Public Preschool Research Articles

Preliminary Findings of Structural Quality Requirements in Malaysia Public Preschools from Multiple Stakeholders’ Perspectives

Preliminary Findings of Structural Quality Requirements in Malaysia Public Preschools from Multiple Stakeholders’ Perspectives

A Longitudinal Study of Children’s Digital Play Addiction Tendencies and Parental Guidance Strategies

AbstractThe current study aims to identify changing trends in digital play addiction tendencies among young children and parental guidance strategies before, during, and after the COVID-19 pandemic. In light of the bioecological model of development, it was hypothesized that the pandemic would have a significant impact on the addiction to digital play among young children. The participants of this longitudinal trend study were 1552 parents with children from 4 to 6 years of age who attended public preschools or kindergartens in Denizli, Turkey—data was collected through the Digital Play Addiction Tendency and Digital Play Parental Mediation Scale. The results revealed that children’s digital play addiction increased during the pandemic and declined post-pandemic. Moreover, both significant changes and stability were observed in parental digital play guidance strategies. Specifically, parental control over their children’s digital activities has decreased over time. Results are discussed in relation to the literature, with implications explored for future research and parents.

Toys with Disabilities: Factors Associated with Their Acceptance as Inclusive Educational Means

ABSTRACT The primary aim of this research was to explore the participants’ perception of inclusive toys (i.e. toys with disabilities) as suitable playing tools for preschool children and their willingness to buy such toys. Our cross-sectional design involved 738 Romanian adults aged 18 to 61 (M = 29.72). We used ten images containing toys with and without disabilities and addressed three primary questions: 1) How suitable do you consider this toy for preschool children aged 3 to 6, regardless of their gender?; 2) Would you agree with introducing and using toys with disabilities (for example, dolls or stuffed animals in wheelchairs) in regular, public preschool classrooms? and 3) Would you buy (for your child or another child) a toy with disabilities, such as the ones described above?. Results suggested that participants who reported having a friend or a family member with disabilities were more willing to accept and buy inclusive toys. Overall, participants (with higher rates among the younger ones) seemed to consider toys with disabilities more suitable for preschool children than their regular versions (i.e. without disabilities). Results are discussed concerning potential effective inclusive education practices involving toys with disabilities in preschool settings.

Mathematics teaching efficacy belief of preschool teachers of Hawassa city in Ethiopia

The ability of a teacher to plan and carry out the required actions to achieve desired results is known as teacher effectiveness. Although views and subject matter expertise, particularly when teaching mathematics, are key determinants in teachers' ability to teach pupils effectively. This study uses the Mathematics Teaching Efficacy Belief Instrument (MTEBI), adapted and translated into Ethiopian Amharic, to ascertain preschool teachers' efficacy views towards early math teaching in Hawassa City. Participants in the research were teachers who work in both public and private preschools in Hawassa City. Forty-four preschool teachers participated in the data collection. The results showed that there is a low belief in the efficacy of teaching early math, and the majority of participants were unsure or uncertain about teaching early math effectively. There was no significant difference among KG teachers' efficacy beliefs on teaching beforehand early math in their time of experience. Also, there was a significant difference between private and public preschool teachers’ efficacy beliefs in teaching early math. Keywords: belief; efficacy; kindergarten teacher; math; teaching

‘We find our way!’ Preschool children express their mapping skills

ABSTRACT Raising consciousness about the concept of the physical environment and learning ways to find a street or targeted destination in early childhood are important in developing children’s cognitive skills. Map skills and spatial thinking can help children to solve a wide variety of problems in their daily lives (Gökçe, 2015). This study aimed to explore how preschool (five-year-old) children understand and use geographic knowledge in practice. A case study using the Mosaic approach was run to collect data from a series of seven carefully planned sessions, conducted in a rural public preschool in a city of southern Turkey. Pre- and post-activity tests were used to gauge children’s knowledge of maps and mapping, and observations were made as to how children reacted to mapping skills activities. Utilisation of mapping tools was taught and children’s knowledge about mapping skills was increased.

<p>School Management Factors and Teacher Effectiveness in Public Pre-Schools in Uasin Gishu County, Kenya</p>

<p>School Management Factors and Teacher Effectiveness in Public Pre-Schools in Uasin Gishu County, Kenya</p>

Urine manganese, cadmium, lead, arsenic, and selenium among autism spectrum disorder children in Kuala Lumpur.

