Preschool Teachers Research Articles

Teachers’ views on cultural heritage education with technology in early childhood

ABSTRACT It is necessary to identify teachers’ practices and training needs related to cultural heritage education to reveal and improve the quality of cultural heritage education in early childhood. In recent years, technology-based methods have been addressed in cultural heritage education. In this direction, the current study examines teachers’ views on cultural heritage education with technology in preschool education using phenomenology research. Semi-structured interviews were conducted with the 20 preschool teachers. The interview records were analysed in the MAXQDA 2022 program. The research findings are presented under the themes of teachers’ perception of cultural heritage, cultural heritage education practices, children's cultural heritage attitudes, teachers’ educational expectations, and teachers’ technology skills/competencies. Results proved that teachers were aware of the protection and transmission of cultural heritage and included cultural heritage activities in their classroom practices, albeit limited. Study results mainly revealed that teachers need support on cultural heritage broad content, teaching methods, and in-service training to integrate cultural heritage education with technology.

The factors influencing early language acquisition: the Turkish journey of Russian and Ukrainian immigrant children

ABSTRACT This study explores the challenges immigrant children face in Turkey, such as language barriers, cultural differences, and academic difficulties. Using qualitative methods, interviews were conducted with 17 preschool teachers and 15 parents. Findings highlight the need for language education, cultural sensitivity, psychosocial support, and stronger school-family collaboration. Teachers emphasised addressing language deficiencies, enhancing cultural awareness, and providing emotional support. Recommendations include developing targeted educational policies, training teachers to meet immigrant students’ needs, and creating family support programmes. This study offers valuable insights for improving immigrant students’ educational experiences, benefiting policymakers, educators, and families.

The mediating effect of spirituality on the relationship between principal leadership and pre-services teacher efficacy in open distance learning (ODL)

PurposeThe paper aims to clarify the mediating effect of spirituality on the relationship between principal leadership and pre-service teacher efficacy in open and distance learning (ODL) environments. The issue of leadership weaknesses in school management remains a pertinent area of exploration.Design/methodology/approachThis study employed a quantitative methodology, collecting data from 300 pre-service teachers engaged in ODL settings in Penang. The data were analysed using partial least squares-structural equation modelling (PLS-SEM) with Smart PLS software version 3.3.3 to evaluate the hypotheses.FindingsThe results show that principal leadership has a positive and significant influence on spirituality. Additionally, the findings indicate that the three dimensions of spirituality meaningful work, a sense of community and alignment with organisational values also significantly influence principal leadership. Furthermore, the results show that spirituality has a positive and significant influence on teacher efficacy.Research limitations/implicationsThe field of research, education and leadership in private preschools can benefit from the findings of this study. However, the study is limited by its focus on private preschools within Penang, restricting the generalisability of the findings to other contexts. Additionally, relying solely on a quantitative research method may not capture the full range of administrative styles adopted by leaders in these settings.Practical implicationsThis research highlights the importance of leadership in early childhood education, offering insights for private preschool management and the Ministry of Education. It examines the relationship between principals’ leadership styles, self-efficacy and spirituality, which influence teacher effectiveness. The study underscores the need for strong support in teacher training and professional development, particularly for pre-service teachers in ODL programmes. Continuous qualification upgrades are essential for ODL teachers to balance learning and teaching. Effective leadership significantly impacts preschool teachers, who must manage teaching, administration and student needs, emphasising the role of leadership in fostering quality education.Social implicationsThis study highlights the social implications of transformational leadership in early childhood education, emphasising its impact on teacher effectiveness and spirituality. Using Bandura’s social cognitive theory, it explores how leadership styles shape self-perceptions and behaviours within a social environment. The findings suggest that principals play a crucial role in fostering a supportive culture, aligning with Goetz et al. (2021). By prioritizing social sensitivity, preschool leaders can enhance teacher guidance and minimize conflicts. Additionally, the study contributes to Malaysian preschool literature, revealing that teachers’ work experience indirectly influences their perceptions of leadership effectiveness and spiritual orientation.Originality/valueThis study provides valuable insights and reference sources for early childhood education administration and leadership, particularly within the context of ODL. It highlights the importance of spirituality as a mediator in enhancing teacher efficacy in supportive leadership environments.

