Kindergarten Teachers Research Articles

Ways of self-renewal of kindergarten teachers in forest kindergartens change

ABSTRACT The study examined the self-renewal and conceptual change kindergarten teachers in Israel, underwent from a professional career perspective in the process of implementing the transition to a forest kindergarten model. Educator’s career consists of four consecutive stages: entry, building, mid-career, and the late career. In education, self-renewal is a phenomenon characteristic in the mid-career stage. Self-renewal has scarcely been studied in early childhood educators. This article examines self-renewal based on interpretations of interviews with 19 kindergarten teachers in Israel who responded to an institutional initiative to create forest kindergartens. Results show three ways that mid-career kindergarten teachers used to update their pedagogical knowledge and reframe their educational perceptions. Self-renewal reflects the professional kindergarten teachers’ background based on their past experiences and aspects of entrepreneurial behavior. The article can help policymakers improve early childhood education and launch new enterprises.

Increasing teacher confidence in using universal design for learning to support students’ developmental skills through teacher education at tier 1

ABSTRACT Children’s participation and success within the school environment are dependent on developmental and school readiness skills that extend beyond academic skills, including motor, visual, visual motor integration, social, and self-regulation skills. Students enter kindergarten with a varying range of school readiness skills and developmental needs, while teachers may lack the time, support, or ability to address them. A pre-test/posttest design was used to deliver a Universal Design for Learning approach to teacher education on motor, visual, visual motor integration, social, and self-regulation skill development to 12 kindergarten and first-grade teachers using an occupational therapist-teacher collaborative teaching model. Additionally, this approach facilitated opportunities for teachers to integrate skill development within their classrooms. An author-generated survey was used to capture teachers’ self-reported confidence and knowledge of skill development. Comparing pre- and post-survey scores, using the Wilcoxon Rank Test, indicates that the method used in this study has a statistically significant effect in increasing teachers’ knowledge of developmental skills and confidence in providing classroom interventions to support student participation. These results support Universal Design for Learning’s effectiveness in supporting children’s developmental skills through occupational therapist-teacher education.

Research on the Causes and Countermeasures of Professional Stress of Kindergarten Teachers: Survey from a Kindergarten in Guiyang City

The professional pressure of preschool teachers refers to all kinds of negative emotional expriences generated by preschool teachers in the special educational environment of preschool education,including all negative emotional experiences caused by society, kindergarten, teachers themselves and parents. This thesis takes some preschool teachers of kindergarten X in Guiyang City as the research object, and investigates some kindergarten teachers of kindergarten X in Guiyang City through the Questionnaire on the Current Situation of Occupational Stress of Preschool Teachers, and interviews the preschool teachers of the kindergarten through the interview outline, the research results show that most of the preschool teachers of the kindergarten have high occupational stress or overload; the occupational stress of preschool teachers mainly comes from the preschool teachers themselves, the study concluded that in order to alleviate the professional pressure of preschool teachers.First of all, preschool teachers should correctly understand and cope with occupational stress; secondly, kindergartens should provide a harmonious working atmosphere for preschool teachers; finally, society should strengthen its concern and support for preschool teachers.

Pulled In All Directions

Kindergarten educators are experiencing tensions with pedagogical approaches for early literacy learning (e.g., Forgie et al., 2022; Pyle et al., 2018). They feel pressured to abandon play-based approaches in favour of direct instruction due to changes in provincial curriculum and school board policies (e.g., OHRC, 2022). This paper highlights themes and responses by participants in a study with kindergarten educators during the fall of 2023. Challenges expressed included changing messages from school boards, a lack of clarity regarding direction, and the introduction of prescriptive programs. Suggestions of ways educators can build knowledge and agency through collaborative conversations will be shared.

Children’s voices through teachers’ stories

We understand our lives through narratives, and the form of these narratives is appropriate for understanding the actions of others, writes MacIntyre (1981). Meanwhile, narratives and our understanding of them also inform our understanding of our own actions. In this article, student kindergarten teachers share anecdotes from their teaching practice assignments. These preservice teachers (PSTs) relay stories that are serious and important from a child’s perspective, and which they themselves experienced as serious and important while spending time with children and listening to children’s voices. Our aim here is to give even very young children a voice in their own everyday lives and to discuss how PSTs might listen more closely to what children are saying. Our narrative analysis of stories (Van Manen, 1997, 2014; Clandinin, 2013) offered by Norwegian and Italian PSTs presents a range of perspectives on life management and a desire for conversation in children aged 2–8 years. The stories are told through the student kindergarten teachers’ voices, and they were shared with and reflected upon with the children’s in-service class teachers. The article sheds retrospective light on children’s telling of, and thinking about, stories.

