Preschool Teacher Training Research Articles

FEATURES OF THE PREPARATION OF FUTURE TEACHERS FOR WORK IN PRE-SCHOOL EDUCATION INSTITUTIONS AND REQUIREMENTS FOR THEIR PROFESSIONAL ACTIVITIES

The article reveals the specifics of training future teachers to work in preschool education institutions in terms of requirements for their professional activity. It was established that the future teachers of the preschool education institution, first of all, need to work with parents, since the closest environment of the child is the family. Certain aspects of the activities of future educators are disclosed, in which they should pay attention to the individual determination of children’s physical load. The possibilities of the preschool education institution in building its functioning in the direction of modernity, its relations with the surrounding society are revealed. It was established that in order to prepare the future teacher for interaction with the micro-environment of the preschool education institution, it is necessary to teach him to apply various directions of the organization of the innovative institution. It has been proven that the training of future educators can be effective on the basis of knowledge of modern principles of development and formation of a healthy lifestyle for children and parents. The necessity of training future educators to ensure the psychological safety of children during their stay in a preschool institution is revealed. The ability to clearly distinguish personal traits and peculiarities of a child’s mental state, to diagnose signs of children’s stress state, has been established. The main forms and methods of work of future educators regarding the formation of the need for a healthy lifestyle in preschool children have been determined. The principles of openness-closedness, which future educators should follow in their professional activities, are revealed. The main trends in the training of future preschool teachers have been established, which are related to the creation of a full-fledged space for the child’s development and the organization of comprehensive support for the individual development of preschool children. In the preparation of the future educator, special attention is paid to the personality of each child as the highest social value of society, instructions are given for the formation of a citizen with high intellectual, moral and physical qualities. This involves the creation of prerequisites for the development of activity, initiative and creativity of pupils and teachers, their interested interaction, as well as broad public participation in the management of preschool education.

Barriers to inclusive education of children with autism: Ghanaian teachers’ perspective

BackgroundAutism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD.MethodsThe study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis.ResultsThe study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana.ConclusionThese barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers.

Environmental education in preschool teacher training program: A systematic review

Environmental education in preschool teacher training program: A systematic review

ẢNH HƯỞNG CỦA THÁI ĐỘ MÔI TRƯỜNG ĐẾN NIỀM TIN VỀ GIÁO DỤC MÔI TRƯỜNG CỦA GIÁO VIÊN MẦM NON: SỬ DỤNG CÁCH TIẾP CẬN PLS-SEM

This study utilized a Structural Equation Modeling approach to model and measure the influence of environmental attitudes and preschool teachers' beliefs regarding environmental education. Data was collected from 324 preschool teachers in Hanoi, Danang, and Ho Chi Minh City through an online questionnaire. SmartPLS software was used for data analysis. The results indicated that the environmental attitudes of preschool teachers have a significant, positive, and strong influence on their beliefs regarding environmental education, with path coefficients valued at 0.734 (p < 0.05), the model's explanatory power of 0.539, and the effect size of 1.170. In addition, this study provided reliability and validity scales for environmental attitudes and preschool teachers' beliefs regarding environmental education. These findings imply that it is necessary to cultivate and enhance a positive attitude toward the environment among preschool teachers through initial preschool teacher training and professional development for in-service preschool teachers. This will help solidify their beliefs about environmental education. Keywords: Environmental attitudes; teachers’ beliefs; environmental education; early childhood education.

Distance Advanced Training of Preschool Teachers in Ukraine: Quantitative Indicators

The study highlights the stages of organizing distance learning advanced training courses. It is a quantitative analysis of preschool teachers who have completed advanced training courses under the «Education Care» educational program. For this research, theoretical empirical methods and the quantitative analysis of statistical data were used. It has been revealed that preschool teachers are responsible for teaching children in preschool and must periodically improve their skills. Most advanced training courses in Ukraine are held in a distance format. The article describes the stages that need to be implemented to organize advanced training courses in a distance format. For the quantitative analysis, Google Forms were used, which contained information about the registered participants. The data for the period July-September 2023 was analyzed. It has been found that 13456 people (preschool educational institution principals, methodologists, preschool teachers) have completed advanced training courses on the "EducationCare" educational program in Ukraine within three months. Most advanced training course participants are preschool teachers (9498 participants), 71% of the total participants. Based on the results of the advanced training courses, 958 participants received certificates, which is 7% of the total number of participants in three months. We believe that a survey of preschool education staff who have completed advanced training on the "EducationCare" educational program is a prospective study.

Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Individual and creative approach to studying the problem of developing leadership potential among future teachers of preschool education

Relevance. This study addresses the training of future preschool education teachers and explores approaches for enhancing their leadership potential. It emphasizes the importance of developing leadership skills at both personal and professional levels for specialists working with preschool children. Purpose. The purpose of the study is to provide a theoretical foundation and develop methodological guidelines for using modern approaches to cultivate leadership skills among preschool education specialists in universities. Methodology. The study employed analysis and modeling methods, starting with a historical and pedagogical approach to understand the development of preschool teacher training. It involved analyzing scientific and methodological literature, legislative and regulatory documents, and applying theoretical and empirical research methods. Results. The study identified key issues in developing leadership potential among future preschool education teachers. It also outlined principles for selecting content and using information and communication technologies in teaching preschool children. Conclusions. The research provides theoretical insights and practical guidelines for higher education institutions in Kazakhstan. These findings support the development of conditions, methods, and training opportunities that focus on enhancing leadership skills among future preschool teachers. Keywords: leadership skills; training of specialists; pre-schooler; teacher

Implementing media educational technology in Ukrainian preschool institutions

This study investigates the implementation of media educational technology in preschool institutions in Ukraine. The increasing prevalence of media manipulation, fake information, and uncontrolled media consumption among children necessitates media education from an early age. The research involved developing and experimentally testing a model for media educational technology tailored for preschoolers aged 5-6 years. The technology encompasses a three-stage process: diagnostic-target, integrational, and analytical, incorporating various forms, methods, and means of media education activities. A key component is innovative “media educational tales” designed to engage children in learning about media literacy concepts. The effectiveness of the technology was evaluated through a confirmatory experiment conducted in multiple preschool institutions across Ukraine, involving 384 respondents. The results demonstrated a significant improvement in media literacy levels among children in the experimental groups, with 20.9% achieving a high level and 61.7% reaching a sufficient level after implementing the technology. The study highlights the feasibility and positive impact of implementing structured media educational approaches in preschool settings while also revealing the need for further training and support for preschool teachers in this domain.

Research on Zhang Xuemen's Ideas on Preschool Teacher Education and Its Practical Significance

The ideas on preschool teacher education proposed by Mr. Zhang Xuemen are based on his own summary of educational experience and continuous research, forming a complete and systematic ideological system. It mainly emphasizes the role of internships, dividing them into four stages: observation, practice teaching, and guidance, and provides timely and feasible methods and detailed operations. Zhang Xuemen's ideas on preschool teacher education have promoted the development of preschool teacher education. It has shifted the focus from theoretical books to practice and organically integrated theory and practice. Zhang Xuemen's ideas on preschool teacher education are of great significance to the development of preschool teacher education in China. This article believes that the core of Zhang Xuemen's ideas on preschool teacher education lies in emphasizing the role of kindergarten practice, pragmatically addressing practical issues in the training of preschool teachers in China, actively recommending the establishment of practice bases, and designing the details of kindergarten practice in a comprehensive manner. Based on Zhang Xuemen's ideas on preschool teacher education, some educational inspirations have been obtained, such as the diversification of educational practice places and their interconnection, the appropriate dispersion of internship time throughout the process, the systematic organization and planning of educational internships, the diversity and depth of educational internship content, the cultivation of professional emotions, and the sense of responsibility among trainees through educational internships.

