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Hadary, Ferry. "Program Kemitraan Masyarakat (PKM) Taman Kanak-Kanak Kota Pontianak Kalimantan Barat." Jurnal Buletin Al-Ribaath 15, no. 1 (2018): 45. http://dx.doi.org/10.29406/br.v15i1.1128.
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ABSTRACT Partner-1 of this Community Partnership Program (Program Kemitraan Masyarakat/PKM) is Primanda UNTAN Kindergaten, and Partner-2 Bina Insan Kindergaten. Both partners have problems about learning facilities Educational Game Tools (Alat Permainan Edukatif/APE) which is very minimal both indoor and outdoor. When teaching is still limited to factory made APE, while there are still many local natural resource potentials in West Kalimantan that can be used to create. Teachers are still lacking in socialization/training about the use of local natural resources. Special problems that found in partner-2 are learning methods still focused on reading, writing, and calculating (calistung). Parents in partner-2 want learning in kindergaten to focus on calistung learning. The purpose of this PKM, are: (1) knowledge sharing and appropriate technology through interactive multimedia approaches based on local natural resources in the shaped animation; (2) hold socialization/training to teachers and parents about the child's learning system according to their age; (3) interactive multimedia application demonstration in class. The enthusiastic of both partner's shows that this activity is needed by them to help them fix the problems that exist in each kindergaten. The socialization activity ended with a discussion in the form of questions and answers from participants related to the way of learning for kindergaten children using APE and interactive multimedia. The expectation of this activity is the knowledge sharing and technology to the teachers, so that the teaching and learning process becomes more enjoyable and understandable by kindergaten children using APE and interactive multimedia. Keywords: APE, Bina Insan Kindergaten, Multimedia, Primanda Kindergaten,
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Husna, Mutiatul, Rismareni Pransiska, and Yulsyofriend Yulsyofriend. "Pengaruh Kegiatan Origami Kertas Washi Terhadap Kreativitas Anak Di Taman Kanak–Kanak Aisyiah No. 1 Muara Panas Kabupaten Solok." Jurnal Ilmiah POTENSIA 4, no. 1 (2019): 67–77. http://dx.doi.org/10.33369/jip.4.1.67-77.
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The research aim of this study is determine The Influence Of Washi Paper Origami Activities On The Of Children At Kindergarten Aisyiah No.1 Muara Panas Kabupaten Solok The research method used is quantitative approach, this research is quasi experimental design using Washi Paper and control class using conventional media.The collecting data technique was test and the instrument used to collecting data was declaration sheet. Then the data processed by doing t-test. Based on the calculation of t-test obtained that arithmetic greater than t tables shows that there is a significant influence on the Paper Washi Of Creativity Of Children. Thus it can be concluded that I washi paper Origami influences the of children’s creativity at Kindergaten Aisyiah no. 1 Muara Panas Kabupaten Solok.
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Kwag, YoonSook. "An Exploratory Study on Kindergaten Teacher-Parent Relationship Recognized by Kindergaten Teacher in Literature Research and Social Context Influencing the Relationship." Journal of Future Early Childhood Education 27, no. 2 (2020): 129–51. http://dx.doi.org/10.22155/jfece.27.2.129.151.
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Ariyanti, Eny. "PENGGUNAAN FLASHCARD EMOJI DALAM MENINGKATKAN KECERDASAN INTERPERSONAL PADA ANAK TK A SARTIASARI SURABAYA." MOTORIC 4, no. 1 (2020): 120–29. http://dx.doi.org/10.31090/m.v4i1.1021.
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This research aims to improve children's interpersonal intelligence group A Kindergarten school year Sartiasari 2018-2019 by using a flashcard learning emoji. This research is a Research Action Class (PTK) conducted two cycles. The subject in this study A group of Kindergaten children Sartiasari Surabaya with age 4-5 years totalling 28 children. The object in this study was interpersonal intelligence. Data collection techniques in the study by observation and documentation. Research instrument used observation and guidance on analysis in quantitative descriptive. The results showed the ability of interpersonal intelligence of children can be improved through learning flashcard emoji. Kids are invited to know the range of expression flashcard emoji, emoji range expressions mimicked the flashcard, classify and guess her friend's expression with a flashcard emoji. The ability to know the range of expression on pre cycle reached 35.6%, then in the cycle I completeness average percentage of learning increased to 46.42% and the average percentage of completeness study on cycle II increased to 85.71%. Improvement of pre cycle to cycle I of 10.82%, and an increase from cycle I to cycle II amounted to 39.29%.
