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Journal articles on the topic 'Kindergarten'
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1
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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Håberg, Liv Ingrid Aske. "Bridging troubled water: Preparing school through play and special activities in kindergarten." BUKS - Tidsskrift for Børne- & Ungdomskultur 38, no. 66 (August 15, 2022): 16. http://dx.doi.org/10.7146/buks.v38i66.133774.
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Play is fundamental in the Nordic kindergarten tradition, which is built upon a Froebelian pedagogy where play is intertwined with learning and interactions between the child and adult. However, kindergarten as an institution has gradually been connected to national education strategies as part of the knowledge economy, including a stronger connection between kindergarten and school. How kindergarten teachers manoeuvre the landscape of cross-pressure between making children ready for school and holding on to the importance of play has only been investigated to some degree in the Nordic context. This study investigated this issue through an empirical approach using focus group interviews of 23 kindergarten teachers in six kindergartens. The results showed that all the kindergartens offered special activities for the five-year-old group. However, the kindergartens were worried about the view of learning in school because play was only a small part of their learning approaches. These findings are discussed in light of the huge gap between kindergarten and school pedagogy in the Norwegian context. It is relevant to attempt to understand how different frameworks and traditions can affect pedagogical practice and that there may be room to discuss the role of play in both kindergarten and school.
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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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Lee, Hae Song, and Hoon Ho Kim. "Characteristics of Kindergarten’s Village Education Community Curriculum Operation: Focusing on the case of public kindergartens in ‘A’ City." Korean Society for the Study of Local Education Management 25, no. 3 (November 30, 2022): 331–54. http://dx.doi.org/10.23196/tjlem.2022.25.3.331.
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The purpose of this study is to examine the perception of kindergarten teachers on village education community education and how the village education community curriculum is operated in kindergartens by subdividing it into innovative kindergartens and general kindergartens. To achieve this goal, focusing on the case of ‘A’ city, the current study investigated perceptions of public kindergarten teachers of village education community education, curriculum operation status, difficulties, and improvement requirements. The followings are the summary of the main findings from this study. First, kindergarten teachers in general positively recognized the concept of the village education community, and teachers working in innovative kindergartens were not only more aware of the concept of the village education community than general kindergarten teachers, but also recognized a higher degree of usefulness of village education community on early childhood education. Second, kindergarten teachers perceived greater difficulty in operating the curriculum that are operated through consultation with the community(village), rather than operating curriculum based on the topic of the community and curriculum that utilize the community resources. Third, kindergarten teachers pointed out the lack of 'promotion’ and ‘resources and infrastructure as the major hindrance factors, and there was a high demand for improvement on the ‘increase in the participation of the local community and ‘diversification of the programs’ operated by village education community curriculum.
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Wei, Xu, and Jiankun Zeng. "A survey on the care and education leadership of private kindergarten directors in China: From the perspective of the post epidemic era." International Journal of Innovative Research and Scientific Studies 6, no. 3 (June 2, 2023): 656–66. http://dx.doi.org/10.53894/ijirss.v6i3.1728.
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Care and education leadership is the core of kindergarten directors’ leadership to promote the professional development of kindergarten teachers. According to the relevant literature on kindergarten directors' leadership, there are very few studies focusing on care and educational leadership. Therefore, this study is based on the professional requirements specified by the Professional Standards for Kindergarten Directors and compiles the "scale of care and education leadership for private kindergarten directors". After the project analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis and other tests, the scale has good reliability and validity. Then, 461 directors among private kindergartens in Hebei Province were investigated on this scale. The survey found that the overall level of care and education leadership among private kindergarten directors is good but the development is uneven. In addition, the development of the care and education leadership level of the private kindergarten directors shows an increasing trend with age. The higher the educational level, the higher the care and education leadership level. The kindergarten directors who have served for 6-10 years have the highest level of leadership in care and education. There are significant differences in the division of administrative regions where the kindergartens are located. The score of urban kindergarten directors is the highest followed by county directors and the score of rural kindergarten directors is the lowest.
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Zakaria, I. B., N. Mahyuddin, and M. F. Mohd-Sahabuddin. "Kindergarten physical setting guidelines: A review from indoor air quality perspectives." E3S Web of Conferences 396 (2023): 01066. http://dx.doi.org/10.1051/e3sconf/202339601066.
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The kindergarten’s indoor air contained a number of pollutants, including total volatile organic compounds, particulate matter, carbon monoxide and insufficient ventilation with high carbon dioxide levels, which exceeded the indoor air quality (IAQ) guideline. The presence of these pollutants is caused by various factors including inappropriate physical setting. Indisputably, authorities throughout the countries provide guidelines for designing kindergartens' spaces, however it is limited to general explanations and only guided by early education compliance. It is vital to determine which kindergarten regulations may contribute to poor IAQ. This paper explores national kindergarten physical setting guidelines and how it affects IAQ. A document analysis method was used to determine the characteristics and differences between kindergarten guidelines. Firstly, the composition of each kindergarten guideline was itemised. Then, the study was conducted by making comparisons of the identified items. All the criteria were further reviewed from IAQ perspectives. This study was conducted on guidelines in Australia, Canada, the United States, Singapore and Malaysia. There are five physical setting requirements that influence IAQ : minimum indoor space required per child, sleep area, kitchen and food preparation area, ventilation requirements and furniture and finishes. All activities happen in this microenvironment contribute to IAQ, which is also affected by the ventilation system, furniture and finishes selection. It can be concluded that there is still room for improvement in existing guidelines by taking into account the indoor air perspective. Aside from the main function of kindergarten to provide education, the physical setting of kindergarten also plays a significant role in the growth and health of chidren.
