Pre-primary Teachers Research Articles

TEENAGE MOTHERS’ INVOLVEMENT IN THEIR CHILDREN’S ACQUISITION OF PRE-LITERACY SKILLS: A CASE OF KILIFI COUNTY, KENYA

Early literacy is an integral part in children’s learning. It is crucial in a child’s education cycle since it is the basic foundation on which all further learning is built. Many researchers have argued that since parents are the first teachers that a child encounter, it is important to find out how they can be involved in their children’s acquisition of pre-literacy skills. The two major ways of parental involvement that have been put forward are provision of resources that promote acquisition of pre-literacy skills and involving children in literary rich engagements. Unfortunately, studies on how teenage mothers can be actively involved in promoting their children’s acquisition of pre-literacy skills are scanty. Since teenage mothers are young and most of them depend on their parents for financial support and nurturance, it is important to find out how effective they can get involved in promoting their children’s acquisition of pre-literacy skills. Therefore, this article, highlights findings from a study that sought to establish whether teenage mothers are involved adequately in their children’s acquisition of pre-literacy skills. The study was based on Bronfenbrenner’s Ecological systems theory and employed descriptive survey design. It was carried out in Kilifi County, Kenya and involved a sample of 115 teenage mothers. A questionnaire and interview schedule were utilized to collect data from teenage mothers. Data was analyzed both quantitatively and qualitatively. Findings indicated that teenage mothers are not adequately involved in promoting their children’s acquisition of pre-literacy skills. The authors recommend that the government increases resources allocated to pre-primary schools and pre-primary school teachers should sensitize parents on their role in getting involved in their children’s education to promote pre-literacy skills. Article visualizations:

STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania

For about a decade, Tanzania has intensely focused on developing literacy and numeracy skills in pre-primary and early grades programs. Recently, the attention has shifted towards the significance of teaching Science, Mathematics, Technology and Science (STEM) in the early years. To enhance the 21st century skills necessary for building a middle income and knowledge-based economies, the existing empirical evidence emphasizes the need for STEM education starting from pre-primary level. This paper aims to unpack the state of the STEM education in pre-primary education in Tanzania. By using homogenous purposive sampling, two policy-makers, three ECE academics, eight school principals, and eight pre-primary teachers from rural and urban public schools were recruited. Data were collected by interviews, semi-structured survey questionnaires, and documentary analyses. Though there was consensus among ECE stakeholders that children should be exposed to STEM environments as early as possible, findings indicated that even among ECE practitioners, there is a very vague understanding of what entails of STEM education in ECE. Further, while teachers were aware and guided to facilitate science and mathematics education, they were not aware and there were no specific policy briefs/circular instructions on how to facilitate Technology and Engineering education in ECE. The paper concludes with suggestions on how to integrate STEM in early childhood education, especially for Tanzania.

The efficacy of translanguaging as pedagogic practice in selected Namibian multilingual primary classrooms

This article aims to explore the initial literacy and epistemic benefits of translanguaging as a pedagogic practice in multilingual Namibia. Using notions of recontextualization and translanguaging and classroom observation and data from documents, the article shows how pre-primary teachers and learners draw on heteroglossic repertoires for literacy development and epistemic access. It is argued that this reframes the classroom, not as a site of monolingual epistemic violence, but as a democratic space for initial literacy and epistemic development. The article concludes with an argument for the legitimization of heteroglossic practices in multilingual Namibian classrooms if effective teaching and learning of initial literacy is the goal of basic education.

A Study of Children's Perceptions of Gender Identity and Stereotype in Public Pre-Primary Schools in Nairobi County, Kenya

Pre-primary education is a critical period when children develop, understand and express their gender identity and stereotype. Thus, pre-primary teachers should provide a rich learning environment with materials and equipments to guide and support children as they continue to explore their gender identity and stereotypes. The current study explored ways in which children perceive gender identity and stereotypes. In depth interviews were used with 20 children (10 boys and 10 girls), randomly sampled from 10 public pre-primary schools in Nairobi County. Data was analysed using themes in line with the study objectives. Findings reveal that the influence of teachers and mothers has an impact on how both boys and girls perceive their gender identity and stereotype. In particular, masculine and feminine characteristics, play materials and equipments, enhances children's gender identity and stereotypes. In conclusion, it is important to note that in order to bridge the gender gaps experienced by boys and girls, it is critical to deal with gender bias, stereotype and discrimination during the early years of a child's life. Relevant policies and programmes should be put in place especially in teacher education in order to empower teachers to help children deal with gender stereotypes.

