Preschool Teachers Research Articles

Are Emotional Labor Strategies Good or Bad for Work Engagement Among Chinese Preschool Teachers? The Mediating Role of Teacher Efficacy and Grit

ABSTRACT Teacher work engagement is critical for work performance and child development, yet there is a limited understanding of how it is shaped from the perspective of teachers’ emotion. Based on the job demand-resource model, this study tested the relationship between emotional labor strategies, teacher efficacy, grit, and work engagement. Research Findings: Through structural equation modeling, self-reports of 647 Chinese preschool teachers revealed that (1) expression of naturally felt emotions showed both a direct and an indirect (via teacher efficacy and grit) positive relationship with work engagement; (2) deep acting was associated with work engagement via promoted teacher efficacy; (3) surface acting was associated with work engagement via weakened teacher efficacy. Neither deep acting nor surface acting was linked to engagement via teacher grit. Practice or Policy: The findings call for attention to teacher emotion which is particularly important for preschool teachers in Chinese society. Guidance is needed for teachers to aptly use felt emotions to achieve classroom goals and translate the regulating process into positive beliefs about themselves.

Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R)

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach’s alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures.

Choosing Folk Song for Children 5-6 Years Old Through Teaching Organization Music Activities in Preschool

Folk songs have the ability to have a strong impact on people's thoughts and emotions, helping us develop aesthetic abilities, thinking, intellectual, physical qualities, and good moral feelings. More importantly, it forms national consciousness and love for the homeland. Currently, teachers are aware of the importance of using folk songs for 5-6 year old children in organizing musical activities in preschools. However, preschool teachers do not know how to choose folk songs in organizing and teaching music activities, causing the results of the activities to be low. This article focuses on analyzing the current situation of choosing folk songs for 5-6 year old children through organizing and teaching musical activities, in order to form in children the goodness and beauty in folk songs. From there, children will develop a love and appreciation for Vietnamese folk songs.

Developing Malay traditional dance model for preschoolers: Evidence from contextual and content needs

The uniqueness of the Malay dance community should be introduced to the children so that the beauty of the dance movements does not disappear. Therefore, this study analysed preschoolers' content and the contextual needs of developing the traditional Malay dance model. Quantitative studies using this survey method aim to obtain information about the contextual and content of traditional Malay dance models. 125 preschool teachers from the Ministry of Education (MOE) were selected to respond to the questionnaires. The results show that the necessities of the context should inhibit the aspects of creative movement. The results refer to the content aspect of the model of the basic movement elements in the traditional dances of the Malay community that should be taught to the children. The implication of this study from the development of the model helps preschool teachers in the performance of traditional Malay dances.

Awareness and attitude of female preschool teachers towards autism in Medina

Awareness and attitude of female preschool teachers towards autism in Medina

Okul Öncesi Öğretmen Adaylarının 21. YY Beceri Öz Yeterliklerinin İncelenmesi; Öğrenme Kavramı ve Küçük Çocukların Yaşam Başarısı

Amaç: Bu çalışma okul öncesi öğretmen adaylarının 21. YY becerilerine yönelik öz yeterlik algıları ile öğrenme kavramı ve çocukların yaşam başarısı kazanması için öğrenmesi gereken temel beceriler hakkındaki görüşlerini incelemeyi amaçlamaktadır. Yöntem ve Araçlar: Araştırmanın çalışma grubunun belirlenmesinde küme örnekleme yönteminden faydalanılarak toplam 14 farklı üniversiteden okul öncesi öğretmen adaylarına ulaşılmıştır. Çalışma grubunu 200 son sınıf okul öncesi öğretmen adayı oluşturmaktadır. Karma araştırma yöntemlerinden açıklayıcı ardışık desen kullanılarak tasarlanan araştırmada; nicel verileri derlemek üzere bir ölçek, nitel veriler içinse yarı yapılandırılmış görüşme formu kullanılmıştır. Sonuçlar: Araştırma bulgularının incelenmesi sonucunda okul öncesi öğretmen adaylarının 21. YY becerilerine yönelik öz yeterlik algılarının ölçme aracından alınabilecek orta puan değerinin üzerinde olduğu sonucuna ulaşılmıştır. Çalışma grubu içinde 21. YY becerileri bakımından grup puan ortalaması üzerinde ve altında puanlar alan öğretmen adaylarının öğrenmeye ilişkin tanımları ile çocukların yaşama hazırlanma sürecinde öğrenmesi gereken temel becerilere ilişkin görüşlerinin birbiri ile çoğunlukla benzer olduğu sonucuna ulaşılmıştır.

