Preschool Teachers Research Articles

Enhancing Early Mathematical Learning through Multimedia Technologies: A GeoGebra-Based Approach in Preschool Education

Multimedia technologies, encompassing images, animations, and sounds, offer innovative possibilities for preschool educators, particularly in the context of presenting mathematical content and fostering children's mathematical cognition. This study is driven by a dual objective: firstly, to formulate a GeoGebra-based model for the assimilation of fundamental mathematical concepts related to numbers and sets; secondly, to execute this model in practical educational settings. The research conducted for this paper spanned five years (2018-2023) as part of a comprehensive five-year project, comprising three distinct phases, each featuring specialized workshops. A cohort of 380 preschool teachers completed GeoGebra training, which was followed by the integration of the proposed model into the educational curriculum across preschool institutions in two districts within the Republic of Serbia. Preschool educators independently implemented two activities aligned with their project themes. The study's findings emphasize the effectiveness of implementing an interactive project-based learning approach in preschool settings, where well-integrated GeoGebra applets, particularly when harmonized with activities involving physical and tangible elements, can yield positive outcomes.

Validity and Reliability of Preschool Teacher’s Creative Teaching Instrument for Children’s Language Arts: A Pilot Study of The Rasch Measurement Model

Validity and Reliability of Preschool Teacher’s Creative Teaching Instrument for Children’s Language Arts: A Pilot Study of The Rasch Measurement Model

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

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

Explaining the negative effects of workplace incivility on family lives: a moderated mediation model of surface acting and resource-providing variables.

The effects of workplace incivility have been understudied in educational settings. To expand incivility research to educational professions, the present research investigates whether, how, and when workplace incivility deriving from different sources (coworkers, supervisors, and outsiders) is related to work-to-family interference (WFI) of preschool teachers. Drawing on the conservation of resources theory, the present study proposes that workplace incivility and subsequent maladaptive emotion labor strategies (i.e., surface acting) jointly create a resource-depletion mechanism contributing to elevated WFI and two resource-providing variables (supervisor work-family support and psychological detachment after hours) function as potential mitigating factors to break the resource-depletion mechanism. This study used a female-dominated sample (i.e., preschool teachers) found that workplace incivility from insiders (supervisors and coworkers respectively) and external stakeholders (child's family members) all positively linked to WFI, and surface acting mediated these relationships. Moreover, moderated mediation analyses indicated that psychological detachment buffered the mediated effect of surface acting on WFI, whereas supervisor work-family support did not. Findings deepen the understanding of why and when workplace incivility influences employees' family lives, as well as point to future intervention strategies.

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

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

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

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

Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting

Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.

Constructing and governing freedom – physical environments as a discursive practice in Swedish early childhood education

ABSTRACT This article problematizes the ideals and norms surrounding the organization of environments for children. It investigates the understanding of the arrangement and organization of Early Childhood Education (ECE) environments, aiming to offer an alternative perspective on taken-for-granted assumptions about ideal environments for children. Using Foucault’s conceptualization of discourse and power, the article examines how discursive practices shape and reshape norms and ideals of what constitutes a ‘good’ physical environment in ECE. Based on 145 texts published between 1969 and 2021 in an influential Swedish preschool teacher journal, the study analyzes systematic discourses on preschool environments. Key findings concern the environment’s role in the governing of children. The discursive construction of ideal environments emphasizes a ‘toy-free’ setting with minimal framing and instruction, pointing to a discursive shift in the desired type of freedom for children: from the freedom to become a part of culture, to the freedom to change culture.

Preschool Teachers’ Knowledge, Understanding, and Beliefs Regarding Children with Speech Sound Disorders and Inclusion in the General Education Setting

Preschool Teachers’ Knowledge, Understanding, and Beliefs Regarding Children with Speech Sound Disorders and Inclusion in the General Education Setting

Do we get what we expect? A qualitative study of preschool teachers’ experiences with the Incredible Years® Teacher Classroom Management program

