Journal articles: 'Moral education Preschool children Preschool teachers'

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Schwarz, Melanie, Sri Indah Pujiastuti, and Manfred Holodynski. "Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers." Journal of Cross-Cultural Psychology 51, no. 6 (June 17, 2020): 456–74. http://dx.doi.org/10.1177/0022022120930102.

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The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German ( n = 73) and Indonesian ( n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.

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Amollo, Odundo P., and Ganira K. Lilian. "Teacher Position in Spurring Value Based Education in Early Learning in Nairobi County, Kenya: Addressing Support of Values in School Environment." Journal of Education and Learning 6, no. 3 (April 16, 2017): 194. http://dx.doi.org/10.5539/jel.v6n3p194.

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Value Based Education (VBE) is an essential element that impacts moral, ethical, cultural, social and spiritual ideals necessary for holistic development of children. Providing an education on values at an early age ensures that children are directed by these ideologies throughout life. Research indicates that children who adopt values at an early age are confident, competent, independent, and exhibit harmonious social interactions throughout life time. Conversely, increase in juvenile delinquency, disrespect, drug abuse, school dropout, and conflicts in schools creates crisis in contemporary society. In such circumstances, VBE assumes a distinctive role to school deterioration process by strengthening morals and ethics within the society. The study explored influence of preschool teachers in spurring VBE among preschool children in Nairobi County focusing on; self control honesty, fairness, compassion and trust. A survey design was adopted with a target population of 36 public preschools. Purposeful sampling technique was then used to obtain data from 36 preschool teachers though use of a questionnaire. The study established that though teachers inculcate values to children both consciously and unconsciously, there is no planned value education program established on formal learning. The study recommends; regular training of teachers on use of VBE to deliberately foster intercultural understanding, social cohesion and inclusion, as well as need for value oriented programmes focusing on effective pedagogy.

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Karoglu, Hilal. "Values in preschool education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 91–97. http://dx.doi.org/10.18844/prosoc.v4i6.2917.

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Preschool years have an important place in the formation of moral values and in the socialisation of the individual afterwards. Social values that make up an important part of human life are acquired by children who lead a normal life. This research on the ages of children, having value, gender, parental education status and mother’s work status was performed in order to determine whether it differs. The study group consisted of 121 children who received preschool education in Bayburt province centre. In order to obtain information by parents and teachers, the PreSchool Values Scale Family and Parent Form developed by Nesliturk and Celikoz were used. Data were analysed by the SPSS program. As a result of the analysis, children’s value scores differed significantly according to their age and gender, while parents’ education level and mother’s working conditions showed that the results did not differ significantly. Keywords: Values, preschool, children.

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STANICHENKO, O. "LABOR ACTIVITY AS A MEANS OF SENSITIVITY EDUCATION AMONG PRESCHOOL CHILDREN." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 195–98. http://dx.doi.org/10.33989/2075-146x.2020.26.227648.

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The article analyses the question of theoretical and methodological basis of labor education of preschool year children. The focus of this study is on the need to look at moral education through a retrospective of labor education. Much attention is given to the work teachers of the past (D. Locke, K. Ushinsky, A. Makarenko, V. Sukhomlinsky, etc.) who used work as a means of comprehensive development of the child. In Soviet times, thorough systematic research was conducted in this area (Z. Borysova, T. Vvedenska, V. Nechayeva, V. Pavlenchyk). Considering the issue of preschooler labor education, researchers have proved the educational significance of children's work in educational institutions, linking it with the formation of individual moral qualities. Modern Ukrainian scientists (G. Byelyenka, O. Dolynna, M. Mashovets, O. Nyzkovska) recommend to promote the active participation of children in hard work from an early age that will determine the formation of their work skills and positive attitude to work. They argue that labor education in preschool childhood contributes to the effective development of moral qualities of individual, the improvement of the educational process. The necessary moral qualities of the child's personality are formed in the relationship of labor and moral education. They are responsibility, diligence, mutual assistance, etc. The analysis of scientists’ research shows that the up-to-date development of this problem is marked by the lack of attention to it. The author gives the reasons for the necessity of cultivating the sensitivity by means of labor activity within the preschool children. Extensive coverage is given to involving preschoolers in hard work that is associated with the care of animals and plants, having the aim to improve the morality of personality. The author points out that the effectiveness of the use of labor in nature as a form of work in preschool education, in order to improve children sensitivity through daily taking care of animals and plants. The author argues that sensualy-joyful knowledge of the natural environment by preschool children, their humane perception of living beings is a reliable background for the formation of sensitivity in childhood. At the same time, the study confirms that children are not isolated from suffering, grief and worries. Having the opportunity for such an experience, children understand the necessity of care process.

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Zhukova, Galіna. "CONTENT OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR THE TEACHING OF ENGLISH LANGUAGE OF PRESCOOL CHILDREN." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 61–68. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-6.

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Teaching preschool children in English is a potential development of a creative, competitive, highly moral personality. The task of the preschool teachers is helping the child understand their internal value orientations. The content of the training of the teacher of English for children of preschool age is the system of knowledge, ability and skills necessary for carrying out professional activities. The sources of the contents of teacher training should be pedagogical theory, normative documents on education, theory and practice, didactic patterns and methods of teaching preschoolers of English. For the development of preschoolers of the educational course of the English language the game, communicative, cognitive-research, artistic, labor and physical activity is organized.

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N.I., Cherepania, and Rusyn N.M. "A FAIRY TALE AS A MEANS OF FORMATION OF MORAL FEELINGS OF CHILDREN OF SENIOR PRESCHOOL AGE." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 36–42. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-5.

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Senior preschool age is a period of active development of ethical norms, rules, the formation of moral feelings and inclinations. It is considered to be the most important stage in the formation of mechanisms of behavior and activity; in the development of the individuality of a preschooler in general. This is due to significant changes that occur in the emotional and volitional, mental development of children, the development of the motivational sphere, communication with coevals and adults, especially acquired by the level of moral culture. Hence, the opportunities for moral education of senior preschoolers are rising nowadays.The article aims at groundingthe possibilities of a fairy-tale as a means of formation moral feelings of children of preschool age; at determining pedagogical and methodical methods of moral education of senior preschoolers by means of fairy tales.The article highlights the notion of fairy-tale as means of formation of moral feelings of children of preschool age. The urgency of the problem under consideration lies in the necessity of formation moral and ethical norms and rules of behavior, which are transmitted to a child due to the influence of fairy tales onto preschooler’s personality. Various types of fairy-tales have been selected and their role in formation of moral qualities have been analyzed. Scientific novelty of the present article is to highlight the algorithm of using pedagogical and methodological techniques to acquaint children with different types of fairy tales and their importance in the development of the personality of the preschooler.Conclusions. Summing up the information mentioned above, it is possible to conclude that the methods of pedagogical work with fairy tales in a preschool educational establishment is caused by the qualitative heterogeneity of this genre. In order to intensify the depth of world concept of fairytales, its metaphorical, moral and social content, emotional connotations to children, the teacher must guide the reading of fairy tales based on the literary specifics of the fairy tale genre, purposefully form the optimal range of skills of preschoolers. In addition, one of the factors of the low level of moral education of preschoolers is the insufficient use of fairy tales and its means in the daily work of the educator of a modern preschool educational establishment. The language of a fairy tale, especially of a folk fairy-tale, is close to a child, it helps a child to solve moral problems, due to clear, determined moral position of characters in a fairy-tale. In the process of implementation of different types of fairy tales, it is advisable to use the following pedagogical and methodological methods and techniques: reading, retelling, describing the illustrations, coloring and drawing fairy tale characters, applying dramatization games, self-composition of fairy tales that contribute to the formation of ethical and moral norms of everyday life. At the same time, this problem demands further study in order to improve the state programs of preschool education, which in turn will increase the level of moral education of preschoolers.Key words: children of senior preschool age, fairy-tale, moral feelings, education, preschool educational establishment.

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N.I., Cherepania, and Rusyn N.M. "A FAIRY TALE AS A MEANS OF FORMATION OF MORAL FEELINGS OF CHILDREN OF SENIOR PRESCHOOL AGE." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 36–42. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-5.

