Kindergarten Teachers Research Articles

유아의 학교준비도에 대한 유치원 교사와 초등학교 교사의 인식

This study investigates the perceptions and differences between kindergarten and elementary school teachers regarding the importance and performance of school readiness for young children. The subjects of the study are 114 kindergarten teachers who currently teach 5-year-olds or have taught them within the last 3 years and 106 elementary school teachers who currently teach first graders or have taught them within the last 5 years. The research tool was modified to fit the purpose of this study, drawing on Bang (2013) and Lee (2005). The collected data were analyzed using frequency and percentage, maximum and minimum values, mean and standard deviation, and t-tests. This study yielded the following results. First, significant differences were found in how kindergarten teachers and elementary school teachers perceived the importance of young children's school readiness in the overall and subdomains except academic skills, with elementary school teachers placing a higher value on it. Second, significant differences were found in how kindergarten and elementary school teachers perceived the performance of young children's school readiness, in general and subdomains, with kindergarten teachers believing that more young children could perform those than elementary school teachers. These results imply the need for a two-way connection between early childhood education and elementary education, thus redefining the role of early childhood education and strengthening cooperation with families.

Strategies of Kindergarten Teachers and Parents in Preparing Children's School Readiness: Academic, Social, and Emotional Perspectives

Purpose – This study aims to investigate the strategies employed by kindergarten teachers and parents in preparing children's school readiness in the Batang Angkola District, considering the local context and related social dynamics. Design/methods/approach – Utilizing a qualitative descriptive method, the research combines a descriptive approach to outline existing phenomena with a qualitative approach to explore the meanings and interpretations of the strategies used. Data were collected through direct interviews with several kindergarten teachers and parent representatives in kindergartens and surrounding areas in the Batang Angkola District. Additionally, secondary data related to supporting theories on children's school readiness were utilized. Findings – The findings reveal that both kindergarten teachers and parents are not fully prepared for children's school readiness. This is evidenced by the non-alignment of teachers' educational backgrounds with early childhood education and the parents' primary focus on academic readiness, often neglecting other critical aspects such as social and emotional development. Furthermore, the strategies implemented by kindergarten teachers and parents fail to holistically address the needs of children during the transition process. Research implications/limitations – The study is limited to the Batang Angkola District and may not be generalizable to other regions. These findings highlight areas in educational practices that require improvement and suggest the need for further research to develop more effective strategies for holistic school readiness preparation. Practical implications – The insights gained from this study provide guidance for the development of more holistic and integrated school readiness preparation programs that can better support children during their transition to school. These programs should aim to balance academic learning with social, emotional, and physical development to ensure well-rounded preparedness. Originality/value – This research sheds light on the specific challenges faced by kindergarten teachers and parents in the Batang Angkola District, emphasizing the importance of a holistic approach to school readiness that includes academic, social, and emotional aspects. By addressing these challenges, the study contributes to the broader understanding of effective strategies for early childhood education in similar contexts. Paper type Case study

The description of meaningful work on male kindergarten teachers

The number of male kindergarten teachers is significantly lower than that of female kindergarten teachers, despite the fact that male teachers are paternal figures who will contribute to the development of students at school. This research aimed to determine the description of meaningful work among male kindergarten teachers. The subjects of this research were three male kindergarten class teachers with different work experiences. A qualitative approach with a case study design was used in this study. The data were obtained through interviews and analyzed from transcribing to interpreting the data. The research findings stated that all the main subjects had different images regarding how each felt their work was meaningful, especially in the aspect of psychological meaningfulness in work. In the aspect of meaning-making through work, all subjects could understand what could improve their qualities and how to understand themselves and their environment. Lastly, in the aspect of greater good motivations, each subject wanted to be helpful to the school stakeholders or even the family of themselves. This research concluded that the three main subjects generally had different images in making their work as kindergarten teachers meaningful. The research implications are that male kindergarten teachers hopefully can improve their performance, early childhood education units are expected to socialize with the public about the presence of male teachers in kindergartens, and the government is also expected to give more appreciation to kindergarten teachers.

