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Journal articles on the topic 'Pre-school – Experience'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Storhaug, Kari. "Caries experience in disabled pre-school children." Acta Odontologica Scandinavica 43, no. 4 (1985): 241–48. http://dx.doi.org/10.3109/00016358509046504.

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2

Bakhmat, N. "FUTURE PRE-SCHOOL TEACHERS’ PREPARATION TO ROLE ACTIVITIES OF PRE-SCHOOL CHILDREN: EXTERNAL EXPERIENCE." Pedagogical Education: Theory and Practice 1, no. 25 (2018): 12–18. http://dx.doi.org/10.32626/2309-9763.2018-25-1.12-18.

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3

Ojo, O. A., K. O. Adu, and E. O. Adu. "School Experience: Institutions’ Expectations from Pre-service Teachers." Anthropologist 29, no. 1 (2017): 19–26. http://dx.doi.org/10.1080/09720073.2017.1335825.

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Hodgkinson, Liz, and Les Hamill. "Pre-16 school work experience and civil engineering careers." Proceedings of the Institution of Civil Engineers - Civil Engineering 163, no. 3 (2010): 131–36. http://dx.doi.org/10.1680/cien.2010.163.3.131.

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Cash, J. V., C. M. Sweezy, A. Browne-Topete, P. L. Martin, D. L. Georgas, and N. A. Larrier. "Easing the TBI Experience in the Pre-School Patient." Biology of Blood and Marrow Transplantation 15, no. 2 (2009): 32–33. http://dx.doi.org/10.1016/j.bbmt.2008.12.100.

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6

Ozdas, Faysal. "Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes." Journal of Education and Learning 7, no. 3 (2018): 188. http://dx.doi.org/10.5539/jel.v7n3p188.

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Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers t

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Ewing, Patricia, Diana C. Otczyk, Stefano Occhipinti, Jennelle M. Kyd, Maree Gleeson, and Allan W. Cripps. "Developmental Profiles of Mucosal Immunity in Pre-school Children." Clinical and Developmental Immunology 2010 (2010): 1–10. http://dx.doi.org/10.1155/2010/196785.

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This study investigated the effect of attending pre-school on mucosal immunity. Children 3.5 to 5 years of age who attended pre-school were observed for a 10 month period. Demographic information was collected on previous childcare experiences, the home environment and clinical information relating to the child and the family. A daily illness log was kept for each child. A multivariate longitudinal analysis of the relation between immunoglobulins in saliva and age, gender, childcare experience, pre-school exposure, number of siblings, environmental tobacco smoke (ETS), atopy and hospitalisatio

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Cevik, Gulsen Buyuksahin. "Examining Pre-school Teachers’ and Parents’ Views on Counseling and Guidance Services in Pre-school Education." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (2017): 207. http://dx.doi.org/10.11591/ijere.v6i3.7639.

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Current study aims to reveal the problems that pre-school teachers and parents face, in relation to guidance and counseling services, at schools without psychological counselors. The purpose of including pre-school teachers and parents in the current study was to find out both whether they considered the guidance and counseling services a need and whether their methods of intervention against the problems that they face were functional. The current research was designed with interview technique as a qualitative study method. Research data were collected through a semi-structured interview form

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Laker, Anthony, Julia Craig Laker, and Susan Lea. "Sources of support for pre‐service teachers during school experience." Mentoring & Tutoring: Partnership in Learning 16, no. 2 (2008): 125–40. http://dx.doi.org/10.1080/13611260801916234.

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Williams, S. A., S. Y. L. Kwan, and S. Parsons. "Parental Smoking Practices and Caries Experience in Pre–School Children." Caries Research 34, no. 2 (2000): 117–22. http://dx.doi.org/10.1159/000016578.

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11

Kyle, Richard G., Michelle Beattie, and Annetta Smith. "Transition into remote and rural nurse education and careers: a qualitative study of student nurses." Journal of Research in Nursing 25, no. 6-7 (2020): 509–20. http://dx.doi.org/10.1177/1744987120908911.

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Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a

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Eva Yuliani. "SKRINING STUNTING DAN PERKEMBANGAN PADA ANAK PRA SEKOLAH DI TK PERTIWI SALEPPA MAJENE." Jurnal Pengabdian Masyarakat Kesehatan 6, no. 2 (2020): 102–6. http://dx.doi.org/10.33023/jpm.v6i2.608.

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Toddlerhood is a period that is prone to experiencing problems of malnutrition, and development, it is because in infancy the body experiences relatively rapid growth and development compared to other periods. Screening for growth and development of pre-school children is an effort to improve the quality of children. The purpose of this activity is to identify the growth and development of pre-school children. The results of implementing TB / U growth screening (stunting) found the number of children who experienced stunting was 25 people (51%), and normal as many as 24 people (49%), while the

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Fayzullaev, Sh, G. Eshnazarova, and M. Marupova. "The use of advanced foreign experience in the development of preschool children." International Journal on Integrated Education 2, no. 5 (2019): 159–61. http://dx.doi.org/10.31149/ijie.v2i5.161.