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Senior preschool age is a period of active development of ethical norms, rules, the formation of moral feelings and inclinations. It is considered to be the most important stage in the formation of mechanisms of behavior and activity; in the development of the individuality of a preschooler in general. This is due to significant changes that occur in the emotional and volitional, mental development of children, the development of the motivational sphere, communication with coevals and adults, especially acquired by the level of moral culture. Hence, the opportunities for moral education of senior preschoolers are rising nowadays.The article aims at groundingthe possibilities of a fairy-tale as a means of formation moral feelings of children of preschool age; at determining pedagogical and methodical methods of moral education of senior preschoolers by means of fairy tales.The article highlights the notion of fairy-tale as means of formation of moral feelings of children of preschool age. The urgency of the problem under consideration lies in the necessity of formation moral and ethical norms and rules of behavior, which are transmitted to a child due to the influence of fairy tales onto preschooler’s personality. Various types of fairy-tales have been selected and their role in formation of moral qualities have been analyzed. Scientific novelty of the present article is to highlight the algorithm of using pedagogical and methodological techniques to acquaint children with different types of fairy tales and their importance in the development of the personality of the preschooler.Conclusions. Summing up the information mentioned above, it is possible to conclude that the methods of pedagogical work with fairy tales in a preschool educational establishment is caused by the qualitative heterogeneity of this genre. In order to intensify the depth of world concept of fairytales, its metaphorical, moral and social content, emotional connotations to children, the teacher must guide the reading of fairy tales based on the literary specifics of the fairy tale genre, purposefully form the optimal range of skills of preschoolers. In addition, one of the factors of the low level of moral education of preschoolers is the insufficient use of fairy tales and its means in the daily work of the educator of a modern preschool educational establishment. The language of a fairy tale, especially of a folk fairy-tale, is close to a child, it helps a child to solve moral problems, due to clear, determined moral position of characters in a fairy-tale. In the process of implementation of different types of fairy tales, it is advisable to use the following pedagogical and methodological methods and techniques: reading, retelling, describing the illustrations, coloring and drawing fairy tale characters, applying dramatization games, self-composition of fairy tales that contribute to the formation of ethical and moral norms of everyday life. At the same time, this problem demands further study in order to improve the state programs of preschool education, which in turn will increase the level of moral education of preschoolers.Key words: children of senior preschool age, fairy-tale, moral feelings, education, preschool educational establishment.

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Bielienka, H. "PREPARATION OF FUTURE PRESCHOOL TEACHERS: VECTORS OF EUROINTEGRATION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 30–35. http://dx.doi.org/10.28925/2311-2409.2021.354.

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The study presents the brief analysis of existing concepts of pedagogical education; experience of foreign educational institutions in educators training presented. A number of important steps taken in 2020 by the Ministry of Education and Science and the Academy of Pedagogical Sciences of Ukraine, in the direction of coordinating the activities of the first, preschool level of the education system with the next, primary outlined. Development trends of modern higher education in Ukraine in the context of European integration: competence orientation, integrative approach to teaching professional disciplines, practical orientation, priority of moral and spiritual development of the teacher, use in the educational process of innovative, partner, interactive forms of work with students are identified. Strategic vectors of training of future preschool educators in Ukraine: academic integrity, integration of the content of educational disciplines, strengthening of ethical and aesthetic component of professional training, practical orientation of educational training, technologicalization and informatization of educational process, orientation of teaching methods on development of leadership skills, critical thinking, responsibility and independence of students in the process of gaining knowledge, readiness for life in the changing conditions of society are presented. The new strategy of training preschool teachers who will work in the conditions of constant transformational changes in society, development of information and nanotechnologies, network learning and communication is based on multiconceptual, interdisciplinary, integrated and systemic approaches. It provides an opportunity for future preschool teachers in the educational process to understand and maintain a balance between the pedagogical traditions of European rationalism and the sensory approaches of Ukrainian folk pedagogy according to the preschool-children education. The main focus of the strategy of training preschool teachers — shifting the emphasis from the teacher’s educational activities to the student’s activities, the transition from reproductive to a productive learning. In some EU countries, these issues have been successfully resolved, so their experience is being effectively implemented in the practice of training future preschool teachers in Ukraine.

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Aliyeva, S. "THE ROLE OF THE FAMILY IN THE MORAL EDUCATION OF PRESCHOOL CHILDREN." East European Scientific Journal 3, no. 7(71) (August 11, 2021): 20–23. http://dx.doi.org/10.31618/essa.2782-1994.2021.3.71.96.

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The article examines the role of the family in the moral education of preschoolers. This problem is presented in both historical and contemporary contexts. At the same time, the methods used in moral education are explained. The questions of the influence of such methods on the child as interviews, artistic reading and storytelling, games, encouragement and punishment, etc. are considered. The article talks about the views of various Azerbaijani teachers on moral education. It is also emphasized that morality is one of the forms of social consciousness and its importance in human life is very important. Morality is a concept that is always used and accepted by everyone in different ways.

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Golovachev, Vladimir S., and Maria B. Zatsepina. "Model of interaction between libraries and preschool educational institutions in terms of the moral and aesthetic education of preschool children." Perspectives of Science and Education 47, no. 5 (November 1, 2020): 170–85. http://dx.doi.org/10.32744/pse.2020.5.12.

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Nowadays, the role of educational and cultural institutions in the process of early formation of moral and aesthetic qualities of the child is greatly increasing, which becomes an additional incentive to search for new forms of work with preschoolers in children's libraries and cultural institutions. For effective implementation of such interaction, a universal model of interdepartmental interaction was developed on the basis of the project method using Internet platforms and innovative technologies for constant communication with preschoolers and their parents. The model is based on the creation of a unified cultural and educational space using specific and general approaches to the moral and aesthetic education of preschool children. During the verifying stage of the experiment, children aged 3 to 7 years and their parents took part. 4276 preschoolers took part in the experiment implemented on the basis of Internet platforms. To analyse the effectiveness of the developed model, a survey of parents, library staff, and teachers was conducted, as well as a study of the results of the children's creative activity. Analysis of the results of the initial levels presented in table 4 showed that preschoolers are eager to participate in projects, their parents noted that the creative activity has increased, especially in CG at an average and high level from 50.4% to 69.9% and from 7.7% to 18.8%, respectively. In EG, the low and high levels of indicators increased from 7.7% and 50.4% to 11.3% and 69.9%, respectively. The results of control levels show that the quality of moral and aesthetic education of preschool children in the formative experiment is significantly higher. Integrated project data showed an average absolute increase from -55% to 40%. The materials of the article can be useful for implementation in educational and cultural institutions, for further theoretical research and practical development in the field of moral and aesthetic education of preschool children.

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Ivanov, А. V. "Methodological support for spiritual and moral education at various age stages of development." Alma mater. Vestnik Vysshey Shkoly, no. 4 (April 2021): 34–41. http://dx.doi.org/10.20339/am.04-21.034.

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Researched are problems of spiritual and moral education of children and adolescents at various age stages, identifying the content and methods of their spiritual and moral development. The following age periods are considered: preschool age, primary school age, adolescence and adolescence, taking into account the leading activity (according to L.S. Vygotsky and D.B. Elkonin), the level of intellectual and moral development (L. Kohlberg, J. Piaget), self-awareness. The age characteristics of children and adolescents also determine the specific ways of educational work from preschool story-role-playing games to discussions, trainings, conferences, group work in older adolescence and youth. The article presents the content and methods of spiritual and moral education and self-education, areas of activity identified in the course of empirical research. The purpose of spiritual and moral education is aimed at developing spiritual qualities that ensure the development of the spiritual consciousness of children, adolescents and youth in accordance with the tasks of the new education, which characterizes the expansion of consciousness by realizing its relationship with the Cosmos, with the deep processes of the evolutionary development of mankind, overcoming the narrow framework of personal egoistic consciousness. The materials of the article are of practical value for researchers of educational problems, students and also school teachers.

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Максименко, Людмила, and Ангеліна Мирна. "ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ УМОВИ ФІЗКУЛЬТУРНО-ОЗДОРОВЧИХ ЗАНЯТЬ ІЗ ФЛОРБОЛУ ДЛЯ ДІТЕЙ 5-6 РОКІВ В ОСВІТНЬОМУ ПРОЦЕСІ." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 168–79. http://dx.doi.org/10.24139/2312-5993/2020.07/168-179.

