Preschool Teachers Research Articles

A mixed methods, cluster randomized control trial to examine assistive technology use to support early literacy in preschool children with disabilities

This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children’s AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ 2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children’s AT use but not on gains in early literacy. Teachers’ comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.

Opinions of Preschool Teachers on Climate Change

Climate change is defined as alterations in climate that degrade the environment on a global scale due to human activities, in addition to natural climate changes that occur over similar time periods. Since the consequences of global climate change are being felt more and more each day, this research aims to determine the opinions of pre-school education teachers working at the first stage of education regarding climate change. The research was conducted as a case study, one of the qualitative research methods that allows in-depth description and examination of a limited system. Semi-structured interviews were conducted with six preschool teachers. In the interview form, under the title 'Climate Change,' there are sections for causes, precautions, and comments on a related movie. As a result, teachers generally touched upon global warming and human activities regarding the cause and outcome of climate change and the precautions that can be taken. They emphasized that climate change awareness should be fostered during the preschool years.. In line with these results, suggestions have been made about what can be done in the preschool period in order to increase awareness about climate change.

Eco Fiction in Child – Nature Pedagogical Interaction

The paper presents the results of an empirical study focused on eco fiction as a tool for facilitating child – nature pedagogical interaction. The priorities of preschool teachers in the field of environmental education and sustainable development are analysed. Reasons are presented for value inclusion in the world of nature through various activities before, during, and after perception of environment-oriented works of fiction. Options are substantiated for innovating environment-oriented interaction by conceptualizing a model design for working with eco fiction and its content and educational-applied provision through tools of dynamic activity integrity consolidated in a positive environment for children's vitality.

On the Application of English Picture Books in English Teaching of Preschool Education in Secondary Vocational Schools

With the continuous improvement of parents’ attention to early childhood education, English learning tends to develop at a younger age. Picture books have become a hot “top current” in infants and young children. How to use picture books well and talk about picture books well also puts forward higher requirements for the future quality of preschool teachers. Therefore, the English classroom of preschool education also needs to be reformed, which needs to keep up with the pace of the era, make adjustments to the course content, and increase the cultivation of the basic English ability and teaching ability of preschool students in secondary vocational schools, to better meet the needs of future career development. Based on the current background and development situation, this paper discusses how to introduce English picture books into the English classroom of preschool education in secondary vocational schools and the role of English picture books in the English teaching of preschool education.

Program for forming psychological readiness for professional communication in future pre-school education teachers during the process of studying at university

Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted. Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results. Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizationaloutline. Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

Recognizing Modal Versions of Tonality by Students of Preschool and Early Childhood Education

The vast majority of preschool and early childhood teachers admit that they have problems with implementing musical issues. Experimental research indicates that the inability to sing, move to music, differentiate tonality and meter, improvise, read and write down music, is mainly caused by deficits in audiation. The article focuses on research results regarding the effectiveness of recognizing a melody presented instrumentally in eight tonalities: 1. Major; 2. Dorian; 3. Phrygian; 4. Lydian; 5. Mixolydian; 6. Aeolian; 7. Harmonic Minor; 8. Locrian. Due to the purpose of the research, the rhythmic content of all versions was the same, and the procedure used allowed for comparing students’ attention by determining the time of receiving (listening to) the melodic line and the moment at which they gave the answer. Listening skills help develop critical thinking skills, which are important in any form of communication: speaking, singing, reading, writing or synthesizing information.

Pre-service teachers’ perspectives on the influence of children's pretend play as ‘superheroes’ on their healthy habits

ABSTRACT The aim of this study was to investigate pre-service preschool teachers’ beliefs regarding the effectiveness of pretend play with familiar superheroes on children’s lifestyle. The study involved 84 pre-service teachers. All the participants filled in a questionnaire on their beliefs about the impact of pretend play on children’s lifestyle. Twenty-two went further and implemented in pairs 10 pretend play sessions with familiar to the children’s superheroes. A focus group discussion took place before and after the implementation. Consent was sought from pre-service teachers. The questionnaire revealed that they did not believe that they could influence children's habits. The 22 participants stated that the more they used pretend play with superheroes, the more they observed positive healthy outcomes in children’s routines. Future research on media characters can be used to inform the deliberations of policymakers on how they should be used to promote healthy habits.