A Survey of Pre-service Elementary Teachers’ Sustainable Development and Intercultural Competence

이 연구에서는 초등 예비교사들의 지속가능발전과 상호문화역량을 조사하여 지속가능발전과 상호문화역량의 수준과 관계를 분석하여 다문화교육의 기초자료로 제공하고자 실시하였다. 이를 위하여 초등 예비교사의 지속가능발전에 대한 인식, 태도 및 실천 의지, 상호문화역량에 대하여 설문 조사를 실시하였으며, 그 결과는 다음과 같다. 다문화에 대한 관심이 높은 군은 지속가능발전에 대한 인식과 실천의지가 유의적으로 높았다. 다문화교육 경험이 있는 군은 지속가능한 삶 관련 생활양식 실천의지가 유의적으로 높았다. 다문화교육 여부에 따른 상호문화 역량은 유의적인 차이가 나타나지 않았으며 예비 초등 교사를 대상으로 상호문화역량을 함양할 수 있는 다문화교육이 필요함을 알 수 있었다. 지속가능발전 이해 정도가 높은 군은 상호문화역량 중 상호 성찰이 유의적으로 높았고, 지속가능발전을 지지하는 군은 상호문화역량 중상호 존중에서 유의적으로 높았다. 지속가능발전 및 상호문화역량의 상관관계를 분석한 결과 상호문화역량의 하위요인 중 상호 갈등관리, 상호 의사소통, 상호 존중과 상호 성찰은 지속가능발전과 유의적인 양의 상관관계가 있었다. 지속가능발전 수준이 높은 군은 다른 군에 비해 상호 갈등관리, 상호 존중, 상호 의사소통, 상호 성찰 등 모든 영역에서 유의적으로 높았다. 이러한 결과로 보아 지속가능발전과 상호문화역량이 밀접한 관계에 있음을 알 수 있었다. 향후 다문화교육에서 상호문화역량을 함양할 수 있도록 하고 이는 지속가능발전교육에도 긍정적인 영향을 줄 것으로 기대된다.The purposes of this study were to investigate the sustainable development and intercultural competences of pre-service elementary teachers, to analyze the relationship between sustainable development and intercultural cultural competence and to provide them as basic data for multicultural education. To this end, a survey was conducted on the elementary school teachers perceptions, attitudes and willingness to practice sustainable development, and intercultural competencies. The results are as follows. The group with high interest in multiculturalism had a significant awareness and willingness to practice sustainable development. In the group with multicultural education experience, the will to practice sustainable life-related lifestyle was significantly higher. There was no significant difference in the intercultural competencies according to the status of multicultural education, and it was found that multicultural education is needed to cultivate intercultural capacity for pre-primary teachers. Groups with a high understanding of sustainable development had significantly higher mutual reflection among intercultural competencies, and those who supported sustainable development had significantly higher mutual respect among intercultural competencies. As a result of analyzing the correlation between sustainable development and intercultural competence, mutual conflict management, mutual communication, mutual respect and mutual reflection among sub-factors of cross-cultural competence had a significant positive correlation with sustainable development. The group with high sustainable development level was significantly higher in all areas such as mutual conflict management, mutual respect, mutual communication, and mutual reflection. As a result, it was found that sustainable development and intercultural competence were closely related. In the future, multicultural education will be able to cultivate intercultural capacity, which is expected to have a positive effect on education for sustainable development.

