Relevant bibliographies by topics / Kindergarten

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Kindergarten'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Kindergarten"

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Majerčíková, Jana. "Extracurricular Education Diversity in Czech Nursery Schools." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 53–71. http://dx.doi.org/10.2478/jolace-2018-0024.

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Abstract This empirical study contributes towards a better understanding of the educational reality in kindergartens. It explores the after-school activities and interests of Czech nursery schools (NS) children. The topic focuses on the disharmony and subsequent fine-tuning of interests of both the family and the kindergarten, set against the background of parents’ requirements and the kindergarten’s reaction to them. The goal is to shed light on how kindergartens reflect parents’ requirements pertaining to their children’s extracurricular activities, the kindergarten’s perception and interpretation of this situation, and what sort of approach is used for implementation. The research and survey method used is content analysis. Fifteen kindergarten teacher thematic reports, 3,000-5,000 words each, and forty inspection reports, the results of Czech kindergarten inspections, were analyzed. The analytical techniques of Grounded Theory - open and axial coding - were used in the processing of the source materials. The results of the analysis set in a paradigm model depict the state of administration and relationships between variables, which determine after-school activities in kindergartens. It was demonstrated that kindergartens select various approaches when negotiating a solution to extracurricular activities. The educational reality then includes kindergartens that do organize after-school activities as well as those that do not. Kindergartens which do offer after-school activities, however, differ in the degree of acceptance of such programs in terms of need for child development and how they perceive the benefits of such an above-standard approach towards their customers.
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Chung, Soo-Kyung. "The Principals’ Perception of the Impact of Low Birth on Private Kindergartens." Yu Gwan sun Research Senter 29, no. 1 (June 30, 2024): 207–45. http://dx.doi.org/10.56475/ygsrc.2024.29.1.207.

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The purpose of this study was to find out the kindergarten principals’ perception of the impact of low-births on private kindergartens. Participants in the study were four principals’ of private kindergartens in A City, Chungcheongnam-do, and in-depth interviews were conducted for 15 weeks. Regarding the impact of low-births on private kindergartens, the study participants pointed out the difficulties such as unstable kindergarten members, changed kindergarten operation, and competition and deepening gaps between kindergartens, and as countermeasures to these difficulties, solidarity among members of kindergarten including parents, reforming into a differentiated kindergarten, and operating a kindergarten care class were mentioned. By considering the kindergarten principals’ perception of the impact of low-births on private kindergartens, we hope to use this as an opportunity to improve the quality of early childhood education, and to support the establishment of correct policies through cooperation and communication between related ministries and private kindergartens.
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Xu, Jiejing, and Kai Liu. "A Study on the Suitability of the Assessment Standard for Healthy Building to Kindergartens: Take Assessment Standard for Healthy Building (T/ASC 02--2021) as an Example." Highlights in Science, Engineering and Technology 18 (November 13, 2022): 26–32. http://dx.doi.org/10.54097/hset.v18i.2523.

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As a special building, the kindergarten has limitations to use the assessment standard for the healthy building (T/ASC 02—2021) to evaluate. Firstly, the standard assessment index system lacks environmental construction technology for children's needs. Secondly, some assessment indexes do not match the building characteristics of kindergartens. The accuracy of the kindergarten assessment results will be affected by the assessment index system. Therefore, it is necessary to break through the limitations of kindergarten health performance assessment and build a health performance assessment index system for kindergartens. The assessment index system of healthy kindergarten should meet the health performance characteristics of the kindergarten, and its health performance assessment focuses on the activity space quality of the kindergarten.
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Hasan Drwish, Drwish, Omer Abdullah Haraki, Mustafa Abdullah Almukdad, and Ali Osman Engin. "Developing the Educational Program in Kindergartens in the Syrian Arab Republic in Light of the European Model (An Empirical Study on Female Kindergarten Directors and Teachers in the Damascus Education Directorate)." International Journal of Childhood, Counselling and Special Education 4, no. 1 (March 2022): 11–19. http://dx.doi.org/10.31559/ccse2022.4.1.2.

