Preschool Education Curriculum Research Articles

Curriculum Reform of Preschool Education: An Innovative Path based on Gamification and Project-style Integration

This paper focuses on the curriculum reform of preschool education, and expounds the importance, purpose and challenges of preschool education curriculum reform under the background of educational needs in the new era. This paper analyzes the guiding significance of multiple intelligence theory, Montessori education method, gamification and project learning to preschool education courses. It is pointed out that there are some problems of single curriculum setting, limited teaching methods and means, and the challenges of teacher staff construction and resource allocation and concept change. This paper proposes the curriculum innovation of gamification and project-style integration, demonstrates its feasibility, expounds the design principles and implementation steps of the integrated curriculum, and makes a prospect for the future.

Research Hotspots and Development Trends of Theme Activities in Kindergartens since 21st Century—Based On Visual Co-word Analysis

In order to accurately and objectively understand the composition and development trend of research hotspots on kindergarten theme activities in the past decade, China National Knowledge Infrastructure (CNKI) was used as the literature search source. The Co-word analysis software Bicomb2.0 and data statistical software SPSS27.0 were used to conduct time-series, research strength, high-frequency key, cluster analysis, and multidimensional scale analysis on 1674 literature on kindergarten theme activities from 2005 to 2023, and to draw knowledge graphs at different time periods. Research has found that the study of kindergarten theme activities generally revolves around five major areas: research on the selection of theme activity content, research on the connotation and characteristics of theme activities, research on the design of theme activities, research on the implementation and value of theme activities, and research on the theory and reform of theme activities. Strengthening the construction of theme activities in kindergartens is an effective breakthrough for achieving high-quality preschool education curriculum. Therefore, future research should focus on the combination of educational theory workers and educational practice workers to form a research community; Exploring diverse perspectives, deep learning and STEAM courses will become new academic growth points for themed activities; Innovative research paradigm, emphasizing the combination of theoretical research and empirical research.

Analysis of the Differences Between Chinese and Western Preschool Education--The Case Study of China and Finland

Finland ranks first in the world for the quality of education and has a mature education system, a sound education structure and a highly qualified education team. Judging from the current situation, China's basic education has developed rapidly, the allocation of educational resources and government investment has been continuously improved, and the penetration rate of preschool education has increased significantly. However, there are still some problems and deficiencies in some aspects. This paper uses the method of comparative study, mainly from the two countries' preschool education status, preschool education curriculum arrangement and preschool education teachers three aspects of comparison. This paper argues that China's preschool education has deficiencies in the allocation of educational resources and the quality of teachers. Based on this, the following recommendations are put forward in this paper. First of all, China can strengthen policy protection, invest more funds in preschool education, and ensure the educational fairness of children in preschool education. Secondly, China can improve the curriculum standards and integrate various fields into the curriculum of preschool education to promote the all-round development of preschool children. Finally, China can improve the overall level of preschool teachers, focus on developing pre-service teacher training, and improve the quality of preschool education.

Digital Impact on the Development and Utilization of Preschool Education Curriculum Resources

Digital Impact on the Development and Utilization of Preschool Education Curriculum Resources

Some results of curriculum analysis in preschool education

The article is dedicated to solving modern important problems in the field of preschool pedagogy. At the pre-school education level, learning is focused on specific content areas and the curriculum is designed to provide different skills and competencies through domains of learning. Required skills and competences have been developed in the Handbook of Preschool Education Curriculum and its implementation, based on the domains of learning in kindergartens. The competencies defined in the Measuring Early Learning Quality and Outcomes (MELQO) that required to be acquired by preschool children were reviewed and the competences included in the Mongolian curriculum were also analyzed in comparison with MELQO. Learning outcomes and competencies were defined in the preschool education curriculum in Mongolia, which are incorporated in domains of learning in kindergartens. Those learning outcomes and competences are found to be relatively consistent when compared with MELQO. However, the results of the analysis showed that some competence\skills, such as moral values and learning approaches need to be formulated, and implemented in the curriculum in accordance with the characteristics of the national culture, and heritage of the country. This study presents some results of competence analysis of the preschool curriculum of Mongolia compared to international competences.