 Key words: interpersonal intelligence, flashcard emoji, kindergarten
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Abdellatif Mansouri, Safia. "Social representations of parents about kindergarten." Journal of Arab Children 22, no. 85 (2020): 85–105. http://dx.doi.org/10.29343/1-85-3.
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The Study attempted to identily the most important representations Parents held in their mind towards kindergartens, as demanstrated by technical network up Anna waria de Rosa (1995). The sample cansisteal of 39 Parents of kindergaoten children. The results showed that the parents looked up at kindergarten as an educatiansl and peda-gogical institution, and they held positive attitudes towrds it, as it was illustrateal by the oufcome of the study.
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', JULIANIDAR. "PENERAPAN METODE LATIHAN UNTUK MENINGKATKAN KEMAMPUAN MOTORIK KASAR MURID TAMAN KANAK-KANAK KARNIDA BAHAGIA PERUM SIDOMULYO KOTA PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 4, no. 2 (2015): 115. http://dx.doi.org/10.33578/jpfkip.v4i2.2945.
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Study of development of physical motorik in Kindergaten must be done with the technique and way of interesting, so that child motivated to follow the study activity. As characteristic of study system in Kindergaten that is learn at the same time play at and play at at the same time learn. Play at to represent the basic requirement every child. Its meaning, playing at to represent one of most phenomenon of natural or natural in phase of child life. Effort teacher to develop the motoric child not yet showed the maximal result and lack of physic appliance supporting study, so that child of indigent of application of teacher boldness, require to be by effort of study development which inspirative, inovative, challenging, pleasing and motivating and can give the positive response learn to child to increase process and development of motoric child. This research aim to description of applying of practice technique to increase skill of motoric of child and description of applying of practice technique to increase activities of learn child in TK Karnida Bahagia of Perum Sidomulyo Pekanbaru. Data collecting of research at even semester of study year 2009-2010, The research instrument that is sheet of observation of activity of child and teacher. Analyse the data by qualitative usher the cycle, while analysis of result of domination motoric with the quantitative approach. The research result got by conclusion that applying of practice technique can uplift skill the motorik of child and applying of practice technique can improve the activity learn child in TK Karnida Bahagia of Perum Sidomulyo Pekanbaru. Applying of practice Technique can give the positive respon, capable to improve the effectiveness of domination of motorik child. And to reaching of study result by playing at optimal, have to be supported ably the understanding of teacher to structure of anatomy of body and function. With this understanding is teacher can create the creative game, inspiration, innovate, challenging, pleasing, and motivating, supporting growth of ability motoric needed by child.Keywords: practice technique, motoric
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Ratnawati, Rinta, Abdul Wafi, and Rusdiana Navlia. "A Study Of English Songs On Teaching Vocabulary At Kindergaten Students Of Lembaga Pendidikan Islam Bustanuddin Galis Pamekasan." Kiddo: Jurnal Pendidikan Islam Anak Usia Dini 1, no. 2 (2020): 174. http://dx.doi.org/10.19105/kiddo.v1i2.3491.
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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 (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 (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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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 (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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Journal, Baghdad Science. "The Role of Home –Made Meals in Meeting the Dietary Requirements For the Kindergarten Children." Baghdad Science Journal 4, no. 1 (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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Himberg-Sundet, Anne, Anne Lene Kristiansen, Mona Bjelland, et al. "Is the environment in kindergarten associated with the vegetables served and eaten? The BRA Study." Scandinavian Journal of Public Health 47, no. 5 (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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Ragnarsdóttir, Hanna. "Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland." AILA Review 32 (December 31, 2019): 138–59. http://dx.doi.org/10.1075/aila.00024.rag.