Sustainability of the Public–Benefit Preschool Education Service System in China: Evidence from a National Study

ABSTRACT Research Findings: This study aimed to evaluate the sustainability of the public benefit preschool education service system (PPESS) in China from the perspective of preschool education administrators, principals, and teachers using a newly developed and validated instrument, the Public-benefit Preschool Education Service System Rating Scale (PPESS-RS). Altogether, 349 administrators, 255 principals, and 1,118 teachers from the PPESS were randomly surveyed nationwide. First, analysis of the psychometric properties revealed that PPESS-RS is a reliable and valid scale with five constructs: Policymaking, investment, kindergarten supply, kindergarten management, and caring for the vulnerable. Second, empirical evidence shows that the sustainability of the PPESS is positively evaluated by stakeholders, especially in kindergarten management and policymaking. However, problems persist in terms of investment, kindergarten supply, and caring for the vulnerable. Third, analysis of variance revealed significant differences among geographical regions, urbanicity, and kindergarten types. Practice and Policy: The findings demonstrate that the central and local governments in China need to increase financial investment and improve the investment structure in preschool education, and educational authorities should increase their support for kindergartens in disadvantaged areas to address the disparities in preschool education between urban and rural areas and among different types of kindergartens.

PENGETAHUAN, SIKAP DAN PRAKTIK GIZI GURU PAUD DIPERBAIKI DENGAN INTERVENSI e-HEALTH PEGIA

Preschool teachers play a crucial role in influencing children's eating patterns at school, which is of utmost importance considering the detrimental impact of malnutrition on preschool children's cognitive abilities. In order to improve preschool teachers' nutrition behavior, it is imperative to provide education on nutritional behavior. One effective approach is implementing nutrition education for teachers through e-Health, which offers numerous advantages such as easier access and wider reach. Therefore, this research aimed to analyze the effectiveness of the Pegia eHealth intervention in improving the knowledge, attitudes, and practices of preschool teachers regarding nutrition. The sample consisted of 24 teachers from eight preschool centers in Purwokerto City, Indonesia. The e-Health intervention was conducted for 12 weeks, and the differences before and after the intervention were analyzed using the Wilcoxon test. The results showed a significant increase in the median knowledge by 12.00 with an interquartile range (IR) of 14.00, the median attitudes by 10.50 (IR: 8.75), and the median nutrition practices by 7.00 (IR: 3.00) (p-value < 0.05). The Pegia eHealth intervention showed its effectiveness in improving the nutrition knowledge, attitudes, and practices of preschool teachers.

Создание опросника прагматической компетентности детей 5-8 лет

<p>The work aims to test a new questionnaire for parents and educators to assess the pragmatic competence of children from 5 to 8 years old. Parents of 753 children and teachers of 903 children from preschool institutions took part in the testing, filling out the proposed questionnaire online. Subsequently, after the initial analysis, 674 parent questionnaires remained in the work, of which 287 questionnaires were from parents of five-year-old children (130 of them boys), 213 from parents of six-year-old children (108 boys), 131 from parents of seven-year-old children (60 boys) and 43 from parents of eight-year-old children (21 boys). And also 903 questionnaires of preschool teachers (at this stage we did not include a survey of school teachers): 487 children of 5 years old (214 boys), 409 children of 6 years old (206 boys) and 7 children of 7 years old (4 boys). Statistical analysis of the material included: 1) checking for normality of the distribution of answers; 2) analysis for consistency of the entire questionnaire, its scales and individual questions; 3) exploratory factor analysis; 4) confirmatory factor analysis; 5) identifying gender differences for each of the questions using the Mann-Whitney test. The study showed that the pragmatic competence of children includes: 1) understanding of the literal and figurative meaning of statements; 2) mastery of non-verbal means of communication; 3) communication skills: politeness, openness to communication, adequate response to the expectations of the interlocutor; 4) development of verbal creativity in various genres, including fantasy. The results of the analysis showed that girls’ pragmatic competence at the age of 5-8 years was better developed than boys, however, in general, in normatively developing children by the age of 5, the main aspects of pragmatic competence have already been developed, and in the future may deteriorate, but understanding the figurative meaning of statements continues to develop at school. This questionnaire requires some refinement and testing for test-retest and external validity.</p>