Analysis of Civic and Political Quality of Preschool Education Curriculum Based on SWOT Analysis and Its Corresponding Strategies

Abstract Based on SWOT analysis, this paper combines data mining algorithms to analyze the quality of preschool education curriculum Civics and propose corresponding strategies. First, the internal and external strengths, weaknesses, opportunities, and threats to the quality of preschool education curriculum Civics and Politics are identified through SWOT analysis. Then, data mining algorithms are used to extract numerical attribute features and categorical attributes, and adaptive optimization methods are used to derive adaptive weighted edge vectors to obtain the probability density function of the quality of course ideology. Finally, the study found that the overall satisfaction of teachers and students was more than 70% based on a SWOT analysis. Corresponding countermeasures are proposed to provide an important reference for developing preschool education programs.

Exploration of the Effect of Preschool Education Curriculum Theory on Preschool Education Teaching

Exploration of the Effect of Preschool Education Curriculum Theory on Preschool Education Teaching

TÍCH HỢP GIÁO DỤC HÒA NHẬP TRONG CHƯƠNG TRÌNH GIÁO DỤC MẦM NON: XU HƯỚNG TRÊN THẾ GIỚI VÀ BÀI HỌC KINH NGHIỆM CHO VIỆT NAM

The education curriculum is one of the factors affecting the quality of education and meeting education goals. An inclusive education curriculum is for all children, including all genders and ethnicities, the diversity of learning abilities and education needs, the structures and values of family, the socioeconomics, and religions. This article deals with the issue of inclusive education and integrating inclusive education into the preschool education curriculum. On the basis of the theoretical overview of integrating inclusive education programs worldwide, the paper will summarise experience and provide recommendations for teacher training in practice.

Okul Öncesi Sınıflarında Oyun Zamanı: Öğretmen ve Çocuğun Başlattığı Etkileşimler Bağlamında Öğretmen Rolleri

Bu çalışmanın amacı, oyun zamanında öğretmen ve çocuğun başlattığı etkileşimler bağlamında öğretmenlerin rollerini incelemektir. Amaçlı örnekleme yöntemi ile belirlenen katılımcılar gönüllü sekiz öğretmenden oluşmaktadır. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni tercih edilmiştir. Araştırmanın veri toplama aracı, araştırmacı tarafından çalışmanın amacına göre oluşturulmuş gözlem kaydı formudur. Bu doğrultuda sekiz öğretmenin her birinin sınıfında üçer kez yapılan gözlemler yoluyla veriler toplanmıştır. Veri toplama süreci sonunda düzenlenen veriler, içerik analizi yoluyla analiz edilmiştir. Çalışma sonucunda, öğretmenlerin en çok çocuğa çalışmaları hakkında geri bildirim verdiği değerlendirme rolüne yöneldiği görülmektedir. Öğretmenlerin benimsemeyi tercih ettiği bir diğer rol ise oyunlarına kayıtsız kaldığı ilgisiz roldür. Öğretmenlerin anlaşmazlık durumlarında çözüm üretmeye yönelik destek verdiği arabulucu rolü bir diğer sık kullanılan rol kapsamındadır. Bu üç rol dışında öğretmenlerin etkileşimlerinde kullandığı yardım, rehberlik ve izin diğer roller kapsamında sıklıkla tercih edilmektedir. Çocuklar öğrenme merkezinde çalışmalarını yaparken etkinliği zenginleştirme gücü sağlayan tasarımcı rolünü öğretmenlerin nadiren kullandığı gözlenmiştir. Ayrıca çocuğun gelişimini değerlendirme ve planlama sürecini etkili hale getirmede öğretmenin kullanması beklenen ve programın açık şekilde vurguladığı gözlemci rolü de yeterince sınıflarda hayat bulamamıştır.

Multicultural Education Curriculum in Preschool Education

Multicultural or called as multiple cultures derive from a word multi which means more than one and cultural refers to culture. Multicultural means cultural diversity. The concept of multiculturalism or cultural diversity must be introduced as early as possible to the children because living amid that existence is so necessary for children to be able to accept it. Yet the problem now is that many teachers and schools find it difficult to implement multicultural education in schools. One of the main reasons is the lack of a multicultural education curriculum that can serve as a guidance in learning. This article will describe the concepts and characteristics of a multicultural education curriculum model. All are intended as alternative proposals for the preschool education curriculum. Meanwhile, Optional Reporting Items for Systematic Review and Meta-Analysis (PRISMA) were adopted for the current research review using two major journal databases, namely Scopus and Google Scholar. Thus, the search effort yielded a total of 9 articles that could be systematically analyzed from the various articles that had been excluded with filtering tailored to the specified criteria.

