Nursery Teachers Research Articles

De pædagogiske læreplaners reformering: Dokumentation, faglighed og måder at gøre pædagog

Title: The Reform of Educational Plans: Documentation, professionalism and the enactment of nursery teaching.Abstract: In 2004 the demand of documentation in Danish pre-school was made compulsory and national through the reform of educational plans. One of the arguments was that documentation would enhance the ‘professional’ development of nursery teachers and make their daily work visible and recognized. Drawing on perspectives from Actor-Network-Theory this article analyses the way in which documentation is enacted as a network of heterogeneous elements within the individual pre-school. It is argued that documentation, rather than developing ‘professionalism’, enacts the nursery teacher in a particular ‘professional’ way. Thus, it is analyzed what ‘professionalism’ becomes, and what is excluded – produced as outside of ‘professional work’.

De pædagogiske læreplaners reformering: Dokumentation, faglighed og måder at gøre pædagog

Title: The Reform of Educational Plans: Documentation, professionalism and the enactment of nursery teaching.Abstract: In 2004 the demand of documentation in Danish pre-school was made compulsory and national through the reform of educational plans. One of the arguments was that documentation would enhance the ‘professional’ development of nursery teachers and make their daily work visible and recognized. Drawing on perspectives from Actor-Network-Theory this article analyses the way in which documentation is enacted as a network of heterogeneous elements within the individual pre-school. It is argued that documentation, rather than developing ‘professionalism’, enacts the nursery teacher in a particular ‘professional’ way. Thus, it is analyzed what ‘professionalism’ becomes, and what is excluded – produced as outside of ‘professional work’.

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through government-funded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.

A Longitudinal Study of Social Interactions between Nursery Teachers and a Young Child with Autism Spectrum Disorder

A Longitudinal Study of Social Interactions between Nursery Teachers and a Young Child with Autism Spectrum Disorder

Warmth and competence in your face! Visual encoding of stereotype content

Previous research suggests that stereotypes about a group's warmth bias our visual representation of group members. Based on the stereotype content model (SCM) the current research explored whether the second big dimension of social perception, competence, is also reflected in visual stereotypes. To test this, participants created typical faces for groups either high in warmth and low in competence (male nursery teachers) or vice versa (managers) in a reverse correlation image classification task, which allows for the visualization of stereotypes without any a priori assumptions about relevant dimensions. In support of the independent encoding of both SCM dimensions hypotheses-blind raters judged the resulting visualizations of nursery teachers as warmer but less competent than the resulting image for managers, even when statistically controlling for judgments on one dimension. People thus seem to use facial cues indicating both relevant dimensions to make sense of social groups in a parsimonious, non-verbal and spontaneous manner.

A Study on Teaching Method in Music Subjects at Nursery Teachers and Teachers Training Courses : Based on the Current Situation in the Uekusa Gakuen University Faculty of Child

A Study on Teaching Method in Music Subjects at Nursery Teachers and Teachers Training Courses : Based on the Current Situation in the Uekusa Gakuen University Faculty of Child

The life history of a nursery school teacher: Ms. Kim's narrative

The life history of a nursery school teacher: Ms. Kim's narrative

Current Situations of Student's Voluntary Work in Universities of Nursery and Primary School Teacher Education

Current Situations of Student's Voluntary Work in Universities of Nursery and Primary School Teacher Education

Nursery school teachers' attitude on the implementation and benefits of inclusion

It is necessary to fulfill numerous conditions so that the idea of inclusion, with all its benefits, would be implemented in nursery schools. The aim of this research was to examine nursery school teaches' attitude on the purpose and ways of implementing inclusive education, i.e. their attitude on the benefits of inclusion, determining factors for successful inclusion of children with special needs into regular nursery school groups, as well as the changes necessary for successful inclusive education. The research included 135 nursery school teachers from Nis, who completed a questionnaire designed for the purpose of this study. Descriptive statistics and Chi-square test were used for data analysis. The results indicate that despite many who do not wish to be engaged in inclusive education, most nursery school teachers see the benefits of inclusion and point out numerous factors as important in implementing inclusive education, and thus believe that many changes need to be done for that purpose. It can be concluded that it is necessary to conduct a detailed plan of the inclusion process, first of all in fulfilling organizational conditions and additional training of teaching staff, and also in providing support mechanisms for teachers in developing individual education plans and working with children with special needs.