Prediction of reading and writing difficulties of first graders using dyslexia risk questionnaire (DRQ) in preschool age


 This article examines relationships between the scores of Dyslexia Risk Questionnaire (DRQ) in preschool age and the abilities, necessary for acquisition of reading and writing skills, as well as reading and writing skills in the 1st Grade. The results of the study showed that the scores of Dyslexia Risk Questionnaire (DRQ), completed by pre-primary teachers and parents of children attending pre-primary group, are related to prognostic indicators of reading and writing difficulties (phonological abilities: rapid naming, phonological awareness, short-term auditory memory; vocabulary; visual-motor skills), as well as to 1st graders’ reading skills and their reading and writing ratings provided by parents and teachers.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

Management Skills of Financial Resources and Learners’ Access to Quality Education

The first five years of a child play a critical role in laying a solid foundation for primary, secondary and future learning of any student or pupil. Hence, the quality of Early Childhood Education which leads to the acquisition of basic competencies among preschoolers is crucial for a child's subsequent learning and Educational advancement. In spite of the great importance associated with the Early Childhood Development and Education in Kenya, the government's effort to ensure that all preschool age children access quality education has not been impressive. Hence, the present study sought to explore the influence of head teachers' management skills on preschoolers' access to quality Education in Kisii County, Kenya. The objective of the study was determined the influence of head teachers' financial management skills on preschoolers' access to quality Education. The study used ex post facto research design. The target population for the study included 702 Head teachers, 957 Pre-primary Teachers, 9 sub-county ECDE officers and 2 County ECDE officers in Kisii County. The sample size for the study included 155 Head teachers, 282 Pre-primary Teachers, 9 sub-county ECDE officers and 2 County ECDE officers. The data was collected using questionnaires; interview schedule and school Observation checklists. To ensure validity of research instruments in the present study, face, construct and content validities of the questionnaires and interview schedules were assessed. The study employed the split-half method to establish the reliability of the instrument which was found as r= 0.848. Quantitatively collected data was analyzed using measures of central tendencies, frequency distributions, percentages, Pearson's product moment correlation coefficient, simple and multiple regression analysis while thematic analysis was used to analyse qualitative data. The study established that there was statistically significant positive correlation (r=.593, n=268, p<.05) between the Head Teachers' human resource management skills and preschoolers' access to quality Education and there was statistically significant positive correlation (r=.599, n=268, p<.05) between the Head Teachers' financial resource management skills and preschoolers' access to quality Education. On the correlation between the Head Teachers' Teaching/Learning Resources Management Skills and Preschoolers' Access to Quality Education, the study established that there was statistically significant positive correlation (r=.570, n=268, p<.05) between the Head Teachers' management of teaching/learning resources and preschoolers' access to quality Education. On the same note on the relationship between the Head Teachers' Management of Classroom instruction and Preschoolers' Access to Quality Education, the study established that there was statistically significant positive correlation (r=.571, n=268, p<.05) between the Head Teachers' management of classroom instruction and preschoolers' access to quality Education. lastly, the study established that there were statistically significant (p<.05) positive correlation between the Head teachers' management competencies and all the five aspects of preschoolers' access to quality Education investigated (resources adequacy in ECD, quality nutrition, health and safety in ECD, child acquisition of basic literacy competencies, participation in ECE (Absenteeism, Punctuality, and Retention).

The relation between reflection and the quality of a preschool teacher\u2019s education performance

Many developed countries have been concentrating lately on the quality of preschool education. Generally, what is considered one of the most important aspects of quality preschool education is quality teaching performance, which has been focused on in many research studies. Research also investigates the level of reflection in preschool teachers, especially in relation to their professional development. However, none of the research studies have, so far, focused on observing the relationship between the two phenomena. We carried out a multiple case study to investigate the relationship between the quality of reflection and the quality of teachers´ performance. Eight pre-primary teachers were video-recorded in their work, and subsequently, in-depth interviews were conducted. During the interviews, we used stimulated recall over selected video sequences, focusing specifically on selected aims of education. The findings indicate that teachers with a higher quality of reflection reached higher quality in the selected areas of teachers’ performance. The results also showed that the teachers with a university degree reached higher quality performance. The findings can contribute to the discussion on the professional development support of preschool teachers and can initiate a discussion on the need to examine the university preparation programmes for these teachers.