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The study aimed to develop the education program in kindergartens in Syria in light of the European model. The sample of the study consisted of female kindergarten directors and teachers who were selected randomly from kindergartens in the city of Damascus. Also, the study used the descriptive analytical method in the study, in addition to building a tool to measure the development of educational programs in kindergartens in Syria. Where the questionnaire consisted of 19 items distributed on one axis: the first axis includes "the development of kindergarten in the light of the relationship of female teachers with children and their families." The study revealed that the development of education programs in kindergartens in the city of Damascus from the point of view of kindergarten female kindergarten directors and female teachers was generally large. The study also found that there are no statistically significant differences at the level of significance (α = 0.05) between female kindergarten directors and female teachers’ evaluation of their awareness of the areas of developing educational programs in kindergartens according to the work variable.
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Specht, Ina Olmer, Sofus Christian Larsen, Ann-Kristine Nielsen, Jeanett Friis Rohde, Berit Lilienthal Heitmann, and Tanja Schjødt Jørgensen. "Types of kindergarten and their relationship with parental and children’s socio-demographic characteristics in Denmark." PLOS ONE 18, no. 7 (July 20, 2023): e0288846. http://dx.doi.org/10.1371/journal.pone.0288846.

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In Danish outdoor kindergartens, children are spending most of the day outdoors often in forests or similar nature environments. These children are assumed to be healthier than children attending conventional kindergartens, however, factors related to choosing a specific type of kindergarten may explain the differences. To better understand this, we aimed to investigate parents reasons for choosing either outdoor or conventional kindergartens based on a mixed-method participatory Concept Mapping approach, and further if parental socio-demographics and early child characteristics differed prior to enrolling children to either type of kindergarten using a cohort register-based approach. Parents of children attending outdoor kindergartens (n = 23) weighed reasons such as “physical setting, outdoor life, and freedom of movement” high, whereas “a good first impression of the kindergarten” was an important reason for parents choosing a conventional kindergarten (n = 22). In the register-based approach, 2434 and 2643 children attended outdoor or conventional kindergartens, respectively. The parents choosing outdoor kindergartens as well as their children differed according to most investigated characteristics, including origin (maternal non-Western: 4.2% vs. 21.9%, p < .0001), educational level (maternal long education: 45.6% vs. 33.0%, p < .0001), prematurity (5.1% vs. 7.1%, p = 0.004) and sex (females: 43.5% vs. 48.6%, p = <0.0013). In conclusion, parental reasons for choosing kindergarten as well as parental socio-demographics differed substantially among kindergarten type. These differences might cause selection bias if not considering when comparing health outcomes among children attending different kinds of kindergartens.
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Jiang, Chen. "Research on the Integration of Traditional Chinese Culture into Kindergarten Curriculum in Ethnic Regions." Journal of Education and Culture Studies 7, no. 3 (August 16, 2023): p75. http://dx.doi.org/10.22158/jecs.v7n3p75.

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Based on the background of early childhood education curriculum, kindergartens in various regions have begun to pay attention to the development of kindergarten curriculum. Most of teachers search for the characteristics of kindergarten curriculum that is suitable for young children’s age groups. The excellent Chinese traditional culture, as an important element with Chinese cultural symbols, is gradually being used by kindergarten teachers. When carrying out activities, kindergartens in ethnic regions integrate traditional Chinese culture into the development of kindergarten curriculum. This study starts with the background of integrating traditional Chinese culture into the development of kindergarten curriculum. Through interviews with preschool teachers, it identifies the current problems and reasons, and proposes some suggestions for better integrating traditional Chinese culture into the kindergarten curriculum.
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Łukaszuk, C., E. Krajewska-Kułak, A. Chatzopulu, and E. Theodosopoulou. "Indoor air studies of fungi contamination in two kindergartens in Kavala, Greece." Progress in Health Sciences 6, no. 1 (June 16, 2016): 123–0. http://dx.doi.org/10.5604/01.3001.0010.1920.