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Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
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Gluschankof, Claudia. "Musical Expressions in Kindergarten: An Inter-Cultural Study?" Contemporary Issues in Early Childhood 9, no. 4 (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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Majerčíková, Jana. "Extracurricular Education Diversity in Czech Nursery Schools." Journal of Language and Cultural Education 6, no. 3 (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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Anisah, Nur, Budi Purwoko, and Najlatun Naqiyah. "Influence of Visual Support Media in Developing Expressive Language and Logical Thinking of Children Aged 4-5 Years in Inclusion Kindergarten Sidoarjo District." Volume 5 - 2020, Issue 9 - September 5, no. 9 (2020): 737–46. http://dx.doi.org/10.38124/ijisrt20sep343.
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The research objectives were to (1) examine the effect of visual support media on the development of expressive language and logical thinking of children aged 4-5 years in inclusion kindergarten; (2) examining the effect of visual support media on the development of language expression and logical thinking in children aged 4-5 years in inclusive kindergartens; Type and quantitative research design with a quasi-experimental design type of non-equivalent control group. The sample used in the study was Kindergarden Diti School class A1 with 15 students and class A2 with 10 students as the experimental class; and TK Batik class A1 15 students and class A2 10 students as the control class. Data collection techniques using tests and observations. Data analysis techniques used analysis of variance (ANOVA) and MANOVA. The results showed that the SPSS output obtained a significance probability value <0.05, so it could be concluded that Ho was rejected and H1 was accepted, meaning (1) there was a significant influence between visual support media on expressive language development and logical thinking in children aged 4-5 years in Inclusion Kindergarten. Future research is expected to test media and educational aids that can develop expressive language and logical thinking.
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Nilsen, Ann Christin E. "In-between discourses." Journal of Comparative Social Work 11, no. 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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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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Chen, Feiyan, and Joseph Agbenyega. "Chinese parents' perspectives on home–kindergarten partnership: A narrative research." Australasian Journal of Early Childhood 37, no. 2 (2012): 95–105. http://dx.doi.org/10.1177/183693911203700213.
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THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.
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Liao, Jiaqiang, Shaoping Yang, Wei Xia, et al. "Associations of exposure to green space with problem behaviours in preschool-aged children." International Journal of Epidemiology 49, no. 3 (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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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 (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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Atika, Aisyah Nur, and Harun Rasyid. "Dampak Status Sosial Ekonomi Orang Tua Terhadap Keterampilan Sosial Anak." PEDAGOGIA: Jurnal Pendidikan 7, no. 2 (2018): 111. http://dx.doi.org/10.21070/pedagogia.v7i2.1601.
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This research was conducted with the aim to analyze regression the influence of parental socioeconomic status on the social skills of 5-6 year olds in Malang Regency. This research was carried out in Kindergaten Karangploso District, Malang Regency. The time of the study was from March to April 2018. The data collection used Harry King's Nomograph method in determining the sample of the population. The total population of 645 with the standard error 5% with a multiplier factor of 1.195. The sample number was 200.1 rounded to 200 samples of the Harry King Nomograph method. Data analysis used the IBM SPSS 20 program. Based on the results of the study it was found there was a significant and positive influence on the parental socioeconomic status on the social skills of children aged 5-6 years in Malang Regency. The better and the higher of the parental socio-economic status, the higher the child's social skills. The implications of research results indicate that the parental socio-economic status can support children's development, so this can be used as a guide for parents to be able to give attention to their children both to the parents of low, middle and high. Governments, communities, teachers, and parents to collaborate and to encourage the spirit to the children.
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Moutafidou, Anna, and Irene Sivropoulou. "Cooperation in all-day kindergartens: kindergarten teachers’ beliefs." Procedia - Social and Behavioral Sciences 5 (2010): 350–55. http://dx.doi.org/10.1016/j.sbspro.2010.07.103.