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The purpose of the article is to determine the organizational and methodological conditions of organizing physical education and health classes in floorball for children 5-6 years in the educational process. Theoretical analysis and generalization of data from literature sources and experience of best practice in physical education of preschool children, as well as pedagogical experiment, were used. Determining the organizational and methodological conditions of the preschool education institution №18 “Zirnytsia” was necessary for our pedagogical experiment. Effectively organized physical culture and health classes in a preschool education institution can implement the marketing component of educational services, as it is a step towards raising the level of the institution, a condition for improving teachers’ professionalism, a stimulus to creative search for new tools for preschool development and education. Among the newest means of development and education of preschool children it is expedient to use means of sports game in floorball. Methods of forming theoretical knowledge were used for realization of the physical culture and health program; mastering motor skills and development of physical qualities. The load was regulated by observation, which revealed the degree of fatigue of children by external signs. Attention was paid to skin color, degree of sweating, facial expression, breathing patterns, coordination of children’s movements and attention, no complaints of fatigue and more. Thus, physical culture and health classes with the use of floorball for older preschool children contributed to the comprehensive development of physical and mental qualities. Such classes were characterized by the presence of mutual conditioning of children’s behavior, which contributed to moral education (collectivism, camaraderie, conscious discipline). Prospects for further research will be related to the development of a program of physical education and health classes in floorball for junior pupils.

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Dereli, Esra. "The relationship between prosocial behaviours, aggression types and moral—social rule knowledge in preschool children." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 42–55. http://dx.doi.org/10.18844/cjes.v14i1.3642.

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The objective of the present study was to investigate prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. The study sample included 310 children (154 female and 156 male), who were attending a pre-school education institution during the 2017–2018 academic year. A personal information form, Pre-School Social Behavior Scale-Teacher Form and Moral and Social Rule Knowledge Perception Scale were used as data collection instruments. The data were analysed with descriptive analysis, Pearson product-moment correlation coefficient and stepwise regression analysis. In the study, it was determined that there were moderate significant correlations between prosocial behaviour, aggression types and moral and social rule knowledge perceptions of 4–5 year old preschool children. It was also determined that prosocial behaviour and aggression types scores of the children significantly predicted their moral and social rule knowledge perception scores. Keywords: Prosocial behaviours, aggression types, moral rule knowledge, social rule knowledge.

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Nikitenko, Z. N. "Professional Training of a Foreign Language Teacher for Pre-School and Primary Education: Axiological Dimension." Prepodavatel XXI vek, no. 4, 2019 (2019): 63–68. http://dx.doi.org/10.31862/2073-9613-2019-4-63-68.

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The article provides an analysis of many years of theoretical and practical research in the field of foreign language teachers’ professional training. Special attention is drawn to the importance of not only the foreign language teacher methodological training but also to his value orientations that are necessary in the professional sphere. The issue of the axiological component of education is covered up from the point of view of primary foreign language education goals which should be reflected not only in the foreign language acquisition process by preschool and primary school age children but also in the qualitative training of teachers who are able to form a child’s moral values, personal qualities and ability to communicate in a foreign language as a phenomenon of culture and as a knowledge tool of his surroundings.

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Kawashima, Rosana Akemi, and Raul Aragão Martins. "The Absence of Generosity and Obedience to Authority: Judgments of Teachers and Students From Kindergarten." Paidéia (Ribeirão Preto) 25, no. 60 (April 2015): 115–23. http://dx.doi.org/10.1590/1982-43272560201514.

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Preschool Education can provide conditions for the construction of moral values in children. This study’s objective was to investigate the judgment of teachers and students in Primary Education regarding the virtue of generosity and whether, in this judgment, it is valued more than obedience to authority. Interviews were held with 26 teachers and 90 children from four municipal schools, using a stimulus-story about an activity using modeling clay. The results indicated that, for the majority of participants, the attitude of the teacher in the stimulus-story, in not helping the child and demanding obedience in first place, is wrong. In relation to the reasons, for the majority of the teachers, the lack of help is justified because the activity with the modeling clay should be free, prioritizing the child’s wishes. For the majority of the children, however, the teachers’ lack of help is felt as failure to attribute postive value. Furthermore, it was observed that the strength of the virtue of generosity among the participants in this study is weak.

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Rosli, Ruwaida, and Aliza Alias. "Pengetahuan Guru Pra Sekolah terhadap Ciri-Ciri Murid Berkeperluan Khas." Journal of Quran Sunnah Education & Special Needs 4, no. 2 (November 30, 2020): 92–100. http://dx.doi.org/10.33102/jqss.vol4no2.85.

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Preschool education is an important phase in the life of a child between the ages of 4-6 years. Children in this phase will get an education that will shape them towards developing a balanced human capital as enshrined in the Malaysian Philosophy of Education. Thus, preschool teachers play an important role in making the government's dream of producing a generation of caliber. Being a teacher must have extensive knowledge not just pedagogical knowledge but knowledge of student behavior in the classroom to ensure that students behave according to their growing age. Therefore, it is important for a preschool teacher to have knowledge and awareness of the characteristics of students with learning difficulties. The purpose of this study is to see the extent of knowledge of preschool teachers on the characteristics of students with special needs. This study was conducted using quantitative methods and related questionnaires were distributed to the respondents involved. The findings of this study found that the knowledge of preschool teachers is at a high level. This shows that teachers today are highly knowledgeable either knowledge gained through experience or from other sources. Abstrak Pendidikan prasekolah adalah fasa yang penting dalam kehidupan seseorang kanak-kanak di antara umur 4-6 tahun. Kanak-kanak pada fasa ini akan mendapatkan pendidikan yang akan membentuk mereka ke arah membangunkan modal insan yang seimbang seperti yang termaktub dalam Falsafah Pendidikan Malaysia. Demikian,guru prasekolah memainkan peranan yang penting untuk menjadikan impian kerajaan melahirkan generasi yang berkaliber. Menjadi seorang guru mesti mempunyai pengetahuan yang luas bukan sekadar pengetahuan pedagogi tetapi pengetahuan terhadap tingkah laku murid di dalam kelas bagi memastikan murid-murid bertingkah laku menigkut umur tumbesaran mereka. Oleh itu,adalah penting bagi seseorang guru prasekolah untuk mempunyai pengetahuan dan kesedaran terhadap ciri-ciri murid bermasalah pembelajaran. Tujuan kajian ini dijalankan adalah bagi melihat sejauhmana pengetahuan guru prasekolah terhadap ciri-ciri murid berkeperluan khas. Kajian ini dijalankan dengan menggunakan kaedah kuantitatif dan soal selidik berkaitan diedarkan kepada responden yang terlibat. Dapatan kajian ini mendapati pengetahuan guru prasekolah berada di tahap yang tinggi. Hal ini menunjukkan bahawa guru pada masa kini berpengetahuan tinggi sama ada pengetahuan yang diperoleh melalui pengalaman mahupun dari sumber yang lain.

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Rosli, Ruwaida, and Aliza Alias. "Pengetahuan Guru Pra Sekolah terhadap Ciri-Ciri Murid Berkeperluan Khas." Journal of Quran Sunnah Education & Special Needs 4, no. 2 (November 30, 2020): 92–100. http://dx.doi.org/10.33102/jqss.vol4no2.85.

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Preschool education is an important phase in the life of a child between the ages of 4-6 years. Children in this phase will get an education that will shape them towards developing a balanced human capital as enshrined in the Malaysian Philosophy of Education. Thus, preschool teachers play an important role in making the government's dream of producing a generation of caliber. Being a teacher must have extensive knowledge not just pedagogical knowledge but knowledge of student behavior in the classroom to ensure that students behave according to their growing age. Therefore, it is important for a preschool teacher to have knowledge and awareness of the characteristics of students with learning difficulties. The purpose of this study is to see the extent of knowledge of preschool teachers on the characteristics of students with special needs. This study was conducted using quantitative methods and related questionnaires were distributed to the respondents involved. The findings of this study found that the knowledge of preschool teachers is at a high level. This shows that teachers today are highly knowledgeable either knowledge gained through experience or from other sources. Abstrak Pendidikan prasekolah adalah fasa yang penting dalam kehidupan seseorang kanak-kanak di antara umur 4-6 tahun. Kanak-kanak pada fasa ini akan mendapatkan pendidikan yang akan membentuk mereka ke arah membangunkan modal insan yang seimbang seperti yang termaktub dalam Falsafah Pendidikan Malaysia. Demikian,guru prasekolah memainkan peranan yang penting untuk menjadikan impian kerajaan melahirkan generasi yang berkaliber. Menjadi seorang guru mesti mempunyai pengetahuan yang luas bukan sekadar pengetahuan pedagogi tetapi pengetahuan terhadap tingkah laku murid di dalam kelas bagi memastikan murid-murid bertingkah laku menigkut umur tumbesaran mereka. Oleh itu,adalah penting bagi seseorang guru prasekolah untuk mempunyai pengetahuan dan kesedaran terhadap ciri-ciri murid bermasalah pembelajaran. Tujuan kajian ini dijalankan adalah bagi melihat sejauhmana pengetahuan guru prasekolah terhadap ciri-ciri murid berkeperluan khas. Kajian ini dijalankan dengan menggunakan kaedah kuantitatif dan soal selidik berkaitan diedarkan kepada responden yang terlibat. Dapatan kajian ini mendapati pengetahuan guru prasekolah berada di tahap yang tinggi. Hal ini menunjukkan bahawa guru pada masa kini berpengetahuan tinggi sama ada pengetahuan yang diperoleh melalui pengalaman mahupun dari sumber yang lain.

