An all-around organised game could help to enhance children’s motivation, commitment, and mental turn of events. The current study concludes that gamification can influence the students’ attitudes toward language learning and its effective application can help them learn better.
 Keywords: achievement test, English vowel sounds, gamification, interest, nursery class, sound-bingo technique

Health belief model for empowering parental toothbrushing and sugar intake control in reducing early childhood caries among young children\u2014study protocol for a cluster randomized controlled trial

BackgroundIt has been recognized that oral health education for parents is critical for preventing early childhood caries (ECC). Few parents practiced caries prevention procedures for their children in daily life, though. A novel intervention scheme using mobile messages will be developed in this study under the framework of the health belief model (HBM). The objective of the present randomized clinical trial (RCT) is to evaluate the effectiveness of the new scheme in promoting oral health of young children by reducing dental caries.MethodsThis RCT will involve 26–36 child care centers or kindergartens with nursery classes (clusters) located in Hong Kong. A total of 518–628 child-parent dyads (child age 18–30 months) will be recruited and randomly allocated at the cluster level into the test or control group with a 1:1 ratio. For parents in the test group, the intervention will consist of a set of HBM-based text messages sent regularly in 48 weeks. A standard text message will be sent to the parents in the control group in the first week. The primary outcome will be dental caries measured by dmft/dmfs of the children after 2 years (around 4 years of age). The secondary outcomes will be toothbtushing and sugar intake.DiscussionHBM-based intervention via a low-cost text messaging vehicle may serve as a viable way to empower parents to establish proper oral health behaviors for their children and safeguard the oral health of children in Hong Kong.Trial registrationClinicalTrials.govNCT04665219. Registered on 11 December 2020.

INTERSUBJETIVIDADE E INTERLUDICIDADE NA CRECHE: BRINCAR E CONSTITUIÇÃO PSÍQUICA DO BEBÊ

ABSTRACT The article addresses intersubjectivity, highlighting one of its indicators, interplay, in order to reflect about the importance of playful constructions between adults and small children in psychic development. The skit chosen for analysis was extracted from diaries constructed from observations-interventions in a nursery class, in order to investigate the potency of playful interaction in the pair: adult and baby. The permanence of babies in nursery school makes professionals monitor many acquisitions in the baby’s development. In this way, the results indicate that the presence of the adult in the play scene allows new experiments for the baby, which can be a support in their psychic development.

The Development of the Democratic Behavior Scale: A Validity and Reliability Study

This study aimed to develop a scale to determine the democratic behavior levels of children in early childhood. The study group included a total of 486 children attending kindergartens and primary school nursery classes in Melikgazi, Kayseri. Scale reliability was tested by using intra-group correlation values, item analysis coefficients, Cronbach’s Alpha reliability coefficient (0,98), and the Hotelling T2 test result [ 830,12 and (p<0.001)]. For validity testing purposes, the Cronbach Alpha coefficient, KMO test result (0,97), the Bartlett test and item analysis (p<0.001) were calculated. It was consequently decided that the scale was suitable for factoring, and AFA was used in principal component analyses. Following this, the structural equation model of DFA was performed, which confirmed that the model suited the data and that the 3-factor structure of the scale was valid. Confirmed as valid and reliable, the scale consisted of a total of 38 items in the sub-dimensions of "Knowing Your Rights", "Autonomous Behaviors" and "Democratic Behaviors". The highest score possible from the scale is 190, while the lowest possible score is 38.

Levels of peer relationships of atypically and typically developing children in preschool education

The aim of the present study was to determine peer relationship levels of preschool children showing atypical and typical development. The study group consisted of 60 children with atypical development and 60 children with typical development who participated in the inclusion practices in the formal preschools and nursery classes of primary schools in the city centers of Burdur and Isparta and in Soma district of the city of Manisa in the 2012-2013 and 2013-2014 academic years. The data was collected using the Child Behavior Scale developed by “Ladd and Profilet (1996)”. The data were were analyzed by t-test and correlation calculations. The results of the study showed significant correlations between developing prosocial behavior, being anxiousfearful with peers, developing asocial behavior and hyperactivity among the peer relationships of the children with typical and atypical development attending preschool education.

