Preschool Education Students Research Articles

Preschool teacher education students' assessment of their own views on parents and teacher-parent cooperation

This paper deals with the self-assessment of the views held by students of Early and Preschool Education at the University of Zagreb on parents and teacher-parent cooperation. The aim of the research was to determine if there are differences in the views among the preschool teacher education students regarding parents, the role they play, and the characteristics that may enable or hinder positive relations with parents, given the students' age and their year of study. The research was conducted among the undergraduate students (N=190) (1st and 3rd year) of Early and Preschool Education, as well as among the students on the 1st year of their Master's studies at the Teacher Education Faculty of the University of Zagreb. The research was carried out by using a survey questionnaire adapted in accordance with the Meehan and Meehan instrument (2017). The obtained results indicate that, depending on their age and the current year of study, there are statistically significant differences in students' perception of parents and teacher-parent cooperation.

Perfil del alumnado del grado de educación infantil: proyecto docente de la asignatura trastornos del desarrollo

Un aspecto relevante del contexto en el que se encuadra un proyecto docente es el relativo a las características específicas de las personas que van a protagonizar el proceso de aprendizaje: los alumnos de la titulación. Sin duda alguna, los alumnos son la materia prima de las universidades, y la razón de su existencia. Analizar las características de los alumnos, su procedencia, objetivos, intereses, motivaciones, aspiraciones personales, etc., son elementos imprescindibles en todo proyecto. En este trabajo se realiza un estudio del perfil de los alumnos universitarios de Educación Infantil en general, y de los alumnos de una materia objeto de estudio en particular, Trastornos del desarrollo. Su procedencia, expectativas e intereses formativos y profesionales, sus conocimientos previos y estilos de aprendizaje, condicionan las decisiones docentes. Las conclusiones extraídas de este análisis deberán verse reflejadas en las decisiones pedagógicas y metodológicas del plan docente.

Preschool Education Students’ Communication Skill

Communication is psychological exposure between humans. It plays an extremely important role in an individual’s developing process. Communication is not nature but it is the result of human activities. At the age of students, communication skills are formed and develop rapidly. This paper focuses on researching and clearing the current state of preschool education students’ communication skill. We did the research on preschool education students’ communication skill in the term of 4 methods: Questionnaires, Interview, Problem-solving and Data Statistics. The results show that preschool education students’ communication skill is fair. Basing on the results, the writers proposed some solutions aiming to help preschool education students develop and complete communication skills for their future life and job.

幼児教育学科の学生の英語能力と英語学習に対する意識について(実践報告・調査報告,第44回中部地区英語教育学会山梨大会)

幼児教育学科の学生の英語能力と英語学習に対する意識について(実践報告・調査報告,第44回中部地区英語教育学会山梨大会)

Samoocena studentów kierunku pedagogika przedszkolna i wczesnoszkolna w zakresie wybranych komponentów przygotowania muzycznego. Komunikat z badań

The preparation of the future teachers to properly support the development of children in the preschool and early school age is an important issue in the teaching of higher education. During their studies, the teachers have a chance to prepare themselves not only in terms of substantive and methodical scope, but also to develop knowledge of their own capabilities. This article presents a study on the self-evaluation of students of preschool and early childhood education on selected components of musical preparation comparing the self-evaluation of their actual achievements

Early childhood education – students’ self-assessment of their teaching competences in the arts

The term ‘competences’ in this paper refers to a combination of knowledge, skills and abilities that students gain through initial teacher education and use for effective teaching in early childhood and pre-school settings. Activities in visual arts and music are important aspects of early childhood education, because they facilitate emotional, cognitive, social and psychomotor development. The role of educators is to provide children with a supportive environment where they can express themselves artistically and develop a certain level of competence in the arts; hence the purpose of this study was to measure and evaluate teaching competences of preschool education students in arts. We present the outcomes of a research on students in the third year of preschool education at the University of Maribor, Faculty of Education and at the University of Zagreb, Faculty of Education who were self-assessment for their competences from the point of view of artisticdidactic contents. Keywords: Preschool education, competences, fine arts, music.

A Study on the Strategies of Preschool Students' Ability to Improve the Application Ability of Modern Educational Technology

For the students of pre-school education, the application ability of modern educational technology is one of the essential qualities, and it is also one of the main qualities of professional development of future kindergarten teachers. We propose to strengthen the students' modern education technology awareness and emotion, strengthen the modern educational technology and teaching design, multimedia computer application and courseware production curriculum, define the modern educational technology learning objectives and task level to establish multiple evaluation and assessment system Measures to strengthen the students' modern education technology to master and apply. Modern education technology is mainly based on modern education theory, the use of information technology means, teaching and learning resources and process analysis and research, to take a systematic approach to teaching, to achieve the desired effect of education. With the continuous development of the era of knowledge economy, computer network technology has been rapid development, in the cause of education has been widely used. In the actual teaching process, the teacher of modern education technology to master the degree and ability to use, will have a direct impact on the teaching effect. And teachers want to master and use the appropriate modern education technology, we must strengthen the study of modern educational technology. This article mainly analyzes the necessity of the students to master the modern educational technology, expounds the present situation of the students' modern educational technology, and puts forward the effective enhancement measures according to the actual situation.