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Emelyanova, I. E., O. V. Kotlovanova, and I. A. Sychenko. "Value aspect in forming the foundations of information culture in preschoolers." Informatics in school, no. 2 (April 27, 2021): 36–40. http://dx.doi.org/10.32517/2221-1993-2021-20-2-36-40.

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The purpose of the research described in the article is to consider the values and imperatives that underlie the formation of the information culture of preschool children. The research methods were the study and analysis of psychological, pedagogical and philosophical literature, forecasting and reflection. Based on the results of the study, the concept of antifragile education was proposed, its methodological basis, principles and rules were determined. The practical significance of the results obtained lies in determining the components of the formation of the value basis of the preschool information culture preconditions: cognitive (the process of cognition of adequate actions in the digital space in the process of self-realization; the ability to select criteria for ranking information; awareness in the field of digital space threats that contradict imperatives and impede self-realization), behavioral with sufficient emotional and volitional reinforcement (to plan and perform a conscious system of actions), motivational and value (a conscious system of actions for self-realization in accordance with imperatives). The study revealed that the issue of personal self-identification in the redundant digital space has not been sufficiently studied. It is necessary to introduce the principles of antifragile education and continue the awareness and development of the components of the formation of the value basis of the preconditions of the information culture of preschoolers. The concept of antifragile education can form the basis of the work of teachers, starting from the level of preschool education, and the spiritual and moral values that form the basis of the concept can be very important for parents of preschoolers. For the first time, a concept is proposed that is designed to form and maintain imperatives in children, allowing for self-identification and spiritual and moral self-realization in the context of the formation of information culture of preschoolers. As the conclusions, the use of digital technologies in education was noted, and at the same time the issue of introducing the principles of antifragile education for the spiritual and creative self-realization of the individual in the new global international digital space of human life is being actualized.

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Au, Kathryn H. "Negotiating the Slippery Slope: School Change and Literacy Achievement." Journal of Literacy Research 37, no. 3 (September 2005): 267–88. http://dx.doi.org/10.1207/s15548430jlr3703_1.

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Newspaper headlines from across the United States reflect the turmoil in public education today, with some states protesting federal requirements for testing, some states lowering proficiency requirements, other states raising proficiency requirements, and even kindergarten and preschool children facing higher academic expectations. These headlines, reflecting the accountability pressures of higher standards and high-stakes tests, are having predictable effects upon educators in schools. My home state of Hawaii is no exception. “Teachers say they're the ones being left behind,” stated a headline in the Honolulu Advertiser, while the line below read, “Morale low, frustration high among many” (DePledge, 2004).

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Davolytė, Justina, Saulė Raižienė, and Gintautas Šilinskas. "Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?" Psichologija, no. 62 (December 28, 2020): 8–24. http://dx.doi.org/10.15388/psichol.2020.17.

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It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

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Zellma, Anna. "(Nie)kwestionowane granice decyzyjności pedagoga w kształtowaniu obrazu świętości wśród dzieci?" Poznańskie Studia Teologiczne, no. 31 (September 14, 2018): 199–216. http://dx.doi.org/10.14746/pst.2017.31.09.

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A teacher’s work with children of preschool and early school age focuses on achieving the teaching and educational objectives, as well as those related to childcare. The tasks include, among others, supporting pupils in shaping the image of the world, recognising different values and criteria,as well as methods of choosing them, obtaining basic social skills, and shaping moral and religious attitudes. The educator is obliged to show the children universal values and ethical principles. They also have to present role models and motivate their pupils to imitate them. All of this fosters an image of sanctity among children. When it comes to making decisions regarding the shaping of the image of sanctity among children, the teacher is restricted by educational law, especially the core curriculum of general education, as well as the school’s curriculum. This restriction applies mainly to the objectives and content of teaching and education. However, in matters of methodology, the teacher has many possibilities for creative action. They may exceed the methodologies suggested by educational law and design their own teaching innovations. With regard to shaping the image of sanctity among children, of particular note are All Saints’ Day balls, Angel Days, educational games and activities, family fairs, saints’ parades, competition and stage productions.

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Sokolovska, Olexandra. "The children’s moral education on the basis of pedagogical idea of Vasyl Sukhomlynsky in the educational space of the new ukrainian school." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 226–31. http://dx.doi.org/10.33310/2518-7813-2019-66-3-226-231.

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The article reveals the essence of the concept of "New School", made a theoretical analysis of the moral education of children. On the example of Vasyl Sukhomlynsky's pedagogical ideas, different approaches to the education of the moral qualities of the individual are analyzed. Formation of moral experience in preschool children begins with fairy tales. The education of humane feelings, spiritual values, according to the teacher, should be considered in close connection with the overall development of the child. Fairy tales contribute to the formation of children's emotional attitude to the described events, nature, fairy-tale characters, to the people around them, to reality. An important role in the education of the child's personality is played by fairy tales and stories written by pupils of the Pavlovsk school and Vasyl Olexandrovich. A child who is just beginning to get to know the world around is in need of fairy tales that prepare her for school, an active life in society. Tales, passing through the imagination of the child, excite her feelings for the good and the beautiful, expand the general outlook, teach love, loyalty, stability, honesty and perseverance. Promote moral formation in children. The scientist gave a substantiation of the essence of the process of becoming morality: "In my opinion, the most important conclusion that defines this essence is the truth: teaching in the lessons is not the only, but very important sphere of spiritual life in which the teacher and the student come into contact." The moral education of schoolchildren takes place in all lessons without exception. It promotes self-esteem and self-esteem. Theoretical aspects of moral education of the child are considered. The rules of moral education, developed by the Ukrainian scientist Vasyl Sukhomlynsky, include: formation of moral feelings and behavior skills. Emphasis is placed on the use of pedagogical ideas of Vasyl Sukhomlynsky in moral education, their place in the formation of moral values, outlines the direction of use. The necessity of raising a morally healthy child in the course of education is substantiated, which involves a close connection with the institutions of pre-school education and the New Ukrainian School, taking into account the individual characteristics of each child.

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Kazmirchuk, Natalia, Iryna Baranovska, Nataliia Mozgalova, Olga Shcholokova, and Vadym Podorozhnyi. "METHODOLOGICAL ASPECTS OF TEACHER TRAINING FOR THEATRICAL ACTIVITIES WITH PUPILS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 235–46. http://dx.doi.org/10.17770/sie2021vol1.6373.

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The research was conducted as part of the project of Erasmus + (Module Jean Monnet) “EU experience of soft skills development of preschool and primary school age children by theatre activities in teacher training”.The purpose of the article is to find out the educational value of theatrical activities, to reveal the methodological aspects of preparing teachers for theatrical activities with pupils. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, method of modeling and generalization of research results; diagnostic methods: interview, survey, observation, interview: methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic tests.The concept of “theatrical activity” is specified, the educational and developmental potential of theatrical activity is revealed, the technique of introduction of theatrical activity in practice of modern school is developed, methodical bases of preparation of teachers for theatrical activity with schoolchildren are opened.The results of empirical research have shown that most teachers do not use theatrical activities in their own pedagogical practice. Only certain elements are introduced in art and language lessons: staging of literary works or songs. We are convinced that theatrical activities are a powerful effective means of moral, aesthetic, promotes the development of social skills (soft skils), because it allows to involve students in various types of artistic creativity: literary, musical, visual, stage, choreographic. Through participation in theatrical performances, creative potential is revealed, high moral values are formed, sufficient communication skills are needed to model social behavior in the children's team, in the family and society as a whole. The study allowed to confirm the importance and practical feasibility of using theatrical activities as a means of education and development of youth

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Munadi, Muhammad, and Watik Rahayu. "Inculcation Religiosity in Preschoolers Local content curriculum." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (November 30, 2019): 201–16. http://dx.doi.org/10.21009/jpud.132.01.

