Preschool Education Research Articles

An interactive teaching evaluation system for preschool education in universities based on machine learning algorithm

Interactive teaching is very popular in the field of education, especially in college preschool education teaching. In this study, the experimental performance of the evaluation system based on scientific emotion construction is analyzed by the machine learning algorithm. The experimental results show that the classification model realized by the machine learning algorithm is feasible and effective for the construction of an interactive design teaching evaluation system of preschool education in colleges and universities. The main research content of this experiment is for the teaching evaluation text, this paper intends to use NB, KNN, LR, and SVM algorithms as the meta-learning algorithm in the framework, the classification effect of the meta-classifier is ranked as SVM > LR > KNN > NB. From the above data comparison, the SVM meta-classifier in the algorithm in this paper has achieved the best classification effect. The SVM meta-classifier based on the algorithm in this paper performs well, and the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the. And the classification accuracy rate reaches 92.1%. This shows that this model is very suitable for studying the construction of interactive teaching evaluation systems under emotional education.

Age of entry into early childhood education and care, literacy and reduction of educational inequality in Nordic countries

ABSTRACT An early start to good-quality early childhood education and care (ECEC) is considered beneficial, especially for disadvantaged children's development and educational outcomes. This assumption was tested using the latest two waves (2015 and 2018) of data from the Programme for International Student Assessment (PISA) in five countries using the Nordic model of early education and care: Denmark, Finland, Iceland, Norway, and Sweden. The article finds evidence of the overall positive association between the age of entry in ECEC and literacy at age 15 in all Nordic countries. However, the relationship is non-linear, and the highest benefits seem to occur following entry into ECEC from ages two to three. The link between family background and ECEC enrollment largely explains this association. We did not find that ECEC would generally compensate for low socioeconomic status (SES) in children’s achievement. However, the Matthew effect was observed in Norway, where an early ECEC start is more strongly associated with literacy scores for affluent children than disadvantaged children. These findings have limitations due to their correlational nature. Still, this article indicates that even in high-quality universal ECEC systems, early preschool education is not a panacea for lowering achievement gaps due to parental background.

The Current Status of the Application of “Simulated Classroom Teaching” in the Activity Design Course for Pre-school Education in Higher Education

The Current Status of the Application of “Simulated Classroom Teaching” in the Activity Design Course for Pre-school Education in Higher Education

Utilizing Field Trips as an Effective Organizational and Pedagogical Solution for Assisting Children to Gain Long-Lasting Knowledge in a Real-World Experiences

The present theoretical framework presents challenges regarding the implementation of organized one day trips in kindergartens, especially within the scientific community and state policies related to education. The purpose of this theoretical construction is to enrich the cognitive horizons of students specializing in pedagogy. The highlighted positive emotional, academic, and socializing effects of children’s field trips make the article relevant and informative to parents of preschool children. The material collects, describes, and summarizes the current international research experience on preschool field trips and their educational effects on young children today. Based on the scientific methods, theoretical analysis and theoretical synthesis, the author promotes in the specialized media current researchs and author’s ideas for organizing day trips in the context of preschool education with the assistance of specialists in the field of tourism.

Engendering preprimary education in Zanzibar: question of male teachers’ under-representation in early childhood teaching and learning

ABSTRACT This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment.

The Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

An Examination of Preschool Children's Play Skills and Independent Learning Behaviors in Türkiye

Preschool education enables children to develop play skills and independent learning behaviors. This study aims to understand the association between preschool children's play skills and independent learning behaviors. The study was a relational survey model, with 380 children within the 5-year age group attending preschool and kindergarten school in Türkiye. The children were observed for one month. Teachers assessed their play skills and independent learning behaviors using “the Game Skills Scale (GSS)” and “Children's Independent Learning Development Checklist (CHILD 3-5)”. The descriptive result of the study, the children's play skills, and independent learning behaviors were found to be high; there was a significant difference according to gender in favor of girls; and the mean score changed according to the school type (the mean of the children attending kindergarten were higher, but the difference was not significant). A positive and strong relationship was found between children's independent learning behaviors and play skills, indicating that children's play skills had a significant effect on their independent learning behaviors.