Prospective Pre-School Teachers’ Distance Education Perspectives

Background: Distance education is a science-based system that supports learner independence through technology. Purpose: The aim of this study is to evaluate the distance education system according to the experiences of prospective teachers studying the preschool education curriculum. Methodology/Approach: The research was conducted with a phenomenological design, one of the qualitative research methods. In this research, the study group was formed by selecting a number of first, second and third grade students on the preschool education programme to represent the study universe, and the study group of the research was determined with the stratified sampling method of non-probability sampling. The research data were collected through focus group interviews using a telecommunication tool. The collected data were analysed using the content analysis method. Findings and Discussion: According to the research findings, the prospective preschool teachers stated that the distance education system had a positive effect on the learning process in terms of convenience, saving time and money, use of technology, and flexibility. The participants reported that the distance education system affected them positively in terms of use of technology, self-discovery, time saving, acquisition of research skills and motivation, whereas it affected them negatively with regard to inefficiency, lack of communication, internet problems, and deterioration in social skills.

Comprehension and verbal expression of emotions by Greek-speaking preschoolers

The emotional development of preschool children is one of the main pillars of the Greek Preschool Education Curriculum. This is in line with research that has shown correlations, of varying strengths, linking preschoolers' emotional development and the degree of their socialization. A large part of this research has mainly focused on the perception and comprehension of emotions, as well as their nonverbal expression. Similarly, there is an accumulated corpus of evidence that suggests various and at times contradictory insights and linkages regarding age, linguistic intake and expression, interlingual and intercultural differences, and more. This study investigates if emotions are perceived and how accurately they are labelled and verbally described by preschoolers whose first language is Modern Greek. Α mixed methodology was applied to process the data, i.e. both quantitative and qualitative approaches were used. Our findings reveal aspects of preschoolers' linguistic and emotional development that critically extend their upbringing and schooling, since verbal expression enables children to "talk through" their emotions rather than act them out.

Preschool History Geography Curriculum and Its Effects on Emotional Intelligence

This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educational curriculum of the control group was not interfered with. “The Preschool Education Curriculum of the Ministry of National Education of Turkey” (2013) was implemented in the control group. The data of the study were collected using the “Sullivan Scale of Emotional Intelligence for Children” and “Sullivan Brief Empathy Scale for Children” and “Scale of Respect for Diversity.” As a result of the study, the experimental group's emotional intelligence, empathy, and respect for diversity scores increased significantly compared to the control group. And the experimental group increased significantly in the post-tests compared to the pre-test scores.

Problems and Countermeasures of Preschool Education Curriculum in Preschool Normal Schools

Problems and Countermeasures of Preschool Education Curriculum in Preschool Normal Schools

Necessity of Implementing Advertising Literacy Programs in Preschool Curricula in Debt-Ridden Greecechool Curricula in Debt-Ridden Greece

This research is framed by the principles of liberating education, according to which education is political and members of the community have the opportunity to change themselves through critical consciousness. In this context, we explore childhood consumerism in debt-ridden Greece based on nationwide quantitative research conducted through questionnaires. The sample was 320 parents of kindergarten students attending private and public kindergartens of Greece, stratified by income. According to the results, advertisements affect not only children but also the parents and the family as a whole. The results demonstrate the need and desire of parents that preschoolers develop resistance to marketing techniques. We propose teaching resistance to children and their families by including advertising literacy, a branch of media education, in pre-school education curricula. This implementation will help develop students’ critical thinking skills, empower adults, transform society, and reinforce democracy for a fairer childhood.