Young children’s views of digital technologies in their lives

ABSTRACT The aim of the present study was to explore the views of young children surrounding digital technologies in their lives. The participants included 30 Arab children from Israel, aged 4 to 6, who participated in in-depth interviews regarding their views on digital technologies in their lives. The interviews included the children taking pictures and drawing digital devices at home. The interviews were analysed using content analysis. The findings yielded information regarding digital devices in children's day-to-day lives, entertainment and learning purposes of digital technologies, gender differences, digital devices as an opportunity for social interactions and restrictions on the use of digital technologies. It is recommended that preschool teachers and parents more effectively mediate children's use of digital technologies and adapt them to the children's views.

Predicting the demand for preschool teachers in China under the three-child policy: a comparative analysis between Guangdong Province and Jilin Province

IntroductionThis study predicts the development trends of the scale of preschool children in kindergartens and the demand for full-time teachers in Guangdong Province and Jilin Province under the context of three-child policy, while exploring inter-provincial differences and their underlying reasons.MethodsBased on the statistical data released by the national and provincial regions, we constructed and trained two Long Short-Term Memory (LSTM) neural network models for prediction.ResultsFrom 2023-2035, the scale of preschool children in kindergartens and the demand for full-time teachers in Guangdong Province exhibit an overall upward trend, while in Jilin Province, both exhibit an overall downward trend. The opposite development directions of the two provinces are the result of the combined effects of factors such as the level of economic development, population structure, and culture.DiscussionOur findings provide data support for local governments to formulate education policies that are coordinated with the changes in the school-age population and the demand for teachers. It also has reference significance for foreign countries.

The Complex Context of STEM Teaching for Female, Ethnically Diverse Preschool Teachers in Hong Kong: A Concerns-Based Adoption Model

Purpose Framed by the Concerns-Based Adoption Model, this study investigates female, ethnically diverse preschool teachers’ concerns regarding Science, Technology, Engineering, and Mathematics (STEM) teaching within their participation in a STEM-themed professional learning program and their adoption of STEM content and resources therein. Design/Approach/Methods An exploratory multiple-case study was conducted with five female, ethnically diverse preschool teachers in Hong Kong. Data were primarily collected through online semi-structured interviews, supplemented by pre- and post-surveys, reflection worksheets, and written peer feedback. Thematic analysis was utilized for data analysis. Findings Our study revealed five major concerns regarding STEM teaching among female, ethnically diverse preschool teachers, including (1) no confidence in STEM teaching affected by gender bias and minority stereotype, (2) traditional teaching philosophies influenced by Chinese Confucian culture, (3) lack of culturally and contextually appropriate pedagogical strategies and resources, (4) a constrained curriculum structure and limited time and space for STEM activities, and (5) the negative impact of accountability. These concerns were intertwined and created a complex net that affected teachers’ STEM teaching practices. Originality/Value The study emphasizes the importance of considering sociocultural and organizational contexts and the interplay among various concerns of teachers when developing STEM professional development programs for female, ethnically diverse preschool teachers.

Understanding Preschool Stakeholders' Beliefs about Early Developmental Skills: A Q-Method Study

Early childhood education and developmental skills have become key focuses in many countries' educational policies. Specifically, early developmental skills are a central concern for stakeholders in preschool education, including parents, teachers, and school administrators. In this regard, this study aimed to investigate the extent of consensus and dissensus among key stakeholders in preschool education regarding the importance of early developmental skills. To this end, data were collected from parents (n=23), teachers (n=22), and school administrators (n=20) and subjected to analysis. Utilizing Q-methodology, the study identifies various belief patterns about cognitive, social-emotional, self-care, and motor skills among these groups. Findings reveal significant consensus on the unimportance of certain academic skills such as reading/writing awareness and counting, as well as skills related to technology use in daily life, and art and aesthetics. However, notable dissensus also exists, particularly in the perceived importance of social-emotional, cognitive, and motor skills. These findings underscore the necessity for educational policies to accommodate these varying priorities and suggest the importance of professional development initiatives to align these perspectives. In this context, educational programs should consider incorporating a balanced approach that addresses the needs and values of parents, teachers, and school administrators. Professional development opportunities for teachers could focus on aligning perspectives across groups, ensuring that teachers and school administrators are well-equipped to support children's development across a range of domains, including the often-undervalued areas.

Early childhood educators’ perceptions of science education: analysis of professional development and school setting in Catalonia and the Southeastern U.S.