Seeing mathematical learning opportunities in preschool situations: the role of teacher disposition and type of picture book

Pre-school teachers’ competence to see and decide to use learning opportunities in informal play-based situations (i.e. situation-specific skills) is key for high-quality pre-school instruction. Current insights into pre-school teachers’ situation-specific skills and their association with underlying teacher disposition and instructional materials are limited. We aimed to complement existing findings by systematically analysing pre-service and in-service pre-school teachers’ situation-specific skills in association with their underlying disposition and the type of instructional material in the domain of early mathematics. We assessed 274 pre-service and in-service pre-school teachers’ mathematical content and pedagogical content knowledge (MCK, MPCK), beliefs and situation-specific skills, operationalised as the mathematical questions they formulate during simulated shared picture book reading activities. Logistic multilevel regression analyses revealed a complex interplay between pre-service and in-service pre-school teachers’ disposition, the type of instructional material and situation-specific skills, pointing to the need for future studies on the topic.

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.

Dyspozycje krytyczne wobec niepewności zdarzeń – aspiracje, dążenia i plany przyszłych nauczycielek

Functioning in a situation of change and uncertainty has become an important determinant of contemporary teachers’ condition. The article assumes the essential role of critical dispositions (especially the so-called critical orientation): courage, reflectiveness, rationality, reality, scepticism, progressive engagement, intellectual submissiveness, principle, independence, flexibility and tolerance for ambiguity, mindfulness and openness, and curiosity as mediators in the purchase of critical rationality, as well as in coping with non-obviousness of events. The qualitative analysis of essays’ content for 66 future teachers of preschool and early school education was concentrated on decoding their aspirations and plans within the process of creating the status change and on revealing by narrators their critical dispositions. Adopting a qualitative text analysis strategy allowed for capturing an in-depth, contextual view of the examined problem. Analysis of the content and form of written statements indicate significant negligence of this development area for students, which may be a derivative of macro-social, educational and personal barriers. Within the light of elaborated research material, it seems to be a matter of great importance to promote the value of critical dispositions as well as to create and apply programmes developing them during the process of preparing future teachers for their professional careers in the situation of cultural and technological changes.

Investigation and Study on the Current Status of First Aid Competence among Preschool Education Majors

Investigation and Study on the Current Status of First Aid Competence among Preschool Education Majors

Applications and Learning Outcomes of Game Based Learning in Education

Game-based learning (GBL) is considered the most engaging means of learning and brings several benefits as regards the learning outputs. Game-based learning is applied in all different educational stages from pre-school education to tertiary education, and workplace. This review study discusses and extends previous findings by organizing the application of GBL approaches in different educational stages and presenting the main learning outcomes. The review study collects and analyzes 104 scientific papers ranging from 2013-2021. The benefits and limitations of GBL are also discussed in the paper, while different types of games including augmented reality (AR) approaches are considered. According to the findings, in primary and secondary education, GBL demonstrates a positive impact on learning outcomes and engagement, enhancing students' understanding of complex concepts and fostering real-world application of learned knowledge. While GBL in tertiary education facilitates deeper understanding, critical thinking, and skill development, its implementation requires careful design and evaluation aligned with learning objectives. The study also explores various types of GBL games, including memory, simulation, interactive, quiz, puzzle, strategy, and reality-testing games, each tailored to different educational objectives and subjects. Furthermore, Augmented Reality (AR) in GBL shows promise across subjects but faces challenges like technical limitations, training needs, privacy concerns, potential distractions, and a lack of comprehensive research on its efficacy. Overall, while GBL demonstrates considerable potential in enhancing education, its successful implementation requires careful consideration of age-appropriateness, varied game types, and integration of emerging technologies like AR.

THE MODEL OF INCLUSIVE EDUCATION OF PRESCHOOLERS AS A BASIS FOR EDUCATIONAL BARRIER-FREE EDUCATION

The modern educational paradigm recognises inclusive preschool education as an important aspect that requires attention. The relevance lies in rethinking the attitude of society and the state towards children with special educational needs, taking into account changes in pedagogical theory and practice. The article is aimed at highlighting the key aspects of inclusive preschool education, as well as analysing changes in the modern pedagogical paradigm aimed at improving conditions for children with special educational needs. The article analyses the essence of inclusive education, identifying key aspects such as an individual approach to children and creating conditions for their equal participation in joint groups. This was made possible by using the method of documentary research and analysis of the current regulatory framework. The authors emphasise the importance of inclusive preschool education as a key step towards creating a more inclusive and equal society. The article highlights that inclusive education provides an opportunity for children with special educational needs to become equal members of society, reducing the risks of isolation and segregation. The authors examine other aspects of inclusive preschool education, such as the professional training of teachers and specialists, the organisation of developmental environments for children with different needs, and the importance of partnerships with families. The article emphasises that inclusive preschool education is a key step towards creating a more inclusive and equal society.

