Nursery School Teachers Research Articles

From being a student to becoming an infant observation young seminar leader with nursery teachers

ABSTRACTThis paper describes a newly qualified child psychotherapist’s first experience of teaching, using an application of Esther Bick’s infant observation method, with nursery school teachers observing in their own workplace. The seminar leader describes learning form the experience of running the seminar with supervisory support. The teacher group’s increasing ability to observe the young children and the ‘child in their mind’ is linked with developments in the new teacher’s thinking about the task of teaching and the importance of noting her own emotional reaction. She is also acutely aware of her own recent learning as an observer herself. The teaching involves listening with feeling and encouraging the observers to develop by presenting their observations for reflection, encouraging more detail and reflection as time goes by. The new seminar leader’s anxiety about emulating her own observation teachers, and her growing understanding of the powerful forces of unconscious projection which can be utilised to understand more of the young child’s experience, enhances the observer- teachers’ capacity to notice and reflect on what they see.

Relationship between objective evaluation of children＇s physical activity level and subjective evaluation by their parents and nursery school teachers

Relationship between objective evaluation of children＇s physical activity level and subjective evaluation by their parents and nursery school teachers

Analysis of the curricula for the training of nursery and primary school teachers in spanish universities in the areas of coexistence, mediation and conflict resolution

Entre los objetivos de la Agenda 2030 se insiste en una educacion que promueva una cultura de paz y no violencia, valores y actitudes que estan en la base de la mediacion. Pero para poder hacer realidad dicha educacion, los y las docentes deberian estar formados en mediacion, gestion de conflictos de manera pacifica y convivencia. En el presente estudio se analizan los curriculos de Magisterio Infantil y Primaria de todas las universidades publicas y privadas espanolas. El objetivo es conocer si en la formacion inicial se incluyen asignaturas relacionadas con la convivencia, mediacion o la gestion de conflictos. El resultado del estudio es que existen muy pocas asignaturas en los curriculos relacionadas con la convivencia, mediacion, gestion de conflictos, incluso valores. Ademas, la mayoria de ellas son optativas o pertenecen a alguna mencion o itinerario, por lo que solamente las cursan una parte de los/as estudiantes. Asi pues se considera que seria conveniente que, hasta que se pudiera subsanar esa carencia, se priorizaran estos aprendizajes en la formacion continua del profesorado.

Research into Factors for Long Employment of Nursery School Teachers in Private Nursery Schools

Research into Factors for Long Employment of Nursery School Teachers in Private Nursery Schools

Work harassment and stress of nursery teachers at nursery schools—Comparison of nursery school teachers and preschool teachers—

Work harassment and stress of nursery teachers at nursery schools—Comparison of nursery school teachers and preschool teachers—

We cannot be "forever young," but our children are: A multilevel intervention to sustain nursery school teachers' resources and well-being during their long work life cycle.

IntroductionThe aging of workers generally implies an increased number of workers with health problems or psychological diseases because of the growing distance between personal resources and job demands; the first may decrease, while the second are stable. In the preschool setting, the demands remain constant because children are always aged 0–3 years, while the preschool teacher’s personal resources decrease with age. It is, therefore, necessary to propose multilevel interventions aimed at supporting work sustainability and workers’ resources.MethodThis study involved twenty-seven preschools (324 teachers with an average age of 48.7 years): the control group included seventeen schools (190 teachers with an average age of 48.5 years), five schools were assigned to experimental group one (69 teachers with an average age of 48.8), and five schools were assigned to experimental group two (65 teachers with an average age of 49.1). In this context, we proposed two protocols of multilevel intervention comprising three solutions; two of these were common to both experimental groups: psychological counseling and psychosocial intervention. The third solution differed between groups: environmental redefinition (for group one); gymnastic and vocal hygiene (for group two). We hypothesized that the interventions improve teachers’ work abilities, increase well-being, and decrease stress and burnout. Furthermore we hypothesized that there would be an improvement in the organizational climate of trust and in social job resources.ResultsData analysis showed that the interventions were effective. In particular, the experimental groups reported significant decreases in psychological exhaustion (EG2: ß = -1.48; p = .00), indolence (EG1: ß = -1.36; p = .00), and stress (EG2: ß = -0.94; p = .00). Furthermore, the experimental groups significantly increased their enthusiasm towards work (EG2: ß = 1.21; p = .01), vertical trust (EG1: ß = 0.54; p = .01), and the perception of coworker social support (EG2: ß = 0.54; p = .01). The protocol that involved the GC2 was particularly effective.ConclusionsThese results demonstrate the effectiveness of the intervention in a particular job setting (preschool classroom), emphasizing the need for implementing solutions aimed at supporting workers’ well-being, especially in light of an aging workforce.