유치원 교사의 교권에 대한 인식

The purpose of this study was to investigate the overall tendency of and differences in perceptions regarding the concept of kindergarten teacher’s teaching rights, and to identify their perceptions of changes after the revision of the five laws protecting teaching rights. For this purpose, a total of 220 kindergarten teachers in Seoul, Gyeonggi, and Incheon were surveyed. The findings are as follows: Firstly, kindergarten teachers had a comprehensive understanding of the concept of teaching rights, including as rights, as authority, and in terms of relationships. There were differences in their perceptions of teaching rights depending on teachers’ teaching experiences and types of institutions. Secondly, kindergarten teachers perceived that the educational field had not changed significantly after the revision of the five laws protecting teaching rights. These results imply that there is a need for institutional and policy-level support to ensure that the laws protecting teaching rights are established in the education field. Also a change in the perception of the educational communities for teaching rights is required.

예비유아교사의 유치원교사에 대한 이미지 변화 연구

The purpose of this study the images of kindergarten teachers thought bypre-service kindergarten teachers and whether the images of kindergarten teachers thought bypre-service kindergarten teachers change during the teacher training period. In this study, datawere collected through picture metaphors from 42 early childhood education students in thefirst semester of the first year and the first semester of the fourth year. The results of thestudy are as follows. First, the external images of kindergarten teachers thought by prospective early childhood teachers were ‘smiling’, ‘playing with children’, and ‘observingand supporting’, and the internal images of kindergarten teachers were ‘personal qualities’,‘professional competency’, and ‘professional attitudes’. Second, during the teacher trainingperiod, prospective early childhood teachers further consolidated ‘personal qualities’ amonginternal images and became to perceive ‘professional attitudes’ highly. Third, compared to thefirst grade, the fourth grade showed more complex images. With regard to the reason why theimages of kindergarten teachers changed, prospective early childhood teachers answered that‘major learning’ and ‘practical experience’ were important factors. Centering on the studyresults as such, a plan to support image formation that can help understanding teachers’ rolesin kindergarten teacher training was proposed.

잠재프로파일 분석(LPA)을 활용한 유치원 교사의 교사-유아 상호작용 유형 및 예측요인

Objectives The purposes of this study are to explore latent profiles of kindergarten teachers with teacher-children interaction (T-CI) and to analyse the relationship between teachers' personal factors and T-CI profiles. Methods The survey for data collection was conducted from January 10 to January 31, 2024, targeting 409 teachers working at kindergartens in the metropolitan area. We composed T-CI of kindergarten teacher into emotional, verbal, and behavioral interaction, and analyzed latent profiles according to their T-CI level. The types of T-CI profiles derived from the latent profile analysis were identified, and a multinomial logistic regression was performed to analyze the effect of kindergarten teachers' personal factors on the T-CI profiles. Results The results revealed that we classified four T-CI profiles: the ‘passive interaction type’, which had very low levels of emotional, verbal, and behavioral interaction related to T-CI, was 5.62% of all kindergarten teachers, the ‘non-verbal interaction type’, which had relatively low emotional, verbal, and behavioral interaction levels, was 43.03% of all, the ‘affective interaction-centered type’, which had average level of each competence, was 26.41% of all, the ‘proactive interaction type’, which had relatively high level of each competence, was 24.94% of all. As a result of analyzing the effect of the teacher's personal factors on the T-CI profile, it was found that the teacher's age, education, and experience had a significant effect on the T-CI profile. Conclusions Based on the results, this study suggests that there are various groups according to the level of T-CI within the kindergarten teacher group, rather than considering the kindergarten teacher as the ‘cohort group’ in relation to T-CI. We also suggest that customized approach considering the profile characteristics related to T-CI is required.

유아교사의 지속가능발전지향 환경교육 실행 방안 탐색

This study aims to explore how early childhood teachers implement sustainable development- oriented environmental education in kindergartens and childcare centers. Data were collected through semistructured in-depth interviews with 10 early childhood teachers who had attended at least one environmental education training related to sustainable development and consistently practiced sustainable development-oriented environmental education in their classrooms for at least 10 months. The study’s findings revealed that the teachers engaged in meaningful interactions with the students to sensitize them to their responsibilities and roles in environmental issues by capturing their daily inconveniences and constraints and encourage improvement. They also attempted to implement environmental education following the principles of sustainable development by organizing the play environment and using eco-friendly materials. Moreover, they tried various teaching and learning materials and activities to keep children interested and engaged. Finally, the teachers worked with the children’s families and community members to create a practical and meaningful environment in which the children could learn about their responsibilities and roles in promoting sustainable development as citizens. The study’s findings, which examined implementation experiences from the perspective of early childhood teachers, are significant because they provide useful information for teacher support.

