Kindergarten Students Research Articles

The construction of ‘we’ empowering music practice in kindergarten

ABSTRACT Singing together fosters connections across social contexts. While this activity is expected to flourish in kindergartens and nurseries, studies from multiple countries have highlighted a growing decline in confidence in singing among both kindergarten teachers and students. To address this, Kulset and Halle [(2020). Togetherness!: adult companionship – the key to music-making in kindergarten.’ Music Education Research 22 (3): 304–314] introduced ‘we’, promoting adult companionship and collective music-making. This study deepens the ‘we’ concept and its practical implications. Using Cultural-historical Activity Theory (CHAT), we compared recent studies on self-concept in musicality among kindergarten teachers and students. While existing research emphasises the significance of nurturing musical skills and a theoretical understanding of musicality, our analysis suggests that practical engagement in music-making mainly as a collaborative effort could catalyse a transformative shift towards fostering musical togetherness. We propose adjusting music programmes in kindergarten teacher education to prioritise such collaborative music-making skills. Practical ‘we’ implementation could reverse declining confidence in singing, instead fostering musical companionship.

Development of Psychological Course Based on Social Stories and 4MAT Method to Enhance Preschool Students’ Emotional Intelligence in Hancheng Jiada School

Background and Aim: The emotional intelligence of preschoolers has a significant impact on their social interactions, scholastic achievement, and general well-being, making it vital for their overall development. Developing emotional intelligence in young children can be challenging, especially in traditional school environments. The objective of this study was to (1) develop a psychological course based on social stories and the 4MAT method to enhance preschool students’ emotional intelligence, (2) compare preschool students’ emotional intelligence before and after implementing through psychological course based on social stories and 4MAT method, and (3) study the learning progression of preschool students’ emotional intelligence who learned through psychological course based on social stories and 4MAT method each time. Materials and Methods: This study used a cluster sampling method with 30 kindergarten students of Hancheng Jiaoda School, People’s Republic of China. The experimental design adopted in this study was a group pretest-posttest design and the equivalent time-sample design. The research instruments were 1) 8 lesson plans, 2) a Test for assessing preschool students’ emotional intelligence (Knowledge), and 3) an Observation form for assessing preschool students’ emotional intelligence (Behavior). The data were analyzed by using mean, standard deviation the t-test for a dependent sample, and one-way Repeated Measures ANOVA. Results: The results of the study were as follows: 1) The psychological course to enhance preschool students’ emotional intelligence consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 2) After implementing social stories and 4MAT learning, the student’s emotional intelligence was higher than before (t=8.317 p = .001). 3) The students’ emotional intelligence increased in the four tests after the psychological course with the F-test statistic (F=6255.071, p=.001), which was less than .05, indicating that there were statistically significant differences in the mean values of the four times emotional intelligence tests. Conclusion: The innovation of this research was: 1) The course components consisted of six components. 2) The instructional strategy to enhance preschool students’ emotional intelligence had 7 steps: Step 1: personalization, step 2: engagement, step 3: application, step 4: creativity, step 5: visual Support, step 6: progress monitoring, and step 7: Inclusivity.

The Influence of the Beyond Centers and Circles Time (BCCT)Approach and the DRILL Method on Children's CognitiveDevelopment in PAUD Ambon City

This research aims to determine the effects of the drill method, the BCCT approach, and a combination of both (the drill method and BCCT approach) in improving children’s cognitive development in PAUD Ambon City. This research uses an ex po facto research design. The subject of this research is the grades of Xaferius Kindergarten students in Ambon City in 2022 using the drill method on 15 students in the age group of 5-6 years. The learning outcomes of 25 students involved in this research was studied. The subjects in this research were homogeneous according to the characteristics of the learning method. The data were collected through 1). The scores obtained by students in the school on the pretest. 2). Conduct the treatment during 6 meetings. 3). Conduct the post test. In this research, the data collected was analyzed using analytical techniques: 1). Descriptive analysis was used to describe inferential variables, and 2). In inferential statistics, the level of students’ cognitive development of students who were given BCCT treatment was higher compared to the group of students who were given drill method treatment. Through the test criteria, if tcount ≤ ttable then H0 is accepted, it turns out tcount ≤ ttable, is -23,216 > 0.000, so H0 is rejected and H1 is accepted. Where the calculated t value is greater than the r table, it indicates that there are differences between the two groups so that the BCCT learning approach is good to use in developing the cognitive development of children aged 5-6 years. Keywords: beyond centers and circles time (BCCT) approach, drill method, cognitive development