Relationship between burnout and circadian typology and sleep habits in Japanese nursery school and kindergarten teachers

ABSTRACTThere have been few studies on the relationship between diurnal rhythms & sleep habits and the burnout of teachers of young children attending nursery schools and kindergarten. This study aims to clarify this relationship with a questionnaire. Integrated questionnaire was given to 272 teachers who worked at 10 nursery schools founded by Kochi city and one kindergarten affiliated with the Facuty of Education, Kochi University. Responses were recieved from 220 teachers (response rate: 80.8%). The integrated questionnaire included Diurnal Type Scale (DTS), questions on sleep hatits, questions on lighting conditions, and the Maslach Burnout Inventory (MBI). There was no correlative relationship between MBI and DTS. However, the total score for three questions on morning phase ("morning scores") among the DTS was significantly negatively correlated with MBI (waking up later related to higher burnout score; p=0.001). A significantly positive correlation was observed between MBI and three questions scores related to evening phase ("evening scores") (earlier bed time related higher burnout scores; p=0.001). This opposite direction of phase shift at night and in the morning can increase sleep hours. As a physiological view point, a high level of burnout may result in a longer duration of sleep as one homeostatic response.

Effect of Accident Prevention Program on Nursery School Teachers’ knowledge and Practices.

Background: Accidents are a major cause of morbidity and mortality in children. Along with cardiovascular diseases and cancers, accidents currently form the 3rd leading causes of morbidity and mortality in developed and developing countries. Aim: The study aimed to evaluate the effect of accident prevention program on nursery school teachers' knowledge and practices. Research design:A pre/post quasi-experimental research design was used in this study. Sample: A convenient sample of 60 nursery school teachers, 30 from private and 30 from governmental nursery schools. Setting: The selected nursery schools represented all geographic areas of Minia city. Tools: pre-designed questionnaire sheet was used to collect data from teachers which include part 1: Demographic data about teachers as age, marital status, qualifications, years of experience and previous training courses. Part 2 Teachers' knowledge about accident prevention and first aid. An observational checklist was used for first aid measures. Results: The study results revealed that the majority of the studied teachers were married and more than two fifth of them had >30 years old with a mean of age 33.32 ± 7.478.years. The total mean scores of both knowledge and practice were increased after implementation of the program with statistical significant differences at (p-value 0.0001) between pretest, immediate posttest and posttest after 3 months. Conclusion: The current study concluded that there was an increase in the mean scores of teachers' knowledge and practices after implementation of the program about accident prevention and first aid. Recommendation: The study recommended a wide coverage implementation of this research about accident prevention and first aid for the nursery school teachers all over Minia City nursery schools.

保育士養成課程における保育内容の研究「総合表現」授業実践に関する一考察

保育士養成課程における保育内容の研究「総合表現」授業実践に関する一考察

El Método ABN como articulador efectivo de aprendizajes matemáticos en la infancia: experiencias en profesores y profesoras de ciclo inicial en Chile

Results are presented abut a professional development workshop based on the ABN Method for learning mathematics (N = 27), conducted in Talca, Chile, for Pre-K and Primary in-service teachers (children from 4 to 7 years of age in charge). The workshop is aimed at nursery school teachers and first grade teachers. The ABN Method is based on the significant learning of the decimal number system and on the complete domain of operations and their properties, which are learned and assimilated at the same time by children from the early stages of teaching. The results of the study show that the participation of teachers in the workshop generated significant changes in a set of teachers’ beliefs, as well as a favorable change in the perception regarding the mathematical ability of their students. Finally, teachers report a greater conceptual clarity regarding the sequencing of contents and the purpose of the mathematical activities they perform in the classroom. The results and implications of this workshop are discussed.