Influence of Religiosity on Occupational Well-Being and the Role of Mindfulness as a Mediator in Kindergarten Teachers as the SDGs Implementation

Early childhood educators are among those professionals susceptible to excessive job-related stressors. This study explores the relationship between religiosity, mindfulness, and occupational well-being and analyzes mindfulness's role as a mediator between religiosity and occupational well-being. Employing a quantitative correlational method, the study's population comprised 177 teachers from Aashiya Kindergarten in Sidoarjo. The Krejcie Morgan table with a 5% error margin determined a sample size of 118 teachers. The sampling technique used in data collection is accidental sampling techniques, using Google Forms to collect the data. Research instruments for religiosity, mindfulness, and occupational well-being were adapted, translated from previous studies, and validated for reliability. Data analysis used mediation analysis with path analysis technique, using JASP software. Findings indicated partial mediation, revealing that mindfulness mediates the relationship between religiosity and occupational well-being. Results imply that when accompanied by mindfulness, teachers' religiosity level can have a significant positive impact on early childhood teachers. This research can also be reference to future for well-being research in the context of occupation among teacher.

The Relationship Between Kindergarten-based Curriculum and Kindergarten Teacher in Chinese Three-level Curriculum Management System

The Relationship Between Kindergarten-based Curriculum and Kindergarten Teacher in Chinese Three-level Curriculum Management System

유보통합 정책을 위한 전문가 사회요구도 조사연구

This study investigated the social demands of experts in setting the policy direction for convergence of Confucianism. The subjects were public and private kindergartens, workers at national and public daycare centers, and academic experts located across the country. The research method was to analyze a total of 2,246 questionnaires from a randomly selected sample. As a result of the study, first, the administrative central ministries that were divided into the Ministry of Education and the Ministry of Health and Welfare were integrated into the Ministry of Education. Second, in the qualifications required for kindergarten and integrated teachers, the current kindergarten teachers and childcare teachers are mixed depending on the type of program, and the university obtains teacher qualifications. An opinion was presented to divide the students into levels according to their educational background. Third, among the stakeholders who benefited from the consolidation of kindergartens, parents appeared to be the most likely. Fourth, the response was that the integration of kindergartens should be preceded by the integration of the administrative organization of central government agencies. Fifth, as a result of analyzing the names and operation directions of infants and toddlers according to the integration of kindergartens, the method of separating children by age during the integration of kindergartens It was said that children aged 3 to 5 were separated. Sixth, opinions on the name of the integrated kindergarten were answered in the following order: infant school, children's school, and play school. The conclusion of the study is that in order to promote kindergarten integration, it is necessary to provide high-quality education and childcare services that make infants and toddlers happy by considering the opinions of various stakeholders.

Practices of Kindergarten Teachers in Discovering Gifted Children according to the Standards of the National Association for Gifted Children (NAGC) in Kuwait

This study aimed to verify the practices of kindergarten teachers in discovering gifted children in government kindergartens in Kuwait in accordance with the standards of the National Association for Gifted Children (NAGC), and to identify the obstacles facing the practices of kindergarten teachers in discovering gifted children. To achieve the objectives of the study, the researcher used the descriptive survey method. The study data were collected through a questionnaire designed by the researcher, on a sample of 307 teachers. The results of the study showed that the most prominent practices of the teachers were the achievement of the third standard: learning environments and the first standard: assessment, with a high score, surpassing the second standard: planning of educational curricula and teaching methods, which received a medium score. The study recommended working to develop specialized programs to care for and develop the abilities of gifted children, and to pay attention to enhancing effective communication between those responsible for educating gifted children in the upper administrations and the field in the stage of government kindergartens in Kuwait.