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The article discusses the preparation of qualified teachers for improving the system of pre-school education in our country, as well as the provision of institutions with the necessary materials, and the use of international best practices in the educational process. The requirements for pre-school education as well as all students are provided with information on inclusive education and the system of pre-school education in countries such as Korea, Japan and Germany.

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Loboda, O. "ROMANIAN EXPERIENCE OF PRE – AND PRIMARY SCHOOL TEACHERS’ ENGLISH LANGUAGE TRAINING." Pedagogical Process: Theory and Practice, no. 4 (2017): 126–31. http://dx.doi.org/10.28925/2078-1687.2017.4.126131.

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Abidin, Basir, Noor A. Suliman, Salwa M. Din, and Norhafizah A. Manan. "Pre-admission Grades And Student Performance: The Malaysian Medical School Experience." Contemporary Issues in Education Research (CIER) 5, no. 3 (2012): 145. http://dx.doi.org/10.19030/cier.v5i3.7091.

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Prior academic achievement is often considered the best predictor and therefore the preadmission criteria for highly competitive medical schools. Most studies that advocate this viewpoint analyzed cohorts based on results of a central examination taken by students who come from various pre-university setups and backgrounds. Far less is known about students who come from a common setup, sit for common assessments, and the effect on their achievement in medical schools. This study sets out to investigate the correlation and association of preadmission grades and various summative results during

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Sirmaci, Nur. "Pre-service teachers’ views on school experience and teaching practice courses." Procedia - Social and Behavioral Sciences 9 (2010): 649–58. http://dx.doi.org/10.1016/j.sbspro.2010.12.212.

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Palmer, Amy. "Pre-school Childcare in England, 1939–2010: Theory, Practice and Experience." Cultural and Social History 13, no. 3 (2016): 434–36. http://dx.doi.org/10.1080/14780038.2016.1237380.

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McCarthy, Helen. "Pre-School Childcare in England, 1939–2010: Theory, Practice and Experience." English Historical Review 131, no. 551 (2016): 967–68. http://dx.doi.org/10.1093/ehr/cew138.

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Michels, Berenice I., and Harrie M. C. Eijkelhof. "High-school students engaging with researchers within a pre-university programme: Motivations and experiences." Research for All 2, no. 1 (2018): 43–61. http://dx.doi.org/10.18546/rfa.02.1.05.

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For students, the transition between secondary school and higher education can be problematic. Their prior knowledge may be insufficient, they may lack the right attitude or not have enough skills for university. Especially gifted students often lack challenges to remain motivated. Moreover, it is not easy for secondary school students to get a good picture of a variety of further studies. For their teachers, it is difficult to keep students informed about actual research in science and technology, as they are not in touch with this research on a regular basis. In this paper, we report about e

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Burak, Sabahat. "Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching." International Journal of Music Education 37, no. 2 (2019): 257–71. http://dx.doi.org/10.1177/0255761419833083.

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Pre-service non-music major teachers deem music and music teaching essential, but they do not perceive themselves to be competent in this field due to various reasons. This research aims to reveal the effects of factors such as gender, age, the year of study they are currently in at university, and musical experience on their self-efficacy in music skills and music teaching. The research was conducted with the participation of 395 pre-service teachers studying pre-school education and classroom teaching in the department of basic education in the faculty of education. The data were collected b

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Tze Hui, Liew, Lau Siong Hoe, and Hishamuddin Ismail. "An Evaluation of Children Video Puzzle Interaction using Tablet: An Actual Usage Experience from Malaysia." Journal of Social Sciences Research, no. 64 (April 25, 2020): 436–45. http://dx.doi.org/10.32861/jssr.64.436.445.

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This paper introduces the hybrid UTAUT model to explore pre-school children’s actual interaction experience with video puzzle using tablets. For the past 10 years, there is much debate on the factors affecting children’s actual interaction experience with interactive edutainment using tablet and there is a general agreement that children need access to tablet for learning activities and cognitive development. However, little research was carried out to evaluate the actual interaction motivation that determines the learning experience of pre-school children in their interaction with video puzzl

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22

Emerson, Matthew C. "Toward a Safe Archaeology Field School." Advances in Archaeological Practice 9, no. 1 (2021): 66–73. http://dx.doi.org/10.1017/aap.2020.44.

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AbstractArchaeology field schools provide unique opportunities for firsthand exposure, team-based learning, and pre-professional experience. A participant's decision to pursue a career in archaeology may reflect initial fieldwork group experiences and individual interactions with field school leaders and staff. Today, safety, security, and equity policies along with staff and operational procedures that support them are essential for instructing and inspiring all who wish to experience archaeological fieldwork. Drawing on three decades of field school participation and administration, the auth

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23

Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.