Readiness for inclusive education in Slovakia based on pre-primary teachers’ self-efficacy

ABSTRACT The issue of self-efficacy in pre-primary education has gained significant attention in Slovakia in recent years. This study investigated the perception of professional competence among female preschool teachers in Slovakia, focusing on their self-efficacy towards inclusive education. The study aimed to understand teacher’s self-efficacy as a key factor for successful inclusive education implementation in Slovakia. Using the modified Teacher Efficacy for Inclusive Practices scale, we found that Slovak teachers felt confident and possessed the necessary professional skills for working with children in inclusive classrooms. However, owing to the selective education system in Slovakia, they had limited opportunities to apply these skills in practice. The findings highlighted flaws in the perceived professional self-efficacy of pre-primary teachers, revealing areas of professional competencies where teachers lacked confidence. Notably, their lowest confidence was in designing learning tasks tailored to the individual needs of children, especially those with disabilities.

The Impact of Technological Value Recognition on Job Performance Under Digital Transformation

This study focuses on two key factors influencing job performance, technological value recognition (TVR) and emotional labor, that inform the digital labor job performance model. In this study, we argue that digital enterprises enhancing digital workers' TVR and emotional labor can enhance employees' job performance. By analyzing data from 571 digital preschool teachers working in 27 cities in the Yangtze River Delta region of China, we came to the following conclusions: TVR has a positive impact on job performance, emotional labor has a positive impact on job performance, and emotional labor mediates the relationship between TVR and job performance. Our findings also indicate that enhancing the digital resource support employers offered and providing emotional training to employees are two important actions companies can take to improve job performance and innovation capabilities in the digital transformation era.

Insights into early childhood English education: a comparative analysis of perspectives between English teachers and preschool teachers

ABSTRACT The study aims to illuminate and compare of the perceptions of Turkish preschool and EFL teachers regarding English language education in the preschool years. The study is a basic qualitative research method involving 16 Turkish EFL and Turkish preschool teachers. As a result, the teachers showed similar views about early English education benefits a child’s language, cognitive, and socio-emotional development. However, both groups expressed dissatisfaction with the quality of early English education, highlighting the challenges. Teachers emphasized that English language should be taught by native Turkish speakers rather than native English speakers.

Design and Development of a Multimedia Reading Application for Pre-schoolers as a Foundation in the Area of TVET

The greatest time for this is during early childhood schooling, when children are just beginning to become aware of their job options and form an imagination about the careers, they are interested in. In order to prepare pre-schoolers for their future employment, Technical and Vocational Education and Training (TVET) aims to expand their knowledge and skill sets. Technology development also aids in these preschool students' knowledge and skill development in preparation for their future employment, particularly in TVET. At this preschool stage, their reading skills is essential for learning the TVET sector since it aids in their understanding of the subject that piques their interest. Yet, there are a number of reasons why they can struggle to read, including a lack of prior book experience, speech or hearing problems, and a lack of phonemic awareness. This design and development research (DDR) methodology was chosen to assist pre-schoolers in learning to read as a foundational skill in the field of TVET. The researcher focused on the development of multimedia applications for the teaching and learning process using a quantitative approach through ADDIE Model instructional design. The researcher used a random sampling technique to select three academic staff members with the required TVET educational credentials. This sample includes two academics with experience and skill in multimedia creation, as well as a preschool teacher from an appropriate educational institution, so the feedback gained is adequate to obtain precise comments and points of view. Data were acquired and assessed using frequency and percentage values based on a checklist form that was given. To facilitate data analysis, each item is categorised, and frequency information is quantified as a percentage. Professionals who believe that this multimedia application is useful as one of the self-learning mediums have responded favourably to the study's findings about how this multimedia application functions in terms of assisting pre-schoolers in learning to read from the aspects of content design, interaction, and interface. The study's conclusions can be used as a guide by anyone, especially when it comes to encouraging pre-schoolers’ TVET growth.