Teachers’ Perceptions on the Relationship Between Teachers’ Working Conditions and Pupils’ Reading Ability in Pre-Primary Schools in Nakuru County, Kenya

One of the most important factors in realizing reading as a subject in pre-primary schools is teacher working conditions. Literature suggests that working conditions are crucial in teaching of reading and pupils’ reading ability. However, empirical studies that have examined pupils’ reading ability have not focused on the relationship between teacher working conditions and reading ability. Further, the few empirical studies that have examined the relationships have been conducted in primary and secondary schools. Whereas most pre-primary school teachers in Kenya work under unfavourable conditions, past studies have not examined the relationship between working conditions and reading ability of pre-primary school pupils in Kenya. The purpose of this study was to examine the relationship between teacher working conditions and pupils’ reading ability. The study was based on Herzberg’s two factor theory. The study adopted a correlational research design. The target population for the study was 79 head teachers and 79 pre-primary 2 class teachers in public schools in Rongai Sub-County Nakuru. A stratified sample of pre-primary schools in the four zones in Rongai Sub-county was used for the study. The sample size comprised of 66 head teachers and 66 pre-primary 2 teachers. The questionnaires were used to collect data from respondents.. Data was summarized using descriptive statistics such as frequencies, means and standard deviations. To test the hypotheses, Pearson’s Product-moment correlation coefficient was used. The results revealed that there was a relationship between teacher workload, school leadership and pupils’ reading ability. The study concludes that teacher workload and school leadership affect the reading ability of pre-primary school pupils. The study recommends that to improve reading ability, school management should provide effective school leadership and ensure that pre-primary school classes are of reasonable sizes so that teachers do not have a heavy workload. Keywords : Working Conditions, Teacher Workload, School Leadership, Reading Ability; Pre-primary School Pupils DOI : 10.7176/JEP/10-18-23 Publication date :June 30 th 2019

Determinants of Teachers’ Use of Instructional Resource in Teaching Pre-Primary School Science and Mathematics Activities In Machakos County, Kenya

The continuous poor results of science and mathematics in Athi-River Sub-County of Machakos County-Kenya has yielded to the study of determinants of pre-primary school teachers’ use of instructional resources in teaching science and mathematics activities. The effects of use of the instructional resources in learning achievement which has led to poor performance in science and mathematics activities in the current study locale. The major purpose of the study was to establish the extent of teachers’ use of instructional resources in teaching pre-primary science and mathematics activities in Athi-River Sub County of Machakos County, Kenya. The study also found out the effects of teachers’ training level in the use of instructional resources in teaching science and mathematics, Teacher- gender and use of instructional resources, Teacher’s attitude and use of instructional resources in teaching science and mathematics activities and teacher- motivation on the use of instructional resources in teaching science and mathematics in pre-primary schools. This study employed Bruner’s learning theory (1966), which matched well with the determinants of pre-primary teachers’ use of instructional resource. The study targeted 40 pre-primary head teachers, 600 pre-primary teachers and 1800 pre-primary children in Athi-River Sub-County, Machakos County. Athi-River Sub-County was sub-divided to 5 bases and stratified sampling technique was used to select 6 pre-schools from each base translating to a total of 30 pre-schools. Random sampling was used to select 6 pupils from each of the sampled schools for focused study giving a sample size of 1800 pupils. Purposive sampling was also used to select 2 teachers for science and mathematics activities from each of the sampled schools. All head teachers from all the 30 sampled schools were selected leading to a sample of 30 head teachers. A sample size of 270 respondents including 60 teachers, 30 head teachers and 180 pupils) was used in the study. Questionnaires and oral-interviews were used to collect data. Validity of the instruments was determined through examining of the items using content validity. A. Pilot test of the research instruments was done in two schools in the neighboring sub county. Quantitative data was generated from the close-ended items from the questionnaires. Descriptive statistics was used to analyze data such as frequency; standard deviation and mean data analysis was analyzed according. The data was presented in tables. Qualitative data produced from the questionnaire, interview schedules, focused group discussion, as well as data obtained through the observation checklists was analyzed with regards to relevant themes and discussed in line with the research objectives. The findings of the study were as follows: teachers with higher training qualifications were more likely to use instructional resources in teaching science and mathematical activities than their counterparts with less or no training. Male teachers were found to use instructional resources more often in teaching science and mathematics than their female counterparts. Teachers with positive attitude towards science and mathematics were also found to use more instructional resources than teachers with negative attitude. The study recommends that the ministry of education should facilitate pre-primary school teachers to advance their studies through in-service training and that the government of Kenya should motivate pre-primary teachers by paying them reasonable salary. All stakeholders should ensure that instructional resources are made available for better pupil achievement in science and mathematics.
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예비유아교사의 좋은 그림책 이해를 위한 유아문학수업과 연계한 소집단 토의활동의 의미

