Quality Of Preschool Education Research Articles

Research on the Balanced Development Strategy of Urban and Rural Preschool Education Based on “Internet Plus”

In education, “Internet plus” provides a new opportunity to improve the quality of education and promote educational equity. Promoting the balanced development of urban and rural preschool education with the help of Internet technology has become an important topic. Based on the latest data and field survey, this paper compares the teachers, school condition, and teaching quality of urban and rural preschool education in Internet plus, analyzes the main problems faced by preschool education and the reasons and presents the balanced development strategy of urban and rural preschool education in Internet plus. The research results show that preschool education in Internet plus provides rich educational resources and more opportunities to learn for rural kindergartens and provides parents with more ways to know their children's situation. “Internet plus” has promoted education equity and improved education quality for urban and rural preschool education. The research results provide a theoretical basis for the balanced development of urban and rural preschool education in Internet plus.

Promoting Early Childhood Learning Education: A Systematic Review of Structural Quality of Preschool Education in China

The study aims to investigate the evolution of preschool education policy in China, which plays a vital role in early childhood development. It required the government’s intensified focus since 2010 on enhancing both access and quality standards of preschool education, which illuminated through the lens of historical policy shifts and their implementation. This study is grounded in the PRISMA guidelines and involved a thorough literature search, selection based on stringent criteria, and a robust data extraction and coding process. The analysis reveals that the Chinese government increasingly perceives preschool education as a fundamental public service, which has been established in revised policies and targeted endeavors to bridge the urban-rural areas of China. The study concluded that persisting challenges, notably in the equitable distribution of resources, enrollment inequalities, and optimal teacher-to-child ratios, especially in rural areas. Despite these challenges, the significant strides made, and the policy impetus reflect the prioritization of preschool education within China's national agenda. The review encapsulates the complexities of policy evolution, its tangible successes, and the pathways for achieving universal and high-quality preschool education.

Professional training of teachers for preschool children in the Tambov region (1918-1941)

Introduction. In the context of the ongoing modernization of Russian education, during the implementation of national projects ”Demography”, ”Education” with the opening of new educational institutions, there is an acute shortage of not only school, but also preschool teachers. Along with the tasks of ensuring accessibility of preschool education, updating the content and improving the quality of preschool education, the problem of professional training of teaching staff has become urgent. The training of preschool specialists to solve the personnel issue of the region has been carried out in the Tambov region since the inclusion of preschool education in the state public education system. During this time, a great deal of theoretical and practical experience has been accumulated, which is advisable to rethink and use at a new stage in the implementation of this area of state policy in the field of preschool education. Materials and methods. The main sources of the research were materials from the funds of the State Archives of the Tambov Region, published sources and periodicals. Results. A retrospective analysis of the system of professional training of preschool teachers in the Tambov region in the period from 1918 to the beginning of the Great Patriotic War was carried out. The characteristics of various types of educational institutions that train preschool specialists in the Tambov region are given, giving an idea of the formation of a state multi-level system of professional pedagogical training of specialists in preschool education: training in short-term and long-term courses, in pedagogical technical schools, in universities. Attention is focused on the dependence of the duration, forms, methods and content of professional training on changes in the directions of state policy, as well as under the influence of socio-economic conditions of life in the country. Conclusion. It is concluded that in the Tambov region in the period from 1918 to 1941, professional training was carried out, first of all, for practical workers of preschool institutions (kindergarten teachers and workers of children's summer playgrounds) through the organization of course training, as well as in secondary specialized educational institutions (since 1923). The experience of university training was short-lived (1918- 1923) and was associated with the opening and subsequent reorganization of Tambov State University.

Analysis of the Differences Between Chinese and Western Preschool Education--The Case Study of China and Finland

Finland ranks first in the world for the quality of education and has a mature education system, a sound education structure and a highly qualified education team. Judging from the current situation, China's basic education has developed rapidly, the allocation of educational resources and government investment has been continuously improved, and the penetration rate of preschool education has increased significantly. However, there are still some problems and deficiencies in some aspects. This paper uses the method of comparative study, mainly from the two countries' preschool education status, preschool education curriculum arrangement and preschool education teachers three aspects of comparison. This paper argues that China's preschool education has deficiencies in the allocation of educational resources and the quality of teachers. Based on this, the following recommendations are put forward in this paper. First of all, China can strengthen policy protection, invest more funds in preschool education, and ensure the educational fairness of children in preschool education. Secondly, China can improve the curriculum standards and integrate various fields into the curriculum of preschool education to promote the all-round development of preschool children. Finally, China can improve the overall level of preschool teachers, focus on developing pre-service teacher training, and improve the quality of preschool education.