Level of Understanding of Pre-School Teachers on Child Rights Fulfillment and Protection at Paud Unit in Gunung Talang Sub-District, Solok Regency, West Sumatra

This research is based on the unknown level of understanding of PAUD teachers about the fulfillment of children's rights and protection in the PAUD Unit of Gunung Talang Sub-district. Quantitative descriptive research with the method used is the survey method. The subjects of this study were PAUD teachers in Gunung Talang Sub-district, totaling people. The instrument in this study used a Yes-No choice test where the data analysis technique used Rasch Model analysis. The Rasch model uses the principle of probability on each available option which in classical test theory is preferred to the total score of the results of the test or questionnaire. The results showed that the level of understanding of PAUD teachers about the fulfillment of children's rights and protection in the PAUD Unit of Gunung Talang Subdistrict was in the "low" category of 51.31%, "medium" of 40.79%, and "high" of 7.9%. Based on the average value, which is 3.28%, the level of understanding of PAUD teachers about the fulfillment of the rights and protection of children in the PAUD Unit of Gunung Talang Sub-district, Solok District, West Sumatra is in the "low" category.

Development and validation of a survey instrument towards attitude, knowledge, and application of educational robotics (AKAER)

ABSTRACT Educational robotics activities have proven instrumental in creating a dynamic learning environment that provides students with hands-on experiences, aligning with the interdisciplinary principles advocated by STEM education. The integration of educational robotics into the educational process significantly impacts students of various age groups, fostering the acquisition and enhancement of diverse skills. However, the effective implementation of robotics hinges on teachers. This research aims to design a valid instrument (AKAER) to quantitatively capture teachers’ attitudes, knowledge, and application of educational robotics. The six-phase development process, encompassing design, construction, quantitative evaluation, and validation, ensures the precision of the instrument. Exploratory Factor Analysis (EFA) on data from 307 preschool and primary school teachers extracts a 49-item, five-factor model. Confirmatory Factor Analysis (CFA) cross-validates the model, yielding satisfactory fits (CMIN/DF = 2.145, RMR = .60, PNFI = .683, PCFI = .784, CFI = .827, RMSEA = .061, SRMR = .0852). AKAER's reliability, assessed by Cronbach's Alpha coefficient (α = .929), indicates high internal consistency. Overall, these results affirm the reliability and validity of the constructed instrument, confirming its suitability for data collection. This validation positions the instrument as a potential catalyst for advancing research understanding and stimulating educational innovations in the teaching and utilization of educational robotics.

Understanding the nature of coaching interactions and teacher engagement in an online coaching intervention

ABSTRACT Coaching is a popular mechanism for supporting teachers’ improved use of teaching strategies. However, relatively little is known about which coaching processes are used or how those are implemented, especially in emerging formats like online asynchronous coaching. We used a multiple-case study design to examine coaching logs from an asynchronous writing intervention for preschool teachers (iWRITE). We examined the strategies that coaches used to support teachers’ writing instruction, how they created relationships with the teachers, and how teachers responded to those strategies in the asynchronous context. We found that teachers responded to the coaches more often and completed more of the iWRITE modules when coaches enacted deeper-level relationship building moves. When coaches provided detailed observation about classroom practices linked with differentiated feedback to teachers this supported coaching retention. Furthermore, coaches’ positioning within the intervention seemed to influence their overall relationship with teachers; specifically, having to be both coach and fidelity manager seemed to impair the relationship between coach and teacher.