MULTIMODAL APPROACH TO TRAINING OF TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS: FOCUS ON INTERESTS AND NEEDS

In recent decades, the multimodal approach has gained traction across various fields, including mathematics, entertainment, education, museum design, and medicine, signifying a holistic shift in the academic realm. This study explores multimodality in the context of adult education, with a particular focus on its application in the training of preschool teachers. By examining the role of multimodal education as a transformative pedagogical strategy, this research identifies the significance of integrating various sensory modes—verbal, visual, audio, spatial, and temporal—into the educational process. Drawing on both theoretical analyses and empirical data collected from educators and attendees at the Institute of In-Service Training, this study highlights the importance of a multimodal learning environment that caters to the diverse needs and preferences of learners. The findings underscore the value of cooperative learning, critical reflection, and interactive learning technologies in enhancing cognitive engagement and reducing learner fatigue. This research advocates for the adoption of multimodality as a natural component of lifelong learning, necessitating the redesign of educational frameworks to foster flexible, adaptive, and dynamic learning experiences. The study concludes by suggesting further exploration into the application of multimodal approaches in various educational settings, including those involving learners with special educational needs.

Профессиональная подготовка педагогов-дошкольников в Тамбовском крае (1918-1941 гг.)

Introduction. In the context of the ongoing modernization of Russian education, during the implementation of national projects ”Demography”, ”Education” with the opening of new educational institutions, there is an acute shortage of not only school, but also preschool teachers. Along with the tasks of ensuring accessibility of preschool education, updating the content and improving the quality of preschool education, the problem of professional training of teaching staff has become urgent. The training of preschool specialists to solve the personnel issue of the region has been carried out in the Tambov region since the inclusion of preschool education in the state public education system. During this time, a great deal of theoretical and practical experience has been accumulated, which is advisable to rethink and use at a new stage in the implementation of this area of state policy in the field of preschool education. Materials and methods. The main sources of the research were materials from the funds of the State Archives of the Tambov Region, published sources and periodicals. Results. A retrospective analysis of the system of professional training of preschool teachers in the Tambov region in the period from 1918 to the beginning of the Great Patriotic War was carried out. The characteristics of various types of educational institutions that train preschool specialists in the Tambov region are given, giving an idea of the formation of a state multi-level system of professional pedagogical training of specialists in preschool education: training in short-term and long-term courses, in pedagogical technical schools, in universities. Attention is focused on the dependence of the duration, forms, methods and content of professional training on changes in the directions of state policy, as well as under the influence of socio-economic conditions of life in the country. Conclusion. It is concluded that in the Tambov region in the period from 1918 to 1941, professional training was carried out, first of all, for practical workers of preschool institutions (kindergarten teachers and workers of children's summer playgrounds) through the organization of course training, as well as in secondary specialized educational institutions (since 1923). The experience of university training was short-lived (1918- 1923) and was associated with the opening and subsequent reorganization of Tambov State University.

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

TRAINING OF FUTURE EDUCATORS TO THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF CHILDREN OF OLDER PRESCHOOL AGE

The article reveals the problem of professional training of future preschool teachers for the development of emotional intelligence in children of older preschool age. Several definitions of the concepts of «emotions» and «emotional intelligence» are presented. It is noted that emotional intelligence is interpreted as a set of mental abilities to understand one's own emotions and the emotions of other people, as well as managing the emotional sphere. D. Goleman. The components of emotional intelligence presented by scientists are characterized, namely: awareness and recognition of feelings; the desire to understand another person; understanding emotions; managing emotions. An analysis of the emotional development of older preschool children was carried out, in particular, it was indicated that they are characterized by wide social contacts, namely parents, educators, pupils from kindergarden, friends at the place of residence, etc. As a result of the existing wide circle of communication, preschoolers are often in interaction with others, which requires from them the ability to express their own emotions and understand the emotions of other people. It is emphasized that a child of older preschool age is able to understand such emotions of others as joy, surprise, sadness, anger, irritation, fear, etc. It has been proven that the teacher plays a significant role in the emotional development of preschoolers. In order to effectively carry out the outlined activities, the training of future teachers of preschool education institutions should include the following components: cognitive (mastery of professional knowledge and competences), motivational (motivation to interact with children and the presence of a desire to implement professional activities), activity component (set of practical skills and abilities , which are necessary for successful work with preschoolers). It is noted that in order to develop the emotional intelligence of older preschoolers, it is expedient for future preschool educators to organize the following types of activities: reading the books with further analysis of the emotions and feelings of various characters; carrying out game exercises of the corresponding topic; organization of various types of theatrical activities, etc.