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Introduction: Fungi and moulds are biological hazards that are ubiquitous both in the communal and occupational environments. The aim of the study was to assess the presence of airborne fungi in two kindergartens in Kavala, Greece. Materials and methods: Materials for the tests were: the air samples (in front of the buildings and the selected rooms) of the two kindergartens. The first Kavala kindergarten was located atop a hill and the second in the city center. The air pollution was determined using SAS SUPER 100. Results: The mean number of fungal colonies isolated from air of the kindergarten rooms in the city center was 478.3±148.4 CFU/m3. The mean number of fungal colonies isolated from air of the kindergarten on the hill was 343.6±188.8 CFU/m3. Aspergillus niger was most frequently isolated in air samples from the kindergarten rooms in the city center, while Penicillium species predominated the kindergarten rooms on the hill. CFU values in the air samples outside the kindergartens were higher in the center than on the hill of Kavala. CFU values of the examined air samples are varied. In the kindergarten rooms in the center of Kavala the most frequently isolated species was Aspergillus niger, and in the kindergarten on the hill it was Penicillium species. Conclusions: The present study demonstrated considerable numbers of fungi in the air in two kindergartens in Kavala, Greece.
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Latif, Tahany Shehata Ahmed Abdul, Nasser Foad Ali Ghobish, and Hany El-Sayed Mohamed El-Azab. "The Procedural Justice as an Approach to Address Workload among Kindergarten Supervisors, Minia Governorate." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 327–38. http://dx.doi.org/10.31686/ijier.vol8.iss5.2348.

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The current research aimed at identifying the level of procedural justice and workload among kindergarten supervisors at Minia governorate, and identifying the relationship between procedural justice and workload. For data collection, the researcher applied a questionnaire to a sample of (36) kindergarten supervisors, Minia governorate. Results revealed that there was a statistically significant correlative relationship between the level of procedural justice and workload reflected in the workload of kindergarten supervisors. Therefore, the study recommended providing a suitable climate for practicing procedural justice, paying attention to the professional development of kindergarten supervisors, providing material and moral encouragement for kindergarten technical supervisors, providing means of transportation between kindergartens especially in the countryside, and activating the system of promotions inside kindergartens.
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Mohamed, Nurul Azmawati, Nuurain Amirah Mohd Razi, Habibah Faroque, Aisyah Ar-Redha Che Amir Farid, Mohd Dzulkhairi Mohd Rani, and Ilina Isahak. "Hand Hygiene Awareness Among Childcare Providers." Asian Journal of Medicine and Biomedicine 4, no. 2 (October 20, 2020): 17–21. http://dx.doi.org/10.37231/ajmb.2020.4.2.357.

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Teachers in kindergarten play important role in educating correct hygiene practices to children. This study was conducted to assess the knowledge, practice and perceived barrier of hand hygiene among kindergarten’s teachers. Teachers from two kindergartens were recruited non randomly for a semi-structured face-to-face interview. The open-ended question comprised of questions on what, how and why to do hand hygiene, including what were perceived to impede and facilitate hand hygiene and monitoring process. Eight teachers agreed to participate. Four had attended courses related to hand hygiene and infections. None of them were able to demonstrate proper steps of hand hygiene. Most teachers suggested health promotion and campaigns to promote hand hygiene practices. Respondents believed that too much work hindered them from practicing hand hygiene. Hand hygiene knowledge was inadequate. Measures should be taken to ensure kindergarten teachers and caretakers are adequately trained and competent in providing safe environment to children under their care. Keywords: hand hygiene, teachers, kindergarten, childcare provider
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de Lima, Cristiana Normalita, Nurlayli Hasanah, Margaretha F. Narahawarin, and Hariani Fitrianti. "The Series Pictures as Media Story to Developing Language Children Ability Group a Kindergarten in Merauke." SHS Web of Conferences 149 (2022): 01045. http://dx.doi.org/10.1051/shsconf/202214901045.

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This research was conducted on 7 Kindergartens in Merauke District, with a total of 200 children as research subjects. A small-scale trial was conducted on 50 children from 2 kindergartens in Merauke, namely Gotong Royong Kindergarten and Tunas Melati Kindergarten. The research method used in this study is research and development, which is a research method to develop or produce a learning product with the following steps: (1) determining potential and problems, (2) gathering information, (3) designing products, (4) design validation, (5) design improvement, (6) small-scale product trials, (7) product revisions, (8) large-scale product trials, (9) product revisions, (10) mass production. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke. Maria Goreti Kindergarten, Motherland XI Kindergarten, Pembina State Kindergarten and Kartika VI9 Kindergarten. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke.
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Dissertations / Theses on the topic "Kindergarten"

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Gallmon, Wanda Elaine. "Kindergarten Retention." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/184.