Refractive Profiles in Children Receiving School-Based Eye Exams Following Vision Screening from a Large School-Based Vision Program in 2016 to 2022

ABSTRACT Purpose To describe refractive error findings and associated factors in students who received school-based eye exams following vision screenings. Methods Cross-sectional study of pre-kindergarten through 12th grade students who failed vision screening and underwent a school-based eye exam in the Northeast region of the United States during 2016–2022. Non-cycloplegic autorefraction and visual acuity measurements were used to categorize refractive error by type and severity. Main outcomes included any refractive error (at least −0.50D myopia, +0.50 hyperopia, 1.00D astigmatism, or 1.00D anisometropia), clinically significant refractive error (CSRE; more severe refractive error with decreased vision), and refractive amblyopia risk (RAR). Multivariable mixed-effects logistic regression was used to determine student- and school-level characteristics associated with refractive error outcomes. Results Of 103,159 included students who failed screening, 95,875 (92.9%) were analyzed. Overall prevalence of any refractive error was 94.2%, with 81.7% having CSRE. Pre-kindergarten & kindergarten students had the highest prevalence of CSRE (85.7%), which dropped to 77.0% by 3rd and 4th grade before rising with each higher grade level thereafter. Prevalence of RAR was 60.9% overall and highest in pre-kindergarten and kindergarten students (73.8%). Myopia was the most prevalent refractive error, followed by astigmatism, anisometropia, then hyperopia. The odds of hyperopia, astigmatism, and anisometropia decreased with higher grade level. Conclusion Over 80% of students who failed vision screening at a large school-based vision program had CSRE, and over 60% had RAR. Pre-kindergarten and kindergarten students had an especially high prevalence of RAR. Refractive error remained common in every grade level.

A Scoping Review of Mathematics Interventions: Moderation Analyses of Initial Mathematics Skills

This scoping review describes mathematics intervention studies that include initial skill moderation analyses. Sixteen studies were included that focused on students with or at risk for mathematics difficulties (MD). The results revealed that mathematics intervention studies with initial skill moderation analyses focused on students in kindergarten through Grade 6 (no studies that met inclusion criteria were located for Grades 7–12). Studies focused more on whole number concepts and fractions than other areas of intervention (e.g., computation, word problem solving). Further, the studies were mostly conducted by two research teams, which potentially limits the generalizability of the findings. Overall, the review serves as a call to action for researchers to address important gaps in initial skill moderation analyses within mathematics intervention studies.

Integrating the ideas of mindful meditation into physical activities to improve executive function skills of kindergarten children

This study aimed to examine whether physical activities based on mindful meditation can significantly enhance executive function (EF) skills in kindergarten children. A pre-experimental design was used, and purposive sampling was conducted to recruit the participants. A total of 87 kindergarten children were recruited, including 66 regular children and 21 who were screened as having a risk of Attention Deficit Hyperactivity Disorder (ADHD) based on a t-score of ≥ 1.5 on the Swanson, Nolan, and Pelham Rating Scale-IV (SNAP-IV). The participants received one hour of training every day, four days per week, for eight weeks. The modified Thai version of the Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P) was administered before and after the intervention. Paired t-tests were conducted to determine if there were any significant differences between the pre- and post-tests for children with and without a risk of ADHD. Independent t-tests were also conducted to determine if there were any significant differences between children with and without a risk of ADHD. The intervention significantly enhanced the participants' performance on the full BRIEF scale and all subscales (inhibition, cognitive flexibility, emotion control, working memory, and planning). Additionally, significant differences in cognitive flexibility, inhibition, and emotion management were found between children with and without a risk of ADHD in the pre- and post-tests. Overall, the intervention effectively enhanced the executive function of kindergarten students at risk of ADHD. However, interpretation of the study’s results should be done with caution due to the lack of a control group and random sampling. A true experimental design is suggested to overcome these limitations.

