Preschool Teachers Research Articles

The Impact of Occupational Pressure on Integrated Education among Kindergarten Teachers

Due to the complexity and specificity of the physical and mental development of special needs children, there are significant individual differences that require special school teachers to put in more effort in their work. However, due to the imbalance between the actual teaching effectiveness of teachers and their efforts, they are prone to negative psychological states such as occupational burnout and self-doubt. With the increasing professional pressure of kindergarten teachers, it affects the implementation of integrated education. Integrated education aims to promote mutual understanding and respect among children with different abilities and backgrounds. However, in reality, current preschool teachers are facing issues such as diverse needs of young children, insufficient teaching resources, and career development pressures, which affect teaching effectiveness and learning outcomes for young children. Therefore, it is necessary for the education department and all sectors of society to pay attention, solve problems, achieve the goal of integrated education, and enable children to grow up in a good environment.

Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning

Play, teaching and learning are notions that can be understood in many different ways. In this article which builds on many years of empirical studies in preschool we have developed an approach to early years education, labelled play-responsive ECE (Pramling et al., 2019). Together with preschool teachers we have tried out what happens when teachers enter into, or invite children to play. These situations are video-recorded, and analysed jointly between the teachers and researchers. In this process we discovered that it could be of help for the teachers to get input about intersubjectivity and alterity, metacommunication and narrative, which we gave them and they and they had to practise in every-day life in preschool. We also realised that the notions of as if, focusing on imagination, how something can become play and as is, culturally established knowledge – fact, both jointly become the way forward for the development of the present approach for teaching and children's learning.

Synergizing Systems Thinking and Technology-Enhanced Learning for Sustainable Education Using the Flow Theory Framework

In an era where digital technologies are integral to daily life and sustainable education is increasingly critical, developing higher-order thinking skills with appropriate information and communication technology (ICT) support is crucial for achieving Sustainable Development Goals (SDGs). The purpose of this study was to examine synergies of systems thinking and technology-enhanced learning from the perspective of flow theory within the context of sustainable education. We surveyed more than 65 pre-service preschool teachers engaged in a design, technology, and engineering (DTE) course at the University of Ljubljana. Mapping of systems thinking revealed that pre-service preschool teachers needed support regarding feedback and understanding the interrelationship dimension of systems thinking—essential components of sustainable education. Predictive and mediation analyses yielded noteworthy results. Participants in the ICT-enhanced DTE course rated their cognitive and social engagement above the mid-point of the scale, with this higher engagement correlating with higher systems thinking crucial for sustainable education. In contrast, their aesthetic engagement was below the mid-point of the scale. Experiencing a flow state during ICT activities positively influenced systems thinking, particularly in terms of clear goals and autotelic experiences. Flow theory thus emerges as a solid and appropriate framework to use for studying synergies in technology-enhanced systems thinking for sustainable education. These findings underscore the importance of integrating systems thinking into curricula to enhance learning outcomes and prepare students for future challenges, thereby contributing to the achievement of SDGs through sustainable education.

Positive emotional experiences and professional identity formation in novice preschool teachers in Taiwan

ABSTRACT This study explored the nexus between professional identity and the emotional experiences arising from comprehending children’s perspectives among seven Taiwanese novice preschool teachers. Thematic analysis was applied to assess drawings, photos, and individual interviews from the teachers. The study found that when novice preschool teachers comprehend children's perspectives on learning, teachers, and caring, it leads to positive emotional experiences. These experiences, in turn, shape their professional identities, enabling them to evolve as learners, scaffolders, role models, and creators of a nurturing environment. Furthermore, it emphasized the significance of these positive emotional experiences in affecting the novice preschool teachers ‘professional identity development and well-being. The study offered recommendation on how school contexts can support novice teachers in fostering positive emotions, and on how teacher education can shape teachers’ professional identity through awareness of positive emotional experiences.