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Zhu, Yueqi. "An Analysis of the Minority of Males Working as Kindergarten Teachers." Communications in Humanities Research 28, no. 1 (April 19, 2024): 87–90. http://dx.doi.org/10.54254/2753-7064/28/20230130.
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The kindergarten period is the critical period for the formation of character and habits. Accordingly, Kindergarten education is fairly crucial for people. Nowadays, few males choose to become kindergarten teachers in the world. For instance, in South Australian kindergartens, female kindergarten teachers account for the most proportion. Until June 2005, only three male kindergarten teachers in comparison with two hundred and nineteen female kindergarten teachers worked on preschool education [1]. There is a significant gender gap among the kindergarten teachers. I have looked up some relevant reviews and statistics on the proportion of male early childhood workers in different countries and the salary of early childhood educators in Australia in 2015.
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Munawar, Muniroh, Fakhruddin Fakhruddin, Rodiyah Rodiyah, and Titi Prihatin. "Digital literacy curriculum management in kindergarten." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2115–36. http://dx.doi.org/10.18844/cjes.v16i5.6226.
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Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.
Keywords: Curriculum, management, digital, literacy, kindergarten.
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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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Journal, Baghdad Science. "The Role of Home –Made Meals in Meeting the Dietary Requirements For the Kindergarten Children." Baghdad Science Journal 4, no. 1 (March 4, 2007): 63–69. http://dx.doi.org/10.21123/bsj.4.1.63-69.
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This research has been applied on 100 children (age 4 – 6 years) from three kindergartens distributed on basis of 43 children from the college of Education for women kindergarten (A) , 27 children from the governmental Al- Mustafa kindergarten (B) , and 30 children from the private Al – Baraom kindergarten (C) . Details concerning their school meals, already prepared at home , have been analyzed according to their dietary components taken from the tables of the dietary values .The statistical analysis results have shown no significant difference (p< 0.01) in the intake of energy , protein and thiamin between the children of A and C kindergartens while these children have significantly recieved higher amounts of the above nutrients from B children . Similar trend of differences (p < 0.05) among the three kindergartens was reported for calcium , niacin , while no significant difference was observed among the three kindergartens in iron , vit . A, riboflavin and ascorbic acid . The comparison between the average intake recieved by the children of A and C kindergartens and the RDA did not show any significant difference from the standpoint of energy , riboflavin and niacin and also between B kindergarten and the RDA from the standpoint of protein ,riboflavin and niacin . However , the intakes of calcium and vit. A of kindergarten A children were significantly less than RDA and significantly more than RDA for protein , iron , thiamin and ascorbic acid , while the intakes of energy , calcium , iron , vit. A and thiamin by kindergarten B were significantly less than RDA and more ascorbic acid . Kindergarten C children , however , recieved significantly less calcium , iron and vit .A and significantly more protein , thiamin and ascorbic acid than RDA . The percentages of children according to the food groups intake were calculated and no significant differences (p < 0.05) were observed in the intakes of bread and cereals group and milk and its products group between A and C kindergartens children , while B children recieved significantly less amounts than A and C children . Concerning meats and eggs , however , significant differences ( p < 0.05 ) were shown between children intakes of the three kindergartens , so that A recieved more amounts then both B and C and C recieved more than B . In regards of fruits and vegetables group , no significant differences ( p < 0.05 ) were reported between the intakes of B and C kindergartens , while A children recieved significantly more amounts than B and C children .
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Cristiana Normalita de Lima, Dharma Gyta Sari Harahap, Muh. Rafi'y, Ferry Irawan, and Rivaldo Paul Telussa. "Improving Spatial Visual Intelligence in Merauke Kindergarten Group B Children Using Finger Painting Techniques." Technium Social Sciences Journal 49, no. 1 (October 26, 2023): 434–41. http://dx.doi.org/10.47577/tssj.v49i1.9838.
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Drawing and painting activities. The finger painting technique is one type of activity that can be done to develop visual-spatial skills. The study included group B children from Merauke District Kindergartens. Classroom Action Research (CAR) was used, and it was carried out in two cycles. Three meetings were conducted in each cycle. This study included 200 students from five kindergartens in the Merauke District, including Pembina State Kindergarten, Yapis Kindergarten, ABBA WASUR II Kindergarten, and AL-FATAH Kindergarten. Techniques for collecting data include direct observation, practice, and documentation. Analyze descriptive data. The study's findings revealed that employing the finger painting technique, children's visual spatial intelligence increased at each meeting, with cycle I reaching 20 children. (10%), up to 180 children in cycle II (90%) with the criteria Developing According to Expectations.
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Tran Thi Kim, Lien. "Way to prepare for 24-36-month-old children’s adaptation to kindergarten." Journal of Science Educational Science 67, no. 4A (December 2022): 180–93. http://dx.doi.org/10.18173/2354-1075.2022-0105.
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Going to kindergarten for the first time is a significant turning point for children. Therefore, it is necessary to have appropriate preparations to help children establish balance and integrate into kindergarten. Proposing measures to prepare for 24-36-month-old children’s adaptation to kindergarten include: Agree on a plan to prepare for the children between kindergarten and family; Coordinate to organize for children to get acquainted with kindergarten; Working together to create a safe psychological environment for children both at kindergarten and at home; Cooperate in organizing activities suitable for children; Provide opportunities for children to engage in relationships with adults and peers. Five measures include families’ and kindergartens’ preparation both before and when children go to school.
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Chi, Xiaoyuan. "Research on the Cultivation Strategy of Children's Life Routine in Kindergarten Life Activities." International Journal of Education and Humanities 12, no. 2 (February 1, 2024): 225–28. http://dx.doi.org/10.54097/xhjj4f18.