Professional Competence of Teachers Concerning the Content of the Educational Area: Man and the World of Work in Pre-primary and Primary Education

In the introduction of the paper, the issue of the quality of technical education from the point of view of the professional competence of teachers, with a focus on undergraduate preparation of future teachers and their successful performance in their future careers, is discussed. Further, in more detail, the authors analyse study programs, including the teaching subjects incorporated into them, of pre-primary and primary education at three universities in Slovakia concerning the content and goals of the educational area Man and the world of work. Results of their comparative analysis have shown significant differences in the teacher trainee preparation at the concerned universities. As to the bachelor study programs, these correspond with the topics of the educational area. In the master study programmes, the topical units of the educational area are indicated indirectly in the frame of the learning outcomes. At the same time, the emphasis is put mainly on didactical aspects.

STEM EDUCATION POTENTIAL TO TRANSFORM THE POST-WAR UKRAINE ECONOMIC DEVELOPMENT TYPE

The restoration of war-ravaged Ukraine’s infrastructure and the industrial complex on the post-Soviet economic system basis is non-perspective. Foreign experience demonstrates a close connection between economic development and education. These circumstances determine the relevance of studying the STEM education potential for the post-war Ukraine economic development type transformation. The research methodology is formulated by generalizing and synthesizing known scientific approaches. According to the national accounts systems, the GDP formation levels and the defining such levels elements that characterize their qualitative properties are determined. The economic development type is determined according to the coordinates of the national macro-system institutional-economic model. The approbation results of the proposed methodological approach are given in graphic form. The proposition that STEM education has a positive effect on economic development is theoretically substantiated. The practical experience of introducing STEM education to change the economic development type in Thailand and Ukraine is analyzed. The scientific statesmen’s task is to initiate a change in post-war Ukraine’s economic development type on an innovative basis. The educational scientists’ task is to develop and introduce STEM tools not only in general preschool and secondary education but also in professional and higher education in accordance with economic development programs.

Research on the Path of High-Quality Development of Preschool Teachers

The construction of teacher team is the focus of education development and reform, so the rapid development of preschool education makes the problem of teacher team construction particularly important. This paper analyzes the overall situation of the current construction of early childhood education teachers. This paper argues that preschool teachers, as the promoters, implementers and participants of preschool education activities, play an increasingly important role in the development of preschool education. The level of preschool teachers' professional ability and comprehensive quality has a direct impact on the teaching quality of children. At present, there are still the following problems in the construction of early childhood education teachers. The status and remuneration of teachers are low, the professional level is uneven, and the teaching structure is unreasonable. Based on this, this paper puts forward some suggestions to strengthen the protection of teachers, improve the social status of teachers, and improve the teacher training system.

The effect of the mathematics bag early education program

In this study, the effect of the Mathematics Bag Early Education Program (MAÇEP) on the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old preschool children was investigated. A quasi-experimental design with a pretest, posttest, follow-up test, and control group were used in the study. The study group consisted of 22 children attending preschool education and their parents. In the study, MACEP was applied to the experimental group in the form of 50 activities for 12 wk outside the preschool education program. Data were collected using the Early Mathematics Test (EMAT) and Parent Focus Group Interview Form. Mann Whitney U Test, Wilcoxon Signed Rank Test, Friedman Test and content analysis were used to analyze the data. At the end of the study, it was determined that MACEP effectively improved the mathematics skills (number/counting, geometry, measurement) of 57–69-month-old children in the experimental group and the retention continued after the experimental period.

Impact Of Preschool Education Financial Expenditures on The Number of Full-Time Preprimary Teachers in Rural Regions--An Analysis Based on Chinese Provincial Panel Data, 2012-2021

Education is an essential problem concerning the whole society, creating citizens with well-educated is the foundation of a good country. Financial expenditure on education is the basic supplement and support of advanced education. However, preschool education has lower attention compared to other seminars. There is a certain gap in allocation. Therefore, the focus of this study is on how education spending affects the number of rural kindergarten teachers, using the quantitative analysis method, from the Economy Prediction System (EPS) database to collect the corresponding panel data of China's provinces during the decade 2012-2021 to analyze and hypothesize, and finally concludes as follows. The amount of kindergarten full-time teachers in rural areas is obviously and positively related to the total investment in preprimary education, and this relationship is more significant in the western region. The study also found that among the items of financial expenditures on preschool education. Spending on products and services, as opposed to pay, benefits, and assistance for individuals and families, had a greater impact on the amount of kindergartens full-time teachers in rural areas. Through the path analysis in the study, we can know that the educational financial expenditure can increase the number of full-time kindergarten teachers in rural areas by increasing the number of kindergartens and students.

Professional readiness of pedagogical university students for psychological and pedagogical support of young children with disabilities

Introduction. Currently, issues of early assistance to children with disabilities are widely discussed as an important condition for their socialization and integration into the educational and social space. The education system needs qualified specialists to ensure the effectiveness of psychological and pedagogical support for children with disabilities at an early age. A pedagogical university has great potential in the field of training such specialists. However, at the moment there is a certain imbalance between the requirements of practice for solving various complex professional problems that arise in such support and the insufficient readiness of students of a pedagogical university to implement it. The study aims to experimentally analyze the state of professional readiness of bachelor students for psychological and pedagogical support of young children with disabilities and to identify the main ways of optimizing their preparation for implementing such activity. Materials and methods of research. 135 senior students of South Ural State Humanitarian Pedagogical University (Chelyabinsk) took part in the study: 75 students of Special (defectological) education with focus on Preschool defectology (EG 1) and 60 students of Pedagogical Education with focus on Preschool education (EG 2). The author's questionnaire included 9 blocks with questions determined in accordance with the tasks of professional activity and aimed to study the level of motivational and activity readiness of respondents to work with young children with disabilities. PRI is Index of professional readiness for the implementation of psychological and pedagogical support for young children with disabilities. Results. As a result of the empirical study, the motivational readiness to implement psychological and pedagogical support for young children with disabilities among EG 1 is above average (PRIm = 89.1%), and among EG 2 it is average (PRIm = 89.1%). Activity readiness (average in knowledge and instrumental components) among both groups is lower: EG 1 average (PRIS = 68.0%), EG 2 below average (PRIS = 54.7). Conclusion. The results prove the need to optimize the content, to search for effective means of preparing pedagogical university students for psychological and pedagogical support of young children with disabilities and for solving non-standard problems of professional activity, based on the variety of typological manifestations of children’s development and their educational needs.

Development of the ‘Teacher Self-Efficacy Scale on Activities Supporting Motor Development (MSS-S)’ in Preschool Education

The main aim of this study was to develop a comprehensive scale to assess preschool teachers' self-efficacy to facilitate motor development activities. Scale validation was assessed through content, construct, and criterion validity, while reliability was determined through Cronbach's alpha and test-retest analyses. It was found that the content validity ratio of the items exceeded the threshold of 0.56 after content validity analysis. In addition, the content validity index for the scale was calculated to be a robust 0.903. A sample of 361 preschool teachers were then administered the scale. Exploratory factor analysis (EFA) was performed on the data obtained. The results of the EFA showed that the factor loading values ranged from 0.52 to 0.83. Following the EFA, a confirmatory factor analysis (CFA) was carried out, which resulted in a χ2/df value of 1.657. Other goodness of fit indices were as follows: GFI=0.90, TLI=0.94, IFI=0.95, CFI=0.95, RMSEA=0.043, SRMR=0.052. Overall, the scale explained 51.242% of the total variance. Consequently, the initial form was refined into a 27-item, 3-factor structure as a result of factor analysis. In terms of the criterion validity analysis, a significant positive relationship emerged between the scale and a comparable instrument measuring a related construct. Furthermore, regarding reliability analysis, the scale showed a high Cronbach's Alpha reliability coefficient of 0.88. The scale's test-retest reliability was confirmed with an intraclass correlation coefficient (ICC) of 0.77. In conclusion, this study provided a scale that can be deemed both valid and reliable for the assessment of the self-efficacy of preschool teachers in implementing motor development activities.