Delving into preschool teachers’ revenge – a mediated-moderated model that explores the deeper nuances of hot and cold revenge among preschool teachers

AbstractWhile revenge has captured the attention of researchers, certain nuances have been disregarded. Some studies have recognized the existence of two distinct forms of revenge — “hot” or “cold” — but the specific conditions underlying these variants have been overlooked. The present two studies delve into the boundary conditions that differentiate hot and cold revenge. By analyzing data collected from 172 and 107 preschool teachers in studies one and two, respectively, this research confirms the presence of both emotional (hot) and calculated (cold) revenge responses. Furthermore, it uncovers the mechanisms driving these two revenge types and identifies a trade-off between vertical solidarity motivated by pragmatic ambitions and revenge, representing divergent resource acquisition strategies. The findings' relevance for decreasing vindictive behaviours and future research avenues are discussed.

Research on the Causes and Countermeasures of Professional Stress of Kindergarten Teachers: Survey from a Kindergarten in Guiyang City

The professional pressure of preschool teachers refers to all kinds of negative emotional expriences generated by preschool teachers in the special educational environment of preschool education,including all negative emotional experiences caused by society, kindergarten, teachers themselves and parents. This thesis takes some preschool teachers of kindergarten X in Guiyang City as the research object, and investigates some kindergarten teachers of kindergarten X in Guiyang City through the Questionnaire on the Current Situation of Occupational Stress of Preschool Teachers, and interviews the preschool teachers of the kindergarten through the interview outline, the research results show that most of the preschool teachers of the kindergarten have high occupational stress or overload; the occupational stress of preschool teachers mainly comes from the preschool teachers themselves, the study concluded that in order to alleviate the professional pressure of preschool teachers.First of all, preschool teachers should correctly understand and cope with occupational stress; secondly, kindergartens should provide a harmonious working atmosphere for preschool teachers; finally, society should strengthen its concern and support for preschool teachers.

Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions

According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as valuable resources in practice. Existing music education research has focused predominantly on music in preschool from the perspectives of preschool teachers and students, rather than specifically examining a group of teachers specialized in music. Hence, this study aims to explore and discuss how teachers specialized in music approach music practice within preschool settings. The study adopts an educational philosophy and music didaktik perspective in analyzing focus group discussions with teachers specialized in music. The results reveal that music knowledge focuses on craftsmanship, courage, and visions for the music specialist. Alternative combinations of theoretical perspectives shed light on a complex and intertwined practice with shifting emphases.

NGHIÊN CỨU CÁC YẾU TỐ ẢNH HƯỞNG ĐẾN VIỆC THỰC HÀNH PHÁT TRIỂN VỐN TỪ CHO TRẺ CHẬM NÓI 18-24 THÁNG CỦA GIÁO VIÊN MẦM NON TẠI HÀ NỘI

This study focuses on evaluating the impact of resources, the coordination between preschool teachers and other educational forces, and the individual capabilities of teachers in facilitating/supporting vocabulary development for children with delayed speech aged 18-24 months in Hanoi, involving 255 teachers. Grounded in theories of early childhood education, the research employs quantitative methodology through data collection from questionnaires, aiming to understand the methods and factors influencing this process. The results not only provide a comprehensive view of language development practices for children with delayed speech but also propose strategies for improving training and professional development programs for teachers. Thus, the study highlights the importance of enhancing resources and improving coordination among stakeholders to best support children's language development, while also contributing to the formulation of appropriate policy recommendations.

Giving children permission for risky play: teacher variables and reported practices

ABSTRACT This study aimed to examine (a) whether preschool teachers’ risky play attitudes differed in relation to school type, number of children, presence of teachers’ aides, professional experience, age groups, and/or duration of time outdoors, and (b) preschool teachers’ self-reported practices regarding risky play outdoors. An explanatory sequential mixed method design was utilized. 484 preschool teachers were completed the Scale for the Attitudes Towards Risky Play at Early Childhood-Teacher Form. Semi-structured interviews were conducted with 21 preschool teachers. Quantitative results unveiled significant differences in teachers’ risky play attitudes regarding preschool type, presence of teachers’ aides, and daily time spent outdoors. Qualitative results shed light on the way parents and administrators perceived risky play impacted teachers’ practices for allowing or prohibiting children’s risky play outdoors. This study underscores a need for professional training and continuous collaboration among teachers, parents, and administrators to support risky play in educational settings.