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Kindergarten life activities are a part of daily life in kindergarten, and the routine training of kindergarten life is to conduct scientific and reasonable norms for children's various habits and form good behavioral habits in each stage of daily life. Through literature, observation and other methods, combined with the actual situation of kindergartens, this paper discusses the routine training of small class life in Kunming M Kindergarten, analyzes the existing problems and causes of the problems, and explores reasonable and effective strategies.
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Pan, Chloe Simiao, Suzannie K. Y. Leung, and Sally Wai-yan Wan. "Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice." Education Sciences 13, no. 4 (March 26, 2023): 342. http://dx.doi.org/10.3390/educsci13040342.
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The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers’ emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within the community of kindergarten teachers. Regrettably, in Hong Kong, kindergarten teachers have become an oppressed professional community due to the marketization of kindergartens in this neoliberal city. Therefore, this arts-based participatory study aimed to investigate teachers’ identities by discovering kindergarten teachers’ emotional characteristics in Hong Kong. Teachers’ voice has been collected through photo narratives. Twelve in-service kindergarten teachers participated in this study; all of them worked in local kindergartens in Hong Kong. The teachers were invited individually to take a photo of an object in their daily lives and share their own stories. Altogether 1080 min of interview data were recorded. Through a series of oral narratives by members of this marginalized professional community, this study unlocked the emotions and voices of kindergarten teachers in Hong Kong. Through a photovoice approach, the findings revealed how the teachers’ personal aspects were a neglected but important part of their teacher identity.
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Gluschankof, Claudia. "Musical Expressions in Kindergarten: An Inter-Cultural Study?" Contemporary Issues in Early Childhood 9, no. 4 (January 1, 2008): 317–27. http://dx.doi.org/10.2304/ciec.2008.9.4.217.
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In a study conducted in kindergartens in Israel, three ‘cultures' converge: the kindergarten, the community, and the home. The differences among the two kindergartens in this study do not reside solely in the urban vs. non-urban and Jewish vs. Arab. They also reside in the contexts created by the adults as a result of their beliefs about childhood, music, play, and education, and how these beliefs are expressed in their behaviours. This account draws on a larger ethnographic study conducted in a number of kindergarten settings. The aim of this larger study was to describe and understand the self-initiated musical expressions of children aged four to five years, who bring various cultural identities to the early years setting. The sites under scrutiny in this article were two kindergartens in Israel: a non-urban state-sponsored Jewish kindergarten, and an urban Arab kindergarten in a church-operated school. The evidence showed that the musical expressions of the children in the study shared many characteristics. It also showed that differences reside, not only in the culture of the community they belong to, but also in the culture of the kindergarten. This included the physical environment, the degree of structure in the timetable, and the attitudes and rationale of the staff. This article suggests that each kindergarten develops a particular style of musical play, and that inter-cultural issues can include those that are idiosyncratic to specific peer cultures.
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Yunis, Rabab. "The development of kindergarten management in the light of the electronic management approach (analytical study)." Journal of Umm Al-Qura University for Educational and Psychological Sciences 14, no. 2 (June 1, 2022): 206–31. http://dx.doi.org/10.54940/ep54030750.
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The study aimed to develop kindergarten management in the light of the electronic management approach and used the descriptive approach. Previous studies showed that the second axis dealt with the meaning of electronic management and its most prominent features, while the third axis focused on how to develop kindergarten management in the light of the electronic management approach, and dealt with the requirements for developing kindergarten management in the light of the electronic management approach, and the mechanisms and procedures for developing kindergartens in the light of the electronic management approach. And success factors for the transformation of electronic management to achieve administrative development in kindergartens.
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Zhou, Rui. "Discussion on the Value of Integration Traditional Culture Into Kindergarten Curriculum ---Take Wuhu Iron Painting Technology as an Example." Journal of Education and Development 6, no. 3 (July 6, 2022): 53. http://dx.doi.org/10.20849/jed.v6i3.1224.
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Traditional culture is the overall expression of various ideological, cultural and conceptual forms formed in the historical development of our country. Traditional culture breeds the precious spiritual character of the Chinese nation and has very important educational value. Integrating traditional culture into kindergarten curriculum can promote the development of children's character and sociality. Iron painting is a folk craft with a long history in China. Integrating iron painting technology into kindergarten curriculum is an effective way to inherit Chinese excellent culture, an inevitable requirement to promote children's physical and mental development, and a feasible path to promote kindergarten curriculum construction. At the same time, it is feasible to integrate traditional culture into kindergarten curriculum. On the one hand, the research on traditional culture has accumulated some early achievements, which provides a theoretical basis for the development of kindergarten based curriculum; On the other hand, kindergartens can develop game materials of iron painting technology, which reduces the operation difficulty of iron painting technology. It is suggested that kindergartens establish curriculum concepts around children's development and promote the construction of teachers of traditional culture.
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Suhad Ali AbdelRahman-Uthman, Mohamad Omran Salha, Suhad Ali AbdelRahman-Uthman, Mohamad Omran Salha. "The difficulties facing kindergartens in Jerusalem under the Corona pandemic and possible solutions from the point of view of teachers: الصعوبات التي تواجه رياض الأطفال في القدس في ظل جائحة كورونا والحلول الممكنة من وجهة نظر المعلمات." مجلة العلوم التربوية و النفسية 6, no. 4 (January 29, 2022): 30–52. http://dx.doi.org/10.26389/ajsrp.d160621.