Preventing reality shock in future pre-school and primary school teachers

Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

Comparative study on natural plant antibiotics - vegetable and their consumption among college students

The research study is aimed at evaluation of natural plant antibiotics utilization among college students (554) with different subject study (Pre-school and elementary education, Biology, Regional Tourism, Horticulture, Physical education) from 3 countries - Slovak Republic, Czech Republic and Hungary. The attention has been focused on natural antibiotics in plants - vegetables (garlic, onion and horse radish) and the frequency of their consumption among college students. From the research results there is evident that majority of students had basic knowledge about natural plant antibiotics (85% of respondents) and they utilize them in everyday life (60.3%). The prevailing number of students utilizes synthetic antibiotics only rarely - once a year (33.4%) or never (37.5%). From achieved results about exact plants (garlic, onion and horse radish) consumption, the majority of respondents consume garlic once a week (42.2%); on the daily base the highest usage was noticed in the group of Slovak students with the subject of Physical education (32.1%) that could be considered as statistically different in comparison with the rest of groups. On the contrary, the lowest garlic consumption was noticed for students of biology (23.5%) and only small amount of students (3.6%) claimed that they have never included garlic into their diet. As for the onion, the majority of respondents (42.10%) also consume this commodity once a week; everyday consumption was noticed again especially between Slovak students with the subject of Physical education (32.1%) and Horticulture (31.1%). The results of these groups significantly differed from results of other groups. Third studied vegetable, horse-radish, it has never been consumed by Slovak students of Pre-school and elementary education in Slovak language (47.9%) that has been significantly distinguishable from another groups. Also Hungarian students of Physical education consume this commodity rarely (30.6%) - only once a year. Major part of students (46%) consumes horse-radish once a month. Czech students of Horticulture prefer consummation of horse-radish only once a month (76.8%). The lowest utilization was noticed in groups MU/ H (76.8%) consumed this commodity only monthly. Similarly, students of UP/ PE (30.6%) consumed horse radish only once a year that was significantly lower value in comparison with the rest of evaluated groups.

Pilot Testing of It Skills of Preschool and Elementary Education Students by the It Fitness Test

Abstract The present paper reports on the testing of digital skills of students of the Faculty of Education, Univerity of Presov within their undergraduate training with the aim to estimate the level of digital skills in five defined domains. The IT Fitness test 2015 consisting of 25 items was used as the measure of the target skills. The sample comprised 532 students in bachelor and master study programs. The paper provides an interpretation of the selected research findings (mean total scores, mean scores for the given domains, discrimination power of items and domains). The results of digital skills testing point at the overall overestimation of Digital Natives Skills. With respect to the challenges brought by the educational practice itself by means of the implementation of digital technologies into pre-primary and primary education, it is necessary to modify the curricula of math- and iT-oriented subjects and include further activities allowing for the development of the lacking “Digital Skills”, since these are needed not only for students′ own study but also due to increasing demands related to the use of digital technologies in primary and pre-primary education.

BAPNE as A Mediation and Conflict Resolution tool in Education Methodological Introduction

Abstract The main objective of this research article is to propose a new model for educational mediation, based on the use of a fourth involved party (the whole group within a classroom) whom, with the use of Bapne methodology through music, rhythm and body percussion, becomes a necessary tool in conflict resolution. Our aim is to give new mediation-specific tools and strategies to university students of pre-school, primary and secondary education, in order for them to use them when they perform as teachers. We will look at and analyse why the principal studies and theorists on the topic, such as Sara Cobb, William Ury and Baruch and Folger propose 3 parties, exclusively, for conflict resolution: 2 confronted parties and a mediator. We will then justify our proposal for a fourth party: the group, the community. The strategy to be carried out is the reiterated practise of BAPNE activities within the classroom and with those parties in conflict in order to generate reengagement, satisfaction, empathy, inclusion work and coexistence with a double aim: to tackle existing conflicts and to prevent those that might arise in the future.

