Preschool Education Students Research Articles

Improve the Capacity of Regular Pedagogical Professional Training for Students of Preschool Education According to the Competency-Based Approach at Vinh University

Pedagogical training is the process of forming and training core pedagogical competencies for students, contributing to the formation of qualities and abilities for future teachers. Consistently enhancing the pedagogical skills of preschool education students can foster their professional capacity and equip them for successful careers. This approach also provides lecturers with more teaching experience and opportunities for professional growth. The connection and cooperation between the school and other units can lead to significant improvements in the quality of our educational programs.

Program for forming psychological readiness for professional communication in future pre-school education teachers during the process of studying at university

Introduction. The article deals with the problem of preparing specialists of the preschool education system for future professional activity in the process of studying at higher school. The authors present the basic concept for the creation and implementation of the main stages of the program for the formation of psychological readiness among students of preschool education for professional communication with all subjects of the educational process. The modular principle of designing a program based on the main components of the structure of psychological readiness is discussed, and the need to increase the practical training of future teachers of preschool education is noted. Materials and Methods. The research used: theoretical methods: analysis of scientific publications, psychological and pedagogical literature; synthesis and interpretation, method of generalization and systematization of information, modeling of the process of formation of psychological readiness for professional communication; empirical research methods: psychological and pedagogical experiment, testing, direct and indirect observation, proximetric techniques; data analysis methods: methods of mathematical statistics, quantitative and qualitative analysis of the results. Results. The authors substantiate and concretize the scientific and theoretical foundations, approaches and principles, organizational, psychodidactic and psychological-pedagogical conditions, present a detailed approbation of the program, assess the dynamics of the formation of psychological readiness for professional communication among future teachers of preschool education. The program allows undergraduate students to consistently master general cultural and general psychological communicative competencies; skills, abilities, actions of planning, designing, building, accumulating individual experience of interpersonal and professional communication with different subjects of the educational process; building personalized communication models with different target groups and subjects of education; to form the initial style of professional communication of the future teacher, his value-semantic, a substantial and structural-organizationaloutline. Discussion and Conclusions. The performed research has shown the need and possibility of systematic and systematic formation of psychological readiness for professional communication among students of preschool education in the process of studying at a university. The psychological readiness of students of preschool education has its own characteristics and correlates with the requirements for the professional competencies of a future teacher of preschool education.

Recognizing Modal Versions of Tonality by Students of Preschool and Early Childhood Education

The vast majority of preschool and early childhood teachers admit that they have problems with implementing musical issues. Experimental research indicates that the inability to sing, move to music, differentiate tonality and meter, improvise, read and write down music, is mainly caused by deficits in audiation. The article focuses on research results regarding the effectiveness of recognizing a melody presented instrumentally in eight tonalities: 1. Major; 2. Dorian; 3. Phrygian; 4. Lydian; 5. Mixolydian; 6. Aeolian; 7. Harmonic Minor; 8. Locrian. Due to the purpose of the research, the rhythmic content of all versions was the same, and the procedure used allowed for comparing students’ attention by determining the time of receiving (listening to) the melodic line and the moment at which they gave the answer. Listening skills help develop critical thinking skills, which are important in any form of communication: speaking, singing, reading, writing or synthesizing information.

Foreign students at school in the opinions of students of preschool and early school education

The article presents selected results of a study on the perception of the presence of a foreign student at school. It was conducted among preschool and early school pedagogy students at two universities - the Academy of Special Education and the Faculty of Pedagogy of the University of Warsaw. The presented results refer to the needs, benefits and challenges that, in the opinion of the respondents, are associated with the presence of students from other countries at school. As research has shown, respondents are aware of the needs related to the presence of a foreign student at school, and they consider it to be the most important for them to master the Polish language. Respondents associated the presence of a foreign student with increasing the chances of learning or growing tolerance for others. In the context of challenges related to the presence of a foreign student in the school space, the respondents hardly noticed the high probability of their occurrence. Among the most likely ones, they indicated those having an organisational rather than ideological basis.