Prevalence and risk factors of myopia among children and adolescents in Hangzhou.

To analyze the prevalence and influencing factors of myopia among children and adolescents in Hangzhou city, and provide ideas for the formulation of myopia prevention and control measures. A cross-sectional school-based study using stratified cluster random sampling method was used to select 31,880 students from 113 schools in Hangzhou city. Myopia screening and questionnaires on the influencing factors of poor visual acuity were carried out. Univariate and multivariate logistic regression were used to screen possible risk factors of myopia. The overall prevalence of myopia was found to be 55.3% (17,630/31,880), with the myopia rates observed among students in kindergarten, primary school, junior high school, and senior high school, at 5.8%, 34.9%, 74.2%, and 85.0%, respectively. As the academic year progresses, there has been an observable increase in the prevalence of myopia (χ2 = 8676.748, P<0.001), low myopia (χ2 = 5444.040, P<0.001) and high myopia (χ2 = 2171.073, P<0.001) among students, with the difference between the three groups being statistically significant. The myopia prevalence in girls is higher than that in boys (χ2 = 119.917, P<0.001); the prevalence of myopia in urban students is higher than that in suburban students (χ2 = 4.603, P = 0.032). The time spent on homework after school, the correctness of reading and writing postures, the duration of exposure to electronic screens, and the use of lighting in an appropriate manner all have an impact on the development of myopia (all P<0.05). The overall prevalence of myopia and high myopia in schools in eastern China, is notably high. The prevalence of myopia and high myopia increases with grade or age. Myopia is associated with increased age, parental myopia, extended periods of homework after school, poor reading and writing posture, prolonged exposure to electronic screens and inappropriate lighting. In light of the findings of the present survey, it is recommended that a comprehensive prevention and control intervention model for myopia in children and adolescents based on society-hospital-school-family-individual students with a view to preventing and controlling myopia.

Mother tongue-based education in a diverse society and the acquisition of foundational skills: Evidence from the Philippines

The Philippines is an ethnolinguistically diverse country with 180 languages spoken. In 2012, the government massively expanded the language of instruction (LoI) options, a shift from a bilingual Filipino-English education to mother tongue-based education using 19 languages targeting students in kindergarten to grade 3. The policy intended to create a closer link between the school instructional language and students’ mother tongue in the early stage of formal schooling, which would improve foundational skills and increase the students’ ability to acquire proficiency in additional languages. We use nationally representative data to evaluate the policy's impact on foundational reading and mathematics skills, exploiting a variation between student cohorts and the variation in the instructional languages before and after the policy. We find that the policy reduced the mean linguistic distance between children's mother tongue and school LoI by between 43 % to 76 %. However, we find a statistically significant and negative effect on foundational reading skills when tested in Filipino or English. The magnitude is not negligible given the Philippines’ flat learning profiles. We find the policy also negatively impacted the foundational mathematics skills of the first cohort fully exposed to the policy. Our findings imply that governments need to reconsider the mother tongue-based education policy as a tool to improve foundational skills in a diverse society.

