Preschool Education Program Research Articles

Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period

Abstract Introduction: Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period. Methods: This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted. Results: The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages. Discussion: During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level. Limitations: The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children. Conclusions: It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in preschool education programs in order to provide disaster education and raise the disaster awareness of children on an international level. They declared that if such gains are involved in preschool education programs, they will also need education in this respect.

ANALYSIS OF 2013 PRESCHOOL EDUCATION PROGRAM IN TERMS OF 21st CENTURY SKILLS

The aim of this study is to examine the achievements that are included in the MEB 2013 Pre-School Education Program in terms of 21st century skills and to determine the level of reference skills. Content analysis method, one of the qualitative research methods, was used in the research. As a result of the research, it has been observed that the gains in the preschool program are mostly related to skills such as critical thinking, creativity, problem solving, communication, responsibility and awareness of different cultural characteristics. When the development areas are analyzed, it is seen that the gains related to these skills are mostly included in the field of social emotional development, followed by the language development field and the cognitive development field respectively. In addition, while these skills are very rare in the field of self-care skills, it has been determined that there are no encountered in the field of motor development. Technology and media literacy gains, which have become very important today and highlighted in 21st century skills, have not been observed. Some suggestions were made in line with the results obtained. Keywords: Preschool education, educational programs, 21st century skills

Intergenerational Consequences of Births to Unmarried Women

Births to unmarried women have increased 10-fold, from about four percent in 1960 to 40 percent in 2018. Apart from teenagers, women of every age, race and ethnic group, and education level have contributed to this trend. A substantial literature reveals that children raised in two parent households fare better in life than those in any other household configuration. Many unmarried mothers inadvertently raise disadvantaged children, which is partly the product of low income that is common in non-traditional households. Exacerbating the effects of low income for these households are problems associated with family stress, household instability, and fewer parenting resources. The result is a tragedy for the children which also imposes high social costs. In 2020 about 20 percent of the prime age labor force, aged 25-54, was born to an unmarried woman. By 2050 it will be almost 40 percent. Their lower productivity undermines the social safety net that supports older Americans and is likely to increase the poverty rate when they retire even if Social Security benefits are sustained at the current level. High quality pre-school education programs that might improve the life chances of these children are explored as are vocational education and apprenticeship programs that target teens and young adults. Improving the marriage market might reduce the incidence of births to unmarried women. The corona-19 pandemic revealed how widespread economic insecurity is in the United States. Institutional reform that guarantees medical care, standard housing, and high quality day care for all citizens could relieve this insecurity with substantial benefits to children raised in non-traditional households.

MAIN FEATURES OF QUALITATIVE LEARNING SPACE AND PRE-SCHOOL CHILDREN LANGUAGE DEVELOPMENT

The main goal of ongoing transformation of the Latvian pre-school education system is competence-based approach. The essence of this approach is to promote functionality, integrity and practical application of knowledge, explanation of the surroundings, universality of skills, creativity, problem solving. Modern society requests not only for teacher to demonstrate enthusiasm by sharing a deep level of content knowledge, but also necessity of learning space which focus on sensorial senses. It is a way of learning through doing, the process when children obtain knowledge and skills via personal experience, like being creative, flexible, able to analyse, think critically etc. The aim of this article is to analyse successfully created learning space and language development for pre-school age children based on literature analysis and adapted survey results. The empirical study, which took place in Riga, examines these two aspects in pre-school children development of language, communication and the prerequisites of reading and writing. The Latvia State Research Program “Latvian language” No. VPPIZM-2018/2-0002 researchers find out that children who attend minority pre-school education programme have insufficient support in Latvian language environment. Results, conclusions. Qualitative learning space promotes learning abilities and responsible attitudes. This important condition needs to be implemented in competence-based approach to see improvements in pre-school children language and communication development.

The Comparison of the Intuitive Mathematic Skills of Preschool Children Who Take Education According to Ministry of National Education Preschool Education Program and Montessori Approach

This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature. Keywords: Intuitive mathematics ability, National Preschool Education Program, Montessori approach Special Issue of Educational Sciences DOI: 10.7176/JSTR/6-06-12

21st Century Skills in Business and Maria Montessori

In recent years, educators and workforce experts have been seeing a consensus that the new generation needs the improved skills of the 21st century. Without these skills, it is thought that the new generation cannot successfully participate in the global economy and cannot be prepared enough for the university and business life. In this study, the effectiveness of Montessori Education Approach was evaluated in the acquisition of 21st century skills. An early childhood model proposal was developed by identifying the aspects of this education method, which began a century ago and continued to be developed until 1952, and which is still valid today, are similar to 21st century skills. The 21st century skills that the P21 platform categorized and divided into themes were based on. Matching expressions of 21st century skills and principles in Montessori education were examined. The findings obtained revealed a total of 963 matching expressions of the 21st century skills and the Montesoori education approach. The fact that the Montessori method, which cannot be widely used in our country due to its financial dimension, can be placed in the National Education pre-school education program, may be the correct model, and other modern education methods (Experiential education), High-Scope Regio-Emillia Sweden Program (Whariki) are evaluated and our education system It has been suggested that the most appropriate pre-school education model should be prepared urgently. Keywords: 21st century skills, Maria Montessori, business and preschool education, education policies Special Issue of Educational Sciences DOI: 10.7176/JSTR/6-06-15