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Li, Xiao Shuang, Gang Liu, and Yang Li. "A Case Study on Analysis and Solution of the Problem of “Kindergarten Enrollment Difficulty”." Applied Mechanics and Materials 174-177 (May 2012): 2265–69. http://dx.doi.org/10.4028/www.scientific.net/amm.174-177.2265.
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Kindergarten education is a significant project which is closely related to the future development of the nation and its people's livelihood. With the development of our economy and the improvement of people’s living standard, the demand for high-quality pre-school education is increasing sharply among parents. Unfortunately, present development of kindergartens in our country is far behind the increasing demand of pre-school education which results in the phenomenon of “kindergarten enrollment difficulty” in numerous cities. In the investigation, it is found that planning and layout of kindergartens, shortcomings of their own development and related policies are the factors that interact with each other thus leading to the problem. To deal with those factors, we put up with a set of theoretical models from the angle of planning in the hope that these models can serve as reference for relieving the problem of “kindergarten enrollment difficulty”.
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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 (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.
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Ho, Dora, and Haze Lam. "A study of male participation in early childhood education." International Journal of Educational Management 28, no. 5 (2014): 498–509. http://dx.doi.org/10.1108/ijem-02-2013-0024.
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Purpose – The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach – A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings – The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value – Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
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Mariyana, Rita, Myrnawati Crie Handini, and Maruf Akbar. "The Effectiveness of Discovery and Inquiry Learning Strategies in Improving Students’ Early Math Skills." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (2020): 173. http://dx.doi.org/10.26737/jetl.v5i1.1144.
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The study aimed to find out the effectiveness of discovery and inquiry learning strategies on the efforts of improving the early math skills of students in kindergartens in West Java Province, Indonesia. This is experimental research. The sampling method was done by multi-stage random sampling with probability sampling and it obtained 72 samples of kindergarten students consisting of 36 children from kindergartens in Bandung, West Java who were treated by discovery learning strategy and 36 children from the kindergartens in West Bandung Regency who was treated using inquiry learning strategy. Data were obtained using a checklist of observation sheets for early math skills of kindergarten children. Data analysis used a quantitative descriptive with a t-test. The findings of the study indicate that discovery-learning strategy is better than inquiry learning strategy in improving early math skills of kindergarten students. It is evidenced by the results showing that the average score of group with discovery learning strategy was 111.63 and the average score of group n using inquiry learning strategy was 101.96 with the result of t-count of 5.551 at the 0.05 level of significance. The conclusion of this research there were differences in early math skills between groups of children with discovery learning strategy and those with the inquiry learning strategy. From the results of data processing and discussion of the study, it was concluded that discovery learning strategy was better than inquiry learning strategy in increasing the score of early math skills of kindergarten children.
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Alezra, Fani. "Far from the Eyes, Close to the Heart? The Attitude of Kindergarten Teachers to Distance Learning in Kindergartens in Israel." Yearbook of Pedagogy 43, no. 1 (2020): 117–36. http://dx.doi.org/10.2478/rp-2020-0007.
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Summary The coronavirus pandemic has forced the world to deal with distance learning. This article discusses distance learning in the kindergartens in Israel from the perspective of kindergarten teachers. The research was carried out after the first wave of the virus, in March 2020, and its problems was: What is the attitude of the kindergarten teachers in Israel to distance learning? The research used a linear (differential semantic) questionnaire that measures the degree to which they agree with statements related to distance learning in the cognitive, behavioral, and emotional aspects. The questionnaire was filled out by 213 kindergarten teachers. The research attempts to conclude about the kindergarten teachers’ perception of distance learning.
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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 (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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Surono, Surono. "Directive Speech Acts in Parenting and Politeness Implications Based on the Schools’ Missions: A Study on Kindergarten Teachers in Teaching Learning Process in Yogyakarta." Langkawi: Journal of The Association for Arabic and English 7, no. 1 (2021): 66. http://dx.doi.org/10.31332/lkw.v7i1.2560.