예비유아교사의 좋은 그림책 이해를 위한 유아문학수업과 연계한 소집단 토의활동의 의미

Change and Predictability of Children’s Behavioral Adjustment in Tanzanian Pre-primary Schools

Research in Western countries has shown the contribution of early teacher–child relationships and classroom emotional support on children’s behavioral adjustment in pre-schools. Results with regard to the direction and strengths of the relationships seem inconclusive, moreover, such research is lacking in African countries. To examine the change and predictability of children’s behavioral adjustment in Tanzanian pre-primary schools. Longitudinal data were collected twice over a 1-year interval. Twenty teachers and their 310 children from 20 schools in the Ilala district, Dar es Salaam region, participated in the study. Methods used for data collection were teacher questionnaires and classroom observation. Results showed that over time, children’s aggressive behavior and teacher–child conflict decreased, whereas teacher–child closeness increased. Prosocial and anxious behavior remained stable. Multilevel and longitudinal analyses indicated that teacher–child closeness and conflict predicted children’s aggressive behavior. Children’s prosocial and anxious behavior predicted teacher–child closeness, while their prosocial, aggressive and anxious behavior at the individual level and anxious behavior at the aggregated class level predicted teacher–child conflict. Teacher–child relationships and children’s behavior relate in a bidirectional way. If the relationship between a teacher and a child is characterized by conflict, children are more likely to develop difficult behavior and teachers find it more difficult to manage the children. These results imply that pre-primary teachers need to be trained on how to identify signs of behavioral problems in children and to establish an emotional supportive classroom environment and teacher–child closeness for a positive school trajectory in children.

Profiles of Perceived Emotional Intelligence in Future Preschool Teachers: Implications for Teacher Education

Preprimary teachers’ emotional adjustment is important for both personal and professional wellbeing and small students´ development and wellbeing. However, little research has been conducted into emotional intelligence of preprimary teachers, despite their role as “socializers” in early childhood. The Trait Meta-Mood Scale was used to assess levels of perceived emotional intelligence in 418 future preschool teachers and four profiles were identified. Most had adequate levels, but we identified a group of students with inadequate levels of emotional attention. The findings highlight the importance of ensuring that teachers will be helped to develop different components of emotional intelligence during their initial training in college. El equilibrio emocional de los maestro/as de educación Infantil es importante para su bienestar personal y profesional, y para el desarrollo de sus pequeños alumnos pero existe escasa investigación con este grupo, a pesar del importante papel como socializadores en edades tan tempranas. En este studio se usó el TMMS-24 para evaluar la inteligencia emocional percibida de 418 estudiantes universitarios de Educacion Infantil identificándose cuatro tipo de perfiles. Aunque la mayoría obtuvo niveles adecuados, se encontró un grupo con niveles problemáticos en atención emocional. Los resultados insisten en la importancia de ayudar a estos futuros maestros a desarrollar los diferentes elementos de la inteligencia emocional durante la formación inicial universitaria.

Social Studies Curriculum and Cooperation among Preschool Learners in Nairobi County, Kenya: Addressing Effectiveness of Instructional Methods

Effective utilization of instructional methods in social studies curriculum nurtures the foundation for developing cooperation among preschool learners for sustained coexistence in society. Appropriate adoption of instructional methods assists in managing behavior dispositions for constructive societal relationships. Adoption of appropriate instructional methods diminishes and averts disruptive behavior and supports problem solving skills which in turn form the basis for cooperative character among learners. However, the mismatch between content learnt in class and behavior dispositions exhibited in society seems to originate from instructional methods employed by preschool teachers in social studies curriculum implementation. This study examined effectiveness of role play, storytelling and discussion methods in enhancing cooperation among pre-primary learners in Nairobi County, Kenya. Anchored on ecological systems theory, this study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The target population was 98 pre-preschool teachers purposely sampled from 211 preschools. Questionnaire for pre-primary teachers were used as the main data collection instruments. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that storytelling was the most effective instructional methods in enhancing cooperation followed closely by discussion and lastly role play. The study recommends that schools should support value based education through effective utilization of instructional methods for learners to develop cooperation for societal cohesiveness.