An Evaluation Model of Preschool Teacher Talent Training Based on Big Data Technology

The key to improving the quality of preschool education lies in high-quality preschool teachers, and high-quality preschool teachers in turn depend on high-quality teacher education. A pilot project to “strengthen the training of kindergarten instructors” was recommended by the Ministry of Education. This research studies the resident training mode implemented by pilot normal colleges and universities, uses big data technology to collect the required data, and uses neural networks to evaluate the talent training mode of preschool teachers, and finally completes the following work: 1) This article introduces the research progress of the talent training mode of preschool teachers at home and abroad; 2) Introduced are the RBF neural network's fundamental ideas and algorithmic stages, and the evaluation index system for the training of preschool teachers is established; and 3) Experiment to determine the best model parameters, then feed the test data into the model you trained, and compare the output against expert evaluations.

Enhancing Internal Locus of Control in Young Children through Play Activities: A Case of Model-Preschool, Haramaya University, Ethiopia

This study aimed to investigate the practice of play activities in enhancing the internal locus of control among young children at Haramaya University's Model-Preschool. Employing a qualitative approach with an intrinsic case study design, data was obtained through semi-structured interviews with four preschool teachers, one preschool principal, and observation of play activities. The data was analyzed through the thematic data analysis technique, from which three major themes emerged: utilization of play activities, teachers' participation in facilitating play activities, and challenges encountered while facilitating play activities. The study's finding indicate that various play activities, such as open-ended play, problem-solving play, and creativity play, are employed to promote this crucial developmental skill. The preschool teachers reported employing a range of strategies to facilitate play activities that foster an internal locus of control, such as providing children with choices and constructive feedback. However, bottlenecks such as an inaccessible school environment, large class sizes, inadequate preschool teacher training, and insufficient resources were also identified as limiting factors in facilitating play activities that encourage an internal locus of control. Ultimately, the research concludes that participation in play activities can effectively aid in the development of young children's internal locus of control. Teachers who intentionally provide children with opportunities to make decisions, solve problems, and receive positive feedback can assist in cultivating a sense of self-efficacy and the conviction that they have control over their own outcomes.

ATTITUDES OF PROFESSIONAL NURSE DEGREE STUDENTS ON THE ROLE OF PROFESSIONAL NURSES IN THE HEALTHCARE TEAM

Background: The unique role of a nurse is to assist an individual, sick or healthy, in performing activities that contribute to health or recovery (or a peaceful death), which the individual would perform independently if they had the necessary strength, will, or knowledge. Virginia Henderson (1897–1996) A nurse today, apart from possessing professional knowledge and skills, must be an emotionally mature and stable person in order to be able to understand and deal with human suffering, emergencies, health problems, and ethical dilemmas. She should be ready to accept responsibility and work independently and in a team. Nurses have an important role in solving public health problems. They provide safe, high-quality, effective, and efficient health services, which makes this profession particularly important for the protection and improvement of people's health. Aim: To examine the attitudes and opinions of students about the role of a nurse as a mandatory member of the health team, the satisfaction of the position, and the respectability of the nurse profession in Serbia. Material and Methods: The research was conducted as a cross-sectional study over a period of 2 months. The research was conducted electronically, and the sample consisted of 95 students majoring in professional nursing at the Preschool Teacher Training and Business Informatics College of Applied Studies “Sirmium” and the Preschool Teacher Training and Medical College “Mihailo Palov” in Vršac, students of different genders and ages who actively attended studies at the time of questioning. Results: Most of the surveyed students were female, 85%, while the other 15% were male. Out of the total number of surveyed students, 46.4% do not agree at all or mostly agree with the statement that other members of the team value professional nurses. The majority of students agree with the statement that continuous education is necessary (83.4%). The largest number of students agree with the statement that the job of a professional nurse is as responsible as the job of other members of the healthcare team (92.5%). The opinion of the majority of students is that the job of a professional nurse is more valued abroad than in Serbia (87.5%). Conclusion: Based on the results of the research, we can conclude that there is a prevailing dissatisfaction among students with the position of professional nurse in the health team. Students believe that the job of a professional nurse is just as responsible as the job of other members of the health team, and the continuous education of the nursing staff would contribute to the respectability and adequate position of the nursing profession in Serbia.