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This study aims to explore the types of directive speech acts (DSA) in parenting employed by the kindergarten teachers in the teaching-learning process in Yogyakarta, reveal their DSA patterns implying politeness, and determine the factors influencing the phenomena based on the schools' missions. Seven kindergartens and 10 teachers were recruited as the sample to participate in this research. The data were collected by interviewing the kindergarten teachers and observing and video recording their teaching-learning processes. Then, the data were analyzed by using the thematic coding method. Kreidler's (1998) theory was used to classify the DSA. The research findings showed that there were three main DSA realized by the kindergarten teachers in Yogyakarta, namely, command (f=543/45.10%), request (f=525/43.60%), and suggestion (f=136/11.30%). Concerning the three main DSA patterns based on the schools' missions, the Islamic and public-private kindergartens showed request, command, and suggestion respectively; meanwhile, the Christian and state kindergartens showed command, request, and suggestion respectively. It means the former showed more polite DSA and the latter showed less polite DSA. The factors influencing such phenomena were the institutional missions, teachers' teaching in one class, the teachers' teaching creativities, and cultural aspects. This study implies that language aspects, particularly DSA, need to be incorporated in parenting either in schools or home environments.
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Spodek, Bernard. "Reform of Chinese kindergartens: the preparation of kindergarten teachers." Early Child Development and Care 38, no. 1 (1988): 103–17. http://dx.doi.org/10.1080/0300443880380108.
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Wollons, Roberta. "The Immigrant Preschool." History of Education Quarterly 49, no. 2 (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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Søndergaard, Steen. "Global kindergartens: Children’s encounter with other cultures through online communication." Global Studies of Childhood 10, no. 3 (2020): 218–30. http://dx.doi.org/10.1177/2043610620944935.
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This article is about how to work with young children’s online communication in the kindergarten and how the children can acquire knowledge of other cultures through this online communication. The article presents various projects in which online communication between kindergartens has been attempted. Then the article will argue about the importance of supporting kindergarten children to be able to act in a globalized, mediatized and digitized world, both through a reflection on how society is changing and through a description of how children today use digital technologies. Finally, the article also suggests a future media pedagogy in kindergarten.
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Zafeiroudi, Aglaia. "Exploring Outdoor Play in Kindergartens: A Literature Review of Practice in Modern Greece." Journal of Studies in Education 11, no. 3 (2021): 84. http://dx.doi.org/10.5296/jse.v11i3.18724.
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This study investigated current research on education in Greek kindergartens and the integration of outdoor activities into kindergarten programmes. A literature review was conducted using ERIC, JSTOR, SpringerLink, Education Research Complete, Scopus Google Scholar, and EBSCO-host electronic databases for the years 2017–2021. The review revealed that participation in outdoor play and activities is early childhood remains very low despite the multiple benefits to children of all ages. Multiple barriers to outdoor activities exist, including poor outdoor play facilities and equipment, the negative perceptions of parents and teachers, and a lack of support from the Greek educational system. This study attempts to initiate a discussion about the inclusion of outdoor play in kindergarten curricula as a move towards a more outdoor approach to early childhood education in Greece. A number of changes are proposed to ensure that kindergarten children benefit from their early involvement in activities outside the classroom. Outdoor play in Greek kindergartens could be a continuation of indoor education, supporting children to live healthier physical, emotional, psychological and spiritual lives.
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Grindheim, Liv Torunn. "Barnefellesskap som demokratisk danningsarena." Tidsskrift for Nordisk barnehageforskning 4, no. 2 (2011): 91–102. http://dx.doi.org/10.7577/nbf.309.
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Title: The community of peers as an arena for democratic education: What possibilities for participation can be found in play, among peers, in the kindergarten? Abstract: Children’s formal right to participate in the formation of their everyday life in Norwegian kindergartens, has led to several discussions of democracy connected to young children in kindergartens. This article represents an element in these discussions, based on experiences from fieldwork in a Norwegian Kindergarten. The main focus is the playful community of peers and what negotiation of participation is related to, in this community. Four observations of children’s negotiation of participation provide the content and the structure of the article. The aim is to reveal the problematic and various ways children are constructers and also being constructed as citizens in their community of peers.
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Chan, Chi Wai. "Leading today’s kindergartens." Educational Management Administration & Leadership 46, no. 4 (2017): 679–91. http://dx.doi.org/10.1177/1741143217694892.
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Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong’s kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and management in school, leaders’ reflective, flexible and systems thinking and their willingness in continuous professional and network development are crucial to leading today’s kindergartens. This study also indicates that leaders’ contextual intelligence is important for exercising strategic leadership. The significance of this study lies in its contribution to the investigation of leadership practices in early childhood education, the need to further explore how well kindergarten leaders are practising strategic leadership and the implications for the development of principal preparation programmes.
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Nian, Zhaohao. "Comparative Study on Curriculum Guidebook of Kindergarten." Journal of Educational and Developmental Psychology 11, no. 1 (2021): 11. http://dx.doi.org/10.5539/jedp.v11n1p11.
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With the global emphasis on early childhood education, more and more countries put early childhood education as a strategic position for comprehensive national development. The kindergarten curriculum guidebook is the primary resources for the daily teaching in kindergartens, ensuring the effectiveness and regulatory in kindergarten teaching. Therefore, it is crucial to learn how to analyze and evaluate the kindergarten curriculum guidebook and make education more scientific and comprehensive. From an international comparative perspective, this study selected two sets of kindergarten guidebooks between China and South Korea have carried on the comparative analysis and study from five aspects: the guiding ideology, frame structure, general goal, educational contents, and implementation characteristic (Crossley &amp; Watson, 2003). The results provide kindergarten educators a reference to reflect on the focus of the domestic kindergarten curriculum&rsquo;s educational content and the country&rsquo;s current educational problems and try to find possible causes or solutions from international comparisons.
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Mińkowska, Aleksandra. "Edukacja wielokulturowa w przedszkolu – projekt AIESEC International Kindergarten." Kwartalnik Pedagogiczny 62, no. 4 (246) (2018): 179–94. http://dx.doi.org/10.5604/01.3001.0010.8438.
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The article discusses the role of multicultural education. The main objective was to outline the potential for multicultural education in kindergarten. The author focuses on the multicultural process in the contemporary world and the growing need for its implementation from an early age. In the study, the author analyses multicultural workshop events in one of Warsaw’s kindergartens – the International Kindergarten project organised by AIESEC. The author presents a workshop observation report and provides information on the organisational aspects of multicultural workshops. Important for the study were the interviews with the teachers participating in the International Kindergarten workshops, who expressed their attitudes towards multicultural education in pre-school education.
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Zimek, Ondřej. "Security design of selected soft targets." MATEC Web of Conferences 292 (2019): 01038. http://dx.doi.org/10.1051/matecconf/201929201038.
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This article is focused on security design of selected Soft Targets. For this purpose, the kindergartens were chosen as Soft Targets. One of the reasons for this selection was the fact that some kindergartens were attacked recently. Considering that every kindergarten is unique, the design of security is solved by recommendations form. The recommendations were focused on the combination of three main security categories. Especially the Intruder Alarm System was described in detail.
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Sortland, Merete Økland, Tarja Irene Tikkanen, Marianne Presthus Heggen, et al. "Quality of Kindergarten Teacher Training in regard to Science: a Joint Nordic Approach." Nordic Studies in Science Education 13, no. 1 (2017): 97–111. http://dx.doi.org/10.5617/nordina.2993.
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This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kindergarten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality.
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Dahle, Hanne Fehn. "Barnehager som konkurrerende virksomheter." Nordic Studies in Education 40, no. 3 (2020): 210–28. http://dx.doi.org/10.23865/nse.v40.2451.
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Whenever the amount of placements in kindergarten exceeds the number of children, the various kindergartens are inclined to compete in order to attract the families. Drawing on Freidson’s (2001) theory on professionalism, the present article focuses on the ways in which teachers in kindergarten experience and assess such competition. The empirical data stem from interviews with 18 teachers employed by large enterprises of private kindergartens. The analysis demonstrates that while they identify with the “third logic”, the teachers are faced with a competitive market regulated by supply and demand. Thus, they find themselves caught in the tension between, on one hand, the ethical values inherent to the profession, stressing their own professional judgement and the interests of all the children, and on the other, the owner’s need to win the competition, leading to product orientation, marketing, and secrecy.