Effectiveness of group counselling on psychological capital intervention for kindergarten teachers in rural China

Effectiveness of group counselling on psychological capital intervention for kindergarten teachers in rural China

Burnout Syndrome Dimensions as Perceived by Kindergarten Teachers and Elementary School Teachers in Greece

The present article seeks to explore the dimensions of occupational exhaustion of primary education teachers (kindergarten and elementary school teachers), making use of the Maslach Burnout Inventory (MBI) as its research tool. The data on which the article is based were drawn from a study carried out in an urban area in Greece investigating the following three issues: (1) Are there variations in the dimensions of occupational exhaustion detected? (2) Are there any differences in the dimensions of occupational exhaustion detected between kindergarten and elementary school teachers? (3) Are there any differences in the dimensions of burnout in regard to demographic characteristics? The data was collected through an anonymous self-administered questionnaire. The analysis of the findings shows moderate and high differences in the dimensions of the burnout syndrome. In particular, the scale of emotional burnout appears to be on moderate-high levels, the depersonalization scale shows moderate levels, and the personal accomplishment scale indicates high levels. Elementary school teachers seem to experience occupational exhaustion syndrome more intensely, while kindergarten teachers demonstrate higher levels on the personal accomplishment scale. Furthermore, certain demographic characteristics, such as gender, the teaching experience of teachers, and their overall satisfaction with their earned income, seem to be related to occupational burnout syndrome.

GAME BOARD TO IMPROVE CHILDREN'S DENTAL AND ORAL HEALTH KNOWLEDGE

Background: The five-year period in the stage of child development is the golden age, which is a golden period in the period of growth and development of children. During this period, everything that is poured out and absorbed in the child will become the basis and sharp memory in the child, including the maintenance of dental health. The growth of 3 to 5-year-olds has some skills such as color naming. Children do tend to prefer to play. Children's activities while playing while learning can support growth and development and absorb learning optimally. Games that can be played while learning are putting together simple puzzles, drawing and coloring, composing and stacking block games, playing sand, clay or toy candles, singing, role-playing, playing music and board games. Objectives: To develop dental and oral health game boards for kindergarten children aged 3-5 years in kindergartens in the Kersamenak sub-district, Kawalu Tasikamalaya District. Methods: The research method is carried out by research and development (R&D) methods and Quasi experiments with non-equivalent pre and post test designs. The research was conducted by conducting FGD with kindergarten teachers in the Kersamenak sub-district area, Kawalu District, Tasikmalaya City using a total sampling technique of 30 teachers. Results: The description of the conclusion to the respondents' answers is the development of dental and oral health game boards for kindergarten children aged 3-5 years in kindergartens in the Kersamenak sub-district, Kawalu Tasikamalaya District. Conclusion: Production of dental and oral health game boards and game board manuals.

A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children's Cognitive and Fine Motor Development.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

Measuring the impact of concept knowledge and laboratory intervention on pre-service kindergarten teachers’ pedagogical content knowledge in science education

ABSTRACT K-12 science education is essential for cultivating students’ scientific talents, with teachers playing a critical role in this process. This study investigates the effects of conceptual knowledge and laboratory interventions on pre-service kindergarten teachers’ pedagogical content knowledge (PCK), deriving water as a topic for science activities. Thirty-three pre-service teachers were divided into three groups: Group 1 received lectures on science knowledge, Group 2 participated in lectures supplemented by laboratory experiments, and the third group served as the control group. A mapping approach is utilized to assess the development of PCK among participants. The results revealed that both intervention groups demonstrated significantly improved PCK compared to the control group (p < 0.001). However, no significant difference was observed between the two intervention groups regarding PCK enhancement. Based on these results, we argue the importance of cultivating scientific content knowledge among pre-service education students. Additionally, the science curriculum for these students should differ from common STEM programs, focusing more closely on the scientific knowledge and inquiry skills they will need in their future teaching.

