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Relevant bibliographies by topics / Kindergarten methods

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Academic literature on the topic 'Kindergarten methods'

Author: Grafiati

Published: 26 February 2023

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Journal articles on the topic "Kindergarten methods"

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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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Liu, Xiaojing, and Yulong Li. "A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 540–54. http://dx.doi.org/10.15503/jecs2021.1.540.554.

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Aim. The number of kindergartens is swelling in China, and that of private kindergartens in particular. The quality of teaching in the latter is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aims to explore the types and content of CPD activities for Chinese private kindergarten teachers. Methods. A qualitative approach was adopted in this research. 18 kindergarten teachers were selected as participants from three private kindergartens in Shenzhen. Data was collected by semi-structured interview from 18 teachers. Results and conclusion. The findings showed that the school-based CPD activities are valued by most private kindergarten teachers. Furthermore, this study found that CPD activities can help private kindergarten teachers to be more inclusive and positive in teaching. They enabled teachers to acquire knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. Practical application. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice that is relevant to private kindergarten teachers, principals and policy makers.

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Nawafleh, Mohammad Khair N., and Amal Fakhari Jaradat. "The Degree to which Kindergarten Teachers in Jordan Possess Scientific and Engineering Practices in Light of the Next Generation Science Standards (NGSS)." Dirasat: Educational Sciences 49, no. 3 (September 17, 2022): 27–49. http://dx.doi.org/10.35516/edu.v49i3.1943.

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Objectives: This study aims to identify the degree to which kindergarten teachers in Jordan possess scientific and engineering practices in light of the Next Generation Science Standards (NGSS). Methods: The study used a descriptive survey method. The study tool consisted of a questionnaire of (35) paragraphs spread across eight domains. The study sample consisted of (61) kindergarten teachers in private schools and kindergartens in Bani Ubaid District in Irbid governorate. Results: The results of the study show that the degree to which kindergarten teachers possess scientific and engineering practices was high with a percentage of (79.6%). The results also reveal that there was no statistically significant difference in the degree to which kindergarten teachers in Jordan possess scientific and engineering practices in light of the Next Generation Science Standards (NGSS) due to specialization, educational level, or number of teaching years. Conclusions: The study recommends that schools should provide a science book for public kindergartens in Jordan, as seen in other kindergartens.

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Liu, Jie. "Research on the model of children's health assessment based on behavioral characteristics." Highlights in Science, Engineering and Technology 2 (June 22, 2022): 30–36. http://dx.doi.org/10.54097/hset.v2i.552.

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Early childhood education is the cornerstone of children's education, and traditional preschool education methods have been unable to meet parents' expectations. The concept of smart kindergarten came into being. The traditional evaluation method can no longer adapt to the development of kindergarten. Therefore, it is very important to design a more scientific and reasonable infant health assessment model. Taking a kindergarten as the background, we have established a behavioral characteristic-based children's health assessment model to create a smart kindergarten. By optimizing traditional evaluation methods and combining innovative evaluation methods, a child health development evaluation model based on AHP-BPNN and a health evaluation model based on machine learning are proposed. Finally, the infant protection experts gave a comprehensive analysis of the weight gain. The assessment mode adopted by this kindergarten now reduces the pressure on the caregivers. This evaluation model has strong applicability and can be promoted in other kindergartens.

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Usmanovna, Shaymardanova Mukhlisa. "METHODS OF TEACHING ENGLISH TO CHILDREN OF KINDERGARTEN AGE." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 60–63. http://dx.doi.org/10.55640/eijmrms-02-10-10.

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In this article, there are excellent ways to learn English easily and quickly for preschool children. It also talks about exercises to develop the child's communication skills and express their thoughts independently.

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KUZNETsOVA, A. A. "METHODS OF ORGANIZATION OF KINDERGARTENS FUNCTIONAL-PLANNING STRUCTURE." Urban construction and architecture 1, no. 2 (July 15, 2011): 27–32. http://dx.doi.org/10.17673/vestnik.2011.02.7.

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The article touches upon the problems of development contemporary planning structure of kindergarten. Several foreign examples of kindergarten are analyzed. The prevailing methods of forming a structure of kindergarten are selected and explained. Сriteria of separation designated methods are specified on 5 main groups. The theoretical and practical application of temporary and stationary kindergarten concepts are given. The main features application of the forming methods to the image of the child architecture are formulated.