The Incredible Years® Teacher Classroom Management program (IY-TCM) is an evidence-based program with documented effectiveness and positive outcomes for teachers, children and parents. However, most of the research relies on quantitative approaches, with fewer qualitative studies exploring teachers’ personal perspectives. The aim of this study is to explore the teachers’ experiences when they got training on the IY-TCM. This study was a qualitative study and involved 11 preschool teachers who participated in two focus groups. The first focus group was conducted before the teachers started the IY-TCM training and aimed to assess the challenges they were facing in their classrooms and their expectations for the training. The second focus group took place two weeks after the teachers had completed the training and aimed to evaluate their perception of the training’s impact on children, parents, and themselves. Results indicated that, before the training, the teachers reported several behavioral challenges in their classrooms, felt exhausted and were concerned about the lack of parental involvement in the educational process. They were also enthusiastic about the training. After the training, they identified several changes: children had become more empathetic and self-regulated, and parents were more engaged in the educational process. Furthermore, teachers felt more self-confident/controlled, valued the management tools they had acquired during the training, and appreciated the sharing and support. Effective improvements were evidenced in children, parents, and teachers, underscoring the recognized effectiveness of the IY-TCM program.

Okul Öncesi Öğretmenlerinin Sessiz Kitap Kullanımı: Bir Durum Çalışması

The present study aimed to investigate the views of preschool teachers on wordless books, and the use of wordless books by preschool teachers. The study method was explanatory case study, a qualitative research method. The study group was assigned with criterion sampling method, a purposive sampling method, and included eight preschool teachers. Data were collected with semi-structured interviews and document review. Content analysis was employed to analyze the study data. It was determined that the teachers generally described wordless books as a subjective process that included visuals, which led to the development of various stories. Furthermore, it was determined that wordless books supported language, cognitive, social, and emotional development of the children, and were easy to use by the children. It was observed that the teachers employed wordless books mostly in the classroom and in art and Turkish language activities, and instructed them with the interactive book reading method. It was concluded that the method was not included in the activity plans, and open-ended and 5W1H questions were mostly included in the process. It was determined that teacher competencies were important for the effective use of wordless books. The findings are discussed based on the literature, and recommendations are presented.

Associations between Preschool Teachers' Food-Based Learning Frequency, Level of Personal Priority and Identified Resources and Challenges: A Needs Assessment.

Food-based learning (FBL) is the use of food as a teaching tool in the classroom, which can expose children to healthy foods to improve preference and consumption. However, more research is needed on the use and perception of FBL in the Head Start (HS) preschool classroom. In an online survey, we explored associations between North Carolina HS teachers' (n = 168) experiences (e.g., resources, challenges, needs, and preferences) with FBL, how frequently teachers implemented it, and how much they prioritized it. We used frequencies and chi-square tests of independence to assess associations between study variables. Teachers reported using FBL regularly with access to FBL resources (e.g., books and center play materials) and experiencing challenges (e.g., lack of funding and material resources). Teachers partnered with parents and farmers markets and expressed a need for additional FBL professional development. Our needs assessment findings revealed specific resources, challenges, and perceptions significantly associated with how often teachers used FBL and their priority level. Additional research should investigate how to alleviate FBL challenges and strategies to create policy and environmental changes that facilitate early FBL.

‘ There are plenty of opportunities for play and learning ’ – Swedish preschool teachers’ perspectives on using the outdoor environment as a pedagogical resource

‘ <i>There are plenty of opportunities for play and learning</i> ’ – Swedish preschool teachers’ perspectives on using the outdoor environment as a pedagogical resource

Preschool teachers’ perceptions on the use of questioning strategy during storytelling to develop children’s critical thinking in Central China

ABSTRACT Preschool teachers’ questioning is an important part of the teaching and learning process as questions can drive children’s thinking (Nappi 2017). As one of the most common pedagogical tasks in preschool, storytelling has the potential to bring the world to the classroom using imagined or real stories. However, to date, there is limited knowledge about teachers’ use of questioning in storytelling classes to develop children’s thinking skills. Based on sociocultural theory (Vygotsky 1978) and revised Bloom’s taxonomy, this study aims to explore how preschool teachers use questioning during storytelling classes to develop children’s critical thinking. By employing a case study design, the study involved 13 preschool teachers in China who were teaching children aged 5 and 6. Data were gathered for 6 months using semi-structured interviews, classroom observations and document analysis. The findings expanded the understanding of using the revised Bloom’s taxonomy as a reference in generating questions. The study suggested strengthening teachers’ practices in generating different types of questions for each of the revised Bloom’s taxonomy.