Difficulties Of Kindergarten Teachers In The Blocks Of Time

Teaching kindergarten comes with its fair share of challenges, but it can also be an incredibly rewarding experience watching your learners grow and learn during their time in school. In this context, this study aimed to determine the difficulties kindergarten teachers face in the blocks of time regarding learning domains, transition activities, and musical instruments. The study targeted 65 kindergarten teachers using a self-made questionnaire that passed stringent tests of validity and reliability to collect information from the respondents. The results revealed that kindergarten teachers’ level of difficulty in learning domain and transition activities was low, while musical instruments were high. In addition, there was no significant difference in the level of difficulties of kindergarten teachers in the blocks of time in terms of learning domains, transition activities, and musical instruments when compared according to age, civil status, number of training attended, and family income. The result provides evidence that kindergarten teachers need to improve themselves in the delivery of instruction in the kindergarten program and calls for conducting an enrichment plan focusing on learning domains, transition activities, and musical instruments in the kindergarten curriculum throughout the region. Keywords: Blocks of time, difficulties, kindergarten teachers, Bindoy, Negros Oriental.

A Survey Study of Kindergarten Teachers' Use of ChatGPT to Support Instructional Design

With the rapid development of information technology, Artificial Intelligence (AI) is gradually applied to a wide range of fields, especially the powerful ability of ChatGPT to bring infinite possibilities for education, but teachers’ attitudes toward using it are not yet clear. The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use. The results indicate that kindergarten teachers hold positive acceptance, perceived self-efficacy, and learning attitudes toward using ChatGPT for instructional design. Meanwhile, the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instruction environments。

Bridging the gap between preservice teachers’ theoretical and practical knowledge through simulations of teacher-parent interactions

ABSTRACT Teacher-parent communication is one of the domains in teacher education where the gap between theory and practice is evident. Although teacher-education programmes are responsible for developing preservice teachers’ (PSTs’) effective parent-teacher communication skills, such interactions are rarely practiced during the training. Simulation-Based Learning (SBL) is one of the ways to connect theory to practice. The current study analysed a PST’s language behaviour during an SBL lesson involving a parent-teacher interaction, to consider whether and in what way the SBL experience helped bridge the gap between PSTs’ theoretical and practical knowledge. A qualitative methodology was selected using a case-study approach. The PST whose language behaviour was examined was a 33-year-old woman retraining to become a kindergarten teacher. The data were collected via a workshop transcript, an interview, and a written reflection and were analysed using linguistic and content analyses. The findings demonstrate the role of SBL in advancing the crucial aspect of effective teacher-education programmes, namely, addressing the connection between theory and practice. The study’s theoretical contribution lies in underscoring the way in which simulation contributes to bridging the gap between PSTs’ theoretical and practical knowledge.

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

Early childhood education contingencies for sustaining learning during school closures: Lessons from preschool remote education home visits in Indonesia during the COVID-19 pandemic

Maintaining kindergarten education amid emergency situations is difficult. The COVID-19 pandemic highlighted the difficulties faced by early childhood education institutions in ensuring that children continue education despite school closures and prolonged social isolation. The transition from in-classroom learning to remote learning, which was mostly online for older age groups, was especially complicated for younger pupils due to their nature and limited family resources. In contrast, numerous kindergartens in Indonesia initiated home visit programs that enabled children to learn face-to-face with their teachers and peers during the school closure periods. The purpose of this study was to examine how the home visit program for early childhood education was implemented and how teachers and parents viewed this emergency alternative to online learning. A qualitative case study was employed as a method of inquiry. Nine parents and four teachers from a single kindergarten in South Tangerang, a suburb of Jakarta, participated in this study. The data revealed the home visit program’s implementation involved the following measures: dividing children into small groups, a teacher visiting each group’s assigned home once or twice per week for 45–90 min, enforcing health measures, and giving daily activities for students to complete with their parents. Teachers stated that the home visit program was helpful but had significant faults. Among the benefits were the following: It helped children comprehend learning materials, piqued their interest, and served as a possible alternative due to a family’s lack of resources such as electricity, internet connectivity and quota, educators’ competency in implementing online learning, and parents limited or unavailable devices. Meanwhile, some disadvantages of home visits included the following: Parents felt obligated to entertain their children’s teachers and peers, some students were unable to study due to distance, additional time and energy was spent on media preparation and learning activities, and the risk of exposure to COVID-19 was increased. In the future, unexpected health hazards or other situations may occur. These findings indicate the need for early childhood education institutions to be more prepared, develop a strategy and adjust their instructional approaches to respond rapidly to changing circumstances when required.