The development of autism spectrum disorder (ASD) may stem from exposure to environmental pollutants such as heavy metals. The primary objective of this study is to determine the role of heavy metals of concern such as manganese (Mn), cadmium (Cd), lead (Pb), arsenic (As), and essential trace element selenium (Se) among ASD children in Kuala Lumpur, Malaysia. A total of 155 preschoolers in Kuala Lumpur between the ages 3 to 6 participated in an unmatched case-control study, comprising ASD children (n=81) recruited from an early intervention program for autism, and 74 children without autism who were recruited from public preschools. Urine samples were collected at home, delivered to the study site, and transported to the environmental lab within 24 hours. Inductively coupled plasma mass spectrometry (ICP-MS) was applied to measure the concentration of heavy metals in the samples. Data were analysed using bivariate statistical tests (Chi-square and T-test) and logistic regression models. This study demonstrated that Cd, Pb, and As urine levels were significantly greater in children without autism relative to those affected with ASD (p<0.05). No significant difference was in the levels of Se (p=0.659) and Mn (p=0.875) between children with ASD and the control group. The majority of children in both groups have urine As, Pb, and Cd values lower than 15.1 µg/dL, 1.0 µg/dL, and 1.0 µg/dL, respectively which are the minimal risk values for noncarcinogenic detrimental human health effect due to the heavy metal's exposure . Factors associated with having an ASD child included being a firstborn, male, and higher parental education levels (adjusted odds ratios (aOR) > 1, p<0.05). Preschoolers in this study demonstrated low levels of heavy metals in their urine samples, which was relatively lower in ASD children compared to the healthy matched controls. These findings may arise from the diminished capacity to excrete heavy metals, especially among ASD children, thereby causing further accumulation of heavy metals in the body. These findings, including the factors associated with having an ASD child, may be considered by healthcare professionals involved in child development care, for early ASD detection. Further assessment of heavy metals among ASD children in the country and interventional studies to develop effective methods of addressing exposure to heavy metals will be beneficial for future reference.

Public Preschool Predicts Stronger Third-Grade Academic Skills

Public preschool boosts academic skills in kindergarten, but little is known about whether that boost lasts to third grade because many studies stop directly assessing children after kindergarten. The current study tests for sustained associations between preschool attendance and an array of repeatedly measured, directly assessed language and math skills; we do this separately for public pre-K and Head Start, the two major publicly funded preschool programs. We draw on a large, racially diverse sample of children from families with low incomes in Tulsa, OK (N = 689, Mage at 3rd = 8.5 years). Using propensity score weighting, we compare children who attended school-based pre-K or Head Start to those who did not attend preschool. Both school-based pre-K and Head Start attenders outperformed preschool nonattenders on numeracy in third grade. There was weaker evidence of a sustained preschool advantage on language and literacy skills, and no evidence that associations differed by preschool program.

СОЦИАЛЬНО-ПСИХОЛОГИЧЕКСКИЕ АСПЕКТЫ ФОРМИРОВАНИЯ ПОЗИТИВНОГО ИМИДЖА ЧАСТНОЙ ДОШКОЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ

Based on theoretical and empirical analysis, the article substantiates the socio-psychological factors and conditions for the formation of the image of a private preschool educational organization. A multilevel structure of the image of private preschool educational organizations is proposed, the elements of which are the components of trust, attractiveness and evaluation of competitive advantages, as well as their criteria and indicators. The definition and extended characteristics of the concepts are given: "image of a private educational organization", "image carriers", "image agents", "image consumers". The authors point out that the main condition for the formation of the image of this type of educational organization is the systematic monitoring of socio-psychological indicators and the popularization of its results in the media. In order to test the author's hypothesis, multidimensional questionnaires were developed and used aimed at identifying the professional and managerial competence of the organization's leaders; indicators of professional satisfaction of staff; identifying the features of parental inquiry in private and public preschool educational organizations. To verify the results, an expert survey was conducted with the involvement of independent expert groups. The results of comprehensive monitoring made it possible to empirically identify and statistically substantiate a number of factors that ensure the formation of the image of a private preschool educational organization. The main factors are: the factor of consumer demand, the factor of competence of the head and staff; the factor of social networks; the factor of positioning; the factor of social activity; the factor of localization; monetary and regulatory factors.