ABSTRACT Limited research exists about early childhood educators’ perceptions of science education and what factors influence them. This study examined relationships between educators’ attitudes and beliefs towards science education, contextual factors (i.e. school setting and country), and professional development in the U.S. and Spain. The Preschool Teachers’ Attitudes and Beliefs Towards Science Teaching Survey (P-TABS) was used to gather perspectives from 398 educators from the Catalonia Region of Spain and the Southeastern U.S. Mediation modelling was conducted, which showed that attending professional development was significantly related to educators’ comfort in science education, increased by the effect of their perception on children’s benefit and educators’ challenges as mediators. Moreover, rural educators felt more comfortable teaching science compared to urban educators, although we found no effect of children’s benefit and educators’ challenges as mediators. Results revealed the model was invariant between both regions, even though Southeastern U.S. educators felt more comfortable teaching science than Catalan educators. Implications for practice include how educators’ perceptions towards science education could be positively influenced by professional development about science-related topics. Further research is needed to understand in what ways contextual variables influence educator attitudes and beliefs towards science.

Development of Soft Skills in Future Preschool Teachers using ICT in Their Professional Training

The objective of this study is to determine the extent to which future preschool teachers develop soft skills through the use of information and communication technologies (ICT) in their professional training. The effectiveness of this approach was assessed using J. Phillips' model, along with efficiency, variation, effectiveness, and correlation coefficients. Additionally, peer observation was employed to evaluate training. Correlation analysis was performed using the Pearson correlation coefficient and the Mann–Whitney U test. The teaching method developed consisted of three stages, and the training program incorporated various digital tools, such as Mentimeter, Kahoot, VoiceThread, Pear Deck, and EdPuzzle. The study showed that the proposed pedagogical approach promoted the development of critical thinking (0.92), creativity (0.90), competitiveness (0.87), and social competence (0.84) among learners. The findings revealed that 74% of future preschool teachers displayed a high level of organizational skills, particularly in presenting original information. J. Phillips' model indicated high performance in preschoolers (Group 1) and students (Group 2). The practical significance of this work lies in its potential to enhance the educational process through the use of digital technologies. Further research could explore the effectiveness of modern digital technologies in cultivating soft skills in future teachers.

Influences on early childhood educators’ adoption of gamified mobile learning tools: a multitheoretical analysis

ABSTRACT This study explores the determinants influencing preschool teachers’ intentions to adopt gamified mobile learning tools, employing a hybrid theoretical framework that integrates the Technology Acceptance Model (TAM), Flow Theory (FT), and the Theory of Planned Behavior (TPB). Analyzing responses from a robust sample of 600 preschool teachers, the study examines the cognitive, emotional, and social factors shaping educators’ readiness to embrace these technologies in early childhood educational settings. Through structural equation modeling (SEM), the study tests 11 hypotheses, revealing that perceived usefulness, ease of use, enjoyment, concentration, attitude, subjective norms, and perceived behavioral control significantly influence adoption intentions. The results confirm that the integrated model enhances predictive power over the individual theories, explaining 56% of the variance in adoption intention. These findings highlight the pivotal role of both cognitive and affective factors in technology adoption and underscore the importance of targeted interventions to support teachers in integrating gamified learning tools. This study provides empirical evidence to inform policymakers and educators on fostering technology-enhanced learning environments in preschool education.

The Role of Nursery Rhyme Exposure on Emotional Regulation in Early Childhood Learners

This study investigates the impact of nursery rhyme exposure on the emotional regulation of early childhood learners. Recognizing early childhood as a foundational period for emotional and cognitive development, the research explores how nursery rhymes' rhythmic and repetitive nature can aid children in managing emotions and navigating social situations. Utilizing a quantitative, descriptive-correlational design, data were collected from 100 preschool teachers across various educational settings in Valencia City through structured surveys. Results indicate that nursery rhymes are regularly incorporated into classroom activities and are perceived as highly effective in enhancing classroom engagement, language acquisition, and emotional development. Emotional regulation indicators, such as improved patience, verbal expression of emotions, and empathy, were consistently rated as "Mostly True" or "True" by respondents. Statistical analysis revealed a strong positive correlation (r = 0.800, p < 0.01) between nursery rhyme exposure and emotional regulation, underscoring nursery rhymes' significant role in fostering emotional intelligence and social skills. The findings align with existing literature, highlighting the multifaceted benefits of nursery rhymes in early childhood education. The study recommends integrating nursery rhymes into curricula, promoting parental involvement, and encouraging diverse, culturally relevant selections to maximize developmental outcomes. Overall, nursery rhymes are affirmed as powerful educational tools that contribute to cognitive and linguistic growth and the emotional resilience and well-being of young learners.

