Preschool Learning Research Articles

Communication of Children of Preschool and School Age during Distance Learning in the Conditions of COVID-19

Introduction. The article presents the results of a study aimed at understanding how communication occurred among children of preschool and school age during distance learning in the time of the COVID-19 pandemic. The study was based on the ideas of Vygotsky, the founder of cultural-historical theory, in which communication plays a fundamental role in human development, especially in childhood, as it influences the formation of consciousness and personality. 
 Methods and Research procedure. The main research method was a survey of parents. A questionnaire was prepared on the Google Digital Platform, which consisted of 26 questions. From the obtained answers, those directly related to the research object were analyzed, leaving aside other data that will be the subject of analysis in the study. Sixteen respondents participated in the survey. The questionnaires were filled out not only by parents but also by other relatives of children who were undergoing distance learning in preschool and school institutions (both public and private) during the pandemic. Since many children lost their parents due to COVID-19, it was decided that these relatives could also participate in the study. It was important for us that these individuals were responsible for the upbringing of the children. 
 Results and Conclusions. After analyzing the obtained answers, it can be said that the pandemic has generated significant problems for preschool institutions, schools, and families of children. It has also shown a great variety of forms for continuing children's education proposed and implemented by preschool institutions and schools. Furthermore, it can be affirmed that the younger the child, the more difficult it was for them to communicate with their peers during distance learning.

Drama as a FL Enhancing Creative Activity in FL Preschool Learners’ Environment

The study was aimed at checking whether the drama technique positively affects the acquisition of English vocabulary among 5-year-old preschool students. The study involved 16 students from one of the kindergartens in southern Poland (8 in the experimental group and 8 in the control group). The aim of the study in the experimental group was to learn a selected set of English vocabulary so that at the very end they would put on a Christmas presentation. At the same time, the control group practiced the same material with the method generally recommended for teaching preschool children, i.e. with flashcards or games. In both cases, the experiment lasted more than 2 months, with 30-minute English classes for participants once a week. The results of the study were subject to statistical analysis: both dependent and independent samples of the t-test were used here. After collecting all the information, the hypothesis that the drama technique positively affects the acquisition of English vocabulary among 5-year-old students was confirmed. In addition, it has been shown that this type of foreign language learning methods turned out to be more effective and more durable than other language learning techniques used in preschool education.

Effects of the Korsan game on subtraction learning in preschoolers

O presente estudo investigou os efeitos de um jogo sobre o desempenho em operações de subtração, baseado no modelo de rede de relações. Adicionalmente, avaliouse a usabilidade e o engajamento do jogo. Três crianças com idade entre 5 e 6 anos participaram do estudo. No pré-teste, a resolução de operações de subtração com algarismos e na forma de balança foi avaliada por meio de um jogo de tabuleiro adaptado. O jogo de dominó digital “Korsan” foi usado para ensinar as relações entre numerais e conjunto de pontos (AB/BA), numerais e subtração com algarismos (AC/CA), subtração com algarismos e subtração na forma de balança (CD/DC), assim como testar as relações entre conjunto de pontos e subtração com algarismos (BC/CB), numerais e subtração na forma de balança (AD/DA), e conjunto de pontos e subtração na forma de balança (BD/DB). Sondas foram aplicadas para monitorar mudanças no desempenho dos participantes. Para avaliar a usabilidade e o engajamento, os pesquisadores realizaram um registro categorizado dos comportamentos dos participantes ao longo das sessões de intervenção e programaram atividades concorrentes ao jogo. Houve emergências das relações não diretamente ensinadas para os três participantes (relação BC/CB com 83% ou mais de acertos; relação AD/DA com 87% ou mais de acertos; relação BD/DB com 94% ou mais de acertos). Os resultados mostraram que o jogo consistiu em um recurso didático viável, atrativo aos participantes, embora o engajamento tenha diminuído ao longo do estudo.

Development and evaluation of a didactic tool with augmented reality for Quechua language learning in preschoolers

It is important to preserve our cultural identity through the preservation of our mother tongue, contributing to its dissemination. Augmented reality (AR) is a great ally of education that provides efficiency, and productivity and increases the interest of students in their academic activities. An AR application was developed for learning Quechua in preschool children, thus improving their learning, satisfaction, and preference compared to traditional teaching. Previously, learning styles were identified for better coverage of the application; the design thinking methodology was applied for the development of the application, then the respective tests were conducted where it was obtained that the children's performance improved by 28.3% more compared to traditional teaching, with an average satisfaction of 89% of the classrooms, and 81% of students' preference. It was concluded that the proposed application considerably favors the written and audiovisual learning of the Quechua language in preschool students.