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Bani Mustafa, Eman HM, and Inmaculada Aznar Díaz. "Evaluation study of government kindergartens between the city and the rural area." International Journal of Basic and Applied Sciences 6, no. 4 (2017): 85. http://dx.doi.org/10.14419/ijbas.v6i4.8010.
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Aim: To find out the reality of Jordanian experience in governmental kindergartens between the city and the rural area.Method: The study based on descriptive evaluative method. This was done through a survey on some kindergarten teachers in public schools in the three cities. The researcher followed the qualitative method through in-depth interviews on the study sample.Results: The results of the present study showed that there are statistically significant differences due to the variable of school location in all areas of the tool as a whole. The results also showed significant statistical differences in the field of teachers, and kindergarten curricula of children.Twelve members of the study confirmed that the Jordanian experience in the evaluation of kindergartens in public schools has been considered a pioneering and useful experience for the educational learning process for several reasons.
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Pratiwindya, Dini. "The THE EFFECT OF HYDROPONIC GARDENING ACTIVITIES AND PARENT INVOLVEMENT ON CHILDREN’S NATURALISTIC INTELLIGENCE." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 4, no. 2 (2018): 25–37. http://dx.doi.org/10.21009/jisae.042.03.
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Living in a big city such as Jakarta that is densely populated and crowded is challenging. The limited open land is an obstacle for schools in urban areas, especially in the Central Jakarta region, to stimulate children's naturalistic intelligence and sometimes become a forgotten thing. The rapid progress of technology and information makes children become electronic addiction and nature deficit disorder. The teacher feels it is difficult to carry out activities related to nature.
 The results of preliminary observations show that the naturalistic intelligence of early childhood still has not received attention to be developed. The lack of teacher creativity to create and design activities to improve children's naturalistic intelligence is also another obstacle. Likewise, parent involvement in children's learning activities is still not optimal.
 The aims of this study was to look at the effect of hydroponic gardening activities and parents involvement on the naturalistic intelligence of early childhood. This study included an ex post facto study using a quantitative survey research approach to TK B children.
 The results of the studyshowed that there were hydroponic gardening activities and parental involvement had a significant influence on naturalistic intelligence in early childhood. Urban farming activities such as hydroponic gardening need to beintroduced to kindergaten teachers to get around the limited land in schools. Hydroponic gardening activities can bedesigned so parents can be involved in learning with children and teachers with a pleasant atmosphere
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Xia, Wei. "Research on Status quo of Fine Motor Skill of Children Aged 3 to 6: Case Analysis of Kindergartens in Nanchong, Sichuan." Asian Social Science 12, no. 4 (2016): 125. http://dx.doi.org/10.5539/ass.v12n4p125.
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<p>By combining methods of survey with questionnaire, the author investigated the situation of fine motor skill of 330 children aged 3 to 6 in the junior, middle and senior groups of 11 kindergartens in three districts of Nanchong City, and conducted questionnaire on the children’s parents’ educational attitude toward fine motor. The survey data analyzed by SPSS shows that children’s fine motor skill in Nanchong is improved as they are growing older; that their development of drawing, folding and cutting fine motor skill is relatively weaker; that there are some differences in skill level between genders, kindergarten categories and native places. The kindergartens should develop curriculum for development of children’s fine motor. In “Motor development” objectives of<em> Learning and Development Guideline for Children Aged 3 to 6</em>, gender factor of affecting fine motor skill should be added. The kindergarten shall conduct differentiated instruction on boy’s and girl’s fine motor skill. Teachers and parents shall jointly support children’s operation and exploration activities of fine motor, to contain training in life and to achieve family-kindergarten cooperation and to promote children’s fine motor skill hand in hand.</p>
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Birkeland, Åsta, and Minyi Li. "Building a Sustainable Future Through International ECE Partnership Programmes." ECNU Review of Education 2, no. 4 (2019): 458–74. http://dx.doi.org/10.1177/2096531119893480.