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Millennial era life is a big challenge, humans need a strong footing to face all the problems. Religion is God's guidance that becomes the handle of life and it is important to instill religious beliefs early on. The purpose of this study was to find the cultivation of religiosity in preschool children in Kindergarten Aisyiyah Branch and Kindergarten Santa Maria in Kartasura Regency. This study uses qualitative methods with data collection tools, namely interviews, direct observation, and document analysis. Data validated using triangulation of methods and sources. The results showed that the religiosity of planting in the TK Aisyiyah Kartasura branch had more burdens than in the Santa Maria Kindergarten. While its nature is more balanced between vertical ritual content and horizontal content in TK Aisyiyah Kartasura branches compared to TK Santa Maria. The cultivation of moral education is carried out through a step-by-step process starting with teaching to say and answer greetings (Islam), saying good morning and evening to non-Muslims and inviting children to always pray in every activity. Vertical ritual planting in TK Aisyiyah Kartasura branch has more burden through the practice of prayer, memorizing prayers and memorizing short letters from the Qur'an all in Arabic compared to TK Santa Maria only emphasizes the memorization of prayer in Indonesian. Keywords: Inculcation religiosity, Pre-schoolers, Local content curriculum References: Adams, K., Bull, R., & Maynes, M. L. (2016). Early childhood spirituality in education: Towards an understanding of the distinctive features of young children’s spirituality. European Early Childhood Education Research Journal, 24(5), 760–774. https://doi.org/10.1080/1350293X.2014.996425 Arce, E.-M. (2000). Curriculum for Young Children: An Introduction. (New York: Delmar Thomson Learning. Banerjee, K., & Bloom, P. (2015). “Everything Happens for a Reason”: Children’s Beliefs About Purpose in Life Events. Child Development, 86(2), 503–518. https://doi.org/10.1111/cdev.12312 Benson, P. L., Scales, P. C., Syvertsen, A. K., & Roehlkepartain, E. C. (2012). Is youth spiritual development a universal developmental process? An international exploration. Journal of Positive Psychology, 7(6), 453–470. https://doi.org/10.1080/17439760.2012.732102 Bridges, L. J., & Moore, K. a. (2002). Religion and Spirituality in Childhood and Adolescence. Child Trends, 1–59. Retrieved from http://www.childtrends.org/wp-content/uploads/2002/01/Child_Trends-2002_01_01_FR_ReligionSpiritAdol.pdf Davies, T. (2019). Religious education and social literacy: the ‘white elephant’ of Australian public education. British Journal of Religious Education, 41(2), 124–133. https://doi.org/10.1080/01416200.2017.1324758 Departemen Pendidikan dan Kebudayaan Depdikbud. (2007). Pedoman Teknis Penyelenggaraan Pos PAUD:(Direktorat PAUD, 2006) Direktorat PAUD Grand Design Program Pendidikan Anak Usia Dini Non- formal tahun 2007-20015. Indonesia. Eva L., E. (2013). Introduction to Early Childhood Education. Belmont: Wadsworth. Fisher, J. (2013). Assessing spiritual well-being: Relating with God explains greatest variance in spiritual well-being among Australian youth. International Journal of Children’s Spirituality, 18(4), 306–317. https://doi.org/10.1080/1364436X.2013.844106 Granqvist, P., & Nkara, F. (2017). Nature meets nurture in religious and spiritual development. British Journal of Developmental Psychology, 35(1), 142–155. https://doi.org/10.1111/bjdp.12170 Heiphetz, L., Lane, J. D., Waytz, A., & Young, L. L. (2016). How Children and Adults Represent God’s Mind. Cognitive Science, 40(1), 121–144. https://doi.org/10.1111/cogs.12232 Henderson, A. K. (2016). The Long Arm of Religion: Childhood Adversity, Religion, and Self-perception Among Black Americans. Journal for the Scientific Study of Religion, 55(2), 324–348. https://doi.org/10.1111/jssr.12262 Holloway, S. D. (1999). The Role of Religious Beliefs in Early Childhood Education: Christian and Buddhist Preschools in Japan. ERCP Early Chilhood Research and Practice, 1(2). Retrieved from http://ecrp.illinois.edu/v1n2/holloway.html Kienstra, N., van Dijk-Groeneboer, M., & Boelens, O. (2018). Religious-Thinking-Through Using Bibliodrama: An Empirical Study of Student Learning in Classroom Teaching. Religious Education, 113(2), 203–215. https://doi.org/10.1080/00344087.2017.1403788 King, U. (2013). The spiritual potential of childhood: Awakening to the fullness of life. International Journal of Children’s Spirituality, 18(1), 4–17. https://doi.org/10.1080/1364436X.2013.776266 Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2018). The implications of teachers’ implicit theories for moral education: A case study from Finland. Journal of Moral Education, 47(1), 63–77. https://doi.org/10.1080/03057240.2017.1374244 Scott, K. (2014). Inviting young adults to come out religiously, institutionally and traditionally. Religious Education, 109(4), 471–484. https://doi.org/10.1080/00344087.2014.924790 Suyadi, Destiyanti, A. Z., & Sulaikha, N. A. (2019). Perkembangan Nilai Agama-Moral Tidak Tercapai pada Anak Development of Religious-Moral Values Not Reached in Basic Age Children : A Case Study in Class SD Muhammadiyah. 6(1), 1–12.

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Sibagariang, Pradita Permatasari, and Weny Savitry S. Pandia. "Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 41–59. http://dx.doi.org/10.21009/jpud.151.03.

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Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57. Dimyati, J. (2016). Pembelajaran terpadu untuk taman kanak-kanak/ raudhatul athfal dan sekolah dasar. Prenamedia Group. Dinçer, Ç., & Akgün, E. (2015). Developing a classroom management skills inventory for preschool teachers and the correlation of preschool teachers’ classroom management skills with different variables. Egitim Ve Bilim, 40(117). Duffin, L., Patrick, H., & French, B. (2012). The teachers’ sense of efficacy scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 28(6), 827–834. Essa, E. (2011). Introduction to early childhood education. Wadsworth. Harwati, D., & Mariyanti, S. (2014). Hubungan antara self-efficacy dengan burnout pada pengajar taman kanak-kanak sekolah “X” di Jakarta. Jurnal Psikologi, 12(2), 54–60. Ismawati, D., & Prasetyo, I. (2020). Efektivitas pembelajaran menggunakan video zoom cloud meeting pada anak usia dini era pandemi covid-19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 665-675. DOI: 10.31004/obsesi. v5i1.671 Jackman, H. (2011). Early education curriculum: A child’s connection to the world. Delmar Thomson Learning. Jalal, M. (2020). Kesiapan guru menghadapi pembelajaran jarak jauh di masa covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usa Dini, 2(1), 35–40. Johar, R., & Hanum, L. (2016). Strategi belajar mengajar. Penerbit Deepublish. Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237 Lee, C., & Davis, H. (2014). Teacher self-efficacy. In W. Scarlett (Ed.), The sage encyclopedia of classroom management (Vol. 2, pp. 811-812). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243.n341. Masdudi, M. (2016). Karakteristik perkembangan pendidikan anak usia dini. Jurnal Pendidikan Anak, 1(2), 1-26. Moran, M., & Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Mulyani, S., Nasution, E., & Pratiwi, I. (2020). Hubungan efikasi diri dan keterikatan kerja guru taman kanak-kanak. JP3SDM, 9(1), 74-89. Ndari., & Chandrawaty. (2018). Telaah kurikulum pendidikan anak usia dini. Edu Publisher. Nindiati, D. (2020). Pengelolaan pembelajaran jarak jauh yang memandirikan siswa dan implikasinya pada pelayanan pendidikan. Journal of Education and Instruction, 3(1), 14-20. Restyningtyas, D. (2013). Penerapan Child Centered pada Anak Usia Dini di Taman Anak (TA) Sanggar Anak Alam (SALAM). Fakultkas Ilmu Pendidikan Universitas Negeri Yogyakarta. Saifulloh, A. M., & Darwis, M. (2020). Manajemen pembelajaran dalam meningkatkan efektifikas proses belajar mengajar di masa pandemic covid-19. Jurnal Pendidikan Guru Madrasah Ibtidaiyah. 3(2). Saptaningrum, ernawati & wiwik, & refiane, fine. (2012). Model pembelajaran aktif kreatif efektif menyenangkan melalui pendekatan tematik untuk pembelajaran sains. Jurnal penelitian pembelajaran fisika. 2. 10.26877/jp2f.v2i1/april.125. Scarlett, W. (Ed.) (2014). The sage encyclopedia of classroom management. (Vols. 1-2). SAGE Publications Inc., https://www.doi.org/10.4135/9781483346243 Schweinhart, L. (2016). Child-initiated learning. In D. Couchenour, & J. Chrisman (Eds.), The sage encyclopedia of contemporary early childhood education (pp. 231-233). SAGE Publications, Inc, https://www.doi.org/10.4135/9781483340333.n61 Shaukat, S., & Iqbal, H. (2012). Teacher self-efficacy as a function of student engagement, instructional strategies, and classroom management. Pakistan Journal of Social and Clinical Psychology, 9(3), 82-85. Soedjono, 2008. Pembelajaran Sains Moderen. http://www.guru-scn/pakem.html. Syarah, E. S., Mayuni, I., & Dhieni, N. (2020). Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom. Jurnal Pendidikan Usia Dini, 14(2), 201-214. Tiara, D. R., & Pratiwi, E. (2020). Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring Di Lembaga PAUD. Jurnal Golden Age, 4(02), 362-368. Utami, dkk. (2014). Modul PLPG pendidikan anak usia dini, Buku I. Konsorsium Sertifikasi Guru. Yusnita, N., & Muqowim. (2020). Pendekatan student centered learning dalam menanamkan karakter disiplin dan mandiri anak di TK Annur II. Jurnal Ilmiah Potentia, 5(2), 116–126.