Exploring the Influence of Diction and Language Style in Children's Song Lyrics on Preschool Learning and Development

This research delves into the profound influence of diction and language style within children's song lyrics on the educational experiences of preschoolers. The study investigates the impact of diverse language styles, ranging from simpler, repetitive structures to more complex and varied compositions, on language development, cognitive engagement, emotional responses, and learning outcomes in young children. Through a mixed-methods approach encompassing quantitative analysis and qualitative observations, the research examines the implications of varied language styles on comprehension, engagement, and cognitive growth among preschoolers. Findings highlight the significance of diverse language styles in fostering comprehensive learning experiences, nurturing cognitive engagement, emotional responses, and social interactions among preschoolers. The research underscores the importance of a balanced approach to language styles in educational materials, offering immediate engagement while stimulating cognitive challenge for sustained educational growth. The practical application of these findings advocates for educators to curate a diverse repertoire of song lyrics, integrate multisensory experiences, and harness technology to enhance the learning environment for preschoolers, nurturing their language skills, cognitive abilities, and emotional development. The study's implications extend to educational practices, emphasizing the importance of embracing diverse language styles to create a dynamic and comprehensive educational journey for our youngest learners.

School readiness and social determinants of health: A collaboration with community teachers and parents

PurposeTo explore perceptions of community dwelling caregivers of preschool-aged children regarding the influence of social determinants of health (SDOH) on children's school readiness. Parents' perspectives regarding solutions to enhance school readiness in preschool-aged children are also explored. MethodsThis study employed a qualitative, descriptive design and a community based participatory research (CBPR) approach. An academic institution collaborated with parents, teachers, and administrators at a community-based preschool learning center. Ten young-adult to middle-aged mothers and caregivers attended two separate focus groups and completed open-ended questionnaires. Inductive and deductive thematic analysis of text were employed. FindingsThree themes emerged 1) Families described the vast lack of appropriate community resources and inability to access those resources that are available to prepare their children for school 2). Family members need help processing information about social resources 3) Community, individual and systemic level solutions to enhance school readiness. ConclusionsAcademic-Community partnerships provide an opportunity to (1) identify solutions to remove systemic barriers that impede children's readiness for school, and (2) design interventions to support families through that process. Interventions to enhance school readiness should be family-focused and can be informed by understanding the influence of SDOH during the planning stages. SDOH create barriers and prevent parents from prioritizing their children's school, health-care, and developmental needs. Practice implicationsInterventions to enhance school readiness should be family-based and can be informed by understanding the influence of SDOH during the planning stages. Social advocacy is also needed to enhance the ability of parents to enhance their children's school readiness.

Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

En el contexto educativo, la ludificación ha emergido como una estrategia efectiva para potenciar el aprendizaje y la motivación. Con el auge de las tecnologías de la información y la comunicación ha surgido la Ludificación Digital (LD). A pesar de que existen numerosos estudios que resumen las contribuciones de la ludificación en la educación, muy pocos han incluido a la educación preescolar. La presente revisión, se apoya en 25 estudios primarios publicados realizados entre 2014 y 2022 e indexados en Scopus y Web of Sciences; busca cerrar esta brecha al caracterizar las principales contribuciones y sintetizar cualitativamente los efectos de la LD. Los resultados indican que hay un interés creciente sobre el tema, en donde la mayoría de los estudios se originan en Asia; se publican en revistas; y se basan en la propuesta de videojuegos para computadoras o dispositivos móviles que buscan mejorar el aprendizaje de la lengua. Predominan las investigaciones de enfoque narrativo, basadas en muestras inferiores a diez participantes, que emplean elementos de juego de tipo Logro (Progresión). Los 15 estudios que midieron algún tipo de efecto de la LD reportan resultados positivos. Sin embargo, estos son difíciles de generalizar por las pequeñas muestras consideradas y su diversidad en la experimentación.

An Exploration of Flashcards Nature Used in the Teaching and Learning of Preschoolers by Preschool Teachers

The use of teaching aids plays an important role in the teaching and learning process, especially in preschool education. With recent technological advances, it is interesting to note the evolution in the use of teaching aids by preschool teachers for preschoolers, particularly flashcards. Hence, this research aims to explore the flashcards nature used by the preschool teachers in their teaching and learning of preschoolers. The qualitative research approach was used in this research by implementing the exploratory case study. It helped to explore the in-depth nature of the use of flashcards as teaching aids in the context of teaching and learning of preschoolers practiced by three preschool teachers from three different sectors, which are government preschool, private preschool, and children development centre. Data were obtained by the applications of triangulation technique through a combination method of interview, observation, and document analysis. The findings illustrate the flashcards nature by the perspective of characteristics from three main aspects: designs, functionality, and costs. It is suggested that flashcards are flexible in nature. In addition, the results also showed that preschool teachers still prefer printed paper-based flashcards to digital flashcards.