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Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).
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Lau, Wing Chi Margaret, and Susan Grieshaber. "School-based integrated curriculum: An integrated music approach in one Hong Kong kindergarten." British Journal of Music Education 35, no. 2 (2018): 133–52. http://dx.doi.org/10.1017/s0265051717000250.
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The implementation of a school-based integrated curriculum enables schools to plan a balanced, flexible and coherent curriculum in order to reduce subject specification, especially in kindergartens. Despite kindergarten teachers in Hong Kong Special Administrative Region (SAR) being encouraged to integrate music content across subject areas, these boundaries still exist and prove challenging. This instrumental case study shows how one kindergarten teacher attempted to integrate other subjects into the music curriculum through movement and games, and encourage children's creativity. Eight detailed observations of music lessons and an interview with the kindergarten teacher depict her efforts at integration. Findings show that some progress was made and that the support of the principal was pivotal. They also suggest ways in which kindergarten teachers might begin to incorporate more creative integrated approaches to music education and have some applicability to other kindergarten settings where transmission approaches tend to dominate and teachers want to encourage music integration and children's musical creativity.
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Wulandari, Retno Tri, and Usep Kustiawan. "Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia." Research on Education and Media 10, no. 1 (2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.
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Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.
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Jiang, Zheng Rong, and Yi Chen. "A Study on the Design Mode of Pick-up & Drop-off Space in Kindergarten." Advanced Materials Research 450-451 (January 2012): 1004–9. http://dx.doi.org/10.4028/www.scientific.net/amr.450-451.1004.
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It is very common for parents in the city to drop off and pick up their children at the kindergartens, and it usually results in severe traffic jam because traditional kindergartens lack of space for such picking-up & dropping-off behavior. This article analyzes the current status of the Pick-up & Drop-off Space in kindergartens, studies the characteristics of the Pick-up & Drop-off behavior and the resulted space demand, learns from foreign experience, explores the design mode of such spaces and finally illustrates the mode by relevant examples. The study on Pick-up & Drop-off space has an important practical significance in both improving kindergarten building design specifications and guiding the construction of kindergartens.
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Hadi, Assist Prof Dr Khilood Ali. "Cartographic analysis of the Buffers on Kinder garten education service the city of Bagubah in the city of Baquba for the year 2015." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (2018): 1–12. http://dx.doi.org/10.36473/ujhss.v223i2.334.
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Maps are different kinds of geographic tools and effective method in the study of different geographical facts, , in particular drawing maps showing the educational ranges for government and private Kindergarten stages which are urgent necessities to study the reality of this service and its importance for the inhabitants of the city of Baquba neighborhoods . Modern techniques were used in mapping the educational scales for government and private Kindergarten in terms of their geographical distribution on neighborhoods of the city and mapping educational ranges for these Kindergartens and deficit map for kindergartens in the city in addition to the number of tables in order to come to know the suitability of this distribution, patterns and adequacy for the inhabitants of the city as expressed in a number of maps and use appropriate cartographic methods to draw In order to deliver information to the reader easily.
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Jankowiak, Barbara, Sylwia Jaskulska, and Anna Rybińska. "Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak." Yearbook of Pedagogy 43, no. 1 (2020): 95–116. http://dx.doi.org/10.2478/rp-2020-0006.
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Summary This research report presents results of a study on kindergarten teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristics related to the teacher’s profession. The tools that the teachers used for distance education were also described. 429 correctly completed surveys were collected. The most positive opinions concerned the development of one’s professional competencies, feeling positive emotions in the relationship with children and their parents. One of the worst assessed areas was those related to the possibility of supporting the social and emotional development of children. Most of the examined aspects of professional functioning, e.g. seniority, the location of the kindergarten, did not differentiate the attitudes. The differences mainly concerned teachers of special kindergartens, who in some aspects of attitudes (e.g. positive emotions towards this form of work) obtained lower results than teachers employed in other types of kindergartens.