Developing the professional capacity of preschool teachers through pedagogical training activities

The primary purpose of educational programs is to enhance students’ knowledge and skills through pedagogical training activities. However, preschool teachers in Vietnam face limitations in their professional capacity. Thus, this study aimed to address issues by evaluating the level of implementation of pedagogical training activities for preschool education students. The study used a scale for students' pedagogical practice activities to gather quantitative data from 629 participants (managers, lecturers and preschool teachers) in Dong Thap province in Vietnam to assess the extent of implementation of pedagogical training activities for preschool education students. The results showed that preschool teachers may not possess the essential knowledge of pedagogical practices. Pedagogical training uses conventional work-and-activity techniques despite the fact that it prioritizes innovation. Moreover, all school managers, teachers and students recognized the necessity of developing the professional capacity of preschool teachers. These findings illustrate the critical need for revitalizing educational approaches that are consistent with Vietnam's developing preschool teacher professional development context. The present study proposes some measures to innovate pedagogical practice activities in order to meet the requirements for developing the professional capacity of preschool teachers in Vietnam. Such initiatives hold promise for reshaping the educational landscape and fostering a culture of continuous improvement within the primary education sector of Vietnam.

The Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

Research on the Application of Folk Art in the Training System of Preschool Education

The popularization of China s excellent folk art work is also an indispensable link in the process of the great rejuvenation of the Chinese nation to achieve a high degree of cultural confi dence and prosperity. Promoting the development of students comprehensive ability is helpful to cultivate the professional quality ability of teachers and students of preschool education. Actively carry out folk art education deeply integrated with teaching, aiming at exploring and applying folk art elements to promote the comprehensive development of preschool children.

THIẾT KẾ VÀ BIỂU DIỄN MÚA RỐI BÓNG CHO TRẺ EM: HIỆU QUẢ CỦA MỘT MÔ-ĐUN THỰC HÀNH TRÊN SINH VIÊN NGÀNH GIÁO DỤC MẦM NON

This study aims to assess the impact of a shadow puppetry arts training module on Preschool Education students’ confidence in their knowledge and skills of design and performance of shadow puppetry. The researchers developed and implemented the training module for 116 fourth-year students at a university in Central Vietnam. Survey methods and group interviews were employed to evaluate the effectiveness of the training module. The research results indicate that the shadow puppetry design and performance module has positively influenced the students' confidence in both knowledge and skills. Students highly appreciate the interest and challenges encountered during the learning process, as well as the creative skills and exploration demonstrated through shadow puppetry design and performance, group cohesion, and the dedication of the instructing teacher. The principles and processes of shadow puppetry design and performance outlined in the study serve as valuable reference materials for teacher training institutions, students, and preschool educators. This research emphasizes the crucial role of the shadow puppetry arts module in developing the competencies of preschool teachers

A Data-Driven Modeling Study of Factors Influencing Preschool Students’ Intention to Teach

Abstract Willingness to teach is an important condition for improving pre-service teacher literacy to promote the professional development of preschool teachers. In this study, we randomly selected 600 students from six types of preschool education majors, and processed the data using a data-driven model that included an independent sample t-test, correlation analysis, and multiple linear regression model. The data results showed that the overall mean and standard deviation of preschool education students’ willingness to teach was 3.91±0.982, and preschool education students’ willingness to teach was high overall, but there were still students who expressed a lack of significant willingness to teach. Further regression analysis revealed that individual characteristics, family environment, school environment, and teacher career perception had explanatory power of 5.8%, 20.7%, 6%, and 3%, respectively, and the factors influencing preschool education majors’ willingness to teach were diverse. Measures at both the government and university levels are necessary to comprehensively improve the willingness to teach.

Preparation of future educators for pedagogical support of play activities of young children

Relevance. Health-preserving competence is an important component of the professionalism of teachers of preschool education institutions and a necessary condition for the implementation of pedagogical support of early age children's play activities (outdoor games and play exercises). The purpose of the study is to highlight the peculiarities of professional training of future educators for pedagogical support of play activities of early age children. The objectives are to determine the criteria and development level of qualification competence assessment for pedagogical support implementation of outdoor game, to analyze the content and technological components of students' professional training for pedagogical support of early age children's play activities. Brief overview of the research results. It was revealed that students have certain difficulties in the implementation of play activities of early age children (play exercises for the movements development). Conclusions were drawn about the insufficient effectiveness of students' professional training for educational interaction with early age children in the field of physical education. This led to the necessity to improve the contents of the work program of the discipline "Health-Preserving Technologies in Preschool Education" for 012 Preschool Education students. As well as to improve the contents and methodological tools for conducting educational classes, that would reflect a unified systematic approach to the formation of professional competence of future educators in the field of physical education of early age children. Conclusions. Improvement of the content of the program and educational classes, careful consideration of the task system and their quality implementation create the basis for the full mastery of the content component of the discipline for further professional activity with early age children.