Under the Background of Teacher Professional Certification, A Study on The Practical Practice Handbook of Students Majoring in Preschool Education in Colleges and Universities: A Case Study of A Normal College in Inner Mongolia

In bachelor degree education, the practical handbook of teaching practicum is an important guide to providing the evaluation standard for the outcomes of students. Under the background of nationwide teacher certification, the new requirements are set for the teaching practicum courses for training teachers in universities and colleges. It is necessary for colleges and universities to examine the problems existing in the current educational practice courses and establish the handbook of teaching practicum to be the guidance and evaluation of the outcomes of students’ learning based on the teaching practicum courses, helping the students achieve the expectations of the learning outcomes. With the construction of the practical handbook, the curriculum design and implementation can be the feedback to the evaluation of the practicum courses and then promote the quality of practicum courses in preschool bachelor degrees. Students majoring in preschool education can improve their professional development level in the teaching practice of preschool education, which is very important to improve the quality of preschool education.

Issues with the Development of Professional Preschool Teaching Staff in China and Developmental Strategies

Teaching in preschool institutions is a specialized profession that requires professional expertise and techniques. Currently, certain issues with the professionalization of early childhood education practitioners have negatively impacted the quality of Chinese preschool education. This article analyzed the necessity of professionalizing pre-primary teachers and pinpointed the challenges faced by China’s educational community in building professional preschool education staff. Relevant strategies were also proposed for strengthening China’s pre-primary teaching force.

EXPERIENCE OF THE ORGANIZATION OF THE PRE-SCHOOL EDUCATIONAL ENVIRONMENT OF THE UK

The article examines the experience of organizing a preschool educational environment in the UK. Features of functioning and educational approaches of preschool educational institutions in the country, particularly kindergartens and preschool centers, are considered. It provides an overview of current early childhood education in the UK and emphasizes its importance for developing children under five. The "Fundamental Program of Preschool Education" – a national document that defines the standards, goals, and content of preschool education – was considered, and its fundamental principles were analyzed, such as the child's overall development, learning through play, partnership with parents, and individualization. The article highlights the role of qualified pedagogical workers and teaching methods that contribute to the development of children in preschool educational institutions. Special attention is paid to play and play activities as an essential means of supporting and stimulating children's development. The article examines the interaction between teachers and parents in the process of preschool education and also notes the importance of involving parents in the educational process. It is substantiated that the introduction of the experience of organizing a preschool educational environment in the UK into the educational space in Ukraine can positively affect the development of children, preparation for school, the development of their creative and analytical abilities, as well as increase the status and quality of preschool education in our country.
 The overall informativeness and relevance of the article make it a valuable resource for those interested in preschool education, teachers, parents, and education professionals.

An Evaluation Model of Preschool Teacher Talent Training Based on Big Data Technology

The key to improving the quality of preschool education lies in high-quality preschool teachers, and high-quality preschool teachers in turn depend on high-quality teacher education. A pilot project to “strengthen the training of kindergarten instructors” was recommended by the Ministry of Education. This research studies the resident training mode implemented by pilot normal colleges and universities, uses big data technology to collect the required data, and uses neural networks to evaluate the talent training mode of preschool teachers, and finally completes the following work: 1) This article introduces the research progress of the talent training mode of preschool teachers at home and abroad; 2) Introduced are the RBF neural network's fundamental ideas and algorithmic stages, and the evaluation index system for the training of preschool teachers is established; and 3) Experiment to determine the best model parameters, then feed the test data into the model you trained, and compare the output against expert evaluations.

Teachers Motivation for Professional Development as a Means of Increasing Preschool Education Quality

Teachers Motivation for Professional Development as a Means of Increasing Preschool Education Quality

Equity and Quality in Early Childhood Education: Promoting Preschool Education Development through Legislation

Preschool education is now recognized as foundational to basic education and the most cost-effective among all levels of education throughout the whole life of the individual. Early childhood education is of vital importance for individuals’ healthy development, lifelong educational attainment, and the quality of their family life. Moreover, equitable quality preschool education is of strategic significance to social stability and economic development as well as a nation’s international competitiveness.