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Twenty years ago, kindergarten was a year of informal education designed to help a child develop some readiness skills, adjust to school, adjust socially and learn through play. Readiness for elementary education was defined in terms of attitude and motivation rather than in specific academic achievements. The hazards of the academic model for young children is supported by recent research. Elkind (1986), for example, confirms that young children do not learn in the same ways as older children and adults. Because the world of things, people, and language is so new to infants and young children, they learn best through direct encounters with their world rather than through formal education. During the '80s there has been an increase in the number of high-risk children entering kindergarten who may not be ready for that experience. Perhaps in response to this trend, kindergarten, rather than serving as a readiness program for future schooling, has become an experience for which children need to be prepared entering kindergarten. The National Association of Early Childhood (1987) notes that expectations have become increasingly high and unrealistic, as the curriculum from upper grades has been pushed down to lower levels, thus doom large numbers of young children to the increased possibility of failure. As a result of this change, there has been quite a controversy over the policy of kindergarten retention. Although grade retention is widely practiced at all levels, research suggests that it does not help children to "catch up." While retained children may appear to do better in the short term, they are at much greater risk for failure than are their non-retained peers (Shepard and Smith, 1990). The provision of an extra year of schooling prior to first grade is intended to protect unprepared children from entering too soon into a demanding academic environment where, 'it is thought, they will almost surely experience failure. Yet Shepard and Smith (1988) note that, "depending on the philosophical basis of kindergarten retention, which differs profoundly from one district to the next, the extra year is meant either to be a time for immature children to grow and develop learning readiness or a time to work on deficient prereading skills" (p. 34). So the criteria by which retention decisions are made are critical. The question of which criteria determine a child's kindergarten retention becomes paramount. The study examines this question by addressing the following issues: 1. Current practices regarding kindergarten retention;2. The percentage of kindergartners retained each year (locally and statewide); 3. The effects of kindergarten retention; 4. The ways in which teacher pressure, parents, standardized tests, and basal reading programs contribute to kindergarten retention; and 5. Alternatives to kindergarten retention. There will always be a group of children who lag behind their kindergarten classmates. Before we create a new program, however, we need to examine the effects of kindergarten retention. It is the intent of this study to provide county school supervisors and others with information which would enable them to take action to reverse the negative effects of past practices. This information can assist those responsible for decision-making as they struggle to make the correct decisions regarding the placement of young children.
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Wei, Xiaowei. "Loop Kindergarten." Thesis, KTH, Arkitektur, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-281371.

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The project "Loop Kindergarten" is designed a new mode for a kindergarten in Peking China. In my opinion and based on my own experience, Chinese children are always under quite high pressure and expectations, even during childhood. Even the attitude towards play is very different in China. Play center activities are also called guided play in western countries; on the contrary, it is called corner play in China. Play was seen as being conflict with learning, and thus as time wasting. That is why Chinese children are always lack of free play. In metropolis like Peking, children often don't have enough access to nature, unlike in Europe. Compared to Europe, nature in the middle of city is not under good conditions. How to provide a better environment for children to play in terms of nature is one of the main topics of my project My goal is to design a new mode of kindergarten that helps children have a better and happier childhood in terms of nature on the one hand, but also meets the needs from society on the other hand.
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Evanshen, Pamela. "Kindergarten Readiness." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4416.

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Story, Irene Novick. "Pre-kindergarten summer school an intervention for kindergarten readiness /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Moore, Ruth Jane Liebschutz. "Utah Kindergarten Teachers' Challenges and Concerns About Teaching Kindergarten." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/790.

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This qualitative study was an exploration of 55 Utah kindergarten teachers' perceptions of challenges in teaching. It investigated written concerns teachers expressed in a statewide survey of kindergarten teachers. Study findings indicated that two main issues were communicated by teachers: a disparity between their developmentally appropriate beliefs and practices in the classroom, and concerns about children's kindergarten readiness and transition to school. About 56% of teachers felt a struggle in implementing their developmentally appropriate beliefs about education, for a variety of reasons: large class sizes, district and state mandates, and lack of resources, particularly time. Furthermore, 53% of educators conveyed concerns regarding children's school readiness and their transition to kindergarten. These teachers articulated transition activities they engaged in and communicated the influence of preschool, both positive and negative, on their incoming kindergarteners. Three other concerns and challenges were also delineated: limited teaching time; feelings that kindergarten curriculum is becoming too academic, particularly that curricular expectations have been raised and an emphasis placed on literacy; and issues surrounding parental involvement, both in and out of school. Study findings also demonstrated that most teachers who communicated concerns about implementing developmentally appropriate beliefs had been teaching for more than 7 years. The majority of the educators who shared challenges regarding time had taught for 12 or more years, as was the case for those who spoke about concerns with parental involvement. Limitations, implications, and suggestions for future research are discussed.
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Newman, Emma M. "Examining preschool and kindergarten teachers' perceptions of readiness for kindergarten." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538514.

