Nursery School Teachers Research Articles

Differences of the Teaching Behavior between Nursery and Elementary School Teachers

Differences of the Teaching Behavior between Nursery and Elementary School Teachers

Relationship between Lifestyle Determinants and Perceived Mental and Physical Health in Italian Nursery and Primary School Teachers after the COVID-19 Lockdown.

The COVID-19 lockdown and the consequent distance school learning made epochal changes in children's lifestyles; however, little is known about the lockdown effects on school teacher habits. The aim of this observational study is to examine differences in the lifestyle of nursery (NS) and primary (PS) school teachers after one of the COVID-19 lockdowns and investigate the relationship between perceived physical/mental health and demographics, weight status and lifestyle determinants, such as adherence to the Mediterranean Diet (MD) and physical activity level (PAL). A total sample of 265 participants (49.22 ± 6.95 years) filled out an online information questionnaire and standardized questionnaires to collect data on the Physical Component Summary (PCS), Mental Component Summary (MCS), PAL and MD-adherence. A t-test or ANOVA analysis was used to assess differences between quantitative variables: Mann-Whitney U or Kruskal-Wallis tests for qualitative variables. Spearman's correlations and multinomial logistic regression analyses were performed to identify categorical factors associated with classes of PCS and MCS. Teachers showed sufficient/high PAL, with a significantly higher level in the PS group (p < 0.05). This last showed a higher PCS score (p < 0.05). No differences between groups were found for MD-adherence, which was moderate/fair in both groups, and MCS, which was sufficient/good. Logistic regression showed that the only positive predictor of a high PCS was being physically active (OR 2.10, 95%CI 1.05-4.2, p < 0.05), while MCS was positively associated with normal weight status (OR 0.48, 95%CI 0.33-0.78, p = 0.020). This study highlights that PS teachers are more active than the NS group and perceive a higher physical health level. Mere predictors of physical and mental well-being are PA practice and being normal weight, respectively. This suggests that interventions to improve perceived health in this work category should be focused on the promotion of physical activity practice and on the maintenance of an optimal weight status.

I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development.

The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children's motor, socio-emotional, and cognitive skills. The study uses a non-randomized pre-post test design. Participants were children attending twenty nursery schools in the North of Italy. The intervention activities were adapted to age: Level 1 activities were addressed to children between 6 and 12 months, and Level 2 activities were addressed to children between 13 and 43 months. Within each level, one group of children developed the intervention indoors (IN-group; Level 1: n = 10; Level 2: n = 104) and another group developed the intervention outdoors (OUT-Group; Level 1: n = 12; Level 2: n = 66). Finally, one additional group was involved as the control group (CONT-Group; Level 1: n = 15; Level 2: n = 98). Children's motor, cognitive, and socio-emotional skills were assessed before and after the intervention by nursery school teachers. The main results showed that the motor intervention promoted children's motor skills development in both groups (i.e., groups implementing Levels 1 and 2 activities) and the cognitive and socio-emotional skills in the older group (i.e., group implementing Level 2 activities), especially the group that performed the intervention outdoors.

The ESSENCE-Q: Can specialist supervision improve scoring agreement across specialist and public health nurses/nursery teachers?

This study aimed to explore whether the supervision of community public health nurses (PHNs) and nursery school teachers (NSTs) by a specialist, familiar with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE), improved the agreement of ESSENCE-Questionnaire (ESSENCE-Q) scoring, across raters. A PHN, two NSTs, and a speech-language pathologist (SLP), familiar with ESSENCE, independently assessed 32 children. The ESSENCE-Q results were divided into the first (child 1-18) and second groups (the 19th child and the following children). Changes in score discrepancies were analysed for ESSENCE-Q cutoff scores and total ESSENCE-Q scores across raters. The SLP scores were used as a reference to evaluate sensitivity and specificity. The total ESSENCE-Q scores of the PHN and NSTs showed higher concordance in the second group (p < 0.05). Comparisons of the differences between the PHN/NSTs and SLP in total ESSENCE-Q scores showed a significantly smaller difference in the NSTs' scores in the second group (p < 0.05). The findings suggest that specialist supervision may lead to a better agreement between PHN and NSTs regarding ESSENCE-Q scores.