Effect of "PANPS Consultation" (Consultation for Proactive Approaches of Nursery Teachers towards Problem Solving) on Efficacy of Childcare for Children with Special Needs

Effect of "PANPS Consultation" (Consultation for Proactive Approaches of Nursery Teachers towards Problem Solving) on Efficacy of Childcare for Children with Special Needs

The Exploration of the Specialty in support of the Base of the Nursery Teacher by using the Viewpoint of the" Shinshu-Hoiku" as a one side Plan of the Solution.

The Exploration of the Specialty in support of the Base of the Nursery Teacher by using the Viewpoint of the" Shinshu-Hoiku" as a one side Plan of the Solution.

Discretion of Local Governments over Minimum Standards for a Nursery Center and Its Impact on Work of Nursery Teachers : An Approach from Analysis of the Shift Roster of a Night Nursery Center.

Discretion of Local Governments over Minimum Standards for a Nursery Center and Its Impact on Work of Nursery Teachers : An Approach from Analysis of the Shift Roster of a Night Nursery Center.

How nursery teachers experience the relationships with children who have developmental disabilities?: From a perspective of professional development

How nursery teachers experience the relationships with children who have developmental disabilities?: From a perspective of professional development

The Image of Nursery Teachers High School Students Cherish and the Career Choice Standard

The Image of Nursery Teachers High School Students Cherish and the Career Choice Standard

Effects of Teachers Level of Education and Experience on Teacher-Child Interactions in Early Childhood Institutions

Early childhood care and development (ECCD) in Ghana have received attention in the lat decade. To ensure quality of instruction and build capacity of early childhood teachers and caregivers, the National Nursery Teachers’ Training Centre was set up by the government to offer specialized training in nursery education for teachers and nursery attendants. Universities and the Colleges of Education have been mandated to train teachers for early childhood education. This study therefore sought to find out the effects of level of education and years of experience of teachers on their interactions with children (3 - 5) in early-childhood institutions in Ghana using the Caregiver Child Interaction Scale (r = 0.77). The sample (N = 103; Female 99%): made up of teachers from thirty-one preschools in the Greater Accra Region of Ghana were observed during their normal classroom routine. There appeared not to be any statistically significant difference between the teachers’ level of education and years of experience on the interaction scores.

A Report on Childcare Support for Mothers Through Activities Involving Students of a Nursery Teachers' School

A Report on Childcare Support for Mothers Through Activities Involving Students of a Nursery Teachers' School

Primary Prevention Knowledge of Parents and Teachers of Nursery and Play Group on Childhood Sexual Abuse

This research explored child sexual abuse (CSA), knowledge and prevention media among parents of pupils and teachers of nursery schools and playgroup. This research was conducted in qualitative mythology, through in-depth interviews (IDIs), and focus group discussions (FGD). In-depth interview held for 10 nursery school teachers and playgroup teachers. For children aged 0-5 years, FGD was conducted towards 10 parents of nursery School and 12 parents of playgroup. The study explored the following: parents’ and teachers’ knowledge on child sexual abuse prevention. The child sexual abuse prevention messages were provided to the children and topics they discussed and their attitudes towards child sexual abuse prevention education in school. The proposed primary prevention media strategies for parents were speech and posters as well as for nursery and playgroup teachers who understood the CSA impact. Research concluded that parents didn’t understand CSA concepts; media proposed for primary prevention are through dialogue and poster. Nursery, playgroup teachers and parents understood with poster media. Parents and teachers were encouraged to focus on the early prevention by building child sexual abuse knowledgeable community. DOI: http://dx.doi.org/10.11591/ijere.v1i2.1664