“The Nursery Teachers’ Views on the Use of Art in the Education Process. The Case of Nursery Teachers of the Achaia Prefecture”

The present survey aims at exploring the views of the nursery school teachers of the Achaia Prefecture in relation to the use of Art in the education process. Their views were identified with regard to the content, the potential benefits and the form of a relative training action. Both the questionnaire and the personal interview were chosen as the methods for conducting the present survey. The results of the survey showed that the nursery teachers consider important the use of art in the education process and identified the fields where they think it has a positive contribution. In addition they demonstrated the difficulties associated with the relevant interventions and, finally, they described the characteristics and the content of a potential training related to the arts in education, which they wished to follow. https://doi.org/10.26803/ijlter.17.2.11

Odklady povinné školní docházky v perspektivě učitelek mateřských škol

An important expectation society has of nursery schools as institutions of pre-primary education is undoubtedly the preparation of children for their admission to elementary school. This empirical study has the ambition to contribute to discussion of the issue of the postponement of the commencement of compulsory school attendance connected with this topic. Nursery school teachers with experience ranging from two to 15 years were instructed to create a professional essay during children’s enrolment with the aim of sharing their opinions and experiences. The essays were assigned with the aim of revealing a number of aspects of this issue but particularly the links reflecting the various positions and effects of the main participants in the postponement − parents, children, teachers, and psychologists − and the impact of the proposed compulsory year at nursery school on the postponement. Qualitative content analysis was conducted on 25 verbal records that were from five to 10 pages in length. The analysis of the data that had been gathered showed that the key component of the postponement is the parents, who seemingly take into account the interests and needs of their children but also focus on their own interests. Teachers also perceive that there is insufficient acceptance of their own professional observations on the postponement, express disappointment with the expertise expected from counselling centres, and point out the failure to function of cooperation with primary schools.

I break and bend. Posture, lifts and musculoskeletal disorders among preschool teachers.

«“I break and bend”. Posture, lifts and musculoskeletal disorders among preschool teachers».Background:Nursery school teachers are subjected to unavoidable physical demands, such as picking up children, putting them in the cradle, changing diapers etc. The potential detrimental effects on the workers’ musculoskeletal system are amplified by the aging of the working population observed in recent years.Objectives:To describe the psychophysical health of nursery school teachers employed in a North-Western Italy municipality and their age-related problems.Methods:Data were collected through a medical examination for the identification of musculoskeletal disorders, and a contextual self-administered questionnaire (for the identification of: awkward postures, work ability and depression).Results:Nursery school teachers often adopt awkward positions during their working day, mainly lifting (93.6%) and squatting position (61.1%). Perceived musculoskeletal pain is common, especially cervical pain (63.3%) and lumbosacral pain (67.5%). Working ability was found to be good or mediocre, and inversely related with age. Depression had a fairly low prevalence (2%).Conclusions:Findings highlight some critical issues inherent to the working conditions of nursery school teachers, underlining the need to introduce preventive measures that, in order to effectively support workers, should be adopted starting from the beginning of their career.

The relationship between parenting anxiety in mothers and the resources from which they routinely sought advice: The final "Healthy Parents and Children 21" survey

Objectives This study aimed to examine the relationship between parenting anxiety in mothers and the resources from which they routinely sought advice.Methods Data consisted of the 75,662 survey responses from parents of children who had undergone health checkups between April and August of 2013. A logistic regression analysis was performed using parenting anxiety (computed using the responses to the two survey items "I don't feel confident as a parent" and "I wonder if I'm mistreating my child") as the response variable. The people or resources from which the mothers sought parenting advice and the number of such resources were used as the explanatory variables.Results Across all ages, the percentage of mothers selecting "husband" as a parenting resource was the largest, and most mothers indicated they had three resources. Common across all ages, mothers who indicated that they had their husband or the child's grandmother or grandfather as resources had a significantly lower odds ratio of having parenting anxiety than mothers who did not. In contrast, mothers who selected "nursery school or kindergarten teachers" or "the Internet" as resources had a significantly higher odds ratio of having parenting anxiety than mothers who did not select these resources. Across all ages, no significant relationship was found between mothers' parenting anxiety and the number of resources they used for parenting advice. There was a significantly higher odds ratio of mothers of children aged 18 and 36 months who indicated that they wondered if they were mistreating their child if they had nobody to talk to than if they had one resource. When the number of resources increased to three, four, or five, the odds ratio was significantly reduced.Conclusion For mothers of children of all ages, results showed that those who routinely sought advice from their husband or their child's grandparents had a significantly lower probability of experiencing parenting anxiety. On the other hand, this probability was significantly higher when their resources were nursery school or kindergarten teachers or the Internet. This study also suggests that, for mothers of young children, having a larger number of people from whom to routinely seek advice may reduce their anxiety about their parenting ability.