School readiness in South Africa: Concept analysis and plain language summary

Background: The concept of school readiness is well-defined internationally. However, it is unclear how the concept is defined and used in South Africa or understood by preschool teachers.Aim: The aim of this analysis was to develop a clear and accessible summary of the concept of school readiness in South Africa for preschool teachers.Methods: An eight-step systematic approach, including the use of the preferred reporting items for systematic reviews and meta-analysis guidelines, was followed to identify research conducted in South Africa that defined school readiness, and to complete a concept analysis. A subsequent seven-step process was followed to create a Plain Language Summary (PLS) of the contextual definition of school readiness.Results: Using ATLAS.ti software, we identified 619 quotations related to school readiness. Through inductive thematic analysis we identified 48 unique concept codes followed by eight categories or attributes of school readiness. The contextual definition of school readiness was developed in plain language and is stated as children who are fully prepared for school can engage in meaningful learning, because they have developed the necessary behavioural, intellectual, language, literacy, numeracy, physical, socio-emotional and classroom skills for formal schooling.Conclusion: A South African school readiness definition, that is consistent with the way school readiness is understood internationally, was developed in plain language. Although the concept of school readiness is not unique to South Africa, the ways in which it is promoted is contextually bound.Contribution: This PLS may contribute to sustainable and affordable access to culture-centred preschool teacher training content.

Expectations and Effectiveness of Preschool Teacher Training Program: A Case Study of Teacher Training Course for the Holistic Music Educational Approach for Young Children

This study examines the expectations and effectiveness of a teacher training program for early childhood music education, specifically focusing on the Holistic Music Educational Approach for Young Children (HMEAYC) and its integration with local cultural frameworks. Participants ( n = 30) from a private university’s Department of Early Childhood Development and Education, aged between 22 and 25 years old, were about to obtain their early childhood education teaching qualification. The 36-week training, consisting of 3 hr per week, employed collaborative teaching methods and collective reflection to gather pre- and post-training data. The results indicate a 90.91% pass rate for participants who successfully obtained the HMEAYC teacher qualification. While overall expectations regarding course identity, musical skills, and pedagogical competence did not exhibit significant changes, participants with better training outcomes experienced significant positive changes in psychological cognition of musical skills and curriculum identity, with no significant difference in pedagogical competence cognition. Furthermore, Spearman’s correlation coefficient analysis revealed positive correlations between cognitive changes in musical skills, course identity, and pedagogical competence after training. Conversely, negative correlations were observed between cognitive changes in musical skills and both course identity and pedagogical competence before training, suggesting a strong association between changes in music skills and other variables.

Music-based Language Programme for Preschool Teachers' Training and Lesson delivery: A Pilot Trial

Language delay in preschoolers is linked to learning difficulties and persistent communication issues. Studies show that early music-making positively impacts young children's language development. Music-based Language Programme aims to enhance preschoolers’ language skills by training preschool teachers to deliver quality music lessons with language-focused objectives. This pilot trial aimed to determine the feasibility of teacher training for the programme's delivery. Furthermore, the secondary aim was to evaluate the acceptability of the programme's implementation by stakeholders. Methods: The 6-week one-arm pilot trial took place in Sarawak, Malaysia (October to November 2021). It included preschool visits, parent briefings, teacher training, and music lesson delivery. The participants included teachers (n = 4), preschoolers (n = 11), parents (n = 11), and the principal (n = 1) in a preschool that practiced inclusion. A non-probability-purposive sampling recruitment strategy was employed amid the COVID-19 pandemic. The study used a case study mixed methods approach to collect data through reports, observations, group discussions, feedback, questionnaires, and documentation. Results: There was a high rate of participant retention (100%) and completion of data collection tasks (91–100%). Additionally, there was a favourable shift (7–27%) in three teachers' self-efficacy ratings before and after the teacher training and a reasonably high implementation fidelity (87%). There were no adverse events related to the study participants. Conclusion: The study demonstrated promising results across multiple participant levels, as it was perceived to be feasible, acceptable, and appropriate by teachers, preschoolers, the principal, and parents. The findings provided direct implications for the progression of the pilot trial to the full-scale main study.