Psychoeducation as burnout prevention for Hungarian teachers

The aim of this study is to examine the role of psychoeducation in preventing burnout among Hungarian teachers. Psychoeducation is a structured method of delivering professional information, combining elements of education, cognitive-behavioral therapy, and grouptherapy, with the goal of developing coping strategies to maintain health and ensure therapeutic collaboration. As part of the research, a 30-hour training program was developed and implemented with two groups, consisting of kindergarten and special education teachers (N=35). The core components of the training included self-awareness exercises, autogenic training techniques, and conflict management strategies. Changes in participants' burnout levels, psychological immune systems, coping methods, and perceived social support were assessed using pre- and post-training questionnaires (Maslach Burnout Inventory Educator Survey (MBI-ES), Oláh’s Psychological Immune System Survey, Coping Methods Questionnaire, MOS SSS-H Social Support Questionnaire, and Mental Health Test). A significant reduction in burnout was observed. The findings support previous research indicating that psychoeducation can effectively reduce stress and burnout, though its effectiveness may depend on various factors, such as the length and intensity of the program, as well as participants' motivation and commitment. Future research should involve larger sample sizes and longitudinal designs to assess the long-term benefits of psychoeducational interventions more accurately for teacher burnout.

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.

Psychological empowerment and job burnout in Chinese kindergarten teachers: The mediating effect of occupational stress

We explored the role of occupational stress in the relationship between psychological empowerment and job burnout in kindergarten teachers. Chinese female kindergarten teachers (n = 243) were participants (mean age = 28.2 years, SD = 5.08 years; specialist and below = 64.6%, formal work systems = 37.9%). They completed surveys on psychological empowerment, occupational stress, and job burnout. Path analysis findings suggested that higher psychological empowerment was associated with lower job burnout. Lower occupational stress mediated the relationship between psychological empowerment and job burnout so that the teachers with a sense of psychological empowerment were likely to report less job burnout. The higher the psychological empowerment, the lower the occupational stress and lower job burnout relationship held for older age teachers and those with undergraduate degree or a higher level of education and formal employment. Kindergarten teachers should be supported in improving their psychological empowerment to reduce occupational stress, and thus, limiting their risk for job burnout.

Music education training for kindergarten teachers: a workshop integrating Shulman’s pedagogical content knowledge and pedagogical reasoning and action model

ABSTRACT Kindergarten teachers often express concerns about the insufficient preparation they receive in their training programs to effectively teach music. This lack of confidence in their music teaching and musical ability can impact their effectiveness of teaching, which in turn can affect children’s music learning. To address this deficiency in music training for preservice teachers, this study consists of a workshop that integrates Shulman’s Pedagogical Content Knowledge (PCK) through the Pedagogical Reasoning and Action Model (PRA). The workshop takes an experiential approach, moving away from the traditional separation of content knowledge and pedagogy. Nine participants took part in the workshop and were interviewed to address two research questions: 1. How do preservice teachers perceive the significance of their musical competence and music pedagogy skills when conducting a music lesson? 2. In what ways does the workshop contribute to the professional growth and effectiveness of preservice teachers in music teaching? The integrated approach employed in the workshop proved effective in enhancing the preservice teachers’ comprehension of PCK through PRA model. The study emphasizes the significance of designing training programs that encompass the breadth and depth of Shulman’s theory of teaching, equipping teachers to deliver music education.

Knowledge attitude and practice towards foreign body aspiration management among kindergarten teachers in south-west Amhara, rural Ethiopia

Background: Aspiration of a foreign body (FB) is the act of unintentionally ingesting food, drink, or typically items. In every country on earth, it is the main cause of death. Aspirations of a foreign body in kids are typically emergency situations and account for a significant part of accidental fatalities. Problems are made worse by a lack of community understanding about foreign body aspiration. Objective: To assess the level and determinants of knowledge, attitude, and practice towards the first aid management of foreign body aspiration and airway obstruction among kindergarten teachers in northwest Amhara, Ethiopia, 2022. Methods: An institution-based cross-sectional study was undergone on kindergarten teachers. Result: The result of this study showed that 78.4% of the participants had good knowledge or scored equal or more than the mean score. The total score of the attitude was calculated by rating the respondent’s correct-full responses on the attitude questions; a total of 337 (93.4%) answered all the questions 6 above the mean level of 5.98, indicating that 93.4% of the respondents have a positive attitude. Discussion: In the present study, 78.4% of kindergarten teachers demonstrated good knowledge. In contrast, a study conducted in Addis Ababa, Ethiopia, revealed that only 37% of participants exhibited good knowledge regarding foreign body aspiration management, significantly lower than the current study’s findings. Additionally, the same study found that 93% of kindergarten teachers held a positive attitude toward foreign body aspiration management, aligning with the results of a cross-sectional study in Addis Ababa, Ethiopia, where the attitude score was 95.1%. Conclusion and Recommendation: The result of this research shows that majority participants of this study have good knowledge and attitude towards foreign body aspiration management, but poor practice about it.