A Description of the Learning Process through Four Years at a Nursery School and Kindergarten Teachers' Training Course:

A Description of the Learning Process through Four Years at a Nursery School and Kindergarten Teachers' Training Course:

Oral Health Care Ability of Nursery School Teachers at Daegu Region in Korea

Oral Health Care Ability of Nursery School Teachers at Daegu Region in Korea

Teacher as an Amateur Speech Therapist – Current Knowledge in the Field of Speech Therapy Prevention in Kindergartens

Abstract Introduction: In our paper, we focus mainly on defining the term of speech therapy prevention, on the anchoring of speech therapy prevention in the legislation and education, the teacher as an actor and direct mediator of the primary speech therapy prevention, and his competence. The research part describes the data obtained by in-depth interviews with teachers in nursery schools in the Zlín region. Methods: The empirical part of the study was conducted through a qualitative research. We have obtained research data via interviews with teachers from nursery schools in the Zlín Region. The data, after transcribing them into written form, were subsequently analysed and interpreted. Results: Based on the results of the research, we can identify one of the most significant categories in the survey of the method of implementation of speech therapy prevention in selected nursery schools in the South Moravian Region. It’s called “Teacher as an amateur speech therapist”. Within this category, we can also distinguish between three types of teachers: teacher - speech therapist, speech therapy assistant as a substitute of speech therapist, teacher - preventionist, and speech therapist. Discussion: What is the cause of this situation? Poor education? Legislation? Pedagogical practice? Limitations: The research was realized only in the South Moravian Region (CZ) and cannot be applied to the entire population. Conclusions: It is evident from the results of the research that some respondents have insufficient knowledge about the competences of individual actors in the speech therapy prevention process as well as about the realization of speech therapy prevention in kindergartens.

保育士の役割の二重性に伴う保育相談支援の葛藤 ―親・子の相反ニーズにおける子どもの最善の利益をめぐって―

保育士の役割の二重性に伴う保育相談支援の葛藤 ―親・子の相反ニーズにおける子どもの最善の利益をめぐって―

The reasons of latent nursery school teachers resignation and the actual situation of the will for re employment

The reasons of latent nursery school teachers resignation and the actual situation of the will for re employment

New aspects in allergy education with special emphasis on anaphylaxis

Interdisciplinary anaphylaxis education programs have been performed in Germany and Austria since 2007 according to the program of the Working Group on Anaphylaxis Training and Education (AGATE, “Arbeitsgemeinschaft Anaphylaxie Training und Edukation”), as well as in Switzerland with similar content. The basic units of education have been developed from a standardized guideline-based manual, which is continuously updated and is currently being converted into a modular system. In June 2016, an expert meeting took place in Davos, Switzerland, under the auspices of the Christine Kuhne Center for Allergy Research and Education (CK-CARE), bringing together experts from Germany, Austria, and Switzerland with the aim of developing new concepts in allergy education. Supplementary online modules were discussed as new avenues in didactics and methodology. The electronic content of these modules is in the process of being formulated and existing websites are being adapted. In terms of content, the topic “anxiety” needs to be included, and guidance for an individualized risk-management strategy for patients would appear important. New target groups for anaphylaxis seminars (apart from physicians/nurses, other healthcare personnel, and non-medical health occupations such as pharmacists) include carers, teachers, and nursery school teachers.