Perceptions on e-service-learning: active methodology to connect pre-service teachers and society / (Percepción sobre e-aprendizaje y servicio: metodología activa para conectar los estudiantes de Magisterio con la sociedad)

E-service-learning is a pedagogical methodology that promotes social awareness in higher education classrooms. The main objective of this study is to study undergraduate students’ acquisition, from a real and practical 100% online perspective, of the competencies in different subjects by providing the community with educational reading and writing resources designed by themselves to work literacy. 161 university students ( M = 23.02; SD = 4.78) from the Faculty of Education created digital tools that addressed the preschool teachers’ needs of two educational institutions. Forty-nine digital resources for literacy were created by undergraduate students. Results showed satisfaction of all the groups involved in the e-SL project; regarding undergraduate students, the experimentation improved the perception of the connection between the theoretical and practical contents taught, motivation and learning. Extreme e-SL or 100% online is an effective pedagogical methodology that academically develops citizens committed to society without geographical limitations.

Exploration de pratiques enseignantes qui soutiennent l’autodétermination des élèves du préscolaire dans l’établissement de leur plan d’intervention

In Quebec, accommodations as well as educational and developmental objectives for students with emotional or behavioural difficulties (EBD) must be documented in an individualized education plan (IEP). Although several studies support the importance of involving the student in this process as well as the importance of early intervention to prevent behavioural problems, no data have been identified to determine the level of involvement of preschool students in the IEP process. The purpose of this research is to explore the practices of preschool teachers who support self-determination in the development of an IEP. The results indicate that preschool students are almost always absent during the meeting, but that teachers engage in certain strategies that support student self-determination following the meeting. In addition, most teachers would be willing to involve the student more if they had the necessary coaching.

Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms

Is Need-Based Action Possible for Each Child?: Preschool Teachers’ Differentiated Instruction Within Multicultural Classrooms

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

어린이집 교사의 의사소통능력향상을 위한 TCIT기반 집단상담 프로그램 개발

Objectives The purpose of this study is to develop a group counseling program based on Teacher-Child Interaction Therapy (TCIT) to enhance the communication skills of early childhood daycare center teachers and to verify its effectiveness. Methods The needs of 215 early childhood daycare center teachers nationwide were surveyed, and the program was designed based on the ADDIE model. The designed program was applied to the experimental group, and its effects were analyzed by comparing it with a comparison group and a control group using the Communication Ability Scale (Fritz et al., 1999). Quantitative analysis was conducted using SPSS 27.0, and qualitative analysis was performed using session feedback reports, comprehensive feedback reports, and participants’ application logs from the experimental and comparison groups. Results For the development of the program, directions for the design, as well as the purpose and objectives of the program, were established. Subsequently, session-specific activity goals, content, and operation strategies were designed. The final program was completed through an expert validation process. When the final program was applied to the experimental group, the overall scores and sub-factor scores of the communication scale for the experimental group were significantly higher than those of the comparison group and the control group. In particular, qualitative analysis revealed that the sub-factors of memory, concentration, comprehension and interpretation, response, and analysis and evaluation improved among participants in the experimental group. Conclusions This study developed and applied a TCIT-based group counseling program, verifying its effectiveness in enhancing the communication skills of ealry childhood daycare center teachers. By demonstrating greater effectiveness compared to a comparison program (TA), the study highlights the potential applicability of this program in practical settings. Given the notable lack of effective programs aimed at improving the communication skills of preschool teachers, this study significantly increases the potential for future utilization of the developed program.

Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality

ABSTRACT This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They also reported higher scores for both DAP and developmentally inappropriate practice (DIP). This paradoxical finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings.