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This study examines differing perspectives on kindergarten readiness as defined by preschool and kindergarten teachers. Data were collected through classroom observations and semi-structured interviews of two preschool and two kindergarten teachers and analyzed using perspectives from the maturational theory, the accountability movement, and the ecological perspective. The literature indicates that there is no single concrete understanding developed by preschool or kindergarten teachers surrounding kindergarten readiness. Results of this limited study indicate that both preschool and kindergarten teachers value social and emotional development, focusing on group and individual understanding, as opposed to a focus on academic development per se.

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Lieber, Sabina. "Hochdeutsch im Kindergarten /." Zürich : Hochschule für Angewandte Psychologie, 2003. http://www.hapzh.ch/pdf/2s/2s0747.pdf.

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Fan, Y. (Yujing). "A memorable kindergarten." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201411282023.

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In Finland, the country’s achievements in education is inspired me. Basically, the education in Finland has its own education system which is based on constructing a comprehensive school system. The beautiful Saunalahti School project in Espoo which has been designed by VERSTAS is my favourite school architecture. It emphasized the Finnish strategy for achieving equality and excellence in education. By my point of view, the quality of early childhood is also very important as I think Kindergarten is children’s wonderland in which they will learn and play as well as having their earlier memories. Therefore, the topic of my diploma project came to my mind — a local kindergarten. I am convinced that to design a memorable kindergarten for young children will be my goal and it also reveals the memories of mine whilst creating the architecture.
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Jacobson, Debra Ellen. "Supporting kindergarten writers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289771.

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This study of teacher interactions with kindergarten writers is grounded in a holistic, socially-mediated constructivist framework. As a participant observer, I conducted a sociolinguistic microanalysis of ten transcripts from a kindergarten classroom to look at how teachers support kindergarten writers. These transcripts served as the primary data. Secondary data included copies of children's writing, dialogue journals between myself and the classroom teacher, videotapes and audiotapes. The three dimensions of context, focus and position were analyzed. Four of the five contexts were related to the classes' journal writing engagement: Mini-Lessons, Targeted Journal Conferences, Concurrent Journal Conferences and Journal Sharing. The fifth context was a writing and drawing option that children chose during Free Choice time. The teachers' five foci identified in the analysis were: Management, The Writing Act, Conventions, Materials and Meaning. The positions the teachers were in as they engaged with children and their writing were: Follower, Leader, Informer and Director. Two-way and three-way cross analyses revealed that the teachers were primarily in the Leader position focusing on Conventions. Students' primary foci were Materials and Management. Also, the specifics of the context as well as the adult present in that context influenced the foci and the positions of the teacher. The findings of this study and the professional literature about learning and teaching both indicate that teachers of young children feel pressures from a variety of sources to teach conventions. This pressure, often results in teachers leading children to produce conventional writing at the expense of children learning about the writing system at their own pace and in ways that make sense to them. Findings from this study also suggest that it would be useful to configure classroom contexts so children have access to the teacher as they are exploring the writing system and using it for authentic purposes.
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Liu, Huei-Chun Morrison George S. "Developmentally appropriate beliefs and practices of public and private kindergarten teachers in the United States and Taiwan." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5148.

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Books on the topic "Kindergarten"

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Benatar, Asher. Kindergarten. Buenos Aires, Argentina: Grupo Editor Latinoamericano, 1989.

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Ettinger, Elzbieta. Kindergarten. London: Pandora, 1988.

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Rushforth, Peter. Kindergarten. Boston: D.R. Godine, 1989.

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Ettinger, Elżbieta. Kindergarten. Boston, Mass: G.K. Hall, 1986.