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Homon, Olha, and Gelena Kovalska. "METHODS OF EDUCATIONAL FACILITY DESIGN USING UNIFIED BLOCK UNITS." Current problems of architecture and urban planning, no. 63 (April 14, 2022): 218–26. http://dx.doi.org/10.32347/2077-3455.2022.63.218-226.

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The article covers the effective methods of a timesaving public facility design and construction and specifies the method of the kindergarten and primary school design using unified block units. The war started by the hostile country against Ukraine has completely changed our lives. Demolished houses and public buildings, industrial facilities, the infrastructure, whole villages and cities became striking realities that challenged the architects and urban designers to solve the issue of prompt and complex reconstruction in the cities. Because of the war, Ukraine will soon face the demand for fast residential area development and complex construction of facilities, such as kindergartens and secondary schools, raising concerns on the effective methods of timesaving public facility design and construction. At the end of the twentieth century, an expert team at the Kiev National University of Construction and Architecture developed a standardized unit block system for housing and public areas prompting the unified block unit residential building and public area construction. The block-modular method can be used in present environment for educational facility construction, considering the architectural and construction trends. To outline the practices and structure the typical evaluation at educational facility design, the following diverse unified functional elements were introduced: a single and a double block of cells for a kindergarten; one, two and three-unit assembly standardized functional block for a primary school educational area; a standardized functional block of common use sharing kindergarten premises and primary school.

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Liao, Jiaqiang, Shaoping Yang, Wei Xia, Anna Peng, Jinzhu Zhao, Yuanyuan Li, Yimin Zhang, et al. "Associations of exposure to green space with problem behaviours in preschool-aged children." International Journal of Epidemiology 49, no. 3 (November 29, 2019): 944–53. http://dx.doi.org/10.1093/ije/dyz243.

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Abstract Background Limited evidence is available regarding the association of green-space exposure with childhood behavioural development. This study aimed to investigate the associations of exposure to green space with multiple syndromes of behavioural development in preschool children. Methods This cross-sectional study was conducted in Wuhan, China from April 2016 to June 2018. We recruited a sample of 6039 children aged 5–6 years from 17 kindergartens located in five urban districts of the city. We measured the greenness using average Normalized Difference Vegetation Index (NDVI) within a circular buffer area of 100 metres surrounding the central point of residences and kindergartens. We calculated the residence–kindergarten-weighted greenness by assuming that children spent 16 hours per day at home and 8 hours at kindergarten. The problem behaviours of children were evaluated at kindergarten using the Childhood Behavioral Checklist (CBCL) and standardized into problem behavioural T scores. Linear mixed-effect models and linear-regression models were used to estimate the associations. Results We observed decreases in problem behaviours associated with kindergarten and residence–kindergarten-weighted surrounding greenness in preschool children. For example, a one-interquartile range increase in kindergarten and residence–kindergarten-weighted NDVI was associated with decreased T scores for total behaviour by −0.61 [95% confidence interval (CI): −1.09, −0.13) and −0.49 (95% CI −0.85, −0.12), anxiety and depression by −0.65 (95% CI: −1.13, −0.17) and −0.46 (95% CI: −0.82, −0.10), aggressive behaviour by −0.53 (95% CI: −1.01, −0.05) and −0.38 (95% CI: −0.75, −0.02) and hyperactivity and attention deficit by −0.54 (95% CI: −1.01, −0.07) and −0.48 (95% CI: −0.83, −0.12), respectively. Stratified analyses indicated that the associations of green-space exposure with problem behaviours were stronger in boys than in girls. Conclusions Children attending kindergartens with higher levels of surrounding green space exhibited better behavioural development. The mechanisms underlying these associations should be explored further.

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Neustroeva, Aiza Borisovna, and Ai-Tal Leonidovich Trofimov. "Features and types of conflicts in preschool educational institutions of Yakutsk." Конфликтология / nota bene, no. 1 (January 2022): 74–86. http://dx.doi.org/10.7256/2454-0617.2022.1.36561.