Innovative Research on the Teaching Mode of Preschool Education Courses under the Background of Wireless Communication and Big Data

With the development of science and technology, big data and wireless communication technology are gradually applied in the field of education. As people nowadays have higher and higher requirements for the orientation and characteristics of kindergarten curriculum, kindergarten curriculum presents a development trend of “a hundred flowers bloom.” However, the curriculum setting of kindergartens in our country is affected by many factors, and it is not uncommon to see unscientific phenomena. To solve these problems, there is an urgent need for the teaching of relevant curriculum theory. Based on wireless communications and big data background before school education teaching mode, on the basis of the literature on preschool education course teaching mode of related theory to understand, then by using the method of questionnaire survey on the present stage preschool education curriculum innovation present situation investigation, through the results of the survey, at the present stage, the main problem existing in the innovation of preschool education curriculum teaching mode is the shortage of educational resources, accounting for 44%, followed by the faculty.

The literacy preparation in Turkish preschool education.

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

Теоретичні аспекти особливостей впливу батька й матері на формування особистості дошкільника

The article describes the theoretical aspects of the parents’ influence on the formation of the preschooler’s personality. It is noted that modernization and adaptation to nowadays realities of preschool education curriculum in Ukraine requires the introduction of clear methodological principles, which take into account current global and European trends in preschool education and, at the same time, are based on national heritage and Ukrainian culture. The research uses general scientific research methods i.e. theoretical analysis of psychological and pedagogical scientific literature, analysis of legislative documents and generalization of data, and specific scientific methods such as natural, open observations. It is theoretically grounded the importance of cooperation between the preschool institutions and preschoolers’ parents for the development of their physical, mental and moral health, their self-identification and self-awareness, for the development of their practical and soft skills, ethical orientations and emotional receptivity. The overall development of the child’s personality depends on the cooperation of the family and preschool teachers in the process of child’s socialization in preschool institutions. It is noted, that parental authority depends on the unity of both parents’ demands on the child and on the ability to successfully use their parental authority. Parental authority mirrors the attitude of preschoolers to their families in the future perspective, because they will project the same attitude on their children. It is generalized that family upbringing is manifested in constant actions and influence of mothers and fathers to achieve the proper education of their children. Raising a child should be an organized and purposeful process, consciously guided by the interaction of family members and teachers in preschool educational institutions, where socially necessary tasks of children and youth education are implemented. Keywords: childʼs personality, preschool education, upbringing, parents, psychological qualities.

The current situation of students’ Pedagogical practice of preschool education at Quang Binh University

Pedagogical practice is one of the core contents in preschool education curriculum. It aims to develop pedagogical students’s professional competencies. This article presents the results of a survey of students, lecturers, instructors, and administrators about the pedagogical practice activities of students majoring in Preschool Education at Quang Binh University in the two years 2019 and 2020. Surveyed aspects include students' perceptions of pedagogical practice, their achievements and difficulties in the practice process. From there, we propose solutions to improve the efficiency of pedagogical practice activities for students.

Summer Preschools for Syrian Refugee and Host Community Children in Turkey: A Model of Contextually Sensitive Early Intervention

ABSTRACT Research Findings: This study evaluated the impacts of the Summer Preschools Program on 5-to-6-year-old Syrian refugee and local children from vulnerable communities of Turkey. Developed as a community-based contextually sensitive early intervention model, the program aimed to promote developmental well-being and school readiness of children from forced displacement and abject poverty backgrounds by supporting cognitive, language, and socioemotional development prior to primary school. A skill-based preschool education curriculum was implemented with 2620 children for 10 weeks at 140 classrooms in Southeastern Anatolia region across the war-torn border zone with Northern Syria. The study included 711 children in quasi-experimental design and pursued a multi-measure evaluation approach in seven early development domains. ANCOVA analyses revealed that after controlling for pretest scores, the intervention group scored significantly higher than the control group on posttest measures of preliteracy and prenumeracy, receptive and expressive language, and emotion-regulation skills. Additionally, there was a significant increase in social competence skills and decrease in internalizing/externalizing behavior problems. Intervention resulted in substantial improvements with mostly medium-to-large effect size. Overall, results suggest the effectiveness of the Summer Preschools as a compensation intervention strategy that can foster developmental well-being, school readiness, and resilience of children exposed to early life adversities. Practice or Policy: With its conceptual framework, intervention content, and implementation structure, the Summer Preschools model can inform support services and education policies of countries grappling with refugee influx.