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Горячев, В. В. "The Ideas of Aesthetic Education in P. P. Blonsky’s Works." Психолого-педагогический поиск, no. 1(57) (April 12, 2021): 7–16. http://dx.doi.org/10.37724/rsu.2021.57.1.001.

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В статье раскрыта актуальность проблемы эстетического воспитания в трудах П. П. Блонского, отмечена значимость его педагогических идей для современной системы образования, обращено внимание на то, что значительное влияние на понимание ученым красоты оказала его семья. Показано, как П. П. Блонский оценивал способность к восприятию и оценке эстетических явлений и предметов у ребенка в разном возрасте. По его мнению, возможность определить красивое у детей появляется в период старшего дошкольного и младшего школьного возраста. У подростков эстетическое отношение сильно сливается с половым влечением и появляется восхищение красотой природы. В юношеский период морально-эстетические установки могут выступать, по мнению исследователя, в качестве защитных механизмов личности в ситуациях межличностной неопределенности для индивида. Описаны средства, которые предлагал использовать П. П. Блонский в целях эстетического воспитания школьников. Рассмотрены методы, предложенные ученым и имеющие ценность для развития эстетического потенциала современного школьника. Среди них наиболее интересным может считаться эстетическое воспитание учащихся на основе идей национального фольклора и искусства. Ученый исходил из того, что при социализации детей необходимо полагаться на старинное художественное творчество, поскольку оно ближе к народу. В этом основа генетического метода в воспитании, при котором ребенок на всю жизнь сливается с историей родной культуры. Он считал, что процесс воспитания будет более эффективным, если имеет двухсторонний характер: воспитательные воздействия и собственная активность школьника. Рассмотренные в статье методы, предложенные П. П. Блонским, с использованием современных технологий могут значительно расширить эстетический потенциал школьников. The article highlights the relevance of the issue of aesthetic education in P. P. Blonsky’s works. It underlines the importance of his pedagogical ideas for modern educational system. The article highlights that the scholar’s idea of aestheticism was largely shaped under the influence of his family. The article explains how P. P. Blonsky assessed young children’s ability to perceive and appreciate the beauty of objects and phenomena. According to the scholar, senior preschool children and primary-school children can fully perceive beauty. Adolescents, whose aesthetic experience is largely interconnected with sexual attraction, start admiring the beauty of nature. During the period of adolescence, moral and aesthetic guidelines often function as protective mechanisms in cases of uncertainty in interpersonal relationships. The article describes methods and tools P. P. Blonsky proposed to use in order to promote schoolchildren’s aesthetic education. The article focuses on methods and tools that can be used to develop the aesthetic potential of modern schoolchildren. One of such methods is aesthetic education of students through national folklore and art, which is exceptionally interesting and appealing. P. P. Blonsky maintains that children’s socialization is most successful if it relies on folk art and folk traditions, which is the principle of the genetic method of education and ensures children’s involvement with their native culture. The scholar believes that the process of education is more efficient if students’ innate desire to learn is accompanied by external support provided by teachers. The authors maintain that by combining P. P. Blonsky’s methods discussed in the article and modern information technologies, we can largely improve students’ aesthetic potential.

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Tatalović Vorkapić, Sanja, and Darko Lončarić. "Measuring Preschool Children Temperament: Implications for Preschool Care and Education Practice." International Journal of Educational Psychology 4, no. 3 (October 24, 2015): 280. http://dx.doi.org/10.17583/ijep.2015.1483.

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<div><p class="hppag28TextAbstract">With the aim of measuring preschool children temperament, EASI temperament Survey has been applied. Preschool teachers (N=192), all female, rated a total of N=3275 children (1612 girls and 1639 boys) with mean age M 4.368 (SD=1.482) within age range between 7 months and 7.7 years. Validation for the instrument was run. Factor analysis on principal components with Oblimin rotation and reliability analysis were performed on data based on preschool teachers’ ratings. Three-factor solution has been determined: Emotionality, Activity and Sociability, which have explained 57.427% variance. As it was expected, impulsivity component was not replicated. Subscales inter-correlations and gender and age differences confirmed results from prior research. Overall, the findings were discussed within the frame of preschool children temperament development and variables related to the characteristics of observers. Several significant implications for preschool teachers practice and the quality of educational process have been emphasized</p></div>

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Banamtuan, Maglon F., and Harun Y. Natonis. "Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 29–42. http://dx.doi.org/10.21009/10.21009/jpud.131.03.

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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). Journal of Experimental Child The role of personal values in children ’ s costly sharing and non-costly giving. Journal of Experimental Child Psychology, 165, 117–134. https://doi.org/10.1016/j.jecp.2017.03.007 Aydoğan, C., Farran, D. C., & Sağsöz, G. (2015). The relationship between kindergarten classroom environment and children’s engagement. European Early Childhood Education Research Journal, 23(5), 604–618. https://doi.org/10.1080/1350293X.2015.1104036 Bowo, T. A., & Budiati. (2017). Model Pembelajaran Bahasa Inggris Interaktif Menggunakan Flascard Berbasis Pancasila Sebagai Upaya Pembentukan Karakter Bangsa. Media Penelitian Pendidikan, 11(2), 59–74. Cartledge, G., & Milburn, J. F. (1980). Teaching social skills to children. Pergamon Press. Chou, S. Y., & Pearson, J. M. (2012). Organizational citizenship behaviour in IT professionals: An expectancy theory approach. Management Research Review, 35(12), 1170–1186. https://doi.org/10.1108/01409171211281282 Decety, J., Meidenbauer, K. L., & Cowell, J. M. (2018). The development of cognitive empathy and concern in preschool children: A behavioral neuroscience investigation. Developmental Science, 21(3), 1–12. https://doi.org/10.1111/desc.12570 Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-Emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739 Dunlap, G., Powell, D., & Org, W. C. (2009). Promoting Social Behavior of Young Children in Group Settings: A Summary of Research. Technical Assistance Center on Social Emotional Intervention for Young Children, (August). Retrieved from www.challengingbehavior.org Emilson, A., & Johansson, E. (2013). Values in Nordic Early Childhood Education: Democracy and the Child’s Perspective. Choice Reviews Online, 30(11), 30-6297-30–6297. https://doi.org/10.5860/choice.30-6297 Ertürk, A. (2007). Increasing organizational citizenship behaviors of Turkish academicians. Journal of Managerial Psychology, 22(3), 257–270. https://doi.org/10.1108/02683940710733089 Esnard, C., & Jouffre, S. (2008). Organizational citizenship behavior: Social valorization among pupils and the effect on teachers’ judgments. European Journal of Psychology of Education, 23(3), 255–274. https://doi.org/10.1007/BF03172999 Grajczonek, J., & Truasheim, M. (2017). Implementing Godly Play in educational settings: a cautionary tale. British Journal of Religious Education, 39(2), 172–186. https://doi.org/10.1080/01416200.2015.1110112 Hamid. (2015). Semiotika Kewarganegaraan. Bandung: Rizqi Press. Hildebrandt, C., & Zan, B. (2015). Pendekatan Konstruktivis pada Pendidikan Moral Anak Usia Dini. In Handbook Pendidikan Moral dan Karakter (pp. 511–536). Bandung: Nusa Media. Hurlock, E. B. (1999). Perkembangan Anak Jilid I. (Erlangga, Ed.). jakarta. Hurlock, E. B. (2010). Perkembangan Anak (6th ed.). Jakarta: Erlangga. Mahanani, P., Purnama Putra, A., & Kristianingsih, K. (2018). Analysis of the Influence of Understanding the Pancasila Values of Teachers on Learning in Elementary School, 244(Ecpe), 168–172. https://doi.org/10.2991/ecpe-18.2018.37 Mayfield, C. O., & Taber, T. D. (2010). A prosocial self-concept approach to understanding organizational citizenship behavior. Journal of Managerial Psychology, 25(7), 741–763. https://doi.org/10.1108/02683941011075283 Nicholson, J., Kuhl, K., Maniates, H., Lin, B., Bonetti, S., Nicholson, J., … Bonetti, S. (2018). A review of the literature on leadership in early childhood : examining epistemological foundations and considerations of social justice, 4430. https://doi.org/10.1080/03004430.2018.1455036 Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington: Lexington Books. Podsakoff, P. M., MacKenzie, S. B., Moorman, R. H., & Fetter, R. (2015). Transformational Leader Behaviors and Their Effects on Trust , Satisfaction , and Organizational Citizenship Behaviors. JAI Press Inc., (August), 107–142. https://doi.org/10.1016/1048-9843(90)90009-7 Podsakoff, P. M., MacKenzie, S. B., Paine, J. B., & Bachrach, D. G. (2000). Organizational Citizenship Behaviors: A Critical Review of the Theoretical and Empirical Literature and Suggestions for Future Research. Journal of Management, 25(3), 513–563. https://doi.org/10.1016/0009-2614(78)85552-3 Robson, J. V. K. (2019). How do practitioners in early years provision promote Fundamental British Values ? How do practitioners in early years provision promote, 9760. https://doi.org/10.1080/09669760.2018.1507904 Ronald Silalahi, U. yuwono. (2016). Research in social sciences and technology. Research in Social Sciences and Technology, 2(3), 58–57. Retrieved from http://www.ressat.org/index.php/ressat/article/view/329 Samuelsson, I. P., & Hagglund, S. (2009). Early Childhood Education and Learning for Sustainable Development and Citizenship. International Journal, 41(2), 49–63. Sanjaya, W. (2013). Penelitian Pendidikan (Jenis, Metode, dan Prosedur),. Jakarta: Kencana Prenada Media Group. Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291 LK Stevenson, B. (2017). Children’s independence: a conceptual argument for connecting the conduct of everyday life and learning in Finland. Children’s Geographies, 15(4), 439–451. https://doi.org/10.1080/14733285.2016.1271942 UNESCO. (2014). Preparing learners for the challenges of the 21st century. France: UNESCO. Retrieved from http://www.unesco.org/new/en/global-citizenship-education UNESCO. (2015). Global citizenship education: topics and learning objectives.