Organizational Culture, Transformational Leadership, and Work Motivation's Effect on ABA Kindergarten Teachers' Performance and OCB

Organizational Culture, Transformational Leadership, and Work Motivation's Effect on ABA Kindergarten Teachers' Performance and OCB

Unraveling the challenges: An in-depth examination of reading and writing difficulties in kindergarten learners

This study investigated the lived experiences of teachers on the reading and writing difficulties of kindergarten learners. Using a phenomenological research design, the study involved eight (8) teacher-participants that are purposively selected as informants. The data gathering of information in this phenomenological inquiry had employed in-depth interview of participants through face-to-face interview to uncover challenges, coping mechanisms and educational management insights. Using thematic analysis, the following key themes for lived experiences of teacher participants were gathered: Socioeconomic Disparities, Challenges in Phonemic Awareness, and Parental Involvement. The coping mechanisms to address the struggles of kindergarten teachers were Multisensory Learning Approaches, Thorough practice and Targeted reading and writing intervention programs. The insights of the participants were Enhanced Educational infrastructure and Evaluation and Adjustment of the Curriculum. The findings of the study aims to improve the quality of education delivered in schools specifically in terms of reading and writing difficulties of learners.

Experiences of School Administrators and Teachers in Kindergarten Program for Children with Visual Impairment

The Department of Education, adhering to the Kindergarten Education Act and other laws declaring the provision of education to children with disabilities, provides education to every Filipino child including those with visual impairment. The said program envisions students to acquire learning skills that will enable a Filipino child with visual impairment to function effectively and independently for inclusion in the community as a productive citizen while being aligned and anchored on the Department of Education’s Kindergarten Curriculum Framework. The study identified the positive and negative experiences of teachers and administrators along with the factors that contributed to the experiences by exploring the experiences of five (5) teachers and five (5) school administrators in their program delivery employing the use of Interpretative Phenomenological Analysis (IPA). From these experiences and considering the previous study related four emergent themes were presented: 1) Journey Towards Progress, 2.) Filling the Education Gap, 3.) collective efforts, and 4.) Support Issues. The study showed the interwoven experiences influenced by several factors leading to what they considered as the success of the program. Recommendations for school administrators and teachers were also drawn from the study along with the recommendation for future studies.

A Study on Research Course Design of Cuiyunlang Ancient Shudao Kindergarten Based on Ecological Civilization Education

With the deepening of ecological civilization construction, the role of ecological civilization education in kindergarten education is increasingly pivotal. As the cradle of children's growth, kindergarten is of far-reaching influence on cultivating children's environmental awareness and ecological responsibility through its education contents and methods. The purpose of this paper is to explore the integration of ecological civilization education and the research course of Cuiyunlang Ancient Shudao Kindergarten. Through literature analysis, field investigations, and questionnaire surveys, this paper has explored the educational value of the cultural resources of Cuiyunlang ancient Shudao, and has probed into the design and evaluation of the research courses in kindergartens in the view of enabling the kids to experience the beauty and fragility of nature firsthand, to understand the impact of human activities on the natural environment, so as tostimulate their sense of responsibility and mission in protecting the environment. This integration approach not only enhances kid’s learning interest and participation, but also promotes their sense of harmonious symbiosis with nature. The research results indicate that this integrated education is of great significance for cultivating a new generation of well-rounded individuals with ecological civilization literacy. Under such integrated education, children's interest and participation in ecological civilization education have increased, their environmental awareness and behavior. habits have been improved, and their creativity and problemsolving ability have been enhanced. Therefore, kindergartens should actively explore and practice this kind of integration method, combining local ecological environment and cultural characteristics to design rich and diverse research courses, and lay a solid foundation for the comprehensive development of young children. At the same time, parents and society should actively participate and support to jointly promote the in-depth development of ecological civilization education.

Kindergarten teachers’ locus of control and their attitude towards disability

Locus of control is an indicator on the basis of which the individual distinguishes whether the way he acts or the situations he experiences are the result of his personal efforts or are influenced by external factors. "Attitude" is considered the individual"s tendency to manifest positive or negative attitudes towards people or situations or objects. The purpose of this research was to investigate the relationship between kindergarten teachers" locus of control and their attitudes towards disability. The results of the research showed firstly that teachers" locus of control exerts a significant influence on their attitude towards disability, secondly that previous work experience in Special Education significantly affects teachers" attitude towards disability and thirdly that female teachers maintain a more positive attitude towards people with some form of disability.