Application of the DECOLE programme in a natural classroom situation: effects on emergente literacy skills

This quasi-experimental study investigated the effects of the DECOLE Program, applied by a teacher in natural classroom conditions, on preschoolers' emergent literacy skills. Fifty-three Brazilian children attending a public preschool participated (average age: 5 years and 7 months; standard deviation: 3.9 months), separeted into an Experimental Group (n=30) and a Control Group (n=23). Before and after the intervention, participants’ phonological awareness, vocabulary, oral comprehension, and letter knowledge skills were assessed. The results indicate that the groups were equivalent in the pre-test regarding the skills assessed. In the post-intervention, significant differences were observed in favor of the Experimental Group, which participated in the intervention, in phonological awareness, oral comprehension and vocabulary. The results suggest the effectiveness of the DECOLE Program, when applied in a natural classroom situation, for the development of emergent literacy skills considered highly relevant for learning to read and write.

공립유치원 교사의 2019 개정 누리과정 해석과 실천 경험 탐색

This study aims to explore public preschool teachers' interpretations and practices of the 2019 revised Nuri curriculum. Three public preschool teachers participated in the study, and data were collected and analyzed through non-participatory observation, interviews, and other sources, focusing on playtime. The findings of the study showed that, first, the teachers aimed to implement the central values of the 2019 revised Nuri curriculum, which are child-centered and play-centered, by supporting children to take the lead in play. Second, teachers interpreted and supported the content of the 2019 revised Nuri curriculum to connect children's experiences to learning. The framework of this interpretation was not only the content of the curriculum, but also the teacher's own educational perspective and knowledge. Finally, it was seen that supporting children's choices and decisions in interaction with the environment according to the teacher's intention, respecting them and allowing them to be expressed as meaningful experiences, was a process of creating a curriculum together with the teacher and the children, and a process that could lead to new play experiences by adding educational intentions. Based on the results, implications for improving the professional development of kindergarten teachers were discussed.

Research on Spatial Planning Layout of Inclusive Pre-school Education Resources in Chengdu City

With the population gathering in urban centers, the spatial distribution of preschool education resources is becoming increasingly important. Families want their children to receive education at the kindergartens located near their homes. Public kindergartens and inclusive private kindergartens recognized by districts (cities) and counties are important components of the public preschool education system. In 2012, the State Council published the "Twelfth Five-Year Plan for the National Basic Public Service System", which first clarified the concept definition of basic public services, that is, services provided by the government based on social consensus, in line with the level of social and economic development, and aimed at meeting the survival and development needs of all citizens. Therefore, it can be judged that preschool education is an important basic public service. To solve the current problem of unreasonable spatial distribution of preschool education resources, Chengdu has proposed the goal of building a "15-minute preschool education service circle", by rational planning and layout, to increase the coverage and utilization rate of preschool education resources, and meet the needs of families for preschool education. This study, through analyzing the new trends of population mobility in various districts (cities) and counties in Chengdu and the allocation of preschool education resources, found that the coverage rate of inclusive kindergartens in Chengdu has reached more than 85%, and the proportion of children in public kindergartens has basically reached 50%.

Adapting a Preschool Physical Activity Intervention to Be Inclusive of Children on the Autism Spectrum

ABSTRACT Interventions for promoting physical activity designed specifically for preschoolers with autism spectrum disorders (ASD) are lacking, which is problematic given the low rates of physical activity among this population. This study used a stakeholder-engaged approach to adapt the Wellness Enhancing Physical Activity for Young Children (WE PLAY) teacher training for preschoolers with ASD. Specifically, we solicited and integrated feedback from experts in ASD, adapted physical education, and school-based physical activity promotion, and we incorporated behavioural teaching strategies while preserving the intervention’s core components and theoretical basis. Following the adaptation process, teachers and a public preschool director implemented WE PLAY-Autism. This case study reports on the adaptation process and process evaluation from the WE PLAY-Autism pilot study. Results indicated high feasibility and acceptability. WE PLAY-Autism warrants further research and dissemination to preschools that aim to appropriately include students with ASD in physical activity.