Implementation the Training Course Based on Situated Cognition Theory to Enhance the Career Planning Competency of Pre-School Education Students

Implementation the Training Course Based on Situated Cognition Theory to Enhance the Career Planning Competency of Pre-School Education Students

Exploration and practice of piano teaching reform in local colleges and universities

Piano is the most used and most important teaching aid in preschool education practice, and piano assisted teaching is also the most popular form of preschool education. So, training pre-school teachers with professional piano playing skills and comprehensive music knowledge is the most important problem facing pre-school piano teaching. How to carry out piano teaching practice in combination with college teaching and comprehensively improve the piano playing skills of preschool education students has become a very realistic problem faced by preschool education majors in colleges and universities. As a piano teacher in a university, on the basis of combining piano teaching practice, the author uses literature method and investigation method to investigate the current situation of piano teaching in preschool education major of Linyi University from the perspective of social needs and professional development, makes an objective analysis of the teaching situation, finds problems and puts forward countermeasures. Through exploration and practice, the author thinks that we should attach importance to students' piano foundation and improve students' motivation to learn piano. Teachers should strengthen the rational use of teaching methods and pay attention to the guidance of students' learning methods; In the reform of teaching organization form, group class should be the main, supplemented by individual teaching; Strengthen teaching feedback; Attach importance to the improvement and development of teachers' profession, and find a new way suitable for the piano teaching of preschool education in local colleges and universities, so as to send a group of qualified preschool teachers to the society.

Listening philosophically: Developing an ear for emergent philosophising

Emergent philosophising is the spontaneous, tentative philosophical thinking and questioning of young children. Those who work with young children can, with practice, develop an ear for their emergent philosophising. I call this ‘listening philosophically’. In this article I report on a qualitative study of preschool education students at the University of Crete as they learn the art of listening philosophically.

Retraction Note: Psychological aspect of the training process of preschool education students

Retraction Note: Psychological aspect of the training process of preschool education students

Solutions to improve the quality of professional ethics for students of preschool education in the path of fundamental and comprehensive renovation of education and training in Vietnam

Over the past time, with the attention of the whole political and social system, at all levels and sectors, which is directly the education sector, the quality of education and training in Vietnam has been gradually improved, educational activities have been gradually improved. education has achieved many achievements. In the system of educational levels, preschool education is the first level of education for children, laying the foundation for physical, thinking, intellectual, emotional, and aesthetic development. adapt, get used to their own reflexes and awareness of their lives. In the current context of Vietnam, professional ethics for students of preschool education plays an important role, contributing to determining the quality and effectiveness of pedagogical activities and improving the quality of education and training make an important contribution to the development of high-quality human resources for Vietnam in the future. The article presents and analyzes basic solutions to improve the quality of professional ethics for students in preschool education in the current roadmap of fundamental and comprehensive renovation of education and training in Vietnam today. The results show that the current preschool education program in Vietnam still revolves around the goals related to helping children perceive, helping children develop language, helping children develop physically and educating children in spiritual life. child god. Regarding professional ethics education activities for students of early childhood education in the current period, there are still some shortcomings. Solutions to improve the quality of professional ethics for students of early childhood education in the roadmap of fundamental and comprehensive renovation of education and training in Vietnam in the coming time, which the article focuses on, is to improve raise awareness and responsibilities of leaders and managers at all levels; professional ethics education for students of early childhood education through teaching political theory modules and specialized courses related to preschool education; professional ethics education for students of early childhood education through pedagogical practice; promote the role of the Youth Union organization and cultural, artistic, physical training and sports activities. The limitation of the article is that it has not shown and analyzed the orientations and requirements of providing solutions to improve the quality of professional ethics for students of early childhood education in the fundamental innovation roadmap. comprehensive education and training in Vietnam in the current period.

The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China

At present, the overall scientific research ability of kindergarten teachers in China is relatively weak. The research method course is usually the most feared course by normal school students. The aim of this study based on objective, preparation, instructional video, review, test, activity, transfer, discussion/summary (O-PIRTATD/S) flipped classroom teaching is to explore the effectiveness of blended learning and improve the teaching of preschool education research method courses and the learning retention of preschool education students to cultivate their scientific research ability in the postpandemic era. This study used a quasi-experimental design, and 240 junior students from a private undergraduate preschool education major in Guangxi, China, were selected. For the research method course of preschool education, the experimental class adopts blended learning in consideration of O-PIRTATD/S flipped classroom teaching, whereas the control class adopts blended learning based on a traditional teaching method. Through the unequal group using pretest and post-test design, the 8-week quasi-experiment was carried out. The test questions were used to collect data. The learning performance was tested on the last week of the teaching experiment (Week 8), and the learning retention of the two groups was tested 8 weeks after the end of the teaching experiment (Week 16). In this way, the difference between the retention rate of the experimental group and control group was explored. The study found the experimental class had blended learning in consideration of O-PIRTATD/S flipped classroom teaching, and the knowledge retention was significantly higher than the control class with blended learning based on traditional teaching. 8 weeks after the course learning, the knowledge retention of the experimental class was still better than the control class. Blended learning contributes to improved learning retention based on the O-PIRTATD/S flipped classroom.