Ben Sorun Çözebilirim (BSÇ) Programının Etkililiği: Okul Öncesi Dönemi Çocukları Üzerinde Deneysel Bir Araştırma

The aim of this study is to examine the effectiveness of I Can Problem Solve / ICPS Program developed by Shure (1992) of those children attending preschool education programs in the age of 4-5. This program is designed to develop children's thinking skills. The most important feature of the program is that it teaches children how to think, not what to do or think in the decision-making process for problem-solving. ICPS is a comprehensive and internationally supported program that was developed as a result of more than 25 years of studies. This research is based on real experimental models from experimental methods, pretest-posttest control group design. Experimental and control groups were composed of 34 children who attend a state preschool in Balıkesir. The researcher administered 59 sessions Interpersonal Problem-Solving Skills Education Program, adopted into Turkish form for preschool children to the experimental group for five months. Preschool Interpersonal Problem-Solving Test was used for data collection tool in the study. Independent samples t-test was used to compare the pretest of the groups. Split Plot ANOVA was used for comparing of the groups pretest and posttest scores. The findings showed that ICPS given to children was effective in developing their interpersonal problem solving skills.

Investigation of the Relationship between Pre-service Teachers’ Perceptions of Education and Support for ICT and ICT Competencies

The aim of this study is to determine pre-service teachers’ perceptions of education and support for ICT and ICT competencies, and to find out the relationship between these two variables. The research was conducted on 420 pre-service teachers studying in the faculty of education at a state university in Turkey in 2019. Within the scope of the research, a questionnaire was applied to obtain the perception of pre-service teachers about education and support for ICT, ICT competencies and a variety of demographic information. According to the data obtained from the study, it was observed that the perception of pre-service teachers about education and support for ICT was lower than the medium level. Although male pre-service teacher' perceptions of education and support for ICT were higher than female pre-service teachers, there was no significant difference between male and female pre-service teacher' ICT competencies. Even though the ICT competencies of pre-service teachers in the 3rd grade were higher than those in the 4th grade, it is seen that the perceptions of pre-service teachers about education and support for ICT do not differ in terms of grade level variable. It can be said that ICT competencies of pre-service teachers studying in Mathematics and Science Education programmes are higher than those studying in Pre-school Education programme. As a result of the correlation analysis carried out, it was found that there was a positive and moderate relationship between pre-service teacher’s perception of education and support for ICT and ICT competencies. It was concluded that the perceptions of education and support for ICT was a significant predictor of ICT competency and that the themes of education and support perceptions for ICT explained 30% of ICT competency.

Preschool Teachers’ Evaluation of the Current Preschool Education Programme

This research aimed to identify teachers’ knowledge on the preschool education programme as it is substantial for the programme development process (Gole and Temel, 2015). The checking teachers’ practical approaches to programme regularly provide in depth information about the practicability of the programme. Therefore, this research focused on forty preschool teachers in a county of Osmaniye in order to determine teachers’ knowledge on the programme. For this reason, two different methods were used to collect the data over a year gap so as to cross-check their responses, which are group interviews and survey as mixed method (Cohen, Manion, and Morrison, 2011). As a result, the research shows that there are some conflicts to be solved in terms of practicability of the programme such as having a centralised programme, lack of information on programme and beliving in that they can achieve everything without reading the programme. Thereofore, an action list for future is suggested to be considered.

Examination of the social behaviours of pre-school children whose parents are married and divorced according to teacher opinions

ABSTRACT The objective of this research is to examine the social behaviours of 4 age group pre-school children whose parents are married and divorced according to teacher opinions. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children. As a result of the study, it was found that the children whose parents were divorced had higher levels of physical aggression, relational aggression and depressive emotions, and their positive social behaviour levels were lower than the children whose parents were married. It is recommended that parents’ education gets stronger in pre-school education programmes and that prospective teachers are provided with quality learning environments. Thus, it will be possible to integrate the necessary opportunities into the teaching practice in the education proce.

Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs Yıldız Güven1, Cihat Gültekin1, A. Beyzanur Dedeoğlu1

According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study.The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

Nvestigating the Effects of STEM Enriched Implementations on School Readiness and Concept Acquisition of Children

The aim of the study is to investigate the effect of STEM enriched preschool education implementations on children's school readiness and concept acquisition. The study was conducted with experimental design with pretest-posttest control group. The sample group of the study consisted of thirty-three children from the age group of 60-68 months. While 16 of the children were included in experimental group, 17 were included in control group. Before the implementations, the activities which were based on STEM skills and for which expert opinions were taken were developed. All activities were completed in nine weeks. Bracken Basic Concept Scale-Revised Form was used as the data collection tool in the pretest-posttest. As a result of the study, it was found that there was a statistically significant difference between the total scores of both school readiness and concept acquisition in favor of the experimental group. Based on the results, it can be asserted that early STEM activities supported preschool education program in school readiness and concept acquisition.