Enhancing Reading Motivation of Kindergarten Pupils through Home-School Collaboration: A Causal-Comparative Approach

The purpose of this study is to examine how home-school collaboration affects kindergarteners' reading motivation. The researcher chose 100 kindergarten teachers in Talomo A District, Davao City, as study participants. Respondents were chosen using stratified random sampling. A causal-comparative quantitative research design was used. Data was analyzed using these statistical tools: Mean Percentage Scores, Frequency Distribution Percentage, Mean, Independent Sample T-Test, and Eta-Squared Univariate General Linear Model. One category (n=50) was assigned to home-school collaboration and the other to non- collaborative groups by simple random assignment. The results showed that kindergarteners in Talomo A District, Davao City, had extensive reading motivation. Additional results demonstrated a substantial statistical difference in kindergarten students' reading motivation between home- school collaboration and non-collaboration groups. The results also demonstrate that home-school partnership improved kindergarteners in Talomo A District, Davao City. Thus, home-school partnership made this issue easier to teach. The study was done to publish findings in a recognized academic journal.

Discovering Joan Miró Through Artificial Intelligence: an Educational Scenario for Preschool Education

This article presents an educational scenario designed for kindergarten students, aligned with the curriculum for Preschool Education in Greece, specifically within the thematic field of arts. The primary goal of this scenario is to introduce students to the artistic work of Joan Miró while incorporating Artificial Intelligence (AI) tools into the learning and information search process. The teaching methodology combines exploratory and experiential learning. In this scenario, ChatGPT-4ο is used collaboratively with students to explore new knowledge. Additionally, other AI tools, including Lumen5, Suno, Leonardo.Ai, DALL-E, and ElevenLabs, were employed to create educational materials. This educational scenario aims to enhance children's active participation and interest, helping them acquire new knowledge about Miró and develop skills and positive attitudes towards the artist's work and the use of AI tools in the learning process.

The Reality of Classroom Teaching Practices and their Relationship to the Development of Critical Thinking in Kindergarten

The current study seeks to establish how teachers in the Jubail Governorate of Saudi Arabia promote critical thinking in their kindergarten students using specific classroom teaching tactics. This applies especially to the ongoing investigation. Although preschool is the developmental stage during which a child's personality emerges, little study has been conducted on the development of critical thinking skills in this age range. Current research seeks to address this issue. The study sample consisted of 78 educators from Jubail Kindergarten in Saudi Arabia, accounting for 85% of the original community. The study's descriptive technique was appropriate for reaching its objectives. The researchers employed a questionnaire to assess teaching approaches that encourage pupils to think critically .To accomplish these broadcasting goals, this study used an associated descriptive technique.

The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation

Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p &lt; 0.001), conventional spelling (p &lt; 0.001), complex vocabulary use (p &lt; 0.001, writing motivation (p = 0.040), and writing achievement (p &lt; 0.001). Other outcomes as well as implications and future directions are reported. The invented spelling intervention encouraged low-stake risk taking when writing and removed barriers to writing entry. Allowing time and space for invented spellings means students can focus on communicating their ideas in print without being hindered by the expectation to conform to conventional spellings.

Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems

Kindergarten and First-Grade Students’ Understandings of Arithmetic Properties Across Different Kinds of Problems

Civic Literacies: Civic Engagement in the Early Years: Creating Opportunities for Children to Engage in Meaningful Social Action

As the final piece of our yearlong inquiry asking “What does it mean to prepare students for civic engagement?” Tiffany Livingston Palmatier shares how she scaffolds her kindergarten and first-grade students from talk to action.

Empowering little learners: revolutionizing distance learning DL for Tabuk Region kindergarten students with disabilities

ABSTRACT The sudden shutdown of schools in response to the COVID-19 pandemic presented considerable difficulties for students with disabilities and their mothers. In response to this issue, countries such as Saudi Arabia took measures to develop remote learning platforms aimed at providing support specifically tailored to the needs of students with disabilities. This study aimed to evaluate the effectiveness of a distance learning platform in the Tabuk Region in the Kingdom of Saudi Arabia specifically focusing on its impact on kindergarten students with disabilities. This research employed semi-structured, virtual interviews. By conducting a comprehensive thematic analysis, two main themes were identified: challenges of accessibility and adaptability, and increasing the accessibility of distance learning. The findings indicated various challenges, including mothers struggling to manage their children’s behavior during online lectures. Participants unanimously expressed the necessity for a support system that could assist parents in navigating distance learning. They emphasized the significance of collaborative efforts between teachers and parents, as well as the provision of support and guidance from educators through the distance learning platform.

Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications. Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews. Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers. COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.

Pivoting Training and Coaching for an Early Numeracy Intervention During COVID-19.

Early numeracy skills are vital for kindergarten students because they provide the foundation for acquiring mathematics skills in both kindergarten and subsequent years. Teacher support to intervene with kindergarteners at risk for poor mathematics learning outcomes is a promising approach to addressing this achievement gap. The current study replicates previous work on an established early numeracy intervention, ROOTS. In this instance, ROOTS uses remote professional development as a novel format for interventionist training support during the COVID-19 pandemic. Findings indicate that interventionists receiving remote support for implementing ROOTS found training and coaching acceptable and feasible. Remote training and coaching supported strong levels of implementation fidelity. Furthermore, children who received the ROOTS intervention outperformed their control group peers on post-test measures of mathematics achievement within a randomized controlled trial research design. Outcomes and implications for using remote professional development as a format for supporting educators in their use of early numeracy intervention programs are discussed within a pandemic-response context.

Upaya Meningkatkan Motivasi Belajar Anak Usia 4-5 Tahun melalui Metode Bernyanyi di TK Al Hidayah Rambipuji Tahun Ajaran 2024

An important dynamic component in the learning process is motivation. Lack of motivation causes students to underachieve. One of the learning motivations is through singing, an alternative method often used by teachers in the teaching and learning process. Singing is indeed an effective method to increase learning motivation, especially in early childhood. This study was conducted on 22 students with observation and interview data. The results of the study were that children easily feel bored and fed up during learning hours in children aged 4-5 years with a total of 22 students in group B. In class B, there were children who felt bored and fed up so that to help the learning process through the singing method. The results of the pre-cycle observation that the assessment indicator had not developed (BB) reached 95%, there were many students who were not used to the learning process so that it was not fun, making students feel bored and fed up and the assessment indicator began to develop (MB) reaching 5%. Furthermore, 95% were included in the BSB category and 5% were included in the BSH category. This success is due to the fact that children feel happy with learning activities using the singing method and that the variety of songs that are done every day prevents them from getting bored and the results of the actions taken in two locations show that the singing method helps Al Hidayah Rambipuji Kindergarten students learn better.

Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten

This study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education

Sanggar Seni Matoh Mime as A Non-Formal Education Forum: Increasing Creativity and Developing Community Potential

This study addresses the challenges educational institutions face in fostering students' interest and skills, particularly in the field of pantomime. A major hurdle is the lack of structured extracurricular activities dedicated to this performance art. This research examines the innovative training techniques employed by Sanggar Seni Matoh Mime as a model of non-formal education aimed at enhancing creativity and developing community potential. The study's objective is to analyze the role of Sanggar Seni Matoh Mime as a non-formal educational platform, focusing on how its pantomime programs contribute to creativity and community development. Utilizing a qualitative case study approach, the findings demonstrate that Sanggar Seni Matoh Mime effectively enhances children's creativity and achievements in pantomime. Since 2019, the Sanggar has provided free pantomime training at Bojonegoro Regency's square, with 32 participants, including one kindergarten student, 28 elementary school students, and three junior high school students. Notably, eight participants won at the Bojonegoro Regency level of the National Student Art Competition Festival. These results highlight the significant contribution of Sanggar Seni Matoh Mime to fostering creativity and artistic potential in the community through non-formal education. In conclusion, this research provides new insights into non-formal education methods and their impact, while encouraging further investigation into the broader effects of non-formal education on community development.