Kindergarten School Research Articles

Analyzing equitable access in a remote socio-enactive setting: A case study

Ubiquitous Computing as proposed by Mark Weiser in 1991 creates a huge diversity of interaction possibilities through, e.g., sensors, actuators, physiological data, wearables, to name but a few. Providing equitable access to everyone in these unpredictable interaction environments is already a challenge. Additionally, the Covid-19 pandemic brought new challenges to these scenarios by adding remote interactions. Ubiquitous computing remote environments should provide equitable access to everyone, including people with disabilities. To better understand such issues and contribute to their solution, we studied and evaluated access in the Aquarela Virtual workshop using the UbiAccess evaluation instrument. This workshop offered a remote ubiquitous computing environment within the context of a kindergarten school. We used thematic analysis to understand the interaction needs of an Autistic Spectrum Disorder (ASD) child during the workshop. This paper extends previous research with additional data and its analysis - in particular, concerning information provided by the teacher responsible for the specific classroom, and data on the ASD child contributing to: 1) Reflections about remote ubiquitous environments and equitable access; 2) Benefits of ubiquitous computing interactions as regards the ASD child; and 3) Coverage of the UbiAccess evaluation instrument.

Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school

Using differential reinforcement for all to manage disruptive behaviors: three class interventions at kindergarten and primary school

유-초 이음 관련 ‘학교’ 그림책 읽기 과정에서 나타난 유아의 반응 탐색

The purpose of this study is to explore children’s responses during the reading process of ‘school’ picture books for kindergarten-elementary school transition. Data was collected and analyzed from 16 five-year-old children in K kindergarten located in S city, Gyeonggi-do. The research findings are as follows: First, children expressed expectations about the main character's happy and enjoyable school life, related their own experiences to the main character's experiences, and talked about the main character's limitations and difficulties. In addition to empathizing with the protagonist, they responded by presenting opinions different from those of the protagonist. Second, children showed responses that extended beyond empathy and exploration for the protagonist to cooperative relationships surrounding the protagonist. The reaction to the collaborators around the protagonist was interested in the collaborator and responded to delivering his or her story from the perspective of the collaborator. The results of this study are significant in that they focus on children's initiative in the direction and approach of linking kindergarten and primary school and present a discussion on children's independent and active participation in the linking process.

A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers

This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently run school activities outdoors in green spaces. A sample of kindergarten and primary school teachers working in different Italian regions (n = 209) filled in an online questionnaire including the Satisfaction with Life Scale (SWLS), the Perceived Restorativeness Scale (PRS-11), the Scale of Affective Qualities of Place, and the Revised School Level Environment Questionnaire (RSLEQ). Zero-order correlations, preliminary descriptive analyses of variance (ANOVAs) to compare teachers conducting Outdoor Education (vs. teachers conducting only or almost always indoor education), and structural equation modeling (SEM) were carried out on the measured variables. Results from ANOVAs evidenced that teachers conducting outdoor green education show higher levels of perceived affective qualities and restorativeness than teachers working mainly indoors. The model tested through SEM analysis showed that positive affective qualities attributed to the school are associated with higher levels of restorativeness and this, in turn, is linked to a more positive perception of social relationships at school, which increases life satisfaction. Overall, these outcomes support previous research demonstrating the beneficial psychological effects of nature experiences, also in the school environment.

Improving Bodily Kinesthetic Competence Through Simple Bowling Game to Kindergarten Chlidren of Jungle School Semarang in the Academic Year 2023/2024

This research was conducted to explain the application of simple bowling game to improve bodily kinesthetic competence to the kindergarten children of Jungle School Semarang in academic year of 2023/2024 and to find out the result of conducting simple bowling game to improve children’ bodily kinesthetic competence. This classroom action research applied 2 cycles. In each cycle consisted of planning, acting, observing, and reflecting. Subject of this research was the children of Jungle School kindergarten Semarang which consisted of 15 children. The researcher got data collection through observation and documentation. The result of this research found in before cycle that only three children or 20% who passed standard criteria of BSH (expected progress). On the other hand, there were 12 children or 80% in criteria of MB (starting on progress). In the first cycle, there was improvement in each meeting. Children with the criteria of BSH was 7 children (46,7%). Based on the result so can be inferred that in the cycle I has not passed the passing grade of research indicator, so the researcher moved on to the cycle II. The result on cycle II showed that one child (6.6%) passed the indicator standard of BSB (well progress). In addition, there were about 12 children (80%) passed the criteria of BSH (expected progress). Then only 2 children (13,4%) who did not pass the criteria or they were in the criteria of MB (starting on progress). Based on the result on the cycle II, it showed that 80 % of children have passed the passing grade criteria, so the research did not continue to the next cycle.