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This study was conducted in order to assess the facing difficulties preschools/ kindergartens in Jerusalem during the COVID-19 pandemic, as well as investigating the possible solutions to alleviate the impacts of this pandemic from the perspective of the teachers. The study population is a randomly selected sample of 238 (female) kindergarten teachers in Jerusalem; among whom 120 are from private kindergartens and 118 from government preschools. The researcher applies the descriptive research methodology for being the most appropriate for the nature of the study. The research on the difficulties facing kindergartens in Jerusalem during the COVID-19 pandemic showed that challenges related to parents scored the highest rate with an arithmetic mean of 3.73; which is a high assessment. The second highest score was “related to difficulties the teacher, with an arithmetic mean of 3.38, which is average. The third score was “difficulties related to the kindergarten” with an arithmetic mean of 2.56, which is low. While the least scoring was “challenges related to distance learning” with an arithmetic of 2.55, which is low. With regard to the “possible solutions to alleviate the impacts of this pandemic from the perspective of the teachers”, the research results scored an arithmetic mean of 2.58, which is also a low assessment. The results also showed: There were no statistically significant differences at the significance level (α≤0.05) between the means of kindergarten teachers’ responses on challenges faced by kindergarten teachers in Jerusalem during the pandemic that are attributable to the variable of kindergarten type, the variable of academic qualification, and the variable of experience years. There were no statistically significant differences at the significance level (α≤0.05) between the means of kindergarten teachers’ responses on proposed solutions to control challenges during the pandemic in Jerusalem that are attributable to the variable of kindergarten type, the variable of academic qualification, and the variable of experience years. There was a statically significant relationship at the significance level (α≤0.05) between challenges in kindergartens during the pandemic and solutions to control those challenges from the perspective of teachers. The researcher recommends equipping kindergartens and building teachers’ capacities to similar conditions in the future in order to be able to deal with conditions of emergency.
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Manar Muntasser Shaalaan and Altaf Yaseen Khithr. "Knowledge purification of Kindergarten Children." Journal of the College of Education for Women 34, no. 2 (June 30, 2023): 62–75. http://dx.doi.org/10.36231/coedw.v34i2.1665.
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The research is concerned with the problems of knowledge purification of kindergarten children by verifying its aims, identifying of knowledge purification among the first level of kindergarten children and the second level of kindergarten children, and the differences between the males and females in the variable of knowledge purification. The research community included the children in the state and private kindergartens in Baghdad governorate, on its two sides, Karkh and Rusafa, for the six districts for the academic year 2022-2023. After making the knowledge purification test according to the scientific steps of test constructions, the test has been presented to a group of experts specialized in the field of kindergarten to ascertain the validity of the test items and to calculate the discrimination, the items difficulty, and the test stability according to Kuder Richardson. The final form of the knowledge purification test consists of 13 items of two alternatives Yes, No with scores 1-0 that the highest score for the test is 13 and the lowest score is zero with a hypothetical medium of 6.5. Fnally, the test was applied to a sample of 400 children from state and private kindergartens who were selected randomly. The results were that the children have a good degree of knowledge purification, there is no differences between the first level of kindergarten children and the second level of kindergarten children and no differences between males and females in the knowledge purification variable. Then the two researchers put forwards a number of recommendations and suggestions:
1.The Iraqi Ministry of Education should be interested in adopting the useful scientific experiences for the child in the kindergartens, so that the knowledge purification is selected in a best possible way.
There should be a relationship between the knowledge purification and the academic achievement of the kindergarten child parents.
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Munckton, Brett, and Priyadarsini Rajagopalan. "Interaction between Thermal Conditions and Ventilation in Kindergartens in Melbourne, Australia." Sustainability 16, no. 3 (January 31, 2024): 1186. http://dx.doi.org/10.3390/su16031186.
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Kindergartens are important community facilities that introduce children to a classroom learning environment. The research aimed to examine current practices in kindergarten heating, cooling, and ventilation and investigate how IAQ and thermal comfort interact with each other at five selected kindergartens in Melbourne. This research used field measurements to investigate indoor air quality (IAQ) and thermal conditions during the COVID-19 pandemic and used CO2 concentration levels as an indicator of IAQ. The research found that high CO2 levels above recommended maximums were reached in operational kindergartens. The highest level identified during class time was 1908 ppm. Conditions outside recommended levels for thermal comfort were also recorded. A kindergarten operating with the use of both mechanical and natural ventilation was found to have lower CO2 levels than the kindergartens relying solely on mechanical ventilation. However, thermal comfort was compromised in this kindergarten. The data collected in kindergartens in their natural settings offered insights into the actual ventilation conditions in these facilities and provided baseline data for developing pandemic-resilient kindergartens. The findings are relevant to kindergartens in other countries that have dynamic window/door-opening behavior.
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Rohde, Jeanett Friis, Sofus Christian Larsen, Mathilde Sederberg, Anne Bahrenscheer, Ann-Kristine Nielsen, Berit Lilienthal Heitmann, and Ina Olmer Specht. "Outdoor Kindergartens: A Structural Way to Improve Early Physical Activity Behaviour?" International Journal of Environmental Research and Public Health 20, no. 6 (March 14, 2023): 5131. http://dx.doi.org/10.3390/ijerph20065131.
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Background: Studies have shown that outdoor play in nature is associated with a higher physical activity level than indoor play. We aimed to examine the effect of outdoor versus conventional kindergartens on objectively measured physical activity. Method: Using a pre-test-post-test design, we collected data in four kindergartens that provided a rotating outdoor and conventional kindergarten setting. Step counts were measured during one week in the outdoor setting and one week in the conventional setting. Differences in step counts between the outdoor and conventional setting were analysed using a paired t-test. Results: In total, 74 children were included. There was no statistically significant difference in total daily step counts between children in the two settings. When we looked at step counts during kindergarten hours, we saw that children were more physically active in the outdoor setting compared to the conventional setting (mean difference: 1089, p < 0.0001). When we looked at activity during time outside the kindergarten, we discovered that children had a lower step count in the outdoor setting as compared to the conventional setting (mean difference −652, p = 0.01). Conclusion: This study indicates that children are more physically active during the time they spend in outdoor kindergartens compared to conventional kindergartens, but may compensate with more inactivity outside kindergarten hours.