Assessing teachers' acceptance of traditional games-based creative movement for increasing preschool children's imagination

This research aims to explore the urgency, content expectations, and teachers' attitudes towards learning creative dance based on traditional folk games in building the imagination of preschool children. Knowledge about the teacher's urgency, content, and attitude is needed to develop a creative dance learning model that can increase the imagination of preschool children using traditional folk games. A survey conducted on 40 preschool teachers in Malaysia showed that teachers felt an urgency to improve children's imagination (mean = 4.48), proposed some content related to traditional games (mean = 4.45), and saw that traditional games could inspire a creative movement to increase children's imagination (mean = 4.41). This research is still in the early stages of evaluating teacher needs and readiness and has not yet reached the design or empirical testing of the Active-Tradir model. Nevertheless, these findings provide a strong basis for further development and implementation of a future creative movement learning model based on traditional games, which we have named "Creative Movement Based on Folk Traditional Games (Active-Tradir)." Keywords: children's imagination, traditional games, creative movements, preschool teacher, Malaysia

Predictors of Deep Learning and Competence Development in Children Aged 5–7 Using Augmented Reality Technology

While a number of studies have shown the potential and benefits of augmented reality (AR) technology for preschool education, less attention has been paid to the problem of children’s deep learning and development of the competencies applying AR and to the pedagogy of AR. The aim of the study presented in this paper is to uncover the educational predictors of deep learning and competence development of 5–7-year-old children using AR technology. The research adopted a quantitative research approach and a survey design. The participants were 319 preschool teachers using AR technology for children’s education. The study revealed that a statistically significant predictor of promoting deep learning in preschool children is teachers’ roles, based on a constructivist and socio-cultural approach, when using AR. The research highlights the roles of the teacher as a creator of learning contexts and situations that engage children; the teacher as a proactive facilitator of children’s learning; and the teacher as an educator who acts, thinks and reflects with children, among others. Statistically significant educational predictors of children’s competence development were found to be: teachers’ perceptions of AR technology, the roles assumed by teachers, and the areas of children’s education in which AR technology is used.

Influence of Early Childhood Education on the Level of Development of Children

This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of females (53%); parents exhibited diverse educational backgrounds, with 39% holding Bachelor's Degree and 33% being high school graduates. Teachers represented varied age groups with the majority falling between 21-35 years. Different positions were held, including early childhood main class teachers (40%), and early childhood supporting class teachers (20%). All teachers had received professional training in early education and child development and utilized various teaching strategies. ANOVA results demonstrated a significant difference of pre-school teachers' utilization of teaching strategies on children's level of development. The utilization of teaching strategies by pre-school teachers underscores their commitment to enhancing children's learning experiences. There is a positive influence of early education on various aspects of children's development such as intellectual abilities, behavior, skills, and attitudes. The significant difference of pre-school teachers' utilization of teaching strategies on children's level of development emphasizes the importance of tailored teaching strategies. The proposed guidance for future educational policies and practices aims to foster a more comprehensive and effective coordination between early education and school education, ultimately supporting children's sustainable development and successful learning.

Teacher-related factors associated with teacher–child interaction quality in preschool education

Quality teacher–child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children’s competencies. Teachers’ self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research must be done within the preschool teacher population. The present study investigated teacher-related factors influencing teacher–child interaction quality with preschool children. Two rating scales and one observation measure were used to survey and observe 55 preschool teachers in preschool centres of Arba Minch town, Ethiopia. Statistically significant positive correlations were found between teacher factors (i.e., teacher belief, self-efficacy, teaching experience) and teacher–child interaction quality (emotional support, classroom organization, and instructional support). Teacher belief significantly predicted teachers’ emotional support and classroom organization, while teaching experience significantly predicted instructional support. The findings of this study have implications for concerned bodies striving to achieve the 2030 sustainable development goals aimed at increasing the supply of qualified teachers to ensure all girls and boys have access to quality early childhood development and care so that they are ready for primary education, especially in the least developed countries.

Approaching Multi-Sensory Education Methods for Preschool Children

Currently, Vietnam's early childhood education system is implementing a child-centered educational approach, aiming to optimize the potential and capabilities of children. To achieve this goal, preschool teachers need to employ appropriate and effective teaching methods. Therefore, researching, updating, and innovating teaching methods in preschool education is crucial. This article discusses aspects of multi-sensory education methods and provides suggestions to help preschool teachers apply these methods in the education of preschool children.