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Pramling Samuelsson, Ingrid, Pia Williams, Sonja Sheridan, and Annette Hellman. "Swedish preschool teachers’ ideas of the ideal preschool group." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 444–60. http://dx.doi.org/10.1177/1476718x14559233.

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In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child’s right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence group sizes since there is no state regulation of the number of children in a group. This article based on the project The impact of group size on children’s affordances in preschool aims to describe and analyse preschool teachers’ ideas of what an ideal preschool group is. It is a qualitative study based on a questionnaire with mainly open-ended questions, answered by preschool teachers. The results show that preschool teachers define a well-functioning group as having a balance between gender, age and ethnicity. The preschool teachers stress that they prefer a group with fewer children than they have today. A key aspect of having a well-functioning group is also the preschool teachers’ competence and the preschool environment. Preschool teachers’ ideas of what constitute an ideal group of children may contribute to why they perceive the group size too large.

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Sigurdardottir, Ingibjorg, Pia Williams, and Johanna Einarsdottir. "Preschool teachers communicating values to children." International Journal of Early Years Education 27, no. 2 (April 2, 2019): 170–83. http://dx.doi.org/10.1080/09669760.2019.1602516.

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Chan, Chi Wai. "Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides." Global Studies of Childhood 10, no. 2 (November 5, 2019): 156–69. http://dx.doi.org/10.1177/2043610619885385.

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Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.

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Yakimenko, Svetlana, Tatiana Filimonova, Ihor Shcherbak, Ivan Syladii, Iryna Sopivnyk, and Ludmila Ishchenko. "Preparing of Future Specialists for Civic Education of Preschool Children." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 298–323. http://dx.doi.org/10.18662/rrem/13.1/374.

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The problem of teacher training of civic children education of older preschool age is disclosed. The condition of investigated problem is analyzed, the essence of the key research concepts is clarified, the criteria, indicators and levels of civic children education of older preschool age are disclosed. The purpose of the study is to determine certain levels of preparedness of future preschool teachers for patriotic education of older preschool age, to highlight the structural-functional model of the effective formation of future teachers of preschool educational institutions for civic education of older preschool age, justification and testing of pedagogical conditions for its implementation. Studying the reality of readiness of future teachers for the patriotic education of older preschool age allowed identifying the following levels of readiness of future teachers in the control and experimental groups: high, sufficient, average, low. In the course of study, we developed a structural-functional model for the formation of the readiness of future tutor for the civic education of older preschool age with the following structural components: purpose, principles, methods, forms, means, structural components, pedagogical conditions, criteria, indicators, levels and results ? the readiness of future teacher for the patriotic education of senior preschool age. The following principles are related to the pedagogical principles underlying the model: the principle of humanization, personalization, individualization, professional competence, optimization.

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Nurmilaakso, Marja. "Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers." Journal of Teacher Education for Sustainability 11, no. 1 (January 1, 2009): 75–85. http://dx.doi.org/10.2478/v10099-009-0034-1.

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Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.

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Pavlovic-Breneselovic, Dragana, Zivka Krnjaja, and Natasa Matovic. "Pedagogical documentation: Preschool teachers’ perspective." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 349–67. http://dx.doi.org/10.2298/zipi1202349p.

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Educational policy shapes the positions of all stakeholders and their mutual relations in the system of preschool education through its attitude towards documentation. The attitude towards the function of pedagogical documentation in preschool education programmes reflects certain views on children, learning and nature of the programmes. Although contemporary approaches to preschool education emphasise the issue of documentation, this problem is dealt with partially and technically in our country. The aim of our research was to explore preschool teachers? perspective on documentation by investigating the current situation and teachers? preferences related to documentation type, as well as to study the purpose, meaning and process of documentation. The research was conducted on the sample of 300 preschool teachers. The descriptive method, interviewing and scaling techniques were used. Research data suggest that the field of documentation is marked by contradictions in perceiving the meaning and function of documentation, as well as by discrepancy and lack of integration at the level of conceptions, practice and educational policy. Changing the current situation in the field of documentation is not a technical matter of elaboration of certain types and forms of documentation; it demands explication of the purpose and function of documentation in keeping with the conception of preschool education programmes and a systemic approach to changes originating from the given conception.

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Ismailova, Indira. "Using digital technologies in inclusive education for preschool children." SHS Web of Conferences 106 (2021): 03009. http://dx.doi.org/10.1051/shsconf/202110603009.

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The article reveals the features and conditions of digital technologies in the inclusive education of preschool children with different nosologies. The very concepts used by modern teachers of preschool educational organizations are disclosed. Data on the role of parents in the digital education space and the peculiarities of working with them on the use of these technologies in a distance form are presented. Joint actions of teachers and parents in the preschool educational organization and separate parents’ actions only on the organization of work on this or that digital platform and their application in the education of preschool children are shown. The tools and technologies used in preschool educational organizations by different professionals are reflected. The requirements for the organization of the child’s workplace during the use of digital technology in preschool educational organizations and at home are disclosed in detail.

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Bulut, Ayhan. "Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period." Acta Educationis Generalis 10, no. 2 (August 1, 2020): 162–79. http://dx.doi.org/10.2478/atd-2020-0016.

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AbstractIntroduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period.Methods:This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted.Results:The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages.Discussion:During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level.Limitations:The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children.Conclusions:It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in preschool education programs in order to provide disaster education and raise the disaster awareness of children on an international level. They declared that if such gains are involved in preschool education programs, they will also need education in this respect.

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Buzduhan, Olena. "INTERACTION OF PRESCHOOL EDUCATIONAL INSTITUTION AND FAMILY IN MORAL EDUCATION OF SENIOR PRESCHOOL CHILDREN." Science and Education 30, no. 4 (April 2017): 143–47. http://dx.doi.org/10.24195/2414-4665-2017-4-24.