Parenting self-efficacy in relation to the family check-up's effect on elementary school children's behavior.

Prior research points to the promotion of parenting self-efficacy (PSE) as an important component of parenting interventions; however, few studies have tested PSE as a mediator or moderator of the effects of parenting programs on child behavior. In the present study, we examined the efficacy of the family check-up (FCU), a brief, strengths-based parenting intervention adapted for kindergarten school entry. We tested the FCU's effects on reducing growth in parent-reported child conduct problems (CP) from kindergarten to fifth grade and whether PSE functioned as a mediator or moderator of intervention effects, using a latent growth curve model and intent-to-treat approach. Participants were parents of 321 children from five elementary schools in a northwestern U.S. city. Although we did not find a main effect of the FCU in reducing growth in CP from kindergarten through fifth grade, we found a significant indirect effect of the FCU on reducing CP growth via improving PSE in second grade and that the indirect effect was moderated by baseline levels of PSE. Together, our findings suggest that the FCU is effective in promoting PSE, which is subsequently associated with reduced CP growth, particularly for parents with initially low PSE. Our findings bolster existing work on the relationship between PSE and child CP in the context of a preventive parenting intervention and emphasize the importance of PSE as an agent of change. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Balinese Language and Local Identity in a Multicultural Context; Issues, Challenges, and Preservation Efforts

This research aims to present the issues, challenges and opportunities of Balinese regional languages ​​in the context of multicultural society and culture. In the current context, the Balinese language is experiencing a decline in interest and use in daily life which is being eroded by the use of Indonesian and English by the people. The great influence of multiculturalism is detected in this context. This is proven by the proliferation of international standard Kindergarten, Elementary, Middle and High Schools, where these schools present and promise English as the language of instruction. The narrative literature review method is used as empirical data to support arguments. Some of the issues facing the Balinese language currently and in the future include the code mixing habits of parents in Bali, the proliferation of international schools, and the position of the Balinese language in the Indonesian curriculum. These issues refer to several challenges faced by the existence of the Balinese language, namely the shift in the identity of the younger generation, changes in the educational curriculum, and the shift in the function of regional languages. Several efforts have been made by various parties in order to preserve the Balinese language in the context of a multicultural society. Steps that should be taken as preservation tips in the future are packaging the language with local culture, stabilizing diglossia, using Balinese as an introductory subject, training and community development, as well as linguistic research for documentation. With this research, it is hoped that the Balinese people will pay more attention to and preserve the Balinese language. Research related to Balinese is still limited. It is hoped that this paper will be able to contribute to literature studies for parties interested in researching the Balinese language further.

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

The effectiveness of a school-based protocol for environmental cleaning and disinfection during a pandemic: a randomized controlled pilot study

BackgroundSince no specific environmental cleaning instructions and methods have been developed for schools to tackle pandemics, and cleaning methods, this study aims to investigate the feasibility of a new effective school cleaning protocol in reducing the environmental contamination in kindergarten and primary school settings.MethodsThis study implemented a cluster randomized controlled trial with three-arms, namely two intervention arms - groups A and B, and one control arm – group C. The first intervention arm included the cleaning staff who would participate in an educational workshop and be equipped with disposable wipes, while the second arm, group B, participated in the educational workshop only. The third arm, group C, received no treatments.Results1080 sample points were collected from pre-determined sites in the study within the 6 schools. At the 2-week follow-up post-intervention assessment, all sites were found to be clean for group A that used disposable wipes, while group B, without disposable wipes, were found to have left more sites contaminated. Staphylococcus aureus was found in the sites cleaned by group C.ConclusionBased on the findings in this pilot study, a further study at a larger scale focusing on the education program with enhancement and use of the cleaning protocol can be conducted to train cleaning staff for effective environmental cleaning in a school setting.