Socio-economic Status and Attention Ability as Predictors of Early Geometry Skills of 60-72-Month-Old Children

The aims of this study are investigating the attention ability and geometry skills of 60-72-month-old children according to the socio-economic status and determining whether the attention ability significantly predicts the geometry skill when the socio-economic status is controlled. The accessible population of the research in the relational screening model consisted of 60-72-month-old children studying in Afyonkarahisar kindergartens and nursery classes in the 2018-2019 academic year. The sample of the study was randomly selected 310 children among 60-72-month-old children attending high, medium and low socio-economic status schools, volunteering to participate in the study. The "General Information Form" was used to collect data on children and their families in the study while the " Attention Gathering Skills Test for Five-year Old Children FTF-K" developed by Raatz and Möhling in 1971 and adapted by Gözüm (2017) to determine the attention status of children, and the "Early Geometry Skill Test” developed by Sezer (2015) to measure children's geometry skills were used. Chi-Square, One-Way ANOVA and Hierarchical Regression tests were used to analyze the data obtained from the research. In the light of the findings, it was found out that children's attention skills and early geometry skills differed according to socio-economic status and when the socio-economic status was controlled, attention ability was a positive and significant predictor of early geometry skills of 60-72-month-old children.

Preschool Teachers’ Opinions about Non-Stop Education in Kindergartens

This study aims to determine opinions of preschool teachers working in educational institutions affiliated to the Ministry of National Education (MoNE) in Turkey about non-stop education process. The study was conducted with 12 preschool teachers working in Kartepe and Körfez districts of Kocaeli province in Turkey. Participants of this qualitative study were selected using convenience sampling method. In the study, four questions were asked to the teachers to determine problems and difficulties they experienced in daily 300-minute non-stop education in kindergartens and effects of this practice on their students. In addition, teachers’ suggestions for alternative practices were received. The teachers’ opinions were collected using a semi-structured interview form and analyzed through the descriptive analysis method. The study found that daily 300-minutes non-stop education in kindergartens has negative effects on both teachers and students. The teachers stated that they did not meet their physiological needs, their efficiency decreased, and they were badly affected due to the current practice. The students were observed that they were bored and distracted, and they displayed behavioral problems based on the duration of this education. According to the participants, this practice is incompatible with human rights. They also had the opinion that they were treated differently from teachers in other branches and faced the problem of salary injustice. Assigning an assistant in nursery classes, allowing preschool teachers to have break times, and branch teachers’ inclusion in activities of nursey classes are suggested.

The Implementation of Project-Based Learning’s Speaking Skill for Tenth Grade Vocational High School Students

Project-Based Learning (PBL) is one of strategies which English teachers use in teaching oral activities. The activities which can be implemented in PBL are discussion, conversation, presentation (individual or group), role-play, and others. It also can be an aid in studying and teaching. Based on previous research, using PBL technique can improve students’ speaking ability for second graders of SMPN 1 Kawedanan, Magetan by Permatasari (2013). Because of that, the researcher implements the teaching of speaking using PBL at SMK Dian Indonesia, Sidoarjo. The descriptive qualitative is used as a design of this research. The subject of the research is 20 first-grade students of nursery class, from the academic year 2015/2016. There are three instruments used to collect the data. First is the documentation of related lesson plan and syllabus, second is the observation of field-notes, third is a questionnaire for the students. PBL in teaching speaking is found helpful to regulate students’ ideas and stimulates the group presenter to extend the statement using their own words. PBL was interesting for them, because the researcher gives occasion for them to choose their own topics. They found themselves interested, happy, joyful, and comfortable during the implementation of the PBL because the process of teaching and learning is designed appropriately with the students’ ideas. To gain an effective teaching speaking using PBL, students needed to be active in making collaborative discussions, and giving feedbacks to each other, so that they can build social relationship. The PBL activities have made students build knowledge and think critically.

Being (with) batman – entangled research relations in ethnographic research in early childhood education and care

ABSTRACT This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes from a nursery class in the Early Years Unit of an Infant School in England, the authors discuss how ethnographers become entangled into the phenomenon of child-centredness, and how this entanglement is central for ethnographers to become answerable and response-able to the field of ECEC. The paper suggests that Karen Barad’s concept of agential seperability offers possibilities to explore how the individual child is enacted in ECEC and to understand, how ECEC is entangled into performing and producing children’s need for education.

THE USE OF LETTERLAND STRATEGIES IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS

The purpose of this research was to help teachers to enrich their knowledge about Letterland strategies in teaching English vocabulary to young learners. The objective of this research was to investigate the types of problem faced by teachers while using Letterland strategies. This research applied descriptive qualitative design and the data gathered from the sentences of four teachers in Nursery class at a Singapore Pre-School, Medan. The techniques of collecting data were observation and interview. Then, the techniques in analyzing the data were condensation, data display, and conclusion drawing/verification. Based on the data analysis, it was found that there were two types of problem faced by all the teachers; an internal disturbance (54.55%), and an external disturbance (45.45%). It was concluded that Letterland strategies were good for young learners in learning English vocabulary because it provided some fun activities that contained of multi-sensory based learning which they were able to see, hear, do, and touch it. Keywords: English Vocabulary; Letterland Strategies; Young Learners