Examination of Preschool Citizenship Education in Terms of Program and Teachers' Views

In this study, it was aimed to determine the opinions of preschool teachers about citizenship education and to make evaluations for citizenship education in line with the findings. For this purpose, the research was shaped by a case study, one of the qualitative research methods. In determining the sample, the 'convenience sampling' technique, which is one of the 'purposive sampling' methods, was used. In this study, a semi-structured interview form prepared by the researcher was used. The semi-structured interview form prepared within the scope of the research was applied to 25 preschool teachers working in pre-school education institutions. The analysis of the data obtained in the research was evaluated with content analysis. Findings related to the research are presented in 8 main themes and categories. As a result of the research; It is seen that the knowledge of pre-school teachers about the concept of citizenship education is sufficient. It was stated that social participation, respect, patriotism, love, belonging, sensitivity, cooperation, responsibility, empathy, critical thinking, tolerance, helpfulness skills and values should be given within the scope of citizenship education in the preschool period. Teachers stated that the acquisitions in the pre-school education program are not fully sufficient in terms of citizenship education, but they can be improved because it is a flexible program. It has been concluded that if appropriate activities for citizenship education are planned, taking into account the age levels of children in the pre-school period, children's perspectives on the concept of citizenship can be improved. The practices most recommended by teachers for citizenship education were "field trips". The teachers stated that the concepts related to citizenship education should be embodied with activities because the age groups of children in the pre-school period are small. 44% of pre-school teachers find the readiness of preschool children sufficient in terms of citizenship education. In addition, it has been determined that there are 1 acquisitions in the field of cognitive development related to citizenship education and 8 acquisitions in the field of social and emotional development in the preschool education program

Digital tools in education: Preschool teacher's perspectives on language development in kindergarten

The study focuses on utilizing digital technologies within the context of preschool education in the Czech Republic, as viewed through the lens of kindergarten teachers. The objective was to find out teachers' perspectives on using digital technologies with a focus on language development in preschools from the point of view of Czech teachers. The survey method was used for data collection. Responses were collected from 80 preschool teachers from the Czech Republic using an online questionnaire; data was analyzed and discussed quantitatively in descriptive analysis. The study revealed that preschool establishments demonstrate a relatively commendable level of digital technology provisioning, which has grown recently with the help of financial subsidies from the government. However, teachers state that there is a lack of management support for effectively integrating them into the curriculum. The survey revealed that they also have to deal with the organizational arrangements of children when using digital technologies, given the number of children in classes. In our study, we paid special attention to areas of language competence that had developed. It was found that teachers prefer applications with simple language development competencies as opposed to complex language skills. They also prefer to use applications that children can use independently. In conclusion, teachers mostly have a positive attitude towards their utilization, under the condition of limiting their use in time and type of content.

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Job Satisfaction, Stress and Teacher-child Relationship among Private Preschool Teachers in Johor Bahru

Pre-school teachers' digital concept maps and instructional design practices

Concept mapping has been a useful and effective technique for representing and assessing science content knowledge. Technological advances have also allowed the creation of user-friendly digital concept map applications. However, there appears a need to examine pre-service teachers' digital concept mapping practices in relation to their instructional design practices i.e. lesson planning. Hence, this study investigated the quality of pre-service pre-school teachers' (n = 26) digital concept maps in reference to the quality of their lesson plans. The quality of the digital concept maps was assessed based on an examination of the quality of a) structure, b) content, and c) their overall quality. Furthermore, it examined teachers' preferences and reflections on digital concept maps in relation to physical (i.e. paper-and-pencil) concept maps. Mixed methods were used including qualitative analysis and statistical correlations of the quality scores of the lesson plans and concept maps. Findings revealed no significant correlation between the quality of digital concept maps and the quality of lesson plans, while the consistency of the focus between the two correlated significantly with the quality of the digital concept maps. The number of concepts, propositions and cross-links as well as conceptual hierarchy were found as indicators of the overall quality of the digital concept maps. A comparison between digital and physical concept maps revealed that teachers' views and arguments varied between the two. The findings of the study speak to the relevance and applicability of digital concept maps for teacher training programmes.