Dimension Analysis and Architectural Model of BAPNE Classroom for Pre-school and Primary Education

Abstract The aim of this article is to determine the relationship between architecture and teaching, providing functional architecture models that are capable of absorbing the teaching load for movement and, fundamentally, for the development of kinesthetic intelligence (Howard Gardner). For this, we will establish a metric range of spatial proportions, m2/student ratio, in accordance with the activities performed on the BAPNE method. This study will focus on students of Pre-school and Primary Education, providing specific standing architectural models and the minimum requirements for a classroom, as well as determining whether a space is suitable or not for the proposed activities. The method includes analyzing architecture of the basic teaching room, approaching other education systems (Dalcroze, Montessori) and determining the differences between those systems and BAPNE. This study is carried out by architects and engineers, directly noting the architectural needs that current teaching requires for user stimulation.

Children’s emotional expression in the preschool context

ABSTRACTThe present study analyses the emotional expression of children in the preschool context. Students of preschool education observed 70 children in preschool institutions from various Slovenian regions. The children expressed different emotions in terms of their valence and complexity, with joy being the most frequently expressed emotion (f = 96% or 92%), followed by anger (f = 48% or 49%). No significant differences in the frequency of emotion expression (for all emotions, and for joy and anger specifically) were confirmed between toddlerhood and early childhood or between boys and girls, nor were there significant differences with regard to either the valence or the complexity of the emotions. The children’s joy and anger were triggered in various situations, with joy being predominantly evident during the children’s involvement with activities such as play, and anger predominantly surfacing when something of the child’s was taken away by another person.

Trauma Symptoms, Perceived Social Support, Emotional Competence and Self-Esteem as Predictors of Nursing School Teachers' Behavior Styles in Social Conflicts

The aims of the study were to analyse the relationship between three styles used in social conflicts (cooperation, avoiding/adapting and winning) and some personality traits shared by future nursery school teachers, and to explore the possibility of predicting styles used in social conflicts on the basis of these traits. One hundred and seven students of Early and Preschool Education in Rijeka (M=23 years, 98% female students) completed a questionnaire that integrated the Scale of Attitudes Towards Behavioural Styles in Social Conflicts (Vlah, 2013), Trauma Symptoms Checklist (Šimić, Sesar, & Barišić, 2012), Social Support Appraisals Scale (Kurtović, 2013), Emotional Skills and Competence Questionnaire (Takšić, 2002), and Rosenberg Self-Esteem Scale (1979). Descriptive, correlation and regression analyses were used to analyse the data. All three styles used in social conflicts were correlated to other research variables. Older students and those more competent in perceiving and understanding emotions and those with higher self-esteem with regard to oneself are significantly more oriented towards the cooperation style. The avoiding/adapting style can be predicted on the basis of students' somatic symptoms, while trauma symptoms present in students predict the winning style.

THE ACCEPTABILITY OF TEACHERS’ VALUE RELATED STATEMENTS ABOUT SUSTAINABLE DEVELOPMENT AND CLIMATE CHANGE AMONG NON-SCIENCE AND SCIENCE MAJOR STUDENTS FROM KOSOVO

In this paper we identify teachers’ value-laden statements about sustainable development and climate change that are (not) acceptable for pre-service students of preschool education (non-science majors) and student teachers of biology and chemistry (science majors) in their final year of university studies at the Faculty of Education University of Prishtina, Kosovo. Fifteen statements were provided and students had to choose among options “acceptable statement”, “unacceptable statement” and “cannot decide”. The questionnaire was completed by 63 students. The results show that the students expect their teachers to promote the principles of sustainable development. The majority of students considered as unacceptable any teacher’s statement that would throw doubt about the cause or necessity to act against climate change. Most of the students reported that they already heard unacceptable value-laden statements made by their teacher. Their most common reaction was to become alerted and discuss the statement with a colleague(s) in the classroom. Findings of the study do not provide clear conclusions on how science education of science and non-science major students influence on their acceptance of value-laden statements made by their teachers. Keywords: climate change, environmental education, science, statements, sustainable development, value-laden