A Comparative Study of Experiential Teaching Methods in Chinese and American Preschool Students

With the international development of education, how to improve the quality of preschool education has become a hot issue of concern to all countries. Some researchers have found that the use of experiential teaching methods can improve the quality of kindergarten education, but there is still a lack of comparative study on the application of Chinese and American kindergartens. Therefore, the research topic of this paper is the embodiment of experiential teaching methods in Chinese kindergartens. The study found that experiential teaching in Chinese kindergartens is mainly used for extracurricular quality education, with educators focusing more on teaching knowledge and values to enhance the development of children's sense of community. Therefore, experiential teaching methods are often found in language classes and various extracurricular recreational activities, while in the United States, they are used to cultivate professionalism in various disciplines, with educators favoring the cultivation of children's interests and creativity, and teachers paying more attention to the children's learning and exploratory process. The application of experiential teaching methods in both countries improves students' abilities at different levels. This paper hopes that by comparing the application of experiential pedagogy in kindergartens in China and the United States, the two countries will complement each other's strengths and weaknesses, gain insights from each other's educational practices, and hope that educators in each country will strive for a lifelong improvement in the quality of preschool education.

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

Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children.

A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; Mage = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.

MANAJEMEN SARANA DAN PRASARANA DI TK ANANDA KOTA SUKABUMI

One effort to improve the quality of preschool education is to ensure that existing facilities and infrastructure at preschool education facilities are adequate, of good quality and appropriate for children's development, as well as ready-to-use facilities and infrastructure. . Therefore, to improve the quality of preschool education, good management of facilities and infrastructure is needed. The focus of research at Ananda Kindergarten includes the process of managing facilities and infrastructure, including planning needs for facilities and infrastructure, procurement of facilities and infrastructure, inventory of facilities and infrastructure, preservation of facilities and infrastructure, relocation of facilities and infrastructure. and monitoring facilities and infrastructure. This research uses a qualitative method with a case study design. Data collection techniques used interview, observation and recording techniques related to the management of Ananda Kindergarten facilities and infrastructure. The data obtained during the research process was analyzed through stages, namely data reduction, data presentation and drawing conclusions. Meanwhile, checking the validity of the data uses the source triangle, technical triangle and time triangle. Based on the data analysis that has been carried out; (1) Planning is carried out using a needs analysis method that takes into account all proposals from educators, teaching staff and student guardians and is carried out in meetings every two years. (2) Facilities and infrastructure can be obtained through the disbursement of BOP (Education Operational Support) funds for early childhood education. (3) Inventory is recorded for each entry of facilities and infrastructure, however, in the recording process, little attention is paid to the procedure for recording it in the inventory book. (4). There is no list of names of warehouses and facilities, but Ananda Kindergarten's facilities and infrastructure meet PAUD specifications and equipment. (5). Maintenance is carried out by educators and teaching staff. (6). Installation and dismantling of infrastructure carried out at PAUD Ananda consisted of filling the swimming pool and removing the rotating bowl. (7). Supervision of Ananda Kindergarten facilities and infrastructure is carried out by all parties such as educators, teaching staff and parents.

The work of Professor Edyta Gruszczyk-Kolczyńska – care for small children and the quality of preschool education

During the next turn of civilization, in the face of social, political, ecological and technological dilemmas, the upbringing and education of new generations should once again be at the forefront of the concern and attention of the family, state and educational institutions. After all, the quality, manner and scope of actions taken towards young children today will determine the way and quality of our world functioning in the future. The article presents the unique event of awarding Professor Edyta Gruszczyk-Kolczyńska, Ph.D., with the first Medal of Maria Grzegorzewska in the new century of the history of the Maria Grzegorzewska University, for exceptional merits resulting from the Professor's concern for the high quality of pre-school education.