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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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Yan, Zhonglian, Ziqing Wang, Qingling Meng, Yujie Wang, and Yunfei Liu. "Sustainable Development Mechanism in Rural Kindergartens: The Relationships among Enabling Organizational Structure, Kindergarten Directors’ Leadership and Early Childhood Teachers’ Well-Being." Sustainability 14, no. 21 (November 3, 2022): 14414. http://dx.doi.org/10.3390/su142114414.
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Kindergarten directors’ leadership, early childhood teachers’ well-being, and enabling organizational structure are important components of ecological development in kindergartens. To understand the relationships among the three, identification of the driving force for the sustainable development of kindergartens in rural China must occur. This study used the Kindergarten Care and Education Leadership Questionnaire, the Enabling Organizational Structure Scale, and the Teacher Well-being Scale as research instruments to explore these relationships in an online survey of rural early childhood teachers (N = 1958, 98.3% female, 23.5% unmarried, 76.5% married, 68.8% county, and 31.2% rural). The study found that the overall levels of rural early childhood teachers’ well-being, director leadership, and enabling organizational structure were all in the medium to high range. There is a two-way effect between director leadership and enabling organizational structure, with kindergarten directors’ leadership positively predicting early childhood teachers’ well-being, but this effect is mainly mediated through the enabling organization. Therefore, to achieve sustainable development in rural kindergartens, emphasis needs to be placed on building an enabling organizational structure based on early childhood teachers’ well-being and kindergarten directors’ leadership.
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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.
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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.
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Deng, Xinqiao, Ying Tang, Leyang Wang, and Feng Zhou. "Gender Stereotypes of Male Preschool Teachers: Taking the Investigation of Changsha International Kindergarten as an Example." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 541–48. http://dx.doi.org/10.54097/ehss.v8i.4303.
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While abundant research has been carried out on gender stereotypes faced by teachers in pursuing their careers, inadequate attention has been paid to male kindergarten teachers’ dilemmas. This study uses semi-structured interviews with male teachers in an international kindergarten in Changsha to explore the male teachers’ experiences. Through investigation and analysis, the study's findings reveal the reasons for working in kindergartens, low job satisfaction among male kindergarten teachers, gender prejudice against this group, and specific problems foreign teachers face in the job market. This paper aims to raise people’s awareness of the situation of male kindergarten teachers in China and reduce prejudice towards this group. This paper also gives suggestions for improving their job satisfaction and career development: creating a favorable social environment, improving the interpersonal skills of male kindergarten teachers, and enlarging the job market for male kindergarten teachers.
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Håberg, Liv Ingrid Aske, and Kjartan Leer-Salvesen. "The selection of informants in kindergarten research in Norway: A critical review." Nordisk tidsskrift for utdanning og praksis 14, no. 2 (April 14, 2020): 38–61. http://dx.doi.org/10.23865/up.v14.2047.
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The institution of the kindergarten serves important functions in western societies. The mandate of kindergarten staff reflects this, encompassing aspects of vital importance for children’s well-being and their learning and development processes. Empirical research is needed to scrutinise how kindergarten staff perform these tasks. Analyses of previous studies (Gulbrandsen, Johansson & Nilsen, 2002; Hopperstad, Hellem & Kjørholt, 2005; Borg, Backe-Hansen & Kristiansen, 2008) indicate that while assistants are the main occupational group in Norwegian kindergartens, they have rarely been engaged as informants in kindergarten research. This article reports results from a literature review that investigated which occupational groups have featured as informants in Norwegian kindergarten research from 2008 to 2017. The searches resulted in 149 hits; kindergarten assistants were included as informants in only 43 hits, and they were never the sole occupational group investigated. In closing, the article discusses the methodological and epistemological implications resulting from the skewed representation of kindergarten staff.
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Wang, Jiahui, Zefei Xu, Jingyu Yao, Maochao Hu, Yuewen Sun, Cong Dong, and Zhongming Bu. "Identification of Phthalates from Artificial Products in Chinese Kindergarten Classrooms and the Implications for Preschool Children’s Exposure Assessments." International Journal of Environmental Research and Public Health 19, no. 13 (June 30, 2022): 8011. http://dx.doi.org/10.3390/ijerph19138011.
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Phthalates are typical chemical pollutants in kindergarten classrooms since numerous artificial products (e.g., polyvinyl chloride (PVC) floorings, soft polymers and plastic toys) that might contain phthalates are widely distributed in kindergarten classrooms. Although Chinese preschool children spend a considerable amount of their waking hours (>8 h/day) in kindergartens, phthalate exposure in such indoor environment has not been given much attention. In this study, the mass fractions of six phthalates in twenty-six artificial products (fifteen flat decoration materials and eleven plastic toys) commonly found in Chinese kindergarten classrooms were measured. Di-2-ethylhexyl phthalate (DEHP) was the most predominant compound in all materials. The emission characteristics of the DEHP from these materials were further investigated. The measured emission characteristics were used for predicting multi-phase DEHP concentrations in kindergarten classrooms by applying a mass transfer model. The modeled concentrations were comparable with those measured in the real environment, indicating that these products might be the major sources of DEHP in Chinese kindergarten classrooms. Preschool children’s exposure to DEHP was found to be 0.42 μg/kg/day in kindergartens under baseline conditions, accounting for 18% of the total exposure to DEHP in Chinese indoor environments.
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Himberg-Sundet, Anne, Anne Lene Kristiansen, Mona Bjelland, Thomas Moser, Asle Holthe, Lene F. Andersen, and Nanna Lien. "Is the environment in kindergarten associated with the vegetables served and eaten? The BRA Study." Scandinavian Journal of Public Health 47, no. 5 (February 11, 2018): 538–47. http://dx.doi.org/10.1177/1403494818756702.
