Preschool Teachers Research Articles

Development and Reliability and Validity Analysis of the Knowledge,Attitude, and Practice Evaluation Scale for Teachers' Early Childhood Sex Education.

Objective To develop the knowledge,attitude,and practice evaluation scale for teachers' early childhood sex education and analyze the reliability and validity of the scale,providing evaluation tools for the research on teachers' early childhood sex education. Methods On the basis of relevant guidelines,publications,and the theory of knowledge,attitude,and practice,a preliminary pool of items for the scale was formed by group discussions.The scale was drafted after two rounds of Delphi expert consultation.In May 2023,stratified cluster sampling was conducted,and 535 preschool teachers from Changshou District,Chongqing were selected for a survey.Cronbach's α coefficient,split-half reliability,exploratory factor analysis,and content validity were adopted to assess the reliability and validity of the scale. Results An evaluation scale for teachers' early childhood sex education was formulated,involving 27 items in 3 dimensions of knowledge,attitude,and practice.The total Cronbach's α coefficient of the scale was 0.875,and that of the knowledge,attitude,and practice dimensions were 0.902,0.743,and 0.879,respectively.The total split-half reliability of the scale was 0.937,and that of the knowledge,attitude,and practice dimensions were 0.934,0.821,and 0.912,respectively.The content validity of the scale was good,with a factor loading range of 0.500-0.836 and a cumulative variance contribution rate of 61.57.The average score of teachers' knowledge,attitude,and practice in sex education was 72.85±7.13,with a good rate of 70.84%. Conclusions The developed scale for evaluating teacher's early childhood sex education demonstrates good reliability and validity,and it can be used to evaluate the teachers' knowledge,attitude,and practice in early childhood sex education.The evaluation results indicate that teachers have low levels of knowledge,attitude,and practice in sex education,and relevant departments need to carry out training on the sex education for young children.

Economic education of preschool children. A pedagogical view of the phenomenon

The article presents the significance of economic education in a person’s life and the need for it from an early age. The stage of development from which education on the basics of economy should start is the preschool age (3-6 years). The age of the ancestors, the initial stage of the child’s consumer socialization, during which its effects and ideas about the world of consumption are shaped. The consumer behavior of preschool children is determined by parents, who can use the purchasing process in the upbringing process. This issue is very relevant, since it constitutes an integral part of each person’s life and it’s also a subject of interest in many fields of social sciences, each of which introduces a different view, hence it’s multidimensional nature. The essence and significance of the process of economic education, including equipping children with knowledge about economics as well as basic ability of its usage in certain life situations were presented based on the research of recent publications collected from the Scopus and Google Scholar databases. The article points out the existence of tools that could be used in the methodology of preschool teacher’s work. The offered examples taken from pedagogic practice could help teachers with implementing methods of efficient economical education in the field of preschool pedagogy. The findings presented in the article point towards the need for economic education of preschool children and show its integral and timeless nature. One of the tasks of economic education in kindergarten is to shape the foundations of economic culture, which emphasizes the relationship between economic education and morality.

Direct vocabulary teaching practices by preschool teachers

The purpose of the present study was to investigate preschool teachers’ practices. The sample consisted of 274 preschool teachers working in different regions of Crete in Greece. The data were collected via an online questionnaire comprised of 22 items inquiring about the sample teachers’ demographic characteristics and occupational status, as well as about the activity settings and the techniques they use to teach vocabulary directly in their classrooms. In relation to the indicated activity settings and the direct vocabulary teaching techniques, the sample teachers recorded the frequency of their use on 5-point Likert scales. The results showed that story reading was the most frequent activity setting for implementing direct vocabulary teaching. Furthermore, data analysis showed that contextualized and de-contextualized vocabulary teaching with an emphasis on the receptive aspect of vocabulary and multimodal vocabulary teaching with an emphasis on the productive aspect of vocabulary were the two basic dimensions that described the preschool teachers’ practices. In addition, the results showed that contextualized and de-contextualized vocabulary teaching was reported to be used more frequently than multimodal teaching, while both teaching practices were related more strongly to the other activity settings besides story reading.

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

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

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.