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The subject of the research in this article are the features, types and frequency of conflicts arising in preschool educational institutions (on the example of kindergartens in Yakutsk). Based on the conducted psychological tests and a sociological survey of kindergarten workers, the authors consider in detail such aspects of the topic as the causes and frequency of conflict situations in kindergartens, the varieties and specifics of conflicts, the dependence of the conflict of kindergarten workers on gender, age, level of education and work experience, position. Particular attention is paid to identifying the relationship between satisfaction with basic working conditions and the level of conflict in the team. The main conclusions of the study are the following: most conflicts in kindergartens arose between children, between parents and kindergarten; most employees faced conflict situations once every six months; among kindergarten employees, such a style of behavior in conflict as compromise prevails; 37% of the surveyed employees revealed a destructive type of behavior in a conflict situation; among women, the frequency of conflicts was higher than among men; among fully satisfied employees, the frequency of conflicts was lower than among dissatisfied employees; educators and teachers needed additional knowledge about effective conflict resolution among children, methods for identifying the causes of conflict between the child and parents.

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Harefa, Amstrong, Jesslyn Elisandra Harefa, Maria Magdalena Zagoto, and Oskah Dakhi. "Management of Learning Based on Pancasila Values in Early Childhood." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 4 (February 16, 2022): 3124–32. http://dx.doi.org/10.31004/obsesi.v6i4.2247.

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The internalization of Pancasila is carried out from an early age. This is related to the problems in the community of the fading of the noble values of the Indonesian state's guidelines for life. The final goal of this study was to find the methods used by Teachers in instilling Pancasila values in early childhood in kindergarten. Qualitative research methods are used to achieve this goal by making kindergarten teachers as informants determined through purposive techniques and Snowball sampling. Data was collected by placing researchers as the primary "tool" supported by interviewing, observation, and documentation techniques. The netted data was analyzed with miles and Huberman's qualitative data analysis techniques. The results concluded that kindergarten teachers' level of knowledge and understanding about the types of learning methods in early childhood is quite good. Methods of planting Pancasila values used in some kindergartens in West Gunungsitoli Subdistrict include playing, telling stories, singing, conversing, demonstrations, role-playing, habituation methods, and tourism.

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Dissertations / Theses on the topic "Kindergarten methods"

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Sines, Deborah. "A holistic approach to teaching literature in kindergarten." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/410.

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Hsu, Huichu. "The effect of rhythmic teaching methods for kindergarten EFL students in Taiwan /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1917564131&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278698513&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2009.
Typescript. Vita. "July 2009." Dissertation chair: Dr. Felice A. Coles Includes bibliographical references (leaves 81-89). Also available online via ProQuest to authorized users.

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Hann, Peggy L. "A comparison of two methods of teaching word recognition to kindergarten students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/MQ42390.pdf.

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Pickens, Amanda. "Pre-kindergarten and Kindergarten Teachers' Perceptions of the Student Growth Portfolio Model in Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3448.

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The focus of this quantitative study was to discover perceptions of pre-K and kindergarten teachers within public schools in Tennessee regarding the appropriateness of the student growth portfolio model. This study explored teachers’ perceptions of the appropriateness of the math standards, English language arts standards, and the scoring guide included within the SGPM. A quantitative survey was used to understand pre-K and kindergarten teachers’ perceptions of the appropriateness of the 2017-2018 student growth portfolio model. There were 16 pre-K teachers and 51 kindergarten teachers who participated in the survey. Single sample t-tests were used to analyze responses. Research indicated that pre-K teachers do perceive the counting and cardinality and measurement and data standards as appropriate for measuring student growth. There was not enough statistical data to infer that pre-K teachers perceive the geometry standards or ELA standards as appropriate for measuring student growth. The research found that kindergarten teachers do not perceive the math or the ELA narrative standards as appropriate for measuring kindergarten student growth. There was not enough statistical evidence to infer that kindergarten teachers perceive the ELA informative standards as appropriate for measuring student growth. The research indicated that pre-K and kindergarten teachers do not perceive the scoring guides for math and ELA as appropriate for measuring student growth. Through comparison of the survey results and development in early childhood it can be concluded that the standards included within the student growth portfolio model are appropriate; however, the scoring guides need to be revised to align with the standards for pre-K and kindergarten.

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Brogan-Adams, Diane. "Parent Education for Kindergarten Readiness with Low Income Families: A Mixed Methods Study." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1417708591.

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Clouston, Dorothy Ruth. "Computer programming and kindergarten children in two learning environments." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28596.