The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years

Abstract Background Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective The authors created the “Sensorimotor Training Program” (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < .001, effect size (d) = .483; auditory skills r = .605 p < .001, d = .366; visual skills r = .542, p < .001, d = .294]. The intervention group also improved compared to its baseline measurements. Conclusion These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. These intervention-based improvements are above and beyond biological maturation.

Pengaruh Animasi Upin dan Ipin terhadap Kemampuan Bercerita Anak Usia Dini

This study aims to analyze the impact of Upin and Ipin animation on the storytelling ability of early childhood children who attend Yari International School Kindergarten in Padang City. The research conducted was a quantitative experiment. The study population consisted of students enrolled at Yari International School Kindergarten. Research sample was collected using purposive sampling. Data analysis compares two groups using uji-t. Research demonstrates that eksperimen classrooms gain 16.30 and control classrooms 13.70. Significant discrepancies exist between the two groups' employment of H₁ and Hₒ hypotheses. Thus, animasi upin and ipin affect kid storytelling early age.

Compulsory kindergarten education and early teenage literacy in the Philippines

We assessed the impact of compulsory kindergarten education on early teenage basic and functional literacy skills achievement using a large-scale natural experiment in the Philippines. In 2012, the Philippine government mandated compulsory kindergarten attendance for children aged five years or older prior to enrolling in the country’s basic education cycle. This created a non-trivial discontinuity in the propensity of kindergarten school attendance among different cohorts of children, which we exploited in this study. We find that children who were exposed to the policy were no more likely to be able to read, write and calculate by age 11–13 years when contrasted with comparable peers who were not compelled to attend kindergarten. However, those who were exposed to the policy were more likely to reach full functional literacy by early teen-age, which is likely due to dynamic complementarities in skills formation. While other children were able to eventually catch up with basic literacy skills in later childhood, children who attended kindergarten were more likely able to read and write before entering primary school, which likely allowed them to develop further skills later.

Facilities Audit in the Kindergarten Schools in Yendi Municipality of Ghana

Facilities Audit in the Kindergarten Schools in Yendi Municipality of Ghana

Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school

Experience, difficulties, and needs of French teachers welcoming students with cancer in kindergarten and primary school

The relationships between teachers’ evaluation of children’s academic readiness and children’s later outcomes

Kindergarten is emphasized as a critical first entry into the education system, as politicians and pundits believe kindergartners’ success can lead to later academic achievement. Therefore, a comprehensive understanding of kindergarten school readiness data should consider how it is measured and how that affects learning. Using the Early Childhood Longitudinal Studies—Kindergarten (ECLS-K) cohort 2010–2011 data, the author examined the relationship between teacher reports about children’s academic readiness at kindergarten entrance and their later outcomes in reading, math, and science through fifth grade. This study used a latent basis growth model with time-invariant predictors to analyze the relationship's trajectory. Overall, findings determined that teachers’ perceptions of children’s Approaches to Learning, mathematical thinking, and science significantly impacted later achievements in math and science direct assessments throughout elementary education. This research discussed the practice and policy implications on teachers’ perceptions of school readiness and its impact on later academic outcomes.

Quality of school inclusion and digital technologies: A pilot study

The quality of school inclusion of children with disabilities is a complex construct that emerges from the interaction between individual needs and different systems and processes; therefore, it needs to be investigated through a multi-method approach, using tools capable of grasping its complexity.The general goal of the study is to describe and test the modified version of two instruments: ICP and SELFIE. The ICP (the Inclusive Classroom Profile; Soukakou, 2016) is an observational tool aimed at measuring and quantifying school inclusion quality through the observation of the teachers' daily practices and the analysis of the school's policy. For the present research, the ICP was adapted to the Italian school context. Moreover, other minor changes were applied to adapt the tool to the primary and secondary levels of education. The SELFIE (Self-reflection on Effective Learning by Fostering Innovation through Educational Technology; European Commission, 2018) analyses the use of digital technologies in the school context. Originally developed as a selfevaluation questionnaire, for the present study it has been transformed into a guided interview, allowing the research team to collect more comprehensive quantitative data.The tools were tested in a pilot study involving a kindergarten and a 3rdgrade class in the municipality of Genoa. Results outline the strengths and weaknesses of the modified versions of the instruments and further changes are proposed. Furthermore, the SELFIE interviews content analysis highlights valuable insights regarding kindergarten and primary school teachers' use of digital technologies.