Balancing child-centred and teacher-centred didactic approaches in early years learning

ABSTRACT The implementation of early childhood education (ECE) in under-resourced education systems has sparked debate about how to balance ‘child-centred learning’ and ‘teacher-centred didactic’ approaches. Drawing on both Piagetian constructivism and Vygotskian sociocultural theories, this study assessed teachers’ perceptions of ECE pedagogy and pedagogical practices used to implement the ECE curriculum in Tanzania. Data were collected through questionnaires, observations and interviews. Child-centred approach (CCA) and Teacher-centred approach (TCA) are considered to have unique contributions in facilitating preschool learning. To achieve a balance between CCA and TCA, teachers need to be activators and directors of learning without losing the valuable conceptual dimension of active learning.

Returning Children to the ’Āina and Fanua: Indigenous Survivance in Pacifica Early Childhood

Researchers of child learning and development continue to hone understandings of cultural and social impacts on cognition, development, and education. Concurrently, Indigenous educators call for decolonizing schooling at all levels. Land-based education (LBE), as an instructional approach, responds to calls to decolonize education. The authors use LBE to understand the cultural and social nuances and complexities of Indigenous learning in preschool and primary school age Native Hawaiian and Pacific Islander children. Through ethnographic case studies in Hawai’i and Sāmoa, we expand conceptions of culture in learning to attune to the diversity and specificity of Indigenous contexts, argue that LBE must be place-based, and recognize land is an active and necessary coparticipant in the learning process.

EVALUATION OF INFLUENCE OF DISPLAY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE IN EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

Availability and utilization of instructional resources play an important role in the attainment of educational goals, objectives and learners’ performance. In this study, the researcher argues that many learners are still not proficient in early literacy skills despite going through pre-school education. The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on the influence of display of instructional resources on children’s performance in literacy. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found that there was a positive correlation between display of instructional resources and learners’ achievement in writing skills (r = .646; p = .000) and reading skills (r = .780; p = .000). The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

INFLUENCE OF AVAILABILITY OF INSTRUCTIONAL RESOURCES ON CHILDREN’S PERFORMANCE ON EARLY LITERACY IN PUBLIC PRE-SCHOOLS IN KANDUYI SUB-COUNTY, KENYA

The factors associated with the teaching and learning of early literacy skills may have been addressed but influence of instructional resources continues to be a concern. This study focused on how availability of instructional resources influences children’s performance in early literacy in public pre-schools in Kanduyi Sub-County, Kenya. The study was framed on the constructivism theory propounded by Jean Piaget in 1896-1980. The study adopted a descriptive survey design and targeted 90 public pre-schools comprising of 5460 pre-school learners and 180 pre-school teachers. A simple random sampling technique was used in selecting the pre-schools and the sample size for teachers and learners for the study was arrived at using Krejcie and Morgan (1970) formula. Through these methods, 27 pre-schools, 359 learners and 123 pre-school teachers were selected for the study. Data was collected using questionnaires and a literacy skill test administered to the learners. Questionnaires were administered to pre-school teachers to seek information on pre-school teachers’ training skills and use of instructional resources. Content validity of the instruments was determined by employing the expertise of my supervisors and lecturers in the Department of Education while reliability was determined through split-half technique. Data was analyzed using descriptive and inferential statistics such as means, percentages, frequencies and Pearson Correlation analysis. The findings were presented in tables, pie charts and bar graphs. The study found out that concrete materials, were used by majority of the pre-school teachers in the study area. However, audio and audio-visual resources were lacking in all the schools in the study area hindering the acquisition of writing and reading skills. The study concluded that instructional resources play a significant role in imparting of reading and writing skills to the pre-school learners. The study recommended that there is need for provision of audio and audio-visual materials to pre-schools since these materials are known to positively affect the acquisition of writing and reading skills among pre-school learners. It also recommends that the government of Kenya through the Ministry of Education ensure that pre-schools acquire instructional resources equitably distributed in the various pre-schools across the country to facilitate timely implementation of the curriculum especially in reading and writing skills for good educational foundation of the learners.