Child-addressed talk as an interactional resource

When parents come to pick up their children at a nursery school, teachers give them the day’s report in the presence of the children. Although the teachers mostly address their reports to the parent of a child, they occasionally address the child. This conversation analytic study documents the use of child-addressed talk (CAT) in nursery schoolteacher–parent interactions. I demonstrate that the use or non-use of CAT is a resource that a nursery schoolteacher may use to assign different participation roles to the child, and, by so doing, to forecast the (non-)seriousness of the incipient report. I further suggest that what amounts to a serious or non-serious matter is subject to interactional negotiation and that CAT is one of many resources that adult participants can use to negotiate and achieve agreement on the matter. Data are drawn from a corpus of Japanese conversations between nursery schoolteachers and parents recorded in Tokyo.

The role of nursery school teachers in early intervention with children with signs of ASD

In Brazil, daycare as a social and economic reality for many families is consolidated as a natural context for the child and complementary to the family, and places teachers as important partners within an integrated system that involves the care of children from zero to 3 years old in the promotion of their full development. The experiences lived in daycare are decisive and fundamental in the child development process, and teachers as agents of intervention must be alert to possible early signs of change in the child’s development. However, the practices of Brazilian daycare teachers have been little investigated with regard to school inclusion. In this sense, this research aimed to investigate the experiences of daycare teachers with children who present risk signs for Autism Spectrum Disorder (ASD). This is a qualitative exploratory research, with the participation of 10 teachers from public daycare centers in a city in the state of São Paulo. The information was obtained through semi-structured interviews that followed a script previously defined by the researchers. Data analysis was carried out using thematic content analysis. The results pointed out that the teachers’ conceptions about development, permeated by their own ideas about education, care, family, and society, imply directly in their practices with the child and in the conduction of the case to other spheres. It was possible to verify the protagonism of the teachers who have in their effective practices care and play as intervention strategies in their actions. Gaps emerged regarding the communication between education professionals and the articulation between education and health. We identified the need for consistent intersectoral actions that favor the development of children who show early signs of ASD and value the role of the teacher in this process, also promoting inclusive educational practices.

Vocal analysis of kindergarten and nursery school teachers

What distinguishes humans from rest of the animal kingdom, is ability to convey ideas, emotions and complex deductive logic by the human faculty referred to as speech which in turn is fundamentally dependent on tones produced by voice box or the larynx .Communication ability is a must in the present day scenario and the inability to do so leads to a lot of unpleasentness in an individual. Abuse of the same leads to numerous problems ranging from fatigue or inability to speak for long to strain and sometimes severe dysphonia affecting the normal chores of day to day living and such an upset can lead to severe depression and inferiority complexes especially in people who need voice in their profession which includes teachers, call center employees, radio jockeys, trainers, motivational speakers. With all this in mind the following study was designed to exactly understand the problem and to come up with a solution if any to counter it.

The pedagogical content knowledge (PCK) of nursery school teachers in teaching and learning of geometry: A review of literature

This article explores studies that investigated pedagogical content knowledge (PCK) of teachers, especially those at the nursery level, in teaching and learning mathematics, specifically geometry. It represents a review of literature on what is PCK, and its effectiveness in teaching and learning of mathematics specifically geometry in early foundation of education. We discussed about what different studies found on PCK of nursey school teachers. We conclude that children at nursery level need to be taught by the experienced and more educated teachers. Also, to better assist them it is essential to provide ongoing trainings, and they should acquire PCK more effectively during their study before they begin teaching services.

The Effect of Avoiding Closed Spaces on the Indoor Environment of Nursery School Rooms during COVID-19 winter

This study aimed to clarify the effect of the policy of avoiding closed spaces with poor ventilation for preventing COVID-19 on the indoor environment of nursery school rooms during winter. The measurement survey was conducted in 23 rooms of nine nursery schools in the Tokai region of Japan. We measured the CO2 concentration, temperature, and humidity in 10 min intervals during the winter in 2022. The data collected from 9 a.m. to 3 p.m. on weekdays when the rooms were occupied were analyzed. The results showed that the mean value of the CO2 concentration in the nursery school rooms was below 1000 ppm in 22 of 23 rooms. Besides, we estimated the ventilation rate and found that most rooms exceeded the value per person required to keep the concentration below 1000ppm. The results suggest that the nursery school teachers actively used mechanical and window-opening ventilation. On the other hand, the mean temperature was below 18 °C in 12 rooms and the mean relative humidity was below 40% in 22 rooms. We found that increasing the ventilation volume to avoid closed spaces during winter significantly decreased the relative humidity in the nursery school rooms.