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Aim: The aim of the present study was to explore the associations between the economic, political, sociocultural and physical environments in kindergartens, along with the frequency and variety of vegetables served, and the amount of vegetables eaten. Method: The BRA Study collected data through two paper-based questionnaires answered by the kindergarten leader and pedagogical leader of each selected kindergarten, and a five-day vegetable diary from kindergartens ( n = 73) in Vestfold and Buskerud Counties, Norway. The questionnaires assessed environmental factors, and the frequency and variety of vegetables served. The non-parametric Mann–Whitney U and Kruskal–Wallis tests were used to explore the associations between factors in the kindergarten environments and vegetables served and eaten. Results: Kindergartens that included expenditures for food and beverages in the parental fees served a larger variety of vegetables ( p = 0.046). A higher frequency of served vegetables ( p = 0.014) and a larger amount ( p = 0.027) of vegetables eaten were found in kindergartens where parents paid a monthly fee of 251 NOK or more. Similarly, the amount of vegetables eaten was higher ( p = 0.017) in kindergartens where the employees paid a monthly fee to eat at work. Furthermore, a larger amount ( p = 0.046) of vegetables was eaten in kindergartens that had written guidelines for food and beverages that were offered. Conclusions: This study indicates that the economic environment in a kindergarten seems to be positively associated with the vegetables served and eaten there. This is of high relevance for public health policy as vegetable consumption is an important factor in reducing the risk of non-communicable diseases.
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Mervic, Tina, and Petra Zgonec. "The cooperation between kindergartens and families during the kindergarten closure in Slovenia due to the COVID-19 pandemic." Psiholoska istrazivanja 24, no. 2 (2021): 217–36. http://dx.doi.org/10.5937/psistra24-32516.
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During 2020, kindergartens in Slovenia were fully closed in the first and partially closed in the second wave of the COVID-19 pandemic. Therefore, the kindergarten practice of cooperation with the families changed. In order to obtain an insight into the new situation in this field, our research focused on the organization of the cooperation between kindergartens and families during the kindergarten closure. In November 2020, we developed an online questionnaire for parents who had at least one child enrolled in kindergarten. The questionnaire was filled in by 944 parents. More than half of the parents answered that contacts with preschool professionals had supported them during the full and/or partial closure of their kindergarten. About one half of parents answered that the kindergarten had contacted them once a week, mainly with proposals for activities and information in case the kindergarten remained closed. Most parents answered that the additional contact with the professionals had not represented an additional workload. Three quarters of parents believe that it is necessary to maintain contact even during the closure. Still, as the pandemic situation is completely new, it is still difficult to assess in what way it makes sense to maintain cooperation during the closure. With the study, we obtained insight into the importance of cooperation from the parents' perspective, which we need to consider in similar situations ahead.
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ShuWen, Zhao, Yang HuiMin, and Kim Chool-Soo. "The Application of Green Ecological Concept in the Architectural Design of Kindergartens in Coastal Cities of Korea - Busan as an Example." E3S Web of Conferences 308 (2021): 02009. http://dx.doi.org/10.1051/e3sconf/202130802009.
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Korea has accelerated its economic development with advanced science and technology and has been ranked among the developed countries. However, resource scarcity and environmental pollution problems in the country are becoming increasingly stressful, and energy conservation and environmental protection have become important issues in Korea. The development of green building design in most kindergarten buildings is lagging, and most kindergartens do not have the green design. In this paper, we take the representative green kindergarten buildings in Korea and Japan as examples and explore and study the green ecological design of kindergarten buildings in Busan, a city surrounded by the sea on three sides of Korea. This paper proposes improvement strategies and gives guidance for the future design of kindergartens in coastal areas.
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Nilsen, Ann Christin E. "In-between discourses." Journal of Comparative Social Work 11, no. 1 (April 1, 2016): 64–85. http://dx.doi.org/10.31265/jcsw.v11i1.136.
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During the last decades, early intervention has become a major concern across political parties in Norway. In line with the discourse of early intervention, kindergartens are perceived as important arenas for identifying children at risk and initiating intervention. Equally important in the kindergarten sector is the discourse of diversity, in which a tolerance for behaviours that deviate from the majority norm is assumed. Drawing on an institutional ethnography in Norwegian kindergartens, and in particular the concept of ruling relations, I compare these two discourses in this article and discuss how kindergarten staff have to negotiate between different, and sometimes conflicting, institutional discourses that can justify different interventions. As a consequence, and despite good intentions, kindergarten staff can end up treating children with different backgrounds unequally.
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Noor Anista, Dewi Zhintia, Rosyida Nurul Anwar, and Sofia Nur Afifah. "Penerapan Token Ekonomi Untuk Meningkatkan Kemandirian Anak Usia 5-6 Tahun Di Lembaga PAUD." Jurnal Pendidikan Anak Usia Dini 1, no. 2 (October 30, 2023): 10. http://dx.doi.org/10.47134/paud.v1i2.65.
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: The research objective was to determine the application of economic tokens in increasing children's independence in kindergarten in Kwadungan District. This research was conducted in Kindergartens located in Kwadungan District, including DW Karangsono 1 Kindergarten, DW Karangsono 2 Kindergarten, DW Karangsono 3 Kindergarten, Dharma Wanita Mojomanis Kindergarten, Dharma Wanita Banget Kindergarten, Dharma Wanita Budug Kindergarten with a total sample of 60 students, with 30 students in the experimental class and 30 students in the control class. The research method used in this research is to use observational data collection and documentation to observe the behaviour of research subjects directly. The results of this study are that the initial factor for child independence comes from the parents or the house first. Then, after the child is in school, the teacher as an educator is also tasked with increasing the child's independence. Based on the data processing results through SPSS with the Paired Sample T-Test, the significance value was 0.000 <0.05. Therefore, it can be concluded that Ha is accepted and Ho is rejected. That is, there are differences in economic tokens to increase independence in children aged 5-6 years in the experimental class including Karangsono 1 PKK Kindergarten, Karangsono 2 PKK Kindergarten, Karangsono 3 PKK Kindergarten, and the control class includes Dharma Wanita Mojomanis Kindergarten, Dharma Wanita Banget Kindergarten, Kindergarten Dharma Wanita Budug. This situation proves that children treated with economic tokens experience increased independence.