유치원교사와 보육교사가 인식하는 유아교사의 이미지 연구

The purpose of this study was to examine the awareness of two major groups of early childhood teachers, (that is, kindergarten teachers and nursery teachers), in terms of the image of what constitutes an early childhood teacher. More specifically, this study sought to investigate any possible gaps between the two groups in that aspect, in an effort to shed light on (and understand in greater detail), the awareness of the two groups regarding the image of early childhood teachers in detail. The subjects in this study comprised 310 early childhood teachers, out of which 156 teachers worked in kindergartens and 154 teachers worked in daycare centers in Busan, Ulsan and South Gyeongsang Province. The findings of the study were as follows : First, kindergarten teachers` images of a kindergarten teacher were mostly associated with the professional domain, followed by the domain of personality, a physical domain and a professional attitude domain. As a result of checking the awareness of the nursery teachers regarding the image of a kindergarten teacher in more detail, their image of a kindergarten teacher appeared to be mostly associated with the professional domain, followed by the professional attitude domain, the domain of personality and the physical domain. There were statistically significant gaps between the kindergarten teachers and the nursery teachers in terms of their image of a kindergarten teacher. Second, as for the awareness of the kindergarten teachers of the image of a nursery teacher, their image of a nursery teacher was mostly linked to the domain of personality, followed by the professional domain, the physical domain and the professional attitude domain. Regarding the awareness of the nursery teachers of the image of a nursery teacher, their image of a nursery teacher was mostly associated with the professional domain, followed by the domain of personality, the professional attitude domain and the physical domain. Statistically significant gaps between the kindergarten teachers and the nursery teachers were found in the image of a nursery teacher.

The makers of new words: A principally ethnographic account of community artists’ language

This principally ethnographic research investigated the pedagogies of eight community artists. Unstructured, artist-led interviews produced salient concepts that were examined in participation observation of twenty workshops across five sites. I chose to represent their pedagogies through three descriptive cases studies that feature four of the eight artists working in outdoor settings. Their workshops served nursery and primary school children, alongside nursery nurses, teachers and members of their families including parents and grandparents. Using a nested case study approach, I included the perspectives of all eight artists to provide their interpretations of what they do and why do it when engaging others in so-called informal, community settings. I found that the community artists attempt to create conditions for open-ended enquiry across five dimensions: space, time, material, body and talk. This article focuses on one of these dimensions – that of language.

Investigation of a scabies outbreak in a kindergarten in Constance, Germany

In industrialized countries, scabies occurs sporadically or in the form of protracted epidemics, typically in nursing homes for elderly people. Outbreaks of scabies in a kindergarten are very rare. The main goal of our study was to investigate an outbreak of scabies in a kindergarten and to identify risk factors for the infestation with the ectoparasitosis. We investigated an outbreak of scabies in a kindergarten in the City of Constance, southern Germany, with a particular pedagogical concept. Risk factors indicating a transmission of Sarcoptes mites through body contact or via fomites were assessed using questionnaires and by following the daily routine in the kindergarten. A total of 16 cases were identified. The attack rate was significantly higher in nursery teachers (risk ratio 42.1) compared to children (risk ratio 10.5). In all cases, scabies had developed rather recently, with minimal clinical manifestations. In nursery teachers, the probability of scabies was 4.4 times higher in those teachers who hugged children regularly. Children who preferably played with their own soft toys had a lower probability of developing scabies [risk ratio 0.14, 95 % confidence interval (CI) 0.05-0.42; p = 0.04]. It seems conceivable that the particular pedagogical concept of the kindergarten favored the spread of Sarcoptes mites. We were unable to show whether transmission had preferably occurred through body contact or via fomites.