TRAINING FUTURE PRESCHOOL EDUCATION TEACHERS FOR DESIGNING A SUBJECT-PLAY ENVIRONMENT (BASED ON THE MATERIALS OF A BOARD GAME CENTER)

The relevance of the study is determined by the current level of development of the educational process in preschool education institutions in accordance with educational innovations and reforms. It is indicated that the educational process must comply with the updated State Standard of Preschool Education and ensure the quality of preschool education in accordance with European requirements. It is noted that the subject-play environment of a preschool education institution is one of the criteria by which the quality of the educational process is assessed, which determines the importance of its study by future preschool teachers. The purpose of the article is to generalize the content of theoretical and practical training of future educators for the design of the subject-play environment of the preschool education institution based on the material of the boardgame center. The following methods were used for the research: definitive, structural and comparative analysis, generalization, etc.
 Interrelationships between the key concepts of the content of the theoretical training of future educators are clarified. The article points out the importance of understanding their commonality and difference, hierarchical subordination and conditioning: «educational and developmental environment of an educational institution» as a pedagogical category and scientific knowledge; «the subject-play environment of the preschool education institution» is a substantial modification of the traditional educational and developmental environment specifically for the preschool education sector; «center of children’s activities» – a place of concentration, emergence and deployment of specific types of children’s activities, etc. It is determined that the subject-play environment is an essential modification of the educational development environment and preserves its structure: subject-spatial, motivational-cognitive, psychological-didactic, social-communication components. It is emphasized that the main point that higher education students learn is the interdependence between the optimal mode of interaction and the arrangement of furniture, attributes, and objects. The article substantiates methods and forms of educational activity of higher education students in the design of the subject-play environment in a preschool education institution: study of the state documents that regulate the educational process; schematization and modelling of child’s interactions and activities; creation of a moodboard of a center of children’s activities; visiting a preschool institution to observe the educational process, etc.

TEACHER SELF-EFFICACY AS A MEDIATOR OF THE RELATIONSHIP BETWEEN EMOTIONAL COMPETENCE AND PRESCHOOL TEACHERS’ COMMITMENT

Background and Purpose: Since preschool education is the cornerstone of change and overall development of children, it is a very important phase that prepares them before they enter the school world. Thus, the development and expansion of preschool programs need to be given further attention and improvement of the quality of services to the community. Teachers' emotional competence and self-efficacy are closely related to teacher commitment. Therefore, it is important for us to identify the relationship between preschool teachers’ emotional competence and teachers' commitment as well as to investigate the mediating effect of teachers’ self-efficacy to perform their role toward developing children's potential holistically. This study aims to examine the mediating effect of teachers’ self-efficacy between the relationship of emotional competence and self-efficacy of teachers with the commitment of preschool teachers in the state of Selangor, Malaysia. This study was based on the Emotional Competency Theory developed by Goleman (2001), the Self-Efficacy Model by Tschannen-Moran and Hoy (2001) as well as the Teacher Commitment Model by Thien et al. (2014).
 
 Methodology: The methodology used was a survey study involving 428 preschool teachers in the state of Selangor who were selected through cluster sampling and convenient sampling to answer a set of questionnaire through Google Forms. The instrument was validated by six experts and a pilot study was conducted on 75 samples of preschool teachers in the Klang district. Data collected were analyzed quantitatively using IBM SPSS V23.0 & Smart-PLS 3.0.
 
 Findings: The results of structural model analysis showed that the relationship between emotional competence, self-efficacy and commitment was positively significant and teacher self-efficacy served as a partially mediating effect in the relationship between emotional competence and teacher commitment.
 
 Contributions: The previous studies of emotional competence, self-efficacy, and commitment were in the field of education in general and did not focus on preschool education. Based on the issues and long-term implications of the quality of preschool education, this study provided an improved new model to fill the research gap in the field of early childhood education to improve the quality of continuing education.
 
 Keywords: Commitment, early childhood education, emotional competence, mediator, preschool teacher, self-efficacy.
 