I’m going to be a teacher! exploring motives for teaching of a sample of Italian pre-primary and primary teacher candidates

ABSTRACTThis study explores the main motives inspiring the choice of the teaching profession. To this end, a group of almost 400 Italian students enrolled in a training programme for pre-primary and primary school teachers was surveyed through questionnaires and discursive interviews on the main reasons for choosing a career as a teacher, and in particular for choosing to become a teacher for young children. Our findings differ from those of most of the studies carried out in countries at a comparable level of social and economic development, since among the future teachers questioned there was no clear predominance of altruistic or intrinsic motivations. Moreover, our findings are contrasting, as the responses to the self-administered standard questionnaires show a certain appreciation of the material benefits of the profession, whereas only disinterested motives emerge from face-to-face interviews.

Teachers’ tensions and children’s readiness. Taking a discursive approach to understanding readiness for primary school

There has been much debate about the profile of the child who is ready for primary school. Thirty-three teachers from pre-primary and primary schools in Jamaica participated in a series of focus group discussions as part of a discursive approach to understanding children’s readiness. Four themes emerged which were guided by the research questions: how is readiness defined by pre-primary and primary school teachers? And what are teachers’ perspectives of children’s readiness for primary school? The findings suggest that teachers have varying perspectives of readiness though the tendency to privilege academic learning predominantly accounts for these differences. The findings also highlight that different teachers’ perspectives of children’s readiness lead to different understandings of how this should be supported. These findings point to the importance of providing teachers with frequent opportunities to engage in critical discourse, enabling them to work towards commonality in definition and interpretation of what readiness for primary school looks like and how it might be achieved.

POTENTIAL, EXPRESSION AND DEVELOPMENT OF FUTURE PRESCHOOL AND PRE-PRIMARY EDUCATION TEACHERS’ CREATIVITY IN STUDY PROCESS

The article deals with the problems of the development of future preschool and pre-primary education teachers’ creativity in study process, actualizes the importance of the development of a future professional’s creativity as one of the soft skills in the context of the challenges of modern transformations of the society, change in education, reforms in teacher training, presents theoretical interpretations of the concept of creativity, analyses the results of the research on the potential, expression and development of future childhood pedagogues’ creativity in study process, substantiating existing general problems and the importance of necessary changes in developing learners’ creativity in closely related cycles of high school and university education. The article emphasizes the need for enhancing responsibility, motivation for study quality and development of skills necessary for professional activity not only in teachers but also in students themselves.

Pre-primary teachers’ perceptions about professionalism and professional development through the lens of transformative learning: A case study in Greece

In this study, pre-primary teachers’ views about professionalism and professional development in state nursery schools in Greece were investigated using a survey. This investigation of teachers’ responses regarding specific issues of professionalism and professional development revealed that the majority of the teachers in the sample valued the importance of their collaboration with colleagues in schools as well as their concern for pupils’ achievement. The findings demonstrated the coherence between teachers’ professionalism and professional development and provide a useful approach to contextualizing these notions through the lens of transformative learning.

SCHOOL RELATED FACTORS CAUSING TEACHER ATTRITION IN PREPRIMARY SCHOOLS IN MOMBASA COUNTY, KENYA

Teacher attrition is an issue that is affecting many schools globally and a matter of great concern in schools in Kenya. It is due to this context that the study was conducted to explore the school related factors influencing teacher attrition in preprimary schools in Kengeleni zone in Mombasa County. Descriptive survey design was used to guide the study. The target population was pre-primary school teachers in the zone. Stratified random sampling was used to select sample for the study. Questionnaires and interview schedules were used to collect data which was analyzed using both quantitative and qualitative methods and results presented using tables and figures. Results had shown that teacher attrition existed in preprimary schools in the zone and it was caused by many school related factors, including poor school management, inadequate school facilities and administrative support. Article visualizations: