Preschool Education Research Articles

Preprimary education and early childhood development: Evidence from government schools in rural Kenya

We provide evidence on the link between enrollment in public preschool and child vocabulary, a critical precursor to early literacy. We measure early childhood development among both in-school and out-of-school children in Kenya, allowing us to examine the association between preschool enrollment and cognitive outcomes. Children in our sample are more likely to start school at age three rather than age four if they live within a few hundred meters of the nearest primary school. Three-year-olds living closer to the school also have stronger vocabulary skills, though a similar pattern does not exist among older children. Using proximity to school as an instrument for preprimary enrollment, we find that preprimary enrollment raises mother tongue receptive vocabulary by more than one standard deviation at age three, but does not impact vocabulary at later ages.

Oral Communication – A Fundamental Means of Language Development in Preschoolers

Preschool educators have the noble mission of teaching young children fluent, grammatically correct expression and a varied lexicon appropriate to their age. I believe pedagogical mastery lies in how each educator personalizes the instructional-educational process to develop lifelong learning competencies. Using teaching methods such as storytelling, retelling, picture reading, conversation, and educational games maximizes children's intellectual capacities, maintains their interest in the subject matter, stimulates their creative attitude, and encourages their own effort in developing logical and analogical thinking through practicing correct communication skills in the Romanian language. Communication must be continuously practiced not only to learn specific techniques and procedures but especially to learn to express thoughts and ideas coherently, thus making cooperative project-building an activity that involves understanding the world, others, and oneself

Mentoring-values and profiles in primary and preschool education

Because few schools consistently provide a sustainable preparation for the school of the future and for life, it takes a person to make us see, learn and apply what we cannot see, learn, apply on our own. More precisely, an experienced person, willing to share real personal creative experience, for the benefit of other people, of the institution in which he integrates through a relationship based on management, on respect and trust, on superior knowledge, on existing legislation, on intuition and self-created opportunities. This person is the leader, the coach and even the mentor. The field is naturally called leadership, and on a managerial and didactic professional level it is called mentoring. A quality mentoring activity has an important role in anticipating and reducing the difficulties that could intervene in the teaching career of future teachers. I will reflect on the training and career development of teachers from the perspective of the importance of mentoring, in order to ensure a quality education for children through adequate training of teachers. In order to achieve performance, it is necessary to combine theory and practice harmoniously and to acquire the ability to use the knowledge gained in new learning contexts. The study will identify solutions for improving the quality of education by introducing the role of mentoring in the development of the teaching career. After carrying out the research, I will know the degree of satisfaction of the actors involved, with special reference to their activity in kindergarten and school and to the real and harmonious progress of preschoolers and students.

Multimedia Human-Computer Interaction Technology in Preschool Education

With the increasing of computing and network technology, there has been a rise in children's educational and entertainment software. However, these software applications depend on mouse and keyboard input, which may be tedious and challenging for children. Moreover, these applications fail to capture the interaction between users and computers. This study proposes design principles for children's human-computer interaction based on children's cognitive, psychological, and physiological attributes, and outlines a framework accordingly. The framework integrates natural human-computer interaction technologies, such as physical operation interface, gesture interaction, low-level semantics-based human-computer interaction, and high-level semantics-based human-computer interaction, with the aim of facilitating seamless and intuitive interaction between children and computers. Finally, the results demonstrating the feasibility and effectiveness of the proposed human-computer interaction technology as a child-centered virtual reality application tool.

The Effect of Ecological Environment on Language-Minority Students’ Math and Reading Development: A Hierarchical Linear Analysis of a Longitudinal Study

ABSTRACT Research Findings: This study illustrated whether and how ecological environments are associated with language-minority students’ (N = 12,500) math and reading development from kindergarten to the eighth grade. Results identified the robust effects of preschool type, kindergarten length, classroom activities, parent-child reading, parent expectation, and teacher-child relationship on reading and math outcomes. In third and fifth grade, all significant predictors of reading outcome are at the family level: parent-child reading time and parent’s expectations. Additionally, parent-child reading time also significantly predicts LMSs’ reading in kindergarten. Meanwhile, predictors for math outcomes have a different pattern in the mid to late elementary periods. All predictors during this period are at the family level: parent-child reading time, parent showing love to children, and parent’s expectations. Lastly, the only significant predictor for eighth grade math is teacher-child closeness. Practice or Policy: The significant findings at different grade levels suggest a multifaceted approach to policy development, including (a) supporting parent engagement, (b) high-quality preschool, and (c) multicultural teacher education and professional development.

TIME TO CHANGE THE OUTLOOK OF ICDS SCHEME (AWCS): COMPREHENSIVE FACTS

India is one of the countries with malnutrition and associated health problems. It is also the country with high-level of regional disparity, social hierarchy and inclusive society and is recounted with highest mortality of children of less than 5 years of age with nearly 74 deaths per 1000 live births. As per the reports the hunger and malnutrition among children prevails in large pockets in India. Perusal of literature depicts that 38% of children younger than five years of age in India are stunted. The problem of undernourishment costs India at least $10 billion annually in terms of loss of productivity, illness and death and improvement in human development. ICDS represents the notable symbols of commitment and retort to the above mentioned challenges by providing pre-school education on one hand and simultaneously breaks the nasty cycle of starvation, morbidity, abridged learning capacity and mortality. ICDS hence is believed to be the most imperative and focal progamme with positive role in tackling India’s health and nutrition problems. All the blocks of Jammu and Kashmir are also covered under the Integrated Child Development Services Scheme. The programme is implemented through a network of community-level “Anganwadi Centers”. Despite huge allocations by the Central Government through Centrally Sponsored Programme of ICDS in India (especially in rural areas of the state), and under the flagship of this scheme in Jammu and Kashmir, still the growth in basic infrastructure and perfections in amenities/facilities remained unsatisfactory. The National Educational Policy 2020 guarantee to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to safeguard impartial access to quality pre-school education. The main theme of this review is to attract the attention with the fact that there must be emphasis more on the significance of the scheme at various platforms. It is the time to evaluate the actual position of the scheme with respect to its execution at the ground level with specified objectives. Also our focus here is to inform concerned Govt. authorities that new insights and tactics cum methodologies need to be developed with respect to inclusive facts to broaden its implementation along with remedial steps to remove the imperfection.

ACTUAL PROBLEMS OF PRESCHOOL PEDAGOGY

Preschool pedagogy has a rich history of development: in the 20 th century, a large number of fundamental and applied problems were studied and investigated. Numerous theoretical, experimental and applied researches have made it possible to form the theoretical foundations of preschool pedagogy, to justify the methods and technologies of studying the education and development of children in the preschool age. However, there are still a number of current problems and promising directions for research. The main reasons for their emergence are mainly changes in the political, economic and other spheres of social life. The transition to new socio-economic conditions significantly changes the new view of the pre-school education system, the characteristics of childhood and the child's position in the system of social relations. The development of preschool pedagogy requires the need to further develop new technologies for training and education of children, concepts that are acceptable for modern life conditions and can enrich the experience of preschool education.

Promotion of the Russian Language in the education system of Tanzania: conditions, demand, «deficits» and potential «growth points»

The article analyzes the program documents regulating functioning of the education system of Tanzania, examines the socio-economic factors affecting its development, analyzes the language policy, as well as the state policy of the Government of the United Republic of Tanzania in the field of education, which is considered to be a strategic factor in the transformation of mentality and the creation of a well-educated nation, sufficiently possessing the knowledge necessary for competent and competitive solutions to the challenges facing the country. The authors identify objectives of the education system of Tanzania, aimed at promoting universal access to quality basic education, including preschool, primary and secondary education; eradication of illiteracy; dissemination of high-quality higher education, providing training of highly qualified personnel necessary for the effective development of all sectors of the economy. The problems faced by the education system of Tanzania, the ways to solve them and the prospects for development are determined. The activities of the Representative Office of the Federal Agency for the Commonwealth of Independent States, Compatriots Living Abroad, and International Humanitarian Cooperation, which is the coordinator of the promotion of the Russian language and culture in Tanzania, are described in detail. The factors influencing the demand for the Russian language, increasing motivation to study it and the demand for Russian education in general among the youth of Tanzania, as well as the formation of a positive image of Russia in the minds of Tanzanians, are identified. The conditions, «deficits» and potential «growth points» of the promotion of the Russian language in the education system of Tanzania are determined. The article presents the results of the survey conducted during the official visit of the delegation of the Samara State University of Social Sciences and Education to Tanzania, which determined the future prospects of the study, which will result in designing a modular training program for teachers of Russian as a foreign language for educational organizations of the United Republic of Tanzania in the system of Russian teacher training education, including a Russian as a foreign language course at a preparatory department, bachelor’s and master’s degree programs and advanced training for teachers of Russian as a foreign language.

Looking beyond enrollment rates: The long-term influence of preschool science curricula on children’s science achievement

This study provides evidence that what happens in preschool (i.e., preschool curriculum) can have long-term consequences years later. In the current study, we seek to answer the question of whether the inclusion of science in the preschool curriculum is associated with fourth- and eighth grade science achievement scores. Based on science achievement data from the Trends in International Mathematics and Science Study (TIMSS 2015 and 2019 cycles), the quality of preschool science learning opportunities showed long-term impacts on science achievement at the fourth grade level. Even after controlling for enrollment rates, the quality of the preschool curricula was a statistically significant predictor of fourth grade science scores with a high effect size (d=0.74). The observed impacts, however, appeared to diminish by eighth grade. Results from this study suggest that science concepts and skills should be an integral part of preschool curricula and curricular frameworks, and policy makers should allocate resources to provide well-designed preschool education programs with high quality curricula.

Research Status and Hot Trends of Preschool Education Practicum at Home and Abroad Visual Analysis Based on Cite Space

Research Status and Hot Trends of Preschool Education Practicum at Home and Abroad Visual Analysis Based on Cite Space

The effect of the Montessori program using physical activity games in enhancing the sensory-motor perception abilities of kindergarten children aged 5 to 6 years

The research aims to propose an educational approach inspired by Montessori's method using motor games to develop sensory motor skills in children aged (5-6) years, and to identify the impact of using Montessori's method with motor games in developing some cognitive sensory motor skills for children. The experimental method was used with the matched group design. The sample represented children from the Braum Al-Amal Nursery in Basra, who were selected to take the Haywood test to measure cognitive sensory motor abilities. It was concluded that Montessori's method using motor games contributed to the development of sensory motor skills and helped in enhancing overall and partial visual perception for children. The child learned about parts of the body, distinguished between body sides, and helped in enhancing balance and spatial awareness. The method also aided in teaching the child how to determine location. It was recommended to benefit from the Montessori method in developing motor and cognitive abilities, and to introduce specific courses for preschool teachers in teaching the Montessori method. Key words: Montessori method, motor games, sensory motor perception, preschool education, teaching methods

Chinese Rural Kindergarten Teachers' Work-Family Conflict and Their Turnover Intention: The Role of Emotional Exhaustion and Professional Identity.

The loss of rural kindergarten teachers has become a common social concern in China, which is of great importance to the development of preschool education. This study conducted a survey of 2944 kindergarten teachers in mainland China, to explore the relationship between work-family conflict and turnover intention, the mediating effect of emotional exhaustion, and the moderating effect of professional identity. The study used the work-family conflict questionnaire, the emotional exhaustion scale, the turnover intention questionnaire, and the professional identity questionnaire. The results showed that (1) work-family conflict significantly predicted turnover intention; (2) emotional exhaustion played a mediating role between work-family conflict and turnover intention; and (3) professional identity moderated the latter half path of the mediation model, that is, strong professional identity alleviated the indirect predicting effect of work-family conflict on turnover intention through emotional exhaustion. The results clarified the influencing mechanism of work-family conflict on turnover intention, which could help improve rural preschool teachers' positive emotions and reducing turnover.

The Effect of Integrated Turkish and Science Activities in Pre-School Education on Children's Environmental Perception

The Effect of Integrated Turkish and Science Activities in Pre-School Education on Children's Environmental Perception

The Effectof Integrated Turkish and Science Activities in Pre-School Education on Children's Environmental Perception

Purpose of the Study: The purpose of this study is to determine the effect of integrated Turkish and science activities in the preschool period on children's environmental perception. Materials and Methods: In the qualitative dimension of the mixed method, a phenomenological design was employed, while in the quantitative dimension, a quasi-experimental design was used. Thestudy conductedwith 20 children.In the experimental procedure, children in both the experimental and control groups were asked to draw an environment picture, and one-on-one interviews were conducted with the children regarding their drawings. The drawings were evaluated using DAET-R and were attempted to be transformed into qualitative form with yellow and blue color tones. Findings: In the final tests, experimental groups’ figures increased in the drawings. It was found that the final test drawings of the children in the experimental group were related to the illustrated books used in the integrated activities. Key Points: As a result of the study, it was determined that the change in environmental perception of the children in the experimental group, where integrated Turkish and science activities developed with illustrated children's books were applied, progressed more prominently compared to the children in the control group.

“From Blossoming to Blooming”: A Proposal for a Collective Learning and Development Model for Individuals Working with Infants and Toddlers

Purpose: This study intends to propose a novel model for Türkiye for individuals working with infants/toddlers, a country in which nearly two million of students continuing pre-primary education exist and where there are more than half a million refugee children from 0-5 years of age, who are of Syrian origin merely. Design/Methodology/Approach: In fact, Türkiye, as a developing country, owns a highly dynamic and challenging territory for policy makers, educators, decision making bodies, agencies, and non-governmental organizations (NGOs), which urges the said parties to act together for the ‘best interests of the child’. This research then attempts to offer a model for student teachers and NGOs to work collaboratively particularly in times of crises. Findings: These student teachers involve high school students studying child development and university students e.g., of Preschool Education programs. The model seeks to empower student teachers to support each other through a mentoring program addressing: i.the practicum of culturally sensitive teaching, ii.inclusive and socially just praxis, iii.emotionally demanding work. Highlights: NGOs will help the mentoring program to reach out marginalized communities, namely, infants and toddlers a)in adult prisons, b)‘on the streets’, c)in seasonal farm workers’ camps, d)in hospitals, e)in special education and rehabilitation centers. It is believed the proposed model can shed light to prospective initiatives to emerge and also strengthen the critical transition from initial professional studies to early childhood professions.

Inefficient urban-rural resource allocation and reduced tuition benefits for preschool education: an example from a Chinese county

PurposeTaking urban-rural disparity into account, this research examines the current service provision of preschool education at the local level in China.Design/methodology/approachFollowing a qualitative design, the research is based on a case study on the preschool service provision in Luochuan County in China, with data collected from semi-structured interviews with grassroots officials and residents from the county’s rural and urban regions.FindingsThis research finds that preschool services are inefficiently delivered between the county’s rural and urban areas. While services are oversupplied in rural regions, the popular demand for urban kindergartens is inadequately addressed. Moreover, the tuition subsidy offered by the local government has drastically decreased in recent years.Research limitations/implicationsThis research is confined to a single-case study, so its findings are not necessarily applicable to all Chinese localities. Nevertheless, it proves that these problems in preschool service provision can be a result of the central authority’s tight control.Social implicationsGiven China’s rapid urbanization and fertility decline, this research argues that overinvestment in rural kindergartens can be a widespread phenomenon throughout China. It also suggests a decreasing popular demand for other public services, such as childcare, in Chinese rural regions. This research calls for special attention to the persistent regional discrepancy in preschool service standards and the welfare cuts after the revenue centralization reform.Originality/valueThis research contributes to a clearer picture of the current preschool service delivery by Chinese local governments, which remains largely underexplored by far. It also provides updates on the country’s long-existing urban-rural discrepancy in preschool services.

МЕКТЕПКЕ ЧЕЙИНКИ МАТЕМАТИКАЛЫК БИЛИМ БЕРҮҮДӨ ЗАМАНБАП ТЕХНОЛОГИЯЛАРДЫ КОЛДОНУУ

The article is written based on current problem. In fact, there are no textbooks or manuals for the formation of elementary mathematical concepts in preschool education. We know the situation of teachers and students specializing in preschool education. In the article "Explanation and justification", "Using children's literature for the formation and consolidation of mathematical ideas" it shows the method of using strategic formation and consolidation of elementary mathematical ideas. For the strategy "Using children's literature for the formation and consolidation of mathematical concepts" I used the work of A. Osmonova "Aldar köse" (1st grade) is children's literature. The work was analyzed step by step, feedback was formed and addressed. The above-mentioned methods are the most important and necessary methods of preschool mathematical education. The article consists of introduction, main part and conclusion.

Impact of Gamified Problem Sheets in Seppo on Self-Regulation Skills

Abstract Problem-solving competency is important not only in many careers but also in everyday life. Successful problem solvers regulate their cognitive processes and emotions. Our research aimed to study the impact of gamified problem sheets designed in Seppo on self-regulated learning skills. The intervention was carried out with second-year students in the specialization of Primary and Preschool Pedagogy. The research tool was a self-regulated problem-solving scale that was used as a pre- and posttest. In the experimental group, gamification lasted for 6 weeks. The game had 3 levels and the players could choose exercises from any level they wished. The results show that the gamified task sheet helped students to stay motivated and made problem-solving more enjoyable, but decreased some of their self-regulated processes, such as checking the correctness of the solution or searching for more solutions. This decrease could be explained by some psychological theories, the game elements, and the rules of the Seppo gamified problem sheets used in the intervention. On the basis of the conclusions, the role of some gamification aspects in developing different self-regulated processes can be identified, and the importance of a careful design of gamified problem sheets is highlighted.

Behavioral Disorders in Preschool Children in Groups of Preschool Educational Institutions: Causes and Ways to Overcome Them

The article presents the results of empirical studies of children with negative behavior in a kindergarten group, studying the causes of behavior disorders and testing the effectiveness of methods for overcoming these violations. Various approaches have been used to shape socially acceptable behavior in children. The results of the study showed that a positive attitude towards others is primary in the development of social skills. Awareness of one’s emotional state and verbalization of states, motives, and motivations for actions is possible after the child has formed a full-fledged emotional experience. Empirical data on the characteristics of the formation of a socially acceptable model of child behavior, including the experience of a positive attitude towards peers, are generalized. Experience in using social-emotional learning in a preschool education program, including learning to name emotions, states of others, etc. (cognitive component of socio-emotional development), shows the need to clarify the content and methods of working with preschool children.

Professionals’ Satisfaction with the Available Early Support Services, the Professional Role and the Support Provided to Children with Developmental Disabilities and Their Families

Aim: The objective of this research was to determine the satisfaction of professionals with early support services, professional role and support provided to families of children with developmental disabilities in Brod-Posavina and Istria counties. Subjects and Methods: The sample included 82 professionals from the fields of healthcare, social welfare, and early and preschool education, and a measuring instrument was designed for the purposes of this research. In the first part of the questionnaire, data on sociodemographic characteristics were collected, and in the second part, data on professionals’ satisfaction with early support services, satisfaction with their professional role and satisfaction with the support provided to families of children with disabilities. Results: The results show that most professionals are satisfied with the advisory support services of pediatricians from the health center, the inclusion of children with developmental disabilities in kindergarten and the advisory support of kindergarten teachers. A very small number of professionals express their satisfaction with telephone counseling, the service of a social pedagogue in Centre for Social Welfare, and an assistant in a kindergarten. It was identified that only self-assessment of knowledge about children with developmental disabilities is a significant positive predictor of satisfaction with the professional role (ß = 0.37, p < 0.01). Conclusion: It was also shown that professionals who have more knowledge are more satisfied with their professional role and the support they provide. Findings of this research suggested that quality education and knowledge can be key to achieving a high level of satisfaction with the professional role and the support provided.