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Bråten, Mona, Ragnhild Steen Jensen, and Jørgen Svalund. "Lederutdanning for barnehagestyrere i et karriereperspektiv." Nordisk barnehageforskning 21, no. 2 (May 8, 2024): 100–117. http://dx.doi.org/10.23865/nbf.v21.463.
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I artikkelen undersøkes betydningen av lederutdanning for barnehagestyrere i et karriereperspektiv. Er det slik at de som har gjennomført lederutdanningen for styrere i større grad enn de som ikke har det ønsker å fortsette som styrere? Og opplever styrerne at lederutdanningen har hatt betydning for deres karriereløp? Disse spørsmålene settes i sammenheng med styrernes alder, hvor de har tatt lederutdanningen og størrelsen på barnehagen de leder. En stor spørreundersøkelse blant alle landets styrere fra 2022 benyttes til å belyse artikkelens problemstillinger. Undersøkelsen viser at det å ha gjennomført lederutdanning for styrere ikke har noen betydning for styrernes vurderinger av om de vil fortsette som styrere fremover. Vi finner at om lag to av tre som har gjennomført lederutdanningen for styrere oppgir at utdanningen har betydd mye for deres karriereløp. Styrere som har gjennomført lederstudiet ved studiesteder som legger mindre vekt på barnehagefaglige temaer, svarer oftere at utdanningen har vært viktig for deres karriereløp. Vi finner ikke støtte til en antakelse om at styrere som leder store barnehager opplever at lederutdanningen er viktigere enn styrere i mindre barnehager. Det er imidlertid en større andel av styrerne i kommunale barnehager som svarer at utdanningen har vært viktig for deres karriere. Endelig finner vi at jo yngre den enkelte styrer er, jo mer sannsynlig er det at de svarer at lederutdanningen for styrere har vært viktig for deres karriereløp. ENGLISH ABSTRACT Education for Kindergarten Managers: A Career Perspective The article examines the importance of the specific leadership studies for kindergarten head teachers in a career perspective. We study whether those who have completed such a study is more inclined to continue working as kindergartens head teachers compared to those who have not. Additionally, we investigate whether kindergarten head teachers perceive that their leadership study for kindergarten head teachers have had an impact on their career paths. These questions are in the study linked to the age of the head teachers, where they pursued their kindergarten head teacher leadership studies, and the size of the kindergarten they manage. A large survey among kindergarten head teachers in 2022 is used to shed light on the article’s objectives. The survey indicates that completing the leadership study for kindergarten head teachers has no bearing on their considerations regarding whether they will continue as kindergarten head teachers in the future. Approximately two out of three who have completed the leadership study for kindergarten head teachers state that the study has significantly influenced their career paths. Head teachers who completed their leadership study at institutions placing less emphasis on kindergarten-related topics are more likely to assert that the study has been crucial for their career paths. There is no support for the assumption that head teachers in large kindergartens perceive their leadership study to be more important than head teachers in smaller kindergartens. However, a higher proportion of head teachers in municipal kindergartens answer that the study has been important for their careers. Finally, we find that the younger the head teacher is, the more likely it is that they answer that the leadership study for kindergarten head teachers has been important for their career.
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Wollons, Roberta. "The Immigrant Preschool." History of Education Quarterly 49, no. 2 (May 2009): 241–43. http://dx.doi.org/10.1111/j.1748-5959.2009.00201.x.
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Today, internationally, early childhood education, whether as nursery schools, kindergartens, or other forms of preschool, is a fully integrated feature of public and private education systems. The kindergarten, for example, had its origin in nineteenth century Germany. Following the 1848 revolution, exiled followers of Friedrich Froebel carried the kindergarten idea to England, America, and other European nations. From these early kindergarten apostles, the idea of the kindergarten flowed around the world so that by World War I, all industrialized and many industrializing nations had incorporated the kindergarten into their educational landscape. People and ideas arriving in new societies enter into a cultural exchange, maintaining at the same time as amending and adapting their social and cultural practices. By this process, in each setting the kindergarten and other forms of early childhood education were transformed and rooted as an institution that was simultaneously international and local.
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Omar, Sarwa Alauddin. "The Level of Implimentiry active learning strategies and their relationship to self-organization among kindergarten teachers." Journal of University of Raparin 10, no. 3 (September 29, 2023): 810–39. http://dx.doi.org/10.26750/vol(10).no(3).paper35.
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The aims of this research are to determine the level of utilizing active learning strategies and their relationship to self-organization among kindergarten teachers in Erbil city center. Also to determine the relationship between active learning strategies and self-organization among kindergarten teachers according to variables (degree، years of service). The research methodology is appropriate to the nature of the aim of the current research. The population consists of a kindergarten teachers of Erbil Central Education for the academic year (2022–2023)، in where their number are (578) teachers distributed over (49) kindergartens. The selected sample were (150) teachers from (15) public kindergartens in the center of Erbil. To achieve the aims and collect data، the researcher use two sets of questionnaire for the teachers in the kindergarten for the academic year 2022-2023. The first question are includes 42 items investigate the active learning strategies which adopted from (Saleh، 2016) . while the second questionnaire was adopted from (Bandy More، 2010) which consists of 36 item on self - organization. The researcher issued the honesty of both research tools by providing a number of experts and experts، (87%) for the criterion of active learning strategy and (85%) to regulate the self، criteria (90%) for active learning strategy (83%). To organize self-acquisition using the Person related equation equation. The main result revealed that. The level of use of active learning strategies among kindergarten teachers was high، had a positive and effective effect on self-organization among kindergarten teachers، and kindergarten teachers pay attention to active learning strategies during teaching.