COMPETENCE OF LATVIAN PRESCHOOL TEACHERS TO INCLUDE NEWCOMERS IN EDUCATION

The 21st century is the time of globalization, and migration has become the norm. As a result of these trends, the education systems must be inclusive in order to ensure the right of all children to education, regardless of their background. Preschool teachers play an essential role in the implementation of inclusive education. They have the opportunity and tools to form a foundation for further education by creating a positive and supportive environment where all children can feel welcome. In order to promote inclusion, preschool teachers must have certain competences for the inclusion of newcomers in education. The paper presents a structural model of preschool teacher competence for the inclusion of newcomers in education and the results of the preschool teacher questionnaire. The research results show that Latvian preschool teachers' competence to work with newcomer children is insufficient and needs to be improved.

EXPLORING THE CONSISTENCY BETWEEN TEACHERS' AND PARENTS' RATINGS OF CHILDREN'S LANGUAGE SKILLS

Aim: The study investigated the correspondence between parent and teacher assessments of 3 to 6-year-old children's language skills using the Expressive and Receptive Language Scales from the Early Childhood Developmental Screening Toolkit – BAASIK (an acronym in Latvian). Material and methods: Ninety-five preschool teachers and 424 parents participated in an online survey assessing the expressive and receptive language skills of children aged 3 to 6 years. Results: Spearman's correlation analysis revealed statistically significant (p < .001) moderate to strong correlations between the ratings of children’s language skills by parents and teachers. For the Receptive Language Scales, correlations ranged from rS = .43 to rS = .6, and for the Expressive Language Scales, from rS = .54 to rS = .64. Conclusions: The study confirmed that parents’ and teachers’ assessments of children’s expressive and receptive language skills are significantly correlated. The BAASIK Expressive and Receptive Language Scales used by both parents and teachers could be effective for early screening, potentially aiding in the prompt identification of language development issues and the subsequent referral to speech and language therapy services.

Assessing the Factor Structure and Construct Validity of the Beck Depression Inventory (BDI-II) in a Korean Preschool Teacher Sample

Preschool teachers are at high risk of depression. Therefore, emphasis should be placed on evaluating a valid and reliable instrument to measure depressive symptomatology for this population. One such promising instrument is the Beck Depression Inventory (BDI-II), a 21-item self-report measure designed to assess the presence and severity of depression. Although the tool’s psychometric properties have been analyzed in different samples, they have not been validated with a Korean preschool teacher sample. Hence, this study sought to evaluate the psychometric properties of the Korean version of the BDI-II in a sample of Korean preschool teachers. The study participants comprised 252 Korean preschool teachers (243 women and 9 men) with an average age of 33.5 years (SD = 10.3, range = 21-59). The participants completed the Korean version of the BDI-II online. Confirmatory factor analysis was performed to examine the psychometric properties of the BDI-II. Six models based on the literature were tested, including single-factor, correlated two- and three-factor, and bifactor models. The reliability and validity of the BDI-II were also analyzed. The bifactor model demonstrated the best data fit with an overarching vital general depression factor that coexists with comparatively weak specific cognitive, affective, and somatic factors. Internal consistency, measured using McDonald’s omega coefficients, was adequate in all cases. Using a validated screening instrument such as the BDI-II may allow clinicians to better detect depression among preschool teachers because of its conciseness and satisfactory psychometric properties. Since a bifactor model confirmed the unidimensionality of the BDI-II, the scores of specific factors should not be used in isolation. However, clinical assessment may benefit from its subscales if they are used in conjunction with total scores.

A collaborative approach to professional development on inclusive practices aligned to preschool mandates

PurposeProfessional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.Design/methodology/approachIn this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.FindingsTeachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.Originality/valueThis article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.