أثر استخدام استراتيجية الصف المقلوب في تنمية النمو المعرفي بوحدة الغذاء لدى أطفال الروضة

This study aimed to reveal the effect of using the flipped classroom strategy in developing the cognitive growth of the food unit among kindergarten children. The experimental method was used with a semi-experimental design, one-group, on a research sample consisting of (22) children from the third level from the Kindergarten Teachers Training Center in the city of Jeddah. The two researchers prepared a pre-post cognitive test for the food unit. The results of the study revealed that there are statistically significant differences between the mean scores of the children of the experimental group in the pre and post applications to measure the growth of basic and higher thinking skills among kindergarten children in the food unit, and the differences came in favor of the post application. The study also recommends training and encouraging kindergarten and early childhood teachers to use the flipped classroom strategy in the educational process.

The level of job satisfaction among kindergarten teachers

هدف البحث الحالي التعرف على مستوى الرضا الوظيفي لدى معلمات رياض الأطفال، واعتمدت الباحثة على المنهج الوصفي التحليلي وعلى بناء مقياس الرضا الوظيفي، وقد تم استخراج الثبات بطريقة اعادة الاختبار وبلغ (۰.۷۹)، وبطريقة الاتساق الداخلي الفاكرونباخ (٠.٨٥)،وتكون مقياس الرضا الوظيفي من (32) فقرة وأمام كل فقرة خمسة بدائل هي (تنطبق علي دائماً، تنطبق علي غالباً، تنطبق علي احياناً، تنطبق علي نادراً، لا تنطبق علي)، وبأوزان (5، 4، 3، 2، 1) وان اعلى قيمة على المقياس هي (160) درجة وأقل درجة هي (32) والمتوسط الفرضي (96) درجة. وعند معالجة بيانات الدراسة احصائيا باستخدام معامل الارتباط بيرسون ، الاختبار التائي لعينتين مستقلتين، معادلة الفاكرونباخ, معادلة الاختبار التائي لقيمة واحدة، اسفرت النتائج ان افراد عينة البحث كان لديها رضً وظيفي . توصل البحث إلى ان معلمات رياض الأطفال لديهن رضا وظيفي اذ جاءت النتائج بمتوسط حسابي اعلى من المتوسط الفرضي لمقياس الرضا الوظيفي. أوصى البحث بضرورة تشجيع تبادل الخبرات بين المعلمات في الرياض الحكومية والأهلية عن طريق الدورات او الدروس التدريبية او الزيارات، والاستمرار في توطيد العلاقات ما بين المعلمات والمديرات لما في ذلك من أثر كبير في ارتفاع مستوى الرضا الوظيفي للمعلمات ، وذلك عن طريق الندوات والمحاضرات واللقاءات المفتوحة التي تساعد في تكوين العلاقات الاجتماعية وتقوية أصر المحبة والألفة بين المعلمات والتربويين. اقترح البحث ضرورة اجراء دراسة مهارات التنظيم الذاتي وعلاقتها بالرضا الوظيفي لدى معلمي المرحلة الابتدائية، واجراء دراسة الرضا الوظيفي لدى معلمات رياض الأطفال وفق متغير العمر، سنوات الخدمة، التحصيل الدراسي.

Challenges Faced by Public School Teachers in Teaching Pupils in the Third District of Bohol

The study presented the challenges faced by public kindergarten teachers in the Third Congressional District of Bohol, Philippines. Employing descriptive survey method, data from 226 kindergarten teachers across 19 municipalities were analyzed to identify challenges based on class types and schedules. The demographic profile of respondents revealed a young workforce aged 20-40. Majority of which are holding a Bachelor of Elementary Education degree specializing in Early Childhood Education. All respondents were LET Board passers and had participated in relevant workshops. The study confirmed compliance to the mandated teacher-pupil ratio of 1:25, with a total student population of 5,868. Findings demonstrated significant differences in challenges faced by teachers based on class type. Teachers managing multi-grade classes reported more difficulties compared to those handling single-grade classes. The findings suggest potential violations of DepEd Order No. 47, s. 2016, which mandates separate kindergarten classes in multi-grade schools. This result heightened the challenges faced by multi-grade teachers. The research provides information for the development of teacher programs, and informing policy adjustments. It will also serve as a reference for future studies on the challenges in teaching kindergarten that aims to enhance the experiences of students in public schools.

Work Stress in Kindergarten Teachers in Albania

Work Stress in Kindergarten Teachers in Albania