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Zilka, Gila Cohen. "Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens." Review of European Studies 14, no. 4 (October 30, 2022): 26. http://dx.doi.org/10.5539/res.v14n4p26.
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This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.
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Mao, Fangfang, and Lihong Li. "A Questionnaire Survey on the Professional Identity of Kindergarten Childcare Workers under the Background of Equal Emphasis on Childcare and Education." Yixin Publisher 2, no. 4 (April 30, 2024): 171–80. http://dx.doi.org/10.59825/jet.2024.2.4.171.
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The state has promulgated a number of laws and regulations to advocate the importance of “Equal emphasis on childcare and education” to the quality of kindergartens and children’s physical and mental development, and the professional identity of kindergarten nurses is closely related to the implementation of the principle of “Equal emphasis on childcare and education”. Questionnaires, interviews and observations were conducted on the nursery staff of 8 kindergartens in Yunnan Province, and the results showed that the professional identity level of nursery workers was in the upper middle level, and there were significant differences in the professional identity of nursery workers in terms of qualifications, wages, education and majors, but there were no significant differences in the nature, age and length of service of kindergartens. There are three main influencing factors: the social level, the kindergarten level and the individual level. It is recommended to strengthen social support, improve the kindergarten management system, and mobilize subjective initiative.
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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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Kedyarova, E. A., N. I. Chernetskaya, and E. G. Shchukina. "SUBJECTIVE WELL-BEING OF TEACHERS IN KINDERGARTENS WITH VARIOUS TYPES OF EDUCATIONAL ENVIRONMENT." Pedagogical IMAGE 15, no. 3 (2021): 345–55. http://dx.doi.org/10.32343/2409-5052-2021-15-3-345-355.
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Introduction. The subjective well-being of educators is one of the crucial indicators of psychological safety of an educational environment in a kindergarten, and so is the type of this environment itself. Therefore, identifying the features of the subjective well-being of educators working in various educational environments in a kindergarten is a relevant objective in terms of both the psychological safety of modern education and the direct psychological support of preschool teachers. Materials and methods. An empirical study involved 15 kindergartens in the cities of Chita and Irkutsk. Based on the expert assessment of the educational environment, according to the classifi cation by V. A. Yasvin and M. S. Mirimanova, the 15 kindergartens were divided into three groups of 5 kindergartens, each with a passive, active, and neutral educational environment. Data on subjective well-being were collected on a sample of 52 kindergarten teachers using the questionnaire by R. M. Shamionov and T. V. Beskova, including five indicators of subjective well-being and its generalized index. Research results. Findings revealed that an active educational environment in a kindergar ten has a positive effect on such indicators of subjective well-being of educators as emotional well-being, existential-activity well-being, and subjective well-being in general. A passive educational environment builds a higher level of social and normative well-being of educators but low values for all other subjective well-being indicators. Conclusion. The active educational environment of the kindergarten is much more favorable in terms of the psychological safety of educators. This fact allows us to consider an active educational environment to be one of the generalized conditions for the psychological safety of the educational environment in a kindergarten. The study of the psychological safety indicators for kindergarten pupils, given the type of educational environment and the subjective well-being of teachers, is the nearest prospect of this study.
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Bergantino, Angela Stefania, Antonella Biscione, Annunziata de Felice, Francesco Porcelli, and Riccardo Zagaria. "Kindergarten Proximity and the Housing Market Price in Italy." Economies 10, no. 9 (September 13, 2022): 222. http://dx.doi.org/10.3390/economies10090222.
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This paper investigates the impact of kindergarten proximity on housing market prices in the eleven major Italian Municipalities over the period 2004–2017. For this purpose, we employ a hedonic property price model. We also differentiate the impact of kindergarten proximity on houses’ market price between state and non-state premises. The findings highlight that (i) the level of housing price depends on kindergarten proximity; (ii) some quality school characteristics played a crucial role and (iii) the distinction between public and non-state kindergartens shows that the vicinity of the latter generates a more significant capitalization effect. Finally, the empirical evidence could be useful to several actors involved in urban planning when developing plans for the construction of new kindergartens in order to create a more homogeneous city.
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Ahmed, Omer Ali, and Mhamad Aziz Saeid. "The Level of Teachers ’interest in Consumer Awareness of Kindergarten Children from The Teachers’ point of view." Journal of University of Raparin 7, no. 1 (December 22, 2019): 357–78. http://dx.doi.org/10.26750/vol(7).no(1).paper20.
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The research aims to reveal the level of consumer awareness among kindergarten teachers according to gender or certificate, to show the level of interest of teachers in consumer awareness in kindergarten, by answering the main question of research on the tasks and the impact of kindergarten teacher on raising the level of consumer awareness in children. Kindergartens: with a number of proposals through the search result. The researcher relied on the descriptive analytical method, the research community consists of (12) kindergartens working in the government sector, the sample of the research was chosen by simple random method, and consists of (110) of kindergarten teachers (13) of them male, and (97) female. For the purpose of collecting information, the researcher has prepared a questionnaire consisting of (27) paragraphs all prepared by the researcher himself. The researcher also benefited from the SPSS package and reached the following results: - The level of consumer awareness among kindergarten teachers at a low level. - There is no statistically significant relationship between educational attainment and consumer awareness. - There is a statistically significant relationship between sex and consumer awareness, and the effect was good female sex. The level of consumer awareness of the life needs and requirements of teachers at a high level.