Retracted: Preschool Education Students’ Understanding of Children’s Picture Books

Retracted: Preschool Education Students’ Understanding of Children’s Picture Books

HUMOROUS THEATRICAL ACTIVITY AS A MEANS OF SOFT SKILLS FORMATION IN PRESCHOOL AND PRIMARY EDUCATION

The relevance of the paper dealing with the researching humorous theatrical activities in preschool and primary education is determined by the need to form soft skills in older preschoolers and younger schoolchildren for their successful self-adaptation and self-realization in the future. The purpose of the article lies in substantiating the humorous theatrical activity as a means of forming soft skills in the conditions of preschool and primary education; highlighting aspects of the humorous works selection and methodical recommendations for the effective organization of humorous theatrical action in preschool and primary education establishments. The main methods of scientific research include analysis, pedagogical experience study, observation, generalization and specification. The article proves the effectiveness of humorous theatrical activities for mastering soft skills by students of preschool and primary education, taking into account the pedagogical potential of theatrical play. As a result of the research, aspects of the selection of humorous works are outlined: works with cynicism elements, mockery of macabre themes cannot be studied and acted out; to teach children a wide range of humorous works and their features; to select the works that the children liked the most for the theatrical play; etc. Methodological recommendations have been developed for the effective organization of a humorous theatrical action with the aim of forming soft skills in children of pre-school and primary school: it is necessary to go through all the stages of analyzing a comic work in detail; act out the roles of heroes with the help of theatrical props; you can act out small, humane, humorous skits from your own or school life; the teacher should «try on» the roles of the heroes of the work in order to show the correct facial expressions and gestures; all students of the class or pupils of the group must be involved in the organization and conduct of the event; one student cannot act the same comic, positive or negative role over and over again; observe ethics when using jokes; do not use vulgar humor; do not overload the humorous theatrical action with a large number of dynamic scenes, adhere to the time frame depending on the age characteristics of the children; the action should evoke positive emotions in the audience and participants; it is expedient to combine prose humorous works with musical art, pantomime, choreographic productions, ICT tools use.

Connecting Music with Other Arts and School Disciplines in Preschool and Early Primary Education

Arts are integrated into education either as autonomous subjects or for the teaching of other school disciplines in an interdisciplinary and cross-curricular context. The integration of the arts in education has special value as students are allowed to be engaged aesthetically, emotionally, cognitively, and socially. Activities that connect music with other arts and school disciplines arouse pupils' interest, urge them to become more involved in the learning process, create and produce new products, collaborate with their classmates, socialize, and express themselves. In such a context, preschool and general primary teachers have more alternative and creative ways to organize their lessons through arts inclusion. This paper places emphasis on the integration of music in education through its connection with other arts and school disciplines in an interdisciplinary and cross-curricular context. It proposes connections and presents indicative activities for preschool and early primary education students, aiming at engaging them in aesthetic experiences through the activation of their critical thinking.

Analysis on the strategies of cultivating children's behavior observation ability of preschool education students in higher vocational colleges

Children's behavior observation is the premise of preschool education activities, and one of the basic abilities of preschool teachers. With the continuous development of preschool education, children's behavior observation ability is increasingly valued. In recent years, national policy documents such as the Guidelines for Kindergarten Education (Trial), the Professional Standards for Kindergarten Teachers (Trial) have been issued successively, the role of preschool teachers has been changed, and games are the basic activities the practice and promotion of education concepts such as child-centered education have emphasized the important role of children's behavior observation ability in the professional development of preschool teachers. It can be seen that the students of preschool education major in vocational colleges need to improve their children's behavior observation ability in order to better adapt to the future education work. Therefore, this study attempts to improve the curriculum, teacher teaching, practical training, etc, this paper probes into the problems existing in the cultivation of children's behavior observation ability of preschool education majors in higher vocational colleges, and puts forward countermeasures and suggestions based on the current situation to promote the development of relevant fields of preschool education majors in higher vocational colleges.