Preschool teachers' awareness and views of children's self-regulation scales: A professional development program's effect

There has been increased evidence about the importance of supporting children's self-regulation skills in early childhood and the role of teachers in this process. This current research consisted of two studies. Study 1 aimed to develop two scales: one to assess preschool teachers' awareness of children's self-regulation and the other to determine their views of children's self-regulation skills. To examine the scales' construct validity, Exploratory Factor Analysis (EFA- n = 201) and Confirmatory Factor Analysis (CFA- n = 123) were conducted for both the awareness and views scales. EFA yielded two subscales for the awareness scale: self-regulation (7 items- ω = .81) and relation to learning (3 items- ω = .76). CFA results showed that the awareness scale's 10-item and two-factor structure had good fit indices. A single factor emerged in EFA results for the teachers' views of children's self-regulation skills scale (8 items- Cronbach's α = .92). CFA results demonstrated that the views scale's 8-item and single factor structure exhibited good fit indices. Based on the results, these two scales can be utilized validly and reliably to determine teachers' cognizance of self-regulation and opinions about children's self-regulation. Using these two scales in a pretest-posttest design, study 2 examined a professional development program's effect on preschool teachers' (n = 21) awareness and views about children's self-regulation. The Wilcoxon Signed Rank Test was utilized to analyze the data. The results showed a statistically significant difference between the participant teachers' pretest and posttest awareness and views scores on children's self-regulation. Implications for future research and teacher professional development programs were discussed.

When emotions meet technology: Exploring preschool teachers' emotion profiles in technology use

When emotions meet technology: Exploring preschool teachers' emotion profiles in technology use

Development and validation of preschool teachers’ inclusive knowledge questionnaire in the Chinese context

Preschool teachers’ inclusive knowledge is imperative for addressing the diverse demands of children with special education needs and enhancing the quality of inclusive education. However, the measuring instruments of preschool teachers’ inclusive knowledge are relatively few and primarily rely on self-report scales and semi-structured interviews, highlighting the necessity to enhance the objectivity and accuracy of the measurement. The main objective of this study was to develop a reliable instrument for evaluating preschool teachers’ proficiency in inclusive education knowledge. This study included a total of 4784 samples from four different provinces and cities in China, utilizing the Rasch model to assess the psychometric properties of the questionnaire. The results suggested that the questionnaire adhered to the unidimensional structure assumed by the Rasch model, with all items demonstrating local independence. All 28 items exhibited satisfactory fit indices (infit MNSQ: 0.50 to 1.14, outfit MNSQ: 0.86 to 1.07), aligning closely with the expectation of the Rasch model. Furthermore, the difficulty parameters (β) of the items were relatively low, and the test contributed maximal information to participants with latent traits ranging from −2 to 0 (θ). The marginal reliability of the test was satisfactory, while the differential item functioning indicated that the test has acceptable generalizability validity. In general, the Preschool Teachers’ Inclusive Knowledge Questionnaire demonstrated robust psychometric properties and exhibited broad applicability among preschool teachers of diverse genders and employment statuses.

유아교사의 환경교육에 대한 인식과 요구: 2019 개정 누리과정을 바탕으로

Objectives This study aims to investigate the current status of environmental education for young children based on the 2019 revised Nuri Curriculum and analyze the challenges faced by preschool teachers in effectively implementing environmental education, as well as ways to support them. This could serve as foundational data for exploring the direction of environmental education for young children. Methods A survey was distributed to 300 preschool teachers working in daycare centers and kindergartens in Gyeongsangnam-do, and 232 responses (77%) were ultimately collected and used for the study. The survey questions were extracted based on prior research and revised and supplemented after review by one early childhood education expert. The responses were analyzed by calculating the frequency and percentage for each item, in order to assess preschool teachers' perceptions, current practices, and needs regarding environmental education for young children. Results First, the teachers participating in the study recognized that environmental education for young children is very necessary and should be learned through concrete experiences and practices from early childhood. Second, the most frequently addressed topics in early childhood environmental education were those familiar to children, such as “health and the environment” and “natural environments.” Lastly, the most challenging aspect of implementing environmental education was applying “teaching methods appropriate to the developmental level of the children.” Conclusions In this study, early childhood educators identified administrative and financial support, as well as the lack of teaching materials and resources, as one of the challenges in implementing environmental education for young children. As a result, they most frequently utilized internet resources, which are easily accessible and cost-effective. Therefore, the development and distribution of appropriate play materials and programs for implementing early childhood environmental education are needed.

PEER ACCEPTANCE AND REJECTION AMONG PRE-SCHOOL CHILDREN IN THE CONTEXT OF CLASSROOM AND PEER CULTURE

This study aimed to trace peer acceptance and rejection behaviors among preschool children in two intertwined contexts of classroom and peer culture in Turkey. Participants consisted of 23 children (13 boys and 10 girls, aged 5-6) attending in the classroom of one of the researchers who worked as a preschool teacher. In addition to these children, the research group included three other kids who came to class at various times. Participant observation, interviews, researcher diaries, and document analysis were all used as data collection techniques. In this study, the data were analyzed through the Theoretical Matrix Method (Groenland, 2016), which involves using some theoretical concepts as a base in the process of uncovering categorical structures and underlying meanings. The results revealed that the exclusion behaviors in this classroom were mostly contextual and influenced by friendships dynamics. From the perspective of peer culture, pretend play was at the centre of children’s interaction. Leadership among children was fluid, and certain shared values acquired among children regulated their peer interactions in the classroom, despite the presence of specific peer groups in the classroom. The classroom had functional rules and hierarchical structure, while semi-permeable interpersonal boundaries contributed to an atmosphere focused on social inclusion.

Precariatization of the preschool teachers' workforce and its consequences on the well-being and in-school relations.

With the augmentation of flexible capitalism, episodic, short-term work has been a common workforce regime in distinct fields and sectors, including education. Increasingly teachers are forced to work short-term, leading to lower-wages and insecurity. Türkiye, which had employed teachers permanently, changed its teacher workforce regime in 2005; introducing contract-based and short-term employing to the regime. The aim of this study was to investigate the consequences of the new workforce regime on teachers' overall well-being and relationships with their peers. The present study utilized in-depth interviews with 16 preschool teachers, who had different employing status; paid, fixed-term contracted and permanent teachers, which allowed to compare these groups. A theoretical thematic analysis for data analysis was conducted, utilizing MAXQD. Findings revealed that the paid and fixed-term groups experienced financial insecurity, future hopelessness, bullying and discrimination in school, all of which resulted in lowered overall well-being while paid teachers reporting higher levels and permanent teachers not reporting such issues but enjoying their jobs. The current Turkish teacher employment regime has resulted in a school environment that was detrimental to school relations and well-being of teachers. The results implied that permanent teachers were enjoying a relatively comfortable and safe zone, fixed-term teachers were confined to ambiguity and temporality, and precarious teachers postponed their life to an unknown and unimaginable future. Therefore, policy makers should consider immediate and far-reaching consequences of precariat while making workforce policies. The study suggested the termination of precarious work in schools effective immediately.

Factors that Facilitate or Impede the Implementation of Neuroeducational Principles: Perspectives from Preschool and Primary School Teachers

ABSTRACTThrough professional learning communities comprising preschool and primary school teachers, we investigated factors that facilitate or impede the implementation of neuroeducational principles, including repeated neuronal activation, active learning, spaced learning, feedback and mindset. Findings from this small‐scale qualitative study indicate that general factors, such as classroom management and curriculum overload, may impede the translation of research knowledge into teaching practice. Moreover, our study revealed that teachers also encounter principle‐specific barriers. These findings underscore the necessity for sustained implementation, as the impact on learning outcomes may not be immediately evident, even when applying well‐established principles such as spaced learning and feedback.

Impact of the incredible Years® program on Turkish preschool teachers’ and children

ABSTRACT The aim of this study was to determine the effects of the Incredible Years® TCM Program on Turkish preschool teachers’ classroom management skills and children’s social competence and misbehaviors. The study group consisted of 72 preschool teachers and their students, aged 48 to 72 months. Findings from the Teacher Classroom Management Strategies Questionnaire (TSQ) indicated no significant differences in teachers’ perceptions of their classroom management strategies. However, the Social Competence and Behavior Evaluation Scale-30 revealed significant improvement in the Social Competence and reductions in Anger-Aggression and Anxiety-Withdrawal subscale scores.

Improving dental emergency literacy for preschool teachers and parents

Dental emergencies can arise within the field of dentistry, with trauma to primary teeth being a notable example. Globally, the prevalence of dental trauma in children stands at 10-15%, and such incidents can lead to significant medical, aesthetic, and psychological consequences. Parents and school teachers play crucial roles in administering timely and appropriate treatment for children facing dental emergencies. It is imperative to enhance the knowledge of parents and teachers concerning these emergencies to ensure effective care. To address this, a method involving training sessions on managing children's dental emergencies for parents and KB-TK Whiz Kids Playschool teachers, coupled with pre-tests and post-tests, was employed. The outcomes revealed a notable improvement in participants' knowledge (n=51) both before (Range = 10–80, Mean = 47.2) and after (Range = 70–100, Mean = 87.0) the training. In summary, this training successfully elevated participants' understanding of handling children's dental emergencies.