The acquisition of the Latvian language as the Second language at preschool age in theory and practice

In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

Vaspitač i izbor uspavanki u aktivnostima sa decom predškolskog uzrasta

Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

THE ROLE OF MARKETING RESEARCH IN DETERMINING THE EFFECTIVENESS OF PRESCHOOL EDUCATION IN CHILD DEVELOPMENT

In this research, the effect of preschool education on the future performance of the child and the importance of child coverage in preschool education for the society were studied. To this day, the impact of preschool education programs and attitudes of teachers and parents towards the child has been widely studied by several scholars, but we have reaped the impact of preschool education on the outcome of the child by comparing the children who went to and did not attend preschool in this study. The main objective of this research is to determine if pre-school education enrollment rate in Uzbekistan in 2018 amounted to 32 percent. This is a very low rate compared with developed countries. Therefore, we would like to make our own contribution to the increase of enrollment rate in preschool education through this study. In addition, we are going to explain the effect of preschool education on the future outcome of the child. The study put forward the hypothesis that preschool education is of high importance to the future performance of the child. In order to prove this hypothesis, marketing research methods and discriminant analysis methods were widely used. The results showed that the higher the grades of the child who went to preschool in the future stages of education, the higher the level of awareness, the greater the likelihood of an increase in his income, the higher the level of employment. Further, the have a look at tested the possibilities of using the endorsed studies of selected foreign scientists in the pre-college education device of Uzbekistan on the premise of examine and evaluation of published clinical articles on the subject on the premise of technology Direct and Scopus. This research experience is recommended for states where there are problems associated with the development of pre-school education services market and especially those with low child coverage to school education.

THE EDUCATIONAL INSTITUTIONS AND THE IMPORTANCE OF FAMILY FOR THE SOCIETY THAT THINKS, AND PRODUCES SOLUTIONS

While determining the educational goals of our children during the school period, it is not possible to think of the child alone, the child is a whole with its family. As an educator, if we aim for successful school education, we have to create goals that involve parents, include family education and give it importance. To participate in pre-school education, parents should be informed about the program by the school which should be provided in written form. To provide a beneficial education, first, it is necessary to establish positive communication with the families. Positive communication with families does not happen all at once but can take place at different times in each family. Informing parents through family support programs, providing new skills and counseling for their problems improves the relationship dynamics within the family, and accelerates the development of the child. Pre-school education, is an educational process which is planned and programmed. If the education is aimed to continue at home, while preparing the pre-school education program, not only the child but  the family should be considered within the program as well. For this reason, it was stated that ensuring school-family cooperation is important in terms of developing desired behaviors of the child. To ensure the continued active participation of families in planning and practice, it was also emphasized that families should be constantly informed about what is being done at school. Keywords: preschool, school, family involvement, education.

Оптимизация нормативного регулирования определения численности работников организаций, реализующих образовательные программы дошкольного образования

Оптимизация нормативного регулирования определения численности работников организаций, реализующих образовательные программы дошкольного образования

Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018

The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018 The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.

Research of the need for continuity in education according to students of pedagogical faculty

The development of pedagogical science requires constant improvement of modern high-quality continuous education, one of the aspects of which is the unity of the educational space throughout the territory of the Russian Federation and ensuring its continuity at different levels. The purpose of this study is to research the opinion of students - future teachers about the continuity of primary and preschool education at the present stage of implementation of the Federal State Educational Standard (FSES). The results obtained in the course of the study demonstrated the knowledge of the majority of students of modern FSES, which indicates the frequent reference to the texts of teachers in various disciplines and independent study of them by students due to their interest. The research identified problem areas in the implementation of the continuity of preschool education programs and the Educational Methodological Complex (EMC) of primary schools, the need for special training of teachers. Semantic analysis enabled us to identify the most frequent phrases related to the determination of continuity of preschool and primary education. The conclusion about the need for increased attention to the continuity of the initial general and pre-school education, special training for future teachers to the diversified work in this area is made.

La Norma ISO 21001:2018 – Apéndice normativo y su impacto en estudiantes de educación superior de Lima

El propósito de la investigación es determinar el impacto de la norma ISO 21001:2018 - apéndice normativo en estudiantes del último semestre del programa de educación pre escolar de una institución de educación superior de Lima. Es de coyuntura analizar temas de calidad educativa, puesto que los sistemas educativos de diversas partes del mundo, vienen analizando el servicio que están brindando a su público objetivo: estudiantes. Las instituciones que brindan servicios de educación están alineando sus sistemas de gestión de la calidad acogiéndose a normativas que permitan garantizar esa calidad educativa que los visibilice como opciones atractivas. La investigación es de tipo descriptivo y explicativo, el diseño de investigación es no experimental porque solo se hace un análisis de impacto entre las variables. La técnica de investigación ha sido la encuesta. La población está conformada por 150 estudiantes del último semestre del programa de educación pre escolar, teniendo una muestra de 109 estudiantes con un nivel de confianza del 95% y un margen de error del 5%. Finalmente se concluye que tiene un impacto positivo en estudiantes del último semestre del programa de educación pre escolar de una institución de educación superior de Lima.