Study on Quality of Preschool Education through Effective Teaching Practices in Selected Public Preschools of China

Study on Quality of Preschool Education through Effective Teaching Practices in Selected Public Preschools of China

On historical origins of preschool education: Pedagogical activity and concept of Marie Pape-Carpantier (1815-1878)

The system of preschool education, which is currently undergoing the process of transformation, needs to have its contents updated and innovative technologies implemented into the organization of educational process in preschool education institutions. To implement the abovesaid, it is valuable to make an attempt at retrospective consideration of the origins of the preschool education system, which outlines the relevance of the suggested research. The purpose of this scientific inquiry lied in performing a historical and pedagogical analysis of the activities and concept suggested by the founder of French preschool education, Marie Pape-Carpantier, and in identifying its progressive views in accordance with modern considerations. To achieve the stated goal, a combination of the following methods was used: theoretical analysis, synthesis and concretization, historical and pedagogical (retrospective and chronological-structural), pedagogical historiography, systematization and generalization. The article reveals peculiarities in development of public preschool education in France in the middle of the 19th century, based on the study of pedagogical heritage by Marie Pape-Carpantier (1815-1878). The author highlights historical significance of the French pedagogue Marie Pape-Carpantier in the context of biographical data regarding both her immediate work with preschoolers in shelter rooms and training of qualified personnel for such institutions. The research puts emphasis on the means of education applied by the French pedagogue in shelter rooms to engage in physical, mental, moral, labor and aesthetic education of children. The article singles out main progressive ideas regarding organization of educational process with children of preschool age: consideration of every child’s individual development and current level of their knowledge, compliance with principles of cooperation, moral behaviour, visual aids, activity-based approach (in particular, use of games), and requirements to teachers. The scientific and practical value of this research is envisaged in supplementing the teaching material of the educational component “History of Preschool Pedagogics” with information on the founder of French public preschool education Marie Pape-Carpantier

Child-Centred Room Acoustic Parameters of Public Preschools in Sweden

Preschool should promote children’s well-being and development, but the indoor sound environment is commonly problematic. The aim of our research project Supportive Preschool ACoustic Environment (SPACE) is to identify acoustic quality factors resulting in a supportive sound environment for children. This paper presents the first phase of the project where acoustic conditions were measured in unoccupied preschool rooms and analysed in terms of reverberation time, early decay time, sound strength, speech clarity, unoccupied sound pressure levels, and several room features. The results were compared with current target values, building year, and socioeconomic status of the preschool. A child perspective on room acoustics was, in addition, applied and it was revealed that children may be exposed to a lower sound strength than adults, and that adults may have better speech intelligibility conditions than children. Rooms in newer buildings had a longer reverberation time in the 125 Hz band, lower unoccupied levels, and lower sound strength. These differences could be explained by the trend towards larger rooms and porous acoustic ceilings in newer buildings. We found no significant correlations with the socioeconomic status. Ongoing work will facilitate an analysis of the correlation between the room acoustic parameters, the sound environment and children’s perception.

1 Psychometric Characteristics of the Grenada Learning and Memory Scale: An Innovative Tool for Preschool Memory Assessment in Resource-Limited Regions