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This study examined the appropriateness of introducing computer programming to kindergarten children. Three issues were explored in the research: 1. the programming capabilities of kindergarten children using a single keystroke program 2. suitable teaching techniques and learning environments for introducing programming 3. the benefits of programming at the kindergarten level. The subjects for the study were 40 kindergarten students from a surburban community in British Columbia, Canada. All students used the single keystroke program, DELTA DRAWING. Two teaching techniques were used—a structured method and a guided discovery method. Quantitative data were collected by administering five skills tests (skills relating to programming) as pretests and postests to both groups. A programming posttest was also given. Qualitative data were obtained by recording detailed observation reports for each of the 22 lessons (11 for each group), conducting an interview with each child at the end of the study and distributing a parent questionnaire. It can be concluded that it is appropriate to introduce computer programming to kindergarten students. The children in this study showed they are capable of programming. All students mastered some programming commands to instruct the "turtle" to move on the screen. DELTA DRAWING was determined to be a suitable means to introduce programming to kindergarten children. A combination of a structured teaching method and a guided discovery method is recommended for introducing a single keystroke program. It was observed that students in a guided discovery learning environment are more enthusiastic and motivated than students in a structured environment. Students need time to explore and make discoveries, but some structure is necessary to teach specific commands and procedures which may otherwise not be discovered. Social interaction should be encouraged while children use the computer, however most kindergarten children prefer to work on their own computer. There was no significant difference between the two groups on all but one of the five skills tests for both the pretests and the posttests. On the Programming Test the two groups did not perform significantly different. It can also be concluded that learning to program promotes cognitive development in certain areas. On all but one of the five skills test both the Structured Group and the Guided Discovery Group scored significantly better on the posttest than on the pretest. Lesson observation reports, student interviews and responses on parent questionnaires suggested that the computer experience was positive and rewarding for the kindergarten students.
Education, Faculty of
Graduate

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Gousheh, Iraqi Jihad. "Effect of educational involvement through the project approach on thinking strategies of kindergarten children and teaching methods of kindergarten teachers in the Arab society." Thesis, Anglia Ruskin University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247455.

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Forst, Marie Bess. "Zoophonics keyboards: A venue for technology integration in kindergarten." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2560.

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The purpose of the project was to create a program of instruction that seamlessly meshed with my current emergent literacy curriculum, a popularly used phonics program entitled Zoo-phonics, which can easily be applied by other kindergarten teachers using the same phonics instruction program.

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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.

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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.

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Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.

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Books on the topic "Kindergarten methods"

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Education, Ontario Ministry of. The kindergarten program. Toronto: The Ministry, 2006.

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Marie, Camp Anne, and Walmsley Sean A, eds. Teaching kindergarten. Portsmouth, NH: Heinemann, 1992.

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Kiyoshi, Togashi, ed. Inventing kindergarten. [New York, N.Y.]: H.N. Abrams, 1997.

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Colbert, Cynthia. Discover art kindergarten. Worcester, Mass: Davis Publications, 1990.

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The learning-centered kindergarten: 10 keys to success for standards-based classrooms. Thousand Oaks, Calif: Corwin Press, 2008.

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Shyrelle, Eubanks, and National Education Association of the United States., eds. Quality full-day kindergarten: Making the most of it. Washington, D.C: National Education Association, 2006.

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Bernard, Spodek, ed. Today's kindergarten: Exploring the knowledge base, expanding the curriculum. New York: Teachers College Press, 1986.

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Zhang, Xuemen. You zhi yuan jiao yu gai lun. [Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2012.

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Yōchien kyōiku yōryō kaisetsu. Tōkyō: Furēberukan, 1999.

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You er yuan tan suo xing zhu ti huo dong an li 100 li. Shanghai: Shanghai ke ji jiao yu chu ban she, 2003.

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Book chapters on the topic "Kindergarten methods"

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Abdurrahman, Maman, Syihabuddin, and Ahmad Faqih. "Kindergarten Teachers’ Ability in Applying Islamic Teaching Methods." In Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 308–14. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-91-6_48.

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McDyre, Alicia M. "Making Science and Gender in Kindergarten." In Theory and Methods for Sociocultural Research in Science and Engineering Education, 29–47. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351139922-2.

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Gebhardt, Birte. "Methodik." In Mit ADHS vom Kindergarten in die Schule, 55–77. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-11488-6_3.

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Burkhardt, Laura. "Methodik." In Kommunikation zwischen Eltern und elementarpädagogischen Fachkräften im Kindergarten, 177–210. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-34587-7_6.