Music education in public nurseries of Greece

The present study aimed to examine the content and goals of music education in Greek public nurseries and highlight the experiences of early childhood teachers when teaching music in their classrooms. A secondary purpose was to design and implement a professional development programme for teachers in one nursery school and explore their music skill development as part of this programme. The project was conducted over nine months in two phases in 23 public nurseries in the municipality of Ioannina. In Phase 1, data were collected via interviews with nursery teachers. In Phase 2, a professional development programme was developed, based on interview responses, and implemented with teachers from one nursery school. Data from both phases were considered in framing the results. Based on the data analysis, the content and goals of music education provided to preschool children were identified, described and evaluated, as well as the early childhood teachers’ music practices and approaches, their music skills and their training needs. Although nursery school teachers recognized the importance of music in preschool education, they defined themselves as ‘non-specialists’ in this particular teaching subject and faced challenges in implementing music education activities. Therefore, planning music education professional development programmes that meet the ‘real’ needs of early childhood teachers appears to be essential.

Implementation of Self-education Principles as a Background of Quality Professional Education

Education is an important component of the life of every society member. Studying in educational institutions alone is not, however, enough in order to be successful. This is the reason why self-education has become widespread. The aim of this work was to study the implementation of the self-education principles in specialized education, focusing on the principles of regularity, consistency, the relationship between selfeducation with education and self-education with professional activities. This aim was achieved through a pedagogical experiment conducted in general secondary and higher educational institutions, as well as through surveys of pupils, students, nursery school teachers, school teachers and lecturers/professors. Statistical data on the dynamics of the teaching staff of educational institutions were analysed through mathematical methods. The experiment found that the introduction of methods that contribute to the development of self-educational competence, self-control and self-organization in educational institutions also has a positive effect on the academic performance of pupils and students. These methods improve cognitive activity and increase motivation of educational activities, social interaction and purposefulness, point out gaps in acquired knowledge and help to implement a differential approach. The study demonstrated that self-education should be consistent and regular, starting with general secondary education and accompanying specialists throughout their professional carriers. finding effective teaching methods that can be used in educational institutions at different levels and that contribute to the development of skills and abilities to independently improve acquired knowledge may be the subject of further research.

Effective Use of Pictograms in Early Childhood Care and Education: A Study of Selected Nursery Schools in Ojo Local Government Area of Lagos State, Nigeria

The aim of this research is to examine the effective use of pictograms in the Ojo Local Government Area of Lagos State, Nigeria. A simple sampling technique was used to select twenty-five (25) nursery and primary school teachers in four (4) schools, a questionnaire was used to collect data, and a simple percentage and chi-square (x) were used to analyze the data. The result reveals that there is a significant difference between children taught with pictograms and the children taught without them. It is therefore suggested that all the pre-school teachers and caregivers should use pictograms to teach the learners for a better understanding and effective learning, the government should provide instructional materials (pictogram) for public schools, and private school owners should provide the necessary instructional materials needed, and teachers and caregivers should use pictograms effectively for a better result.

L1 and L2 vocabulary and word combinations of preschool children from migrant families in Italy