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Kostić, Ljiljana, and Daliborka Purić. "Preschool teachers and the selection of lyllabies in activities with preschool children." Inovacije u nastavi 33, no. 4 (2020): 48–60. http://dx.doi.org/10.5937/inovacije2004048k.

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Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

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Pisotsky, A., and L. Pisotska. "EDUCATION OF PRESCHOOL CHILDREN THE BASICS OF MORAL CULTURE." Research Notes, no. 3 (November 6, 2020): 92–97. http://dx.doi.org/10.31654/2663-4902-2020-pp-3-92-97.

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Nagy, Iren, and Irene Papp. "Developing gifted children in Hungarian preschool education." Gifted Education International 29, no. 2 (May 30, 2012): 174–85. http://dx.doi.org/10.1177/0261429412447714.

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At a conference, a secondary school teacher was very surprised when she heard about the idea of talent development in preschool education. ‘What does it mean?’ she asked. In this paper we answer the above question with a model created by joint research. We describe our method of developing gifted children with the involvement of preschool teachers in an ordinary kindergarten.

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Barzut, Vesna, Jelena Blanuša, and Dijana Krstić. "Preschool teachers' implicit attitudes towards gifted children." TIMS. Acta 14, no. 2 (2020): 85–92. http://dx.doi.org/10.5937/timsact14-28876.

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This research examined the implicit attitudes of the preschool education professionals towards the gifted children. We used two types of assessment: how much an attitude is fair and how much it is good. The attitudes of preschool teachers who are working at the preschool institutions and the attitudes of students who are enrolled in vocational education for preschool teachers were compared. The control group were the students of sport training. The attitudes towards gifted children were researched as they are typically portrayed as intellectually superior, socially maladjusted and seen as a potential leaders of the society. The results showed a relatively positive attitude towards gifted children in all groups. The only exception is that they have a neutral to slightly negative attitude towards social adjustment of the gifted children. These results just partially confirmed the disharmony of the hypothesis that teachers frequently have. It is the assumption that the intellectual superiority of the gifted children is accompanied by social or emotional maladjustment. Based on the results, on the preschool level, there are not yet any kind of negative attitudes of the preschool teachers towards gifted children. In addition, it seems that the professionals increase the value of the cognitive aspect of giftedness with experience.

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Ramanauskienė, Sada, and Aida Norviliene. "OPTIMIZATION OF ACHIEVEMENTS ASSESSMENT OF PRESCHOOL CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 318. http://dx.doi.org/10.17770/sie2017vol2.2445.

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In this article the authors present the system assessing the achievements of preschool children in Lithuania, the teacher's opinion regarding the description of achievements assessment of preschool children and its adaptation in a preschool education institution. This article presents the recommendations for the optimization of achievements assessment of preschool children. The quantitative research was applied in accordance with the interpretative attitude, a total of 130 preschool education teachers and managers from Klaipeda region. The results: optimization of implementation of description, assessing the achievements of preschool children, by preparing the model of description; motivation of teachers to improve the skills of assessing the achievements of children, rationalizing and allocating the cost of labor in the teaching process; better education planning process with regard to children's individual needs and abilities, which are determined in the model of achievements assessment of preschool children.

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Kardeş, Servet, and Berrin Akman. "The examination of preschool administrators' and preschool teachers' perceptions about counselors' roles." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (June 17, 2016): 393–412. http://dx.doi.org/10.14527/pegegog.2016.020.

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Good quality guidance services that will be provided abused and neglected children, who come from poor socio-economic status in their early childhood years, will increase both the children's and their families' life quality and indirectly contribute to social structure. Without investigating the contributions of counseling services to the education and development of children in preschool education, the abolishment of counseling services in preschool constitutions has been on the agenda. Thus, in this research preschool institutions' administrators and teachers' perceptions of preschool counselors have been examined. The survey model has been used for the research. The research sample consists of 43 preschool institutions managers and 211 preschool education teachers. To reveal preschool administrators' and teachers' perceptions about school counselors, "School Counselor Perception Scale" has been used, which was developed by Mamett (2008). The results of the study have revealed that preschool teachers and administrators, who meet with school counselors more frequently, have a better perception about school counselors. Preschool teachers and administrators think that the most important tasks of school counselors are individual guidance, group guidance, orientation programs and participating in classroom activities. Administrators and teachers have low expectations regarding administrative duties, discipline and keeping student records from school counselors.

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Korotaeva, Evgeniya, and Irina Chugaeva. "Socio-Moral Development of Preschool Children: Aspects of Theory and Practice." Behavioral Sciences 9, no. 12 (November 27, 2019): 129. http://dx.doi.org/10.3390/bs9120129.

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This article deals with issues relating to the social and moral education and development of preschool children. The theoretical understanding of the current state of this field is reflected in the modern normative documents “On education in the Russian Federation”, the state educational standards. The analysis of theoretical and practice-oriented research in this area shows that the phrase “moral education” today is gradually being replaced by “social and moral education” and “social and moral development”. This trend is found in preschool pedagogy. It is the study of social and moral representations of preschool children that many relevant diagnostic methods are aimed at: to explain the actions of children and their relationships with each other and adults, and to assess these actions (i.e., to correlate the situation with the moral norm). The presented research was based on the method of research of moral representations of children of senior preschool age. The analysis of the results showed that children of senior preschool age willingly include themselves in the retelling of the actions described in situations but find it difficult to assess what is happening from a moral point of view. It is obvious that psychological and pedagogical work is necessary in this direction, taking into account the age characteristics of the children, as well as the social and moral guidelines relevant to the current situation in regard to the development of society.

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Rajan, Rekha S. "Preschool Teachers’ Use of Music in the Classroom: A Survey of Park District Preschool Programs." Journal of Music Teacher Education 27, no. 1 (July 4, 2017): 89–102. http://dx.doi.org/10.1177/1057083717716687.

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The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers ( N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music every day, examples of music activities were primarily teacher-directed such as singing along to CDs or following music cues. Teachers also used music to build academic connections and to engage children during transitions. Teachers valued music as important to their teaching practice and for its contribution to children’s learning and development, but cited limited resources, a self-reported lack of music ability, and an absence of knowledge of the standards for music education, as inhibiting their use of child-centered music activities. Implications for teacher preparation and professional development course work in early childhood and music teacher education are discussed.

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Khodjimuratova, Barno. "Interconnection Of Moral And Economic Education." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 520–25. http://dx.doi.org/10.37547/tajssei/volume03issue04-84.

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Polovina, Nada, and Dragan Vesic. "The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age." Zbornik Instituta za pedagoska istrazivanja 49, no. 2 (2017): 213–33. http://dx.doi.org/10.2298/zipi1702213p.

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The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

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Prioletta, Jessica. "Unequal Education in Preschool." Girlhood Studies 11, no. 2 (June 1, 2018): 79–94. http://dx.doi.org/10.3167/ghs.2018.110207.

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In this article, I explore how the beliefs of preschool teachers that equality is the norm in their classrooms shape play periods in ways that may work to disadvantage girls. I argue that equality discourses mask the gender power children must negotiate in their play and that this leaves girls with fewer choices when they are accessing the play environment. With research grounded in fieldwork carried out in four public schools in a Canadian metropolis, I illustrate how liberal notions of equality reinforced the traditional gender binary in children’s play. Moreover, drawing on the work of Jane Roland Martin, I show that liberal understandings of equality work to sustain a male-centered education for all students in preschool. To explore ways to attend to such gender inequalities, I turn to Nel Noddings’s concept of an ethics of care and point to the need to challenge the gender binary in early learning.

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ÇELIK, Meryem. "Examination of the Relationship between the Preschool Teachers’ Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children." Journal of Education and Learning 6, no. 4 (May 18, 2017): 49. http://dx.doi.org/10.5539/jel.v6n4p49.

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This study was carried out to determine whether there is a relationship between the preschool teachers’ attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers’ attitudes towards mathematics education were measured using the “Preschool Teachers’ Attitudes towards Early Mathematics Education Determination Tool” and the levels of mathematical development in children were measured using the “Progress in Math 6 Test”. Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers’ attitudes towards mathematics and the mathematics development in 6-year-old preschool children. Furthermore, the preschool teachers’ attitudes towards mathematics were also determined to have an effect on the selection of mathematics skill areas included in the programs. According to these results, it can be said that teachers’ attitudes towards mathematics directly affect the mathematical development in children.

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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.

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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.

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Journal articles on the topic 'Moral education Preschool children Preschool teachers'

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