PROGRAMA ADHISO PARA LA MEJORA DE LAS FUNCIONES EJECUTIVAS EN NIÑOS DE INFANTIL CON SINTOMATOLOGÍA TDAH

Abstract:This paper intends to present the preventive program called ADHISO, designed for the improvement in the attention and cognitive skills as well as the reduction of hyperactive and impulsive behaviour in the students of pre-school education with ADHD symptomatology. A good executive functioning is essential for proper cognitive and behavioural development (Barkley, 1998; Burgess and Simons, 2005; Diamond, 2005; Raiker, et al., 2012). For this reason, the proposed objectives are focused on assisting the skills at delayed attention, perception, organization and spatial-temporal orientation, memory and meta-cognitive abilities, guided by self-instructions that allow to benefit the self-regulation of the students that present ADHD symptomatology. The program was applied to four students of ages between four and six years, by means of an A-B design of unique case. The outcomes of the program confirm an improvement in the attention, memory and perception in all the four subjects. One of the strengths of the ADHISO program seems to be its contribution to the development of competences in self-control of the behaviour, metacognitive skills and self-instructions.Keywords: preventive program, pre-school education, executive functions, ADHDResumen:Este trabajo pretende dar a conocer el programa preventivo ADHISO diseñado para la mejora de las habilidades atencionales y cognitivas, así como las conductas hiperactivas e impulsivas de los alumnos de educación infantil que presentan sintomatología TDAH. Un buen funcionamiento ejecutivo es fundamental para un adecuado desarrollo cognitivo y comportamental (Barkley, 1998; Burgess y Simons, 2005; Diamond, 2005; Raiker, et al., 2012). Por este motivo, los objetivos propuestos se centran en favorecer destrezas en atención demorada, percepción, organización y orientación espacio-temporal, memoria y habilidades meta-cognitivas, guiados a través de autoinstrucciones que permiten favorecer la autorregulación de los alumnos que presentan sintomatología TDAH. El programa se aplicó a cuatro alumnos de edades incluidas entre los 4 y los 6 años, mediante un diseño A-B de caso único. Los resultados obtenidos confirman una mejoría en la atención, memoria y percepción en los cuatro sujetos. Uno de los puntos fuertes del programa ADHISO parece ser su contribución al desarrollo de las competencias en autocontrol del comportamiento, habilidades metacognitivas y autoinstrucciones.Palabras clave: Programa preventivo, educación infantil, funciones ejecutivas, TDAH

Relación teoría-práctica entre el campo de la formación inicial y el escenario del ejercicio profesional

This article, developed at the regional campus of a university, located 200 miles south from Santiago de Chile, shows how 185 students of preschool, elementary and middle education, experience and perceive the relationship theory-practice from their insertion in the school environment. The mixed approach adopted relies on an opinion questionnaire and a semi-structured interview administered in the tutoring spaces. The results show that 39% of the teaching students believe that theory and practice are opposite realities, while 31% say that the theory depends on practice. In that scenario, the initial teaching training faces the challenge to create spaces and devices that allow the teaching student to get familiar with a few sets of flexible and changing rules to understand the specificity of the teaching process, from a proper theory-practice relationship.

Professionalization of University Students of Pre-school Education (through the Views of Students on Pre-school and the Family in the Czech Republic)

Pre-school is a space which provides an environment for the cognitive, affective, social and physical development of children at pre-school ages as well as conditions for their preparation for life. Pre-school facilities and teachers play a key role in facilitating this development. There is, however, little scientific research on how university students become teachers. The aim of this project is to describe the process of the professionalization of pre-school university students – starting from their initial concepts of the child, childhood and pre-school and continuing on to the creation of their own conception of self as a teacher and teaching in the course of the university programme.The study provides the partial results of research which is still currently being worked on with the support of an IGA grant project under the number FHS/2015/04. The project will be completed in 2017.

Evaluation of an ESP Textbook for the Students of Preschool and Primary Education

Evaluation of an ESP Textbook for the Students of Preschool and Primary Education Malek, Panahi Abstract No one can deny the paramount importance of textbooks in teaching English especially for specific purposes. McGrath (2006) argues that " course books tend to dictate what is taught, in what order and, to what extent, how and what learners learn'(p.171). He thinks of a textbook as an essential component of the classroom and evaluating the textbooks is believed to have a vital role in improving and increasing their fitness to the needs of the learners. This study focuses on evaluating the textbook English for the students of preschool and primary education. The aim of this study is to evaluate whether the ESP textbook taught at university level in Iran for B.A students of Preschool and Primary Education is satisfying students' objectives, needs, and wants. For this purpose, a questionnaire was used. Participants included 20 ESP teachers and 50 students of preschool and primary education taking an ESP course at Allameh tabatabai and Bentolhoda Campuses in Ardabil Farhangian University. The results of the analysis indicated that there is a significant difference between the students' and teachers' views regarding practical concern, subject matter, activities, and content of the book. Their overall view is that the textbook, in spite of having merits, mostly focused on reading skills and overlooked other skills and sub skills. Full Text: PDF DOI: 10.15640/ijlc.v4n2a6

The Importance of Visual Reading for the Interpretation of a Literary Text

In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. The survey sample included students of primary education and preschool education, who were given the poem Učenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character’s personality and appearance, the literary space, and other factors. The first group of interviewees was given the poem illustrated by Lidija Osterc and the other the same poem illustrated by Marjan Manček. The results showed that the illustration had a significant impact on the message conveyed by the poem, particularly when the illustrator added the context by representing the character’s environment (which was not explicitly given in the text). Furthermore, the results showed the need for the comprehensive reading of an illustrated text, given that it is the interaction between the verbal and the visual that provides vital information necessary for the reader to understand the message of the dedicated literary work.