The effects of overhearing on vocabulary learning in ethnic majority and minority preschool children.

Research shows that infants and preschoolers can learn novel words equally well through addressed speech as through overhearing two adults. However, most of this research draws from samples of ethnic majority children. The current study compares word learning in preschoolers (M age = 5;6) with an ethnic minority and an ethnic majority background (N = 132). An experimenter of the majority group (representative for most teachers in Flemish education) told a story in three different interaction situations: Addressed Speech, Overhearing Classroom and Overhearing Two Adults. Results show that children of both ethnic groups learn novel words in Addressed Speech and in Overhearing Classroom equally well. However, minority children learned significantly fewer words in Overhearing Two Adults. This study suggests important differences in how ethnic majority and minority children learn through indirect speech in educational (monolingual) settings. In addition, the study scrutinizes the potential role of social identification in overhearing mechanisms.

An Alternative Language Pedagogy in Online Classroom Language Learning

There is nothing that is devoid of change. Changes in the educational scenario with the upheveal of the pandemic have been quite of a storm. A classroom transaction earlier used to be a closed intimate framework, where it was practically impossible for anyone other than the teacher and the students to be present. That structure has changed in totality with the advent of digital sessions. From a preschool learner to the postgraduates in colleges, all have been transformed into virtual learners. The changeover has been too sudden that the entire school fraternity has been battling hard to arm themselves with the virtual reality devices they were previously alien too. This paper is an attempt to look into the various facets of online language teaching of learners in higher secondary classes. Augmented reality, virtual reality, online tools, videos and google classrooms have taken over the erstwhile classroom mode and it is with apprehension that we look into how the learners have welcomed this abrupt change. If the need of the hour is an alternative language pedagogy, then the language teachers are to fall in place for the change too. 

Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya

This study was designed to determine the effect of an inquiry-based approach on pre-school learners’ acquisition of mathematics process skills. The study adopted a quasi-experimental research design to determine the differences in performance between control and experimental groups. A post-test was administered to both experimental and control groups, and the scores were analyzed by descriptive statistics and t-test. Findings showed that activities involving inquiry-based approach were a precursor to higher achievement in mathematics. The study recommended of inquiry-based approach for application in teaching pre-school mathematics and other related activity areas based on its advantages in pre-school learners’ achievement in mathematics.

Strengthening Young Generation Character with Islamic Education from Preschool in 5.0 Society

The 5.0 industrial revolution era require people to have competence in using technology. People tend to use technology to run everyday activities, includes education. It lessen human role physically and facilitate them to achieve their goals or needs effectively. However, technology disruption resulting some problems among Indonesian children and teenagers, while qualified human resources are needed, human who are not only have competence in using technology, but also have competence in applying Islamic values that can strengthen their characters. This study uses a qualitative method, a library research. The writer collects and analyzes various, relevant and credible data related to this study. The results of the study indicates that the are some problems encountered by children and teenagers caused by digital technology such as juvenile delinquency and growth and development barriers of children. To solve children and teenagers problems in the era of society 5.0 Indonesian system of education have to refers to Islamic education. Islamic education applies from preschool level. Many types of Islamic education or knowledge to teach are tauhid, muroqabalah, ibadah, akhlak, adab, seerah, and basic of qur’anic. Basic aqidah refers to children faith, about rukun iman, ibadah refers to worship practice, rukun Islam, seerah refers to Prophet Muhammad SAW history, Akhlak refers to prophet Muhammad PbuH characters, such as patience, thoughtful, hardworking, wisdom and trustful. Qur’anic refers to qur’anic language, Arabic and memorizing juz Amma programs, all knowledge mentioned before designed in preschool learners curriculum breaks into daily program, monthly programs, and yearly programs. All of learning activities presented by teachers and preschool learners at school involve Islamic Education. Types of learning activities are: praying, every time before children beginning doing their project, share things with friends, work in group, reciting Hamdalah whenever they finish their project.

Play-based pedagogy and creativity for early grade and preschool learners

Play-based pedagogy and creativity for early grade and preschool learners

Influence of Wu Shu on the Holistic Development of Preschool Learners

Influence of Wu Shu on the Holistic Development of Preschool Learners

Engaging Community Partners to Enrich Preschoolers Learning Experiences with Dramatic Inquiry

Engaging Community Partners to Enrich Preschoolers Learning Experiences with Dramatic Inquiry

Relationship between Learning and Psychomotor Skills in Early Childhood Education.

Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching-learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.