Teacher Engagement: Confirmatory Factor Analysis (CFA) in Measuring Preschool Teacher Engagement Behaviorally, Emotionally and Cognitively

Currently, student engagement is still a hot topic of discussion. Previous studies show that students who are involved in the learning process tend to achieve better results. Student engagement in learning cannot be separated from the teacher's involvement in teaching. This study aims to test the construct validity of the preschool teacher engagement measuring tool in terms of behavior, emotions and cognition developed by Pedler et al. (2020) Participants in this research were early childhood teachers with at least 1 year of teaching experience and numbered around 230 people. The measurement method uses self-report with 4 Likert scales. The total number of question items in this questionnaire is 23. The data were analyzed using confirmatory factor analysis techniques with STATA version 13 software. Through the confirmatory factor analysis procedure, a Teacher Involvement Scale was obtained that matched the model, namely the Teacher Involvement Scale is a tool for measuring teacher involvement which consists of 3 factors, namely behavioral, emotive and cognitive factors. Apart from that, a shorter number of items was obtained, namely 12 items which also had good internal reliability, overall and for each factor or dimension. Thus, the Teacher Involvement Scale can be used to measure teacher involvement in teaching students in the classroom.Saat ini keterlibatan siswa masih merupakan topik yang hangat diperbincangkan. Penelitian-penelitian sebelumnya menunjukkan bahwa siswa yang terlibat dalam proses pembelajaran cenderung mencapai hasil yang lebih baik. Keterlibatan siswa dalam belajar tidak terlepas dari keterlibatan gurunya dalam mengajar. Penelitian ini bertujuan untuk menguji validitas konstruk alat ukur keterlibatan guru prasekolah dari segi perilaku, emosi, dan kognitif yang dikembangkan oleh Pedler et al. (2020) Partisipan dari penelitian ini adalah guru anak usia dini dengan pengalaman mengajar minimal 1 tahun dan berjumlah sekitar 230 orang. Metode pengukuran menggunakan self-report dengan 4 skala Likert. Total aitem pertanyaan dalam kuisioner ini berjumlah 23 buah. Data dianalisis menggunakan teknik analisis faktor konfirmatori dengan software STATA versi 13. Melalui prosedur analisis faktor konfirmatori didapatkan Skala Keterlibatan Guru yang cocok dengan modelnya, yaitu Skala Keterlibatan Guru merupakan alat ukur keterlibatan guru yang terdiri dari 3 faktor, yaitu faktor perilaku, emotif dan kognitif. Selain itu, diperoleh jumlah aitem yang lebih singkat, yaitu berjumlah 12 item yang juga memiliki reliabilitas internal yang baik, secara keseluruhan maupun tiap faktor atau dimensinya. Dengan demikian Skala Keterlibatan Guru dapat digunakan untuk mengukur Keterlibatan Guru dalam mengajar siswa di kelas.

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.

Impact of psychological empowerment on job satisfaction among preschool teachers: mediating role of professional identity

The centrality of job satisfaction in fostering the stability and progression of the teaching cadre and in underpinning the effective operation of educational institutions is paramount. Drawing from motivation theory and the Job Demands-Resources model, this research delves into the influence of psychological empowerment on the job satisfaction of 533 preschool educators in China, employing the Psychological Empowerment Questionnaire, the Occupational Identity Questionnaire, and the Job Satisfaction Scale. The inquiry probes the intermediary function of occupational identity in the nexus between psychological empowerment and job satisfaction within the cohort of preschool teachers. The findings underscore that psychological empowerment substantially foretells heightened job satisfaction in preschool educators, and concurrently, occupational identity serves as a partial mediator in the association between psychological empowerment and job satisfaction. Augmenting levels of psychological empowerment and occupational identity among preschool teachers is a strategic avenue for fortifying their holistic contentment in their professional roles, thereby contributing indispensably to the fortification of a robust teaching workforce in kindergarten establishments.

Shaping Student Relationships: The Role of Personality in Early Childhood Pre-Service Teachers.

The purpose of this explanatory sequential mixed-methods study is to explain teacher-student relationships in preschool classrooms in terms of the child's temperament and the pre-service preschool teachers' personalities. The study was conducted using a sequential exploratory mixed-methods design. Since both quantitative and qualitative data were obtained, sampling was carried out in two stages: quantitative random stratified sampling, and qualitative purposive sampling. Quantitative data were obtained from 126 pre-service teachers. The qualitative study group consisted of 18 pre-service teachers. Quantitative data were collected using the Student-Teacher Relationship Scale-Short Form, the Short Temperament Scale for Children (STSC), and the Five Factor Personality Inventory (FPI). Qualitative data were obtained from interviews with 18 teachers. The findings revealed that the student-teacher relationship can be explained by adult and child characteristics. In addition, pre-service teachers' perceptions of the student-teacher relationship are explained by adult characteristics much more than pre-service teachers' perceptions.