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Peters, Martine, Sylvie Fontaine, and Eric Frenette. "Teaching the Teachers: To What Extent Do Pre-service Teachers Cheat on Exams and Plagiarise in Their Written Work?" In Academic Integrity in Canada, 307–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_16.

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AbstractVery little is known about preservice teachers’ actions when it comes to plagiarizing and cheating in their university work. This is particularly the case in Quebec, Canada. It is important to know to what extent these students commit academic misconduct as they will ultimately become the role models who will shape future generations of learners. This chapter reports on a study of this important issue. An online questionnaire was used to survey preservice teachers (n = 573) in five Quebec universities in winter 2018. The majority of participants were between the ages of 18 to 25 and were studying to be kindergarten, primary, special education or high school teachers. The questionnaire contained items about demographic information as well as items on methods of cheating, peers’ influence, perception of control, goal of performance and engaging in studying. Preservice teachers also answered questions that were used to control for social desirability bias. Results showed that some of them reported participating in academic misconduct. Fewer participants reported cheating on exams while studying at university (15.2%) than when they were in high school (34.9%). They believe that the best ways to plagiarise on written assignment are reusing one’s previous work (47.6%), asking somebody else to do the assignment (38.6%), and collaborating with peers (37.2%) while the best ways to cheat on exams would be using hidden material (63%), looking at the neighbour’s copy (55.7%) and using electronic devices (31.9%). Four interpretations for the preservice teacher actions are given: they commit academic misconduct because they want to succeed, because they have poor studying habits which lead them to make poor decisions, because of the cheating culture in which they evolve, and because of the cheating patterns they develop. Recommendations for teacher education programs conclude the article.

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Graßhoff, Gunther, Heiner Ullrich, Christine Binz, Annika Pfaff, and Sarah Schmenger. "Anlage und Methoden der Studie." In Eltern als Akteure im Prozess des Übergangs vom Kindergarten in die Grundschule, 35–44. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-01685-2_3.

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Liao, Chia-Ning, Yu-Ching Huang, Yao-Ting Sung, Kuo-En Chang, Hsueh Chin Chen, Tzu-Chien Liu, Yen-Hua Chang, Wen-Chung Kao, Chin-Chung Tsai, and Ming-Da Wu. "Electronic Story Book Display Method and Kindergartener Reading Behavior: An Eye-Tracking Investigation." In Learning and Collaboration Technologies. Design, Development and Technological Innovation, 147–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91743-6_11.

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Criblez, Barbara Sörensen. "John Dewey’s Teaching Methods in the Discussion on German-Language Kindergartens — A Case of Non-Perception?" In Dewey and European Education, 133–40. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4185-7_9.

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Wörn, Alexandra, and Golde Wissner. "Studying the Place of Religion in Early Childhood Education in German Kindergartens with Different Methods and Approaches." In The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care, 213–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003017783-18.

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Zhou, Luting, Erica Burman, and Susie Miles. "A Study of ‘Learning through Play’ in Mainland China, Hong Kong and Singapore Kindergartens Using Asia as Method." In The SAGE Handbook of Global Childhoods, 70–83. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529757194.n7.

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Conference papers on the topic "Kindergarten methods"

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Pinilla, Robyn. "Mixed-Methods Analyses of Kindergarten Spatial Relation Intervention and Assessment." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1665153.

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W.W, Indriana, and Suparno Suparno. "Using Phonetic Methods for Children's Reading Ability Development in Kindergarten." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.47.

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Repciuc (Jucan), Elena. "Family and Kindergarten - the Partnership for Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/27.