The Role of Digital Media in Forming the Value System among Children in Arab Kindergarten Schools within the Green Line

The Role of Digital Media in Forming the Value System among Children in Arab Kindergarten Schools within the Green Line

유아의 학교준비도에 대한 유치원 교사와 초등학교 교사의 인식

This study investigates the perceptions and differences between kindergarten and elementary school teachers regarding the importance and performance of school readiness for young children. The subjects of the study are 114 kindergarten teachers who currently teach 5-year-olds or have taught them within the last 3 years and 106 elementary school teachers who currently teach first graders or have taught them within the last 5 years. The research tool was modified to fit the purpose of this study, drawing on Bang (2013) and Lee (2005). The collected data were analyzed using frequency and percentage, maximum and minimum values, mean and standard deviation, and t-tests. This study yielded the following results. First, significant differences were found in how kindergarten teachers and elementary school teachers perceived the importance of young children's school readiness in the overall and subdomains except academic skills, with elementary school teachers placing a higher value on it. Second, significant differences were found in how kindergarten and elementary school teachers perceived the performance of young children's school readiness, in general and subdomains, with kindergarten teachers believing that more young children could perform those than elementary school teachers. These results imply the need for a two-way connection between early childhood education and elementary education, thus redefining the role of early childhood education and strengthening cooperation with families.

Pemasangan Proteksi Kebocoran Arus Listrik pada Gedung Taman Kanak-Kanak (TK) Aisyah di Desa Muarajalai, Kecamatan Kampar Utara, Kabupaten Kampar

Electricity is the main requirement for every activity held at the Asiyah Kindergarten school. The Aisyah Kindergarten School building, located in Muarajalai Village, has good electrical installations, but maintenance is rarely carried out. Maintenance of electrical installations is very necessary, because over time the condition of the feasibility of electrical installations really needs to be paid attention to. One effort that can be made to maintain electricity is to install extra security equipment to overcome electric current leaks. In general, homes or schools usually only use MCBs, MCBs only function for protection in the event of an overload or short circuit. However, electric current leakage cannot be protected by MCB. It is necessary to additionally install an ELCB to detect electric current leaks, so that if someone is electrocuted, the ELCB will be able to work in less than 0.1 second to cut off the electric current. Apart from protecting humans, ELCB can also protect equipment that uses electricity from electric current leaks.

Gambaran Pelaksanaan Pembelajaran Pendidikan Jasmani Adaptif Untuk Anak Autis Tingkat Sekolah Menengah Pertama Pada Sekolah Khusus

Adaptive physical education learning is important for children with autism. However, the process of implementing adaptive physical education learning in special schools SLB Negeri 2 Mataram is only carried out by one physical education teacher while the number of classes from kindergarten, elementary, junior high and high school levels is very large. Moreover, the physical education learning process carried out by physical education teachers is only assisted by class teachers who are not from the field of physical education. The incompatibility of lesson plans with the learning carried out also requires physical education teachers to be more active in providing learning. The purpose of this study was to determine the implementation of adaptive physical education learning for children with autism in special schools SLB Negeri 2 Mataram. This research uses a qualitative descriptive method approach. The subjects in this study were physical education teachers, class teachers and principals. Data collection techniques using observation, interviews and documentation. Data analysis techniques using qualitative descriptive analysis with steps of reduction, data display and conclusion drawing (verification). The results showed that adaptive physical education learning in SLB Negeri 2 Mataram special school was in accordance with the objectives of adaptive physical education, namely improving the cognitive quality and independence of autistic students through children's motor development activities. Learning activities have covered most of the needs of students although teachers have to work harder due to the large number of students. The process of assisting autistic students in learning is also carried out by physical education teachers who collaborate with class teachers to create a conducive atmosphere during learning.