The divide between attitudes and practical implementation of the ‘Preschool of the Future’ model through the lens of Israeli preschool teachers

ABSTRACT This article explores educators’ attitudes towards the ‘Preschool of the Future’ reform in Israel and its implementation. Focusing on preschool teachers, it investigated their perspectives and adoption of the reform, revealing a gap between attitudes and practices. Quantitative data from 208 teachers underscored the emphasis on social-emotional learning, while cognitive skills were considered less vital. The study highlights teachers’ desire to incorporate more activities enhancing 21st-century skills than they currently do. It also indicates that pedagogical anchors positively influence children’s skill and value development. Strategies are recommended to promote increased integration of activities fostering social-emotional, cognitive skills, and values.

Thematic Teaching of Augmented Reality and Education for Sustainable Development in Preschool—The Importance of ‘Place’

In this study, we report on a case study of two Swedish preschool teachers’ first experiences of teaching sustainable development goals through the innovative use of augmented reality. Their statements about thematic work, children’s agency, teachers’ perspective, and augmented reality were analysed qualitatively through a theoretical framework based on transduction and place. The innovative use of augmented reality related to the importance of children’s agency in their exploration of local places associated with sustainable development goals is elaborated on, especially with the value of treating augmented reality as a ‘what’, or content, in teaching before it can be used as a ‘how’, or tool, for teaching sustainable development. It is seen in this exploratory study that transducing meaning between different representations such as physical places and the sustainable development goals in augmented reality applications opens up fruitful discussions regarding, for example, democracy aspects and source criticism between children and preschool teachers. Results indicate that the introduction of augmented reality technology is also worth pursuing in early-year teaching.

Enhancing Family Resilience and Environmental Conservation through Family Food Plant Cultivation

In the Jakarta area, the extensive replacement of green lands with concrete buildings have restricted the opportunity for family land ownership dedicated to conservation. This community service aims to develop motivation and a culture of planting to increase the knowledge, awareness, willingness, and ability of Family Welfare Empowerment (FWE) cadres and preschool teachers to preserve a culture of love for the environment and support family food security. The participants in this community service activity are FWE cadres and preschool teachers from the Jatinegara Kaum village. Conducted in August 2022 at the Child-friendly Integrated Public Space in Jatinegara Kaum, the project utilized the Participatory Action Research (PAR) method. Through descriptive analysis of the discussions, it was found that FWE cadres and preschool teachers actively engaged and showed their capability as pivotal agents in strengthening community resilience. This successful engagement underlines the potential for ongoing collaborative activities in community education and sustained support for the FWE cadres and preschool teachers.

Preschool Teachers’ Perceptions on Classroom Practices to Sustain Environmental Education Development

Preschool Teachers’ Perceptions on Classroom Practices to Sustain Environmental Education Development

Pre-School Teachers’ Views on the Impact of Visual Arts Education on Early Childhood Education

The current study explores the impact of visual arts education on early childhood, highlighting its role in enhancing creativity, imagination, and emotional expression in pre-school children. It explores the perspectives of pre-school teachers on the importance of visual arts in children’s development and the challenges they face when integrating the arts into the curriculum. The study used quantitative and qualitative research methods. The study highlights how pre-school educators value the visual arts for its potential to enhance cognitive and social skills and how demographic factors influence these perceptions. In addition, it explores the practical aspects of art education, including classroom management and resource allocation, to offer a comprehensive view of the current state and future potential of visual arts in early childhood education. Finally, this research contributes to a deeper understanding of the central role of the visual arts in early education. It highlights the need for supportive educational policies and resources to enrich the learning environment.

Preschool teachers’ perceptions of STEAM-based learning in Banda Aceh

The purpose of this study was to identify early childhood teachers' perceptions of STEAM-based learning. This qualitative research will be analyzed descriptively, and semi-structured interviews with open-ended questions will be conducted with four early childhood education (ECE) teachers in Banda Aceh. The findings show that ECE teachers' perceptions of STEAM-based learning techniques have a high potential to be implemented in Banda Aceh City ECEs, as the respondents have used aspects of STEAM in their learning. Teachers' lack of knowledge of STEAM-based learning approaches and procurement of materials and funds to fulfil STEAM learning needs are barriers to integrating STEAM in ECE institutions in Banda Aceh. More STEAM socialization and STEAM learning implementation training is needed for ECE teachers in Aceh in general.