Objective:Neuropsychological assessment of preschool children is essential for early detection of delays and referral for intervention prior to school entry. This is especially relevant in low-and middle-income countries (LMICs), which are disproportionately impacted by micronutrient deficiencies and teratogenic exposures. There are limited options for assessment of preschool learning and memory, developed and validated in resource-limited regions. The Grenada Learning and Memory Scale (GLAMS) was created for use in the Caribbean using an indigenous “ground-up” approach, with feedback from regional stakeholders at various stages of development. The GLAMS contains two subtests - a verbal list-learning task, which imagines a trip to the shop to buy culturally familiar items, and a face-name associative learning task using locally-drawn faces of Caribbean children. There are two versions: a 4-item version for 3-year-olds and a 6-item version for 4 and 5-year-olds. Here we present descriptive data and psychometric features for the GLAMS from an initial preschool sample.Participants and Methods:Participants were recruited from a social-emotional intervention study (SGU IRB#14099) in Grenada between 2019-2021. Children were between 36 and 72 months of age, primarily English-speaking, and had no known history of neurodevelopmental disorders. Trained Early Childhood Assessors administered the GLAMS and NEPSY-II in public preschools and homes across Grenada. Exploratory descriptive statistics characterized participant sociodemographics and test score distributions. Spearman correlations, MannWhitney U, and Kruskal-Wallis tests examined the impact of sociodemographics on test scores. Internal reliability was assessed with coefficient alpha. NEPSY-II subtests were used to assess convergent validity, with the prediction that the highest correlations would be observed for NEPSY-II Sentence Repetition. Test engagement (as reflected by “zero-learning”, “some learning”, and “positive learning curves”) was assessed across each age bracket (in 6-month increments). We assessed and summarized barriers to engagement qualitatively.Results:The sample consisted of 304 children (152 males,152 females). Participants were predominantly Afro-Caribbean and Indo-Caribbean. Parent education and household income (Mdn=$370-740 USD per month) were consistent with the general population. GLAMS internal consistency was reliable (a=0.713). There were age effects on list-learning (rs=0.51; p&lt;0.001), list recall (rs=0.51; p&lt;0.001), face-name learning (rs=0.30;p&lt;0.001), and face-name recall (rs=0.25; p&lt;0.001). There were gender effects on list-learning (p=0.02) and list recall (p=0.01) but not face-name learning or recall. All GLAMS subtests were correlated with NEPSY Sentence Repetition (rs=0.22-0.34; p&lt;0.001). There was sufficient sampling of males and females across all 6 age brackets. As age increased, a higher proportion of children showed a positive learning curve (and fewer “zero-scores”) on verbal learning (X2 =30.88, p&lt;0.001) and face-name learning (X2=22.19, p=0.014), demonstrating increased task engagement as children mature. There were various qualitative observations of why children showed “zero-scores”, ranging from environmental distractions to anxiety and inattention.Conclusions:As far as we know, the GLAMS is the first preschool measure of learning and memory developed indigenously from within the Caribbean. It shows reliable internal consistency, expected age and gender effects and convergent validity. These initial results are encouraging and support continued efforts to establish test-retest and inter-rater reliability. Plans include validation in clinical samples, scale-up to other Caribbean countries, and eventual adaptation across global LMICs.

Music education in early childhood in Türkiye: How do school types affect the implementation of musical activities?

This research aims to determine how the implementation of music in early childhood differs by the types of preschool institutions. The sample of the study, which was conducted with the qualitative research approaches, consists of 22 participants, 18 preschool teachers, and 4 school administrators working in four different types of public preschools. Research data were collected through semi-structured interviews. The school types in the study are 1 independent kindergarten, 1 primary school with preschool classes, 1 girls’ vocational high school with practice preschool classes, and 1 special education kindergarten. According to the research findings, music is used in all types of preschool institutions, and similar musical activities are carried out. However, while richer musical activities are carried out in independent kindergartens, the use of music in special education kindergartens is more limited. Independent kindergartens seem more advantageous than other school types in terms of implementing musical activities. Individual efforts of preschool teachers and their interest in music are more important in implementing musical activities. Although the participants highlight the importance of music in special education, the low skills of preschool teachers regarding the use of music in early childhood special education and the special needs of children make it difficult to use music in special education kindergartens.

CURRENT TRENDS IN THE EDUCATION OF PRESCHOOL CHILDREN IN RUSSIA

Preschool education in Russia is undergoing significant changes. At preschool age, the foundations of a research and creative attitude to the world are laid. The purpose of the article is to reveal current trends, innovative approaches, and features of public preschool education in modern Russia. A significant difference between innovation and traditional activity is described. The authors reveal modern forms of preschool education: experimentation, projects together with parents, digital technologies, etc. The specifics of the organization of educational activities with children in kindergarten, the variety of traditional classes, the innovativeness of various forms of children's activities are shown. The authors paid a special attention to the issues of the attitude of parents and children to the use of innovative technologies in preschool education. The analysis of research and work experience revealed significant changes in the development of a preschool child's personality in the process of mastering a behavior model in a new information environment. The authors substantiate the importance of experimental activities in preschool age, the role and place of the developing subject-spatial environment in which the tasks of physical, speech, cognitive, social and communication are solved.

Creating Motivation for Preschool Teachers: A Study Conducted in Bac Giang City, Bac Giang Province, Vietnam

The research utilizes survey data from 172 teachers in preschools within the city of Bac Giang, Bac Giang province, to analyze and evaluate the financial and non-financial incentives policies at these preschools. The EFE model analysis reveals that the motivation for public preschool teachers in Bac Giang City is 2,763, above the average level. Therefore, solutions are needed, such as developing a “pay for performance” system based on each teacher's ability to fulfill job requirements and investing in smart and modern infrastructure for preschools in line with the modernization demands of society.