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Ettinger, Elżbieta. Kindergarten. Boston, Mass: G.K. Hall, 1986.

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Mike, Walsh, ed. Kindergarten. Carlsbad, Calif: Dominie Press, 2002.

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Marx, Trish. Kindergarten day USA / kindergarten day China. Watertown, Mass: Charlesbridge, 2010.

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Plourde, Lynn. CLAS kindergarten. Tucson, Ariz: Communication Skill Builders, 1995.

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Robin, Burton Marilee, Merer Laura, Dieterichs Shelley, and Boyer Robin, eds. Kindergarten scholar. Grand Haven, MI: School Zone Pub. Co., 2000.

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ill, Prigmore Shane, ed. Planet Kindergarten. San Francisco: Chronicle Books LLC, 2014.

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Book chapters on the topic "Kindergarten"

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Verville, Elinor. "Kindergarten." In The Parent’s Preschooler Dictionary, 122–26. Totowa, NJ: Humana Press, 1995. http://dx.doi.org/10.1007/978-1-4612-0239-4_11.

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Schimek, Olivia. "Kindergarten." In solarCity Linz-Pichling, 84–89. Vienna: Springer Vienna, 2008. http://dx.doi.org/10.1007/978-3-211-69293-6_16.

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Kresky, Donna, and Stephen D. Truscott. "Kindergarten." In Encyclopedia of Cross-Cultural School Psychology, 560–61. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_219.

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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Teubler, Leonie. "Im Kindergarten." In Ethik und Bildung, 265–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-24507-8_12.

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Russ-Bovelino, Andreas. "Kindergarten Tisis." In Caramel, 172–74. Vienna: Springer Vienna, 2012. http://dx.doi.org/10.1007/978-3-7091-0512-2_40.

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Kovanic, Pavel. "Introductory Kindergarten." In Mathematical Gnostics, 1–10. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9780429441196-1.

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Kaplan, Sandra N. "Lessons: Kindergarten." In Project CHANGE, 41–96. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003406648-2.

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Brehony, Kevin J. "Kindergarten Games." In The Origins of Nursery Education, 373–75. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003554660-29.

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Rinvold, Reinert A., and Leif Bjørn Skorpen. "Play Responsive Assessment of Children’s Mathematical Proficiencies in Norwegian Kindergarten." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives, 185–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_14.

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AbstractThis article focuses on kindergarten teachers’ assessment of mathematical proficiencies in Norwegian kindergartens from the perspective of cultural historical activity theory. We discuss how children’s involvement and freedom of change depend on the way proficiencies are observed by kindergarten teachers using an observation scheme developed for this purpose. Mathematical proficiencies are found either to be observed by adult extensions of children’s play or in daily life activities, or activities organized for the purpose of observation. The concepts responsiveness to cultural meaning and play-responsive assessment are introduced and related to the concept play-responsive teaching.
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Conference papers on the topic "Kindergarten"

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Stoyanets, Nataliya, Yuanyuan Xia, and Viktoriia Tkachenko. "CRISIS MANAGEMENT OF PRIVATE KINDERGARTENS IN CHINA UNDER COVID-19 EPIDEMIC SITUATION." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.37.

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Since the outbreak of COVID-19, private kindergartens in China have encountered a crisis of survival and development. Whether private kindergartens can successfully overcome difficulties is related to the development goal of preschool education and more children’s enrollment needs could be met in the future. In order to realize the sustainable development of private kindergartens, literature review and interview are adopted in this paper to analyze the practical difficulties faced by private kindergartens during the epidemic. The following suggestions are proposed from the perspective of kindergarten internal management: kindergarten principals should assume the responsibility of management, adopt a variety of ways to reduce the turnover rate of kindergarten teachers, and establish the crisis management system in response to outbreaks.
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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
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Costa, Manuel F. M., Júlia Campos, Madalena Lira, and Sandra Franco. "KINDERGARTEN’ OPTICS." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.escb2.

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Srivastava, Mani, Richard Muntz, and Miodrag Potkonjak. "Smart kindergarten." In the 7th annual international conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/381677.381690.

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M. Costa, Manuel F., Júlia Campos, Madalena Lira, and Sandra Franco. "Kindergarten' optics." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2207953.

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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.