The impacts of culture and diversity considering anti-bias education: preschool teachers’ views and needs

ABSTRACT The contemporary early childhood education environment is characterised by greater diversity among children, necessitating a sensitive approach to addressing these differences. This study aims to examine preschool teachers’ perspectives on the impact of their backgrounds on differences in anti-bias education (ABE) and their needs to adapt to these differences. This qualitative study was a case study, employing a nested single-subject design. The data were obtained via surveys and subjected to content analysis. A total of 54 preschool teachers participated in the study, selected through the convenience sampling method from seven regions of Turkey. The findings indicated that teachers operating within a cultural milieu analogous to their own demonstrated a greater capacity to adapt to both the children and their families. It was more straightforward for them to prepare their educational processes and environment. Furthermore, it was identified that participants require training in ABE for the purposes of personal and professional development. Ultimately, adaptations were made to learning processes and environments in response to differences, particularly in the case of children with disabilities. The findings of this study highlight the significance of cultural and diversity factors on teachers’ personal and professional growth.

Daily challenge-hindrance stress and work engagement in preschool teacher: the role of affect and mindfulness

BackgroundThe engagement of preschool teachers in their work is pivotal for maintaining teaching quality, ensuring teacher well-being, and fostering children’s development. Despite its significance, there is limited knowledge regarding the daily fluctuations in work engagement and the underlying factors influencing it. This study, guided by the Job Demands-Resources model and Affect Event Theory, utilized an experience sampling methodology to investigate the impact of challenge and hindrance stressors on daily work engagement, as well as the mediating role of affect and the moderating effect of mindfulness.MethodsUtilizing an experience sampling method, this study collected data from 220 preschool teachers in Shanghai over five consecutive workdays, conducting surveys once daily. Data analysis was performed using multilevel linear models.ResultsThe results from multilevel regression indicated that: (1) daily challenge stressors were positively related to work engagement, (2) daily hindrance stressors were negatively related to work engagement, (3) daily positive affect mediated the relationship between challenge stressors and work engagement, (4) daily negative affect mediated the relationship between hindrance stressors and work engagement, and (5) daily mindfulness played a crucial moderating role by alleviating the adverse effects of hindrance stressors on daily negative affect.ConclusionsThis study provides valuable insights into the daily experiences of preschool teachers and the factors that influence their work engagement. Understanding the impact of stressors, affect, and mindfulness on work engagement can inform the development of interventions and strategies to improve teacher well-being and work engagement.

Associations between executive functions at age 3 and children’s learning behaviors at age 6

This longitudinal study explores the associations between children’s executive functions at the beginning of preschool and their learning behaviors, namely competence motivation and attentional persistence, at the end of preschool. Participants were 218 Portuguese children ( Mage = 40.4 months, SD = 4.2; 52% boys) and their preschool teachers ( n = 29). The children’s executive functions (specifically attention shifting, working memory, and response inhibition) were individually assessed when they were 3 years of age. Teachers’ perceptions about the children’s competence motivation and attentional persistence were assessed with the Preschool Learning Behaviors Scale (PLBS) when the children were 6 years old. Results showed positive associations between children’s executive functions and attentional persistence, but not competence motivation, after controlling for covariates (age, gender, and expressive vocabulary). These findings contribute to current evidence about the links between early executive functions and later behavioral indicators of child persistence in learning tasks.

Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching

Preschool Teachers’ Experiences of Using Projected Images and Videos in Attempted Play-responsive Science Teaching

Learning to support self-regulation: empowering preschool teachers through understanding by design and blended learning

ABSTRACT In this study, preschool teachers’ self-regulation knowledge and practices were improved through a professional development program. The program was crafted using the Understanding by Design framework to facilitate the transfer of learned concepts into the classroom. A blended learning approach with synchronous and asynchronous components was used to accommodate time and location constraints. The program covered executive functions, metacognition, emotion regulation, and motivation regulation in five modules. Program effectiveness was assessed using a nested mixed-method design. The study included 68 preschool teachers from 26 Turkish cities. Pre- and post-tests were used to collect quantitative data, while electronic survey forms and focus group interviews were used to collect qualitative data. The program significantly increased teachers’ use of metacognition and emotional-motivational regulation practices. Teachers’ belief in children’s control potential improved, resulting in significant shifts in their understanding and application of self-regulation.