Purpose: This study aimed to examine the L1 and L2 linguistic profiles of preschool bilingual children of migrants, to compare the evaluations of their parents and teachers, and to identify the children with low L2 lexical skills. Method: The expressive vocabulary and word combinations of these bilingual children were assessed with the MacArthur Bates Communicative Development Inventories (MB-CDI) short-form questionnaire, by both parents, to evaluate L1 and L2-Italian, and teachers, to evaluate L2. Interviews were carried out with the parents to collect the demographic and linguistic variables. Data and analysis: The sample comprised 60 preschool bilingual children of migrants (chronological age: 37–62 months) with 15 first language (L1) minority backgrounds, and exposed to L2-Italian. A total of 60 families and 44 nursery school teachers also participated. Conclusion: Almost two-thirds (61.4%) of these preschool bilingual children of migrants showed greater expressive vocabulary in L2 than L1. The children’s word combinations were advanced in L2 in 84.8%, and in L1 in 27.1%. Parents attributed higher language skills in L2-Italian to their children than teachers, although assessments of parents and teachers were correlated. Almost a quarter of the children (24.6%) showed low lexical skills in L2, which is explained by shorter exposure time to L2 at school. Originality: The characteristics of the L1 and L2 linguistic profiles of preschool bilingual children have been little studied to date, although these children are increasingly present in school contexts. There is the need to identify children who are slow in acquisition of L2, along with the contextual-linguistic factors that explain this slowed language acquisition. Implications: The availability of a relevant and rapid tool (MB-CDI questionnaire) to estimate knowledge in L1 and L2 that is suitable for migrant parents and teachers provides important information for assessment of the L2 skills of such bilingual children of migrants.

보육교사의 휴게시간 운영 실태 및 정책요구

The purpose of this study is to identify operational status and policy requirements for sound operation on whether the use of nursery teachers' rest time is working well after 3 years of the implementation of the mandatory policy of children's home rest hours. It is to analyze in depth according to the background variables of the children's home, such as the type of nursery, the size, and the teacher's experience, and to provide the basic data reflecting after that the operation of the nursery teacher rest time can be supplemented by effective policies in the future. To this end, a questionnaire, the final research tool, was developed by re-verifying the literature analysis, the understanding of questions from 3 childcare-related professors and 5 childcare teachers, and content relevance. The final developed questionnaire consisted of 15 questions, consisting of 6 questions on general background, 7 questions on the actual status of the break time operation, and 2 questions on the policy request for improvement of break time operation. Data were collected from 303 nursery school teachers in Seoul and Gyeonggi regions, and the differences were analyzed through the χ2 test. The research results of this study are presented as follows. First, Number of times for breaks was 39.6%, which was higher than that of 17.5%, who used it every day. Second, the use of recess time was found in the order of nap time, special activity time, childcare routine, and other activities. Third, the method of using the break time was shown in the order of replacement of the partner of the second homeroom class, the support of the assistant teacher of the first homeroom class, the change of the partner of the third homeroom class, and the support of the class leader of the first homeroom. Fourth, the places used for break time at daycare centers were in the order of classroom, teacher's room, game room, and going out. Fifth, the methods of recording childcare teachers’ break time were shown in the following order: writing checklist documents, recording in diaries, and reporting to the director. Sixth, the works done during the break time were found in the order of paperwork, rest, daycare center joint work, and personal life work. Seventh, the reasons why a break time was planned but not implemented periodically were due to many tasks, safety of infants and children, and non-support from the director. Eighth, the guaranteed break time was shown in the order of no break time, 1 hour guarantee, and 2 hour guarantee. Ninth, the policy demands for substantiating break time operation were found in the following order: preparation of systematic detailed guidelines related to break time, practical work reduction, and guarantee of leaving work from 9 to 5 o'clock without break time. In order to stabilize the policy of obliging childcare teachers to take breaks, which can be directly related to the development and health and safety of infants and young children, it is necessary to understand the current situation in the field, write a detailed support policy for each type of daycare center, and comprehensively reflect this policy. suggest that it needs to be improved.

Factor Structure and Psychometric Properties of the Stressor Scale in Inclusive Education in Nursery School Teachers of Children With Special Needs in Japan: The Relationship Between Assertiveness and Stress

Due to increases in the number of children with special needs and the demands on nursery school teachers in Japan, the problem of staff burnout has been observed. In this study, we developed the Stressor Scale in Inclusive Education (SSIE) with nursery school teachers of children with special needs and clarified the relationship with childcare experiences of children with special needs. The results showed that nursery school teachers currently in charge of children with special needs or who had overseen children with special needs were significantly more likely to report experiencing stressors in the SSIE subscale “Human relations with parents and other children in the class” than those who had not overseen children with special needs. In addition, the Japanese version of the Rathus assertiveness schedule (J-RAS), developed by Rathus, was used to examine the relationship between assertiveness and stress in nursery school teachers and revealed a negative relationship between the SSIE subscale “Insufficient self-expertise” and J-RAS scores. Therefore, to reduce the stressors among nursery school teachers, nursery school teachers should have a sense of their expertise.