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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Skutil, Martin. "REQUIREMENTS FOR KINDERGARTEN TEACHERS AND THEIR SUPPORT FROM KINDERGARTEN MANAGEMENT." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0176.

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NICIEJEWSKA, M. "Ergonomics of Organizational and Technical Space in the Educational Process of Children in Kindergarten." In Quality Production Improvement and System Safety. Materials Research Forum LLC, 2023. http://dx.doi.org/10.21741/9781644902691-47.

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Abstract. Ergonomics is an interdisciplinary science that applies to various aspects of our lives, extending beyond the workplace. Ergonomics enhances work, education, and leisure activities for lifelong well-being. This article presents the ergonomic principles of the preschool child's world that influence the correct psychophysical development of the child. A quantitative study was conducted in seven non-public kindergartens in the Silesian voivodeship, using direct interviews and elements of overt observation. The study aimed to identify strengths and weaknesses in the ergonomics of kindergartens' organizational and technical spaces, specifically focusing on legal requirements for safe and ergonomic working conditions for children up to the age of 6. The results highlight the challenges faced by designers and kindergarten directors in creating an ergonomic environment for children, revealing numerous difficulties in this area. There is increasing recognition of the importance of ergonomic and safe organizational and technical conditions in early childhood education. The obtained research results are a valuable contribution to a larger study on ergonomics and safety in Polish pre-schools, scheduled for the coming years.
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Aizenberg, Merav. "Pedagogical Training During the COVID-19 Epidemic and Its Two Tracks: Remote and Face-To-Face." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5133.

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Aim/Purpose. The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background. The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology. The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution. The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings. The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners. The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams. Recommendations for Researchers. Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society. Face-to-face training based on interpersonal relationship, allows to develop better during the training period.
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Jeong-Wook Lee, Minjung Lee, Kyung-Sook Ahn, and Soo-Jin Lim. "Influence of R-learning based education on kindergarten and kindergarten teacher." In 2011 8th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI 2011). IEEE, 2011. http://dx.doi.org/10.1109/urai.2011.6145914.

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Reports on the topic "Kindergarten"

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Yelverton, Rita. Pathways to Kindergarten Growth: Synthesizing Theories of the Kindergarten Transition to Support Children's Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6278.

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Brock, William, and M. Scott Taylor. The Kindergarten Rule of Sustainable Growth. Cambridge, MA: National Bureau of Economic Research, April 2003. http://dx.doi.org/10.3386/w9597.

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Schady, Norbert, Yyannú Cruz-Aguayo, Pedro Carneiro, and M. Caridad Araujo. Teacher Quality and Learning Outcomes in Kindergarten. The Institute for Fiscal Studies, March 2016. http://dx.doi.org/10.1920/wp.ifs.2016.0916.

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Altman, P. Energy education resources: Kindergarten through 12th grade. Office of Scientific and Technical Information (OSTI), December 1992. http://dx.doi.org/10.2172/10133179.

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Araujo, María Caridad, Yyannu Cruz-Aguayo, Pedro Carneiro, and Norbert Schady. Teacher Quality and Learning Outcomes in Kindergarten. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0011718.

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We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality .
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Fee, Kyle D. Using Worker Flows to Assess the Stability of the Early Childcare and Education Workforce, 2010-2022. Federal Reserve Bank of Cleveland, January 2024. http://dx.doi.org/10.26509/frbc-cd-20240119.

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Turnover is a particular problem among childcare workers and less so among preschool and kindergarten teachers. In 2022, turnover in childcare work was about 65 percent higher than in a typical job, while attrition among preschool and kindergarten teachers was on par with the typical occupation.
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LaForett, Doré, Elizabeth Villegas, Zipi Diamond, and Cassie Simons Gerson. Transition to Kindergarten: Lessons from North Carolina’s Statewide Efforts. Child Trends, Inc., December 2023. http://dx.doi.org/10.56417/3983j2212z.

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Westrup, Therese. A Comparison of Two Kindergarten Screening Instruments in One Population. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6409.

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Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/139.797.

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In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.
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Abrigo, Michael, and Kris Francisco. Compulsory Kindergarten Education and Early-Teenage Literacy in the Philippines. Asian Development Bank Institute, May 2023. http://dx.doi.org/10.56506/hcks6480.

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