 Cite as: Phaik Im, K., Fong Peng, C., & Hutagalung, F. D. (2023). Teacher self-efficacy as a mediator of the relationship between emotional competence and preschool teachers’ commitment. Journal of Nusantara Studies, 8(2), 1-26. http://dx.doi.org/10.24200/jonus.vol8iss2pp1-26

Dạy học môn "Phương pháp tổ chức hoạt động tạo hình cho trẻ mầm non" theo tiếp cận CDIO

In the context of Vietnamese education constantly innovating and receiving the advantages of the world's modern education, CDIO approach in teaching plays an important role, contributing to providing knowledge, skills, and developing qualities and capacities to meet the output standards of the preschool education training program for learners, meeting social requirements. In this article, the approach of CDIO applied in teaching “Method of organizing shaping activities for preschool children” has been studied, including the following contents: (1) An overview of the subject “Method of organizing shaping activities for preschool children” according to CDIO approach; (2) Teaching “Method of organizing shaping activities for preschool children” according to the CDIO approach, contributing to improving the quality of preschool education to meet the requirements of educational innovation in Vietnam today

МОДЕЛЮВАННЯ УПРАВЛІННЯ МОТИВАЦІЄЮ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПЕДАГОГІВ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

The modernization of preschool education is based on the standard of the new generation, the realization and implementation of which is impossible without improving the management of the quality of preschool education organizations. The article analyses contemporary forms and methods of monetary and non-monetary labour motivation of the employees of the sphere of that pre-school education as an important factor in improving the efficiency of labour. Nowadays improving the quality of education in preschool education institutions is a socially significant problem which pedagogical sciences and practice face. The purpose of the paper is to analyse the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context. This research is set to: determine the factors affecting the motivation of teachers of preschool education institutions, to identify the stages of improvement of the system of motivation of preschool education specialists. Methodology of the study is based on the use of a set of methods determined by the peculiarity of the research problem: analysis of domestic and foreign scientific literature, synthesis, systematization, generalization, abstraction, as well as the interpretative and analytical method, which are used to provide theoretical analysis of the source base. The article shows that the pre-school education system is a particular institution for the formation of the personality of the younger generation. The role of teachers who work with children cannot be underestimated. The quality and effectiveness of teachers are largely determined by their motivation to perform educational work. The authors show that within the framework of pedagogic management it is important to find effective approaches to motivate staff of preschool educational organizations. It has its own peculiarities connected, on the one hand, with the government regulation in this sphere of activity, and, on the other hand, with the specific goals of the organization, the socioeconomic realities of its functioning and development, personal and professional characteristics of the staff. The authors of the article prove that management of motivation is a constant process which requires continuous improvement of the motivation system of staff and its parts taking into account the results of the diagnosis of the existing system, standards, existing external and internal constraints, characteristics of tangible and intangible benefits, permanent monitoring the work of each part of the system, with an assessment of their effectiveness. The authors provide factors that affect the motivation of staff of preschool educational organizations. These factors are divided into objective, with a limited influence from the management of the organization, and subjective, being in their sphere of influence. The subjective factors are presented through an external reflection, when teachers need public recognition of their merits, complexity and multidimensional nature of their work, and through the internal reflection when a teacher needs to maintain and develop the desire and opportunities for professional growth. The author offers the diagnostic techniques for studying motivation and professional activity effectiveness in the preschool educational institution, as well as the system of measures that allow educational organizations to change their work, increase teachers’ motivation and, as a result, to raise the effectiveness of their activities. We have grounded the author’s approach to the integral mechanism of motivation of pedagogical workers’ professional activity, orientated towards activation of pedagogical workers on the basis of study of their necessities, interests, personal aims and possibilities of their integration with the aims of the educational establishment as well as the usage of structural elements of different motivation models in management.

State Policy for Quality Education by Establishing the Grounds for Dismissal of a Pedagogical Specialist in Cases of a Criminal Conviction

The purpose of the study is to analyse the issues related to the ways of implementing state policy in the field of education, aimed at ensuring and guaranteeing quality and efficient preschool and school education. Emphasis is placed on an extremely important prerequisite for providing education with the specified characteristics in schools and kindergartens, which is a serious goal for every state administration, namely the high personal (including moral) qualities of pedagogical specialists – the subjects who are directly involved in the process of providing the relevant education. More specifically, it concerns the grounds established in the legislation for the dismissal of a pedagogical specialist in cases of their conviction for a crime. A comparison, respectively differentiation, is drawn between this legal solution and the requirement, which is identical to it as a linguistic expression, for occupying the position of a pedagogical specialist. In addition to an in-depth analysis of the indicated grounds for dismissal, a comparison, respectively differentiation, between it and the requirement for occupying the position of a pedagogical specialist, which is identical as a linguistic expression, is made, as a result of which certain conclusions have been formulated for the first time in the doctrine.