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This paper presents both theoretical and practical aspects of the significance of this kindergarten-family partnership with the mission to inform both teachers and parents about the importance of collaboration and to offer some suggestions by which we can make the communication between these two parts. The main objective underlying this paper is to study in detail the partnership between kindergarten and family and to analyze the reasons why this partnership is not fully realized in order to facilitate better communication between these two parties. The paper is structured in 3 chapters as follows: In the first chapter, called "The family environment and its educational value", the paper deals with topics such as: family - a polysematic concept, family functions and educational styles in the family. In these second chapter, called "Kindergarten-family relationship, active and efficient partners in early education", the paper focuses on: the concept of educational partnership, collaboration between family and kindergarten - guarantee of school success, the opportunity of the educational partnership family-kindergarten, implementation of the family-kindergarten partnership and the importance of the kindergarten-family partnership in the formation and development of the personality of the preschool child. In the third chapter, which is the case study, “Comparison between the urban and rural areas, regarding the kindergarten-family partnership problem”, the paper focuses on the level of involvement of parents and teachers in the issue of their involvement in the education of children. I will also analyze the difference between rural and urban areas regarding the problem of partnership and the involvement of parents and educators. The family must always be involved in the education of the child at home and at school. The partnership between family and kindergarten represents a strong collaborative relationship, with the help of which we work in a team to establish the best methods of collaboration and education for the child. The kindergarten helps the child to develop psychically, physically and intellectually, leaving him with a bag of information that will help him in the future. Many may ask this question "What role does the family play in this process?". Well, the family gives the child the seven years at home, which are extremely important. Without the seven years at home, the educator cannot function as well as he or she would like. Without the help and involvement of the family in the relationship with the kindergarten, this process we call Partnership, would not exist. Also, in performing the processing and interpretation of the data from this research, the statistical method was used. After centralizing all the answers, I found the following facts: Parents are selective when it comes to their involvement in different activities within the kindergarten. The parents together with the teachers appreciate the importance of the partnership. In both urban and rural areas, we can say that there is openness and transparency when it comes to this partnership and between parents and teachers do not find communication problems.

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Zavertkina, Lyubov V., and Anastasiya E. Polyakova. "Modern methods of working with children with severe speech impairments in a preschool educational organization." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-109-114.

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The article discusses modern non-traditional methods of working with children with severe speech impairments in a preschool educational organization, such as V. Voskobovich's games, the use of Marbles stones, Su-Jok balls. It has been proven that the games created help to solve correctional and speech therapy problems in working with preschoolers with severe speech disorders. The author provides data on the primary and secondary diagnostics of the speech of children of the senior and preparatory groups of kindergarten.

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Tesoriere, Giovanni, Tiziana Campisi, Antonino Canale, and Alessandro Severino. "The effects of urban traffic noise on children at kindergarten and primary school: A case study in Enna." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2018 (ICCMSE 2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5079194.

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.

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Жмакина, Надежда Леонидовна, and Оксана Минниахматовна Рзаева. "MODERN REQUIREMENTS FOR THE IDENTIFICATION AND ORGANIZATION OF WORK WITH GIFTED PRESCHOOL CHILDREN IN THE CONTEXT OF SUPPLEMENTARY EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Март 2022). Crossref, 2022. http://dx.doi.org/10.37539/ko196.2022.23.26.006.

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В статье описывается комплексный подход, включающий широкий спектр разнообразных методов при решении проблемы выявления одаренных детей в дошкольных учреждениях. Представлены 4 направления работы с одаренными детьми, реализуемые в детском саду в условиях дополнительного образования. The article describes complex approach including a wide range of different methods during identification of gifted children in preschool institutions. There are four aspects of work with gifted children realizing in the context of supplementary education in the kindergarten.

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Tubele, Sarmīte, and Kristīne Serova. "The Methods nd Materials for Promoting Reading Literacy Skills for 6 to 7 Year Old Children." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.04.

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This article summarizes the methods and materials for promoting literacy skills for 6 to 7 year old children. It is essential to promote reading literacy as the ability to read is one of the basic needs in modern society. It has been proved that the ability to read is correlated with one’s cognitive development, in particular with the ability to distinguish phonemes. These methods and materials are aimed at the improvement of the phonological awareness and they seek to raise a child’s interest to read. A total of 33 children, 12 parents, 5 teachers and 4 speech and language therapists participated in this study. The research included 26 training lessons. The purpose of this research was to evaluate the developed material as a reading literacy promotion tool for 6 to 7 year old children. The following research methods were used: the analysis of the scientific literature and the evaluation of the children’s reading performance. During the research the following observation was made: the most significant improvement in the reading performance was demonstrated by the first grade children as compared to kindergarten children with a linear improvement results. When interpreting the results, the following aspects should be taken into consideration: a child’s overall cognitive development, the school’s curriculum and the child’s environment.

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Darmanto, Fery, Cahyo Yuwono, Supriyono, Rofa Irsandy, and Lutfhi Abdil Khuddus. "Analysis of Gross Motor Development in Children Aged 5-6 Years With the Methods DDST for Student in Kindergarten in Semarang." In Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpes-19.2019.45.

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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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Reports on the topic "Kindergarten methods"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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