Calculating the Social Return on Investment of a Japanese Professional Soccer Team's Corporate Social Responsibility Activities.

In response to the lack of evidence for visualizing the monetary value of professional sport teams' CSR-related social impact, this study aimed to calculate the social impact of a Japanese professional soccer team's corporate social responsibility (CSR) activity (i.e., community soccer/physical activity program) by using a social return on investment (SROI) framework. Specifically, Matsumoto Yamaga Football Club was used for the estimation. This professional soccer team was ranked in the top division of the league (J1) during the estimation period and engaged in CSR activities at 129 community soccer schools in a year (2019–2020). The SROI calculation involved five stages: (1) identifying key stakeholders, (2) mapping inputs, outputs, and outcomes, (3) measuring and valuing outcomes, (4) establishing impact, and (5) calculating SROI. For the first step, we specified seven major stakeholders (soccer team, nursery school children, parents, coaches, teachers, local governments, and local football associations) and conducted interview investigations with each stakeholder. Our result showed that the social value of the teams' targeted community soccer school was USD 54,160, and the total financial and non-financial inputs to the school were USD 10,134, meaning an SROI ratio of 5.3. This means that for every USD invested in a community soccer school, social benefit worth USD 5.3 was generated. This study contributes to advancing social impact research in sport by shedding light on the monetary value of the social impact of professional sport teams' CSR activities. In addition, it also has practical implications for team managers looking to utilize CSR activities as a management strategy, through cost-effective investment and optimization of resources.

Nursery School Teachers’ View of Parents who are Difficult to Deal with

Nursery School Teachers’ View of Parents who are Difficult to Deal with

THE EFFECT OF FIRST AID TRAINING PROGRAM FOR NURSERY AND KINDERGARTEN SCHOOL TEACHERS IN MOSUL

Children are the most liable group for accidental injuries. Nursery and kindergarten teachers have a major role in preventing accidents and saving lives of those injured children, the study aimed to study the effect of first aid training program on nursery school teachers` knowledge and practice. after obtaining a formal consent from the clinical nursing department. A convenient sample of 56 teacher from both public and private nursery and kindergarten were selected in this pretest/posttest study . A pre designated questionnaire sheet was used to collect data from teachers which include :demographic data, question about knowledge and measures about first aid practical skills for affected children . There was an observed improvement in the number and percentage of the correct answers of all items of knowledge and practical measures between pretest and posttest after implementing a training program on a statistical significant difference of a p-value of 0.0001. There was an observed increase in the teachers` knowledge and practical skills after applying first aid training program by the investigator. The study recommend for an obligatory engagement in a training first aid programs for nursery teachers pre and post their employment.

A Study on the Teaching Style of &quot;Curriculum Theory&quot; in a Training School for Nursery-School Teachers

A Study on the Teaching Style of &quot;Curriculum Theory&quot; in a Training School for Nursery-School Teachers

Job satisfaction and risk of burnout in special needs nursery school teachers

Teaching in nursery schools is a demanding profession based on interaction with people. As a result, teachers are exposed to an increased risk of burnout. The main goal of the research was to find out to what extent the pedagogical staff of the mentioned nursery schools are endangered by the burnout syndrome and how satisfied they are in their profession. The research group consisted of 90 participants which included teachers from all nursery schools for children with special educational needs in the Czech Republic. To determine the empirical data, the Maslach Burnout Inventory – Educators Survey, Teacher Satisfaction Inventory and One-Dimensional Assessment Scale measuring teachers’ climate perception were used. The results suggest that special needs nursery school teachers are at a high risk of burnout in the dimension of emotional exhaustion and depersonalization in contrast to the high level of personal satisfaction, job satisfaction and satisfaction with the working climate.&#x0D; &#x0D; Keywords: burnout syndrome; job satisfaction; social climate