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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in s

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Saladžiuvienė, Daiva, and Vaida Bureikienė. "ENVIRONMENTAL EDUCATION AT PRE-SCHOOL LEVEL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 2 (2014): 17–22. http://dx.doi.org/10.48127/gu-nse/14.11.17a.

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Does learning more about trees teaches a child to preserve them better? Lithuania is a land of forests. We simply cannot imagine our lives without trees and grasslands. They play a huge role in our lives and they are vital to nature in general. The experience of an educator, being able to observe children‘s day-to-day activities, has proven that the relationship beetween a nowadays child and nature is quite problematic. Not only do they not know much about it, sometimes they can become harmful to nature. Children like to play in a meadow, pick flowers, but sometimes they also like to violate t

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Han, Turgay, and Ayşegül Takkaç-Tulgar. "Analysis of the pre-service teachers’ teaching anxiety and coping strategies: A Turkish Elementary School Context." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 49–83. http://dx.doi.org/10.26817/16925777.802.

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The aim of this study is to investigate the construct of English as a foreign language (EFL) pre-service teachers' feelings of anxiety before, while, and after experiencing teaching English within a Turkish elementary classroom setting. Specifically, this intrinsic qualitative study investigates the anxiety sources for pre-service teachers in their practicum experiences and the ways they adapted to cope with these anxiety-provoking sources. The data were triangulated by consulting three sources of data (e.g., open-ended questions in the self-report forms, open-ended questions in the peer-refle

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Langenau, Erik, Sarah B. Frank, Sarah J. Calardo, and Michael B. Roberts. "Survey of Osteopathic Medical Students Regarding Physician Shadowing Experiences Before and During Medical School Training." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051985204. http://dx.doi.org/10.1177/2382120519852046.

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Introduction: Shadowing a physician is an observational experience which includes a student observing a licensed healthcare provider caring for patients. Shadowing is commonly done by students before and during medical school, but little is known about the nature or extent of these extra-curricular observational experiences. Objective: We hypothesized that shadowing experiences were common yet variable. We investigated the prevalence, nature, and perceived value of medical student experiences with shadowing physicians (both before and during medical school). Methods: This survey-based study wa

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Jaksic, Ivana, and Dusica Malinic. "Pre-service teachers’ perceptions of factors contributing to school failure and their relationship to prior personal experience of school success." Psihologija 52, no. 1 (2019): 1–20. http://dx.doi.org/10.2298/psi160211024j.

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Factors that pre-service class and subject teachers perceive as significant in explaining the occurrence of school failure were examined using mixed methods strategy. The qualitative phase of the study (N = 74) revealed that pre-service teachers recognize a wide range of causes for school failure (16 distinctive categories). The relative significance of the causes was established in the subsequent quantitative phase. The Scale of school failure causes was constructed, applied to 408 pre-service teachers and subjected to exploratory factor analysis, which pointed to the three latent groups of c

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Buckingham, S., and J. H. John. "Recruitment and participation in pre-school and school-based fluoride varnish pilots – the South Central experience." British Dental Journal 215, no. 5 (2013): E8. http://dx.doi.org/10.1038/sj.bdj.2013.834.

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Gudonis, Vytautas. "Pre-School Age Visually Impaired Children's Motives for Learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 284. http://dx.doi.org/10.17770/sie2015vol2.430.

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<em>The article presents longitudinal data of the survey of 212 Šiauliai Petras Avižonis Visual Centre’s 6–7-year-old pre-school children’s motives to attend school. A brief theoretical analysis of significance of motives for learning in child’s development is displayed. Analysing research results, a positive experience on development of positive motives for school attendance in pre-school age children attending Šiauliai Petras Avižonis Visual Centre is rendered in a generalising way. </em>

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Singhal, DK, S. Acharya, and AS Thakur. "Dental Caries Experience Among Pre-School Children Of Udupi Taluk, Karnataka, India." Journal of Oral Health and Community Dentistry 9, no. 1 (2015): 5–9. http://dx.doi.org/10.5005/johcd-9-1-5.

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ABSTRACT Aim To determine the dental caries experience of pre-school children attending anganwadi and day care centre in Udupi Taluk. Materials and Methods A cross-sectional survey was conducted on 825 pre-school children attending Anganwadi and day care centers in Udupi Taluk. Dental caries was assessed using Dentition status and treatment needs (WHO, 1997). Data was analyzed using SPSS 16.0 with significance level at P value < 0.05. Chi-square test was used to find out the significant differences. Level of significance was taken Results Dental caries experience was significantly higher am

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Ng, Wan, Howard Nicholas, and Alan Williams. "School experience influences on pre-service teachers' evolving beliefs about effective teaching." Teaching and Teacher Education 26, no. 2 (2010): 278–89. http://dx.doi.org/10.1016/j.tate.2009.03.010.

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Hale, May, Michael F. McKay, and Marie D. Neale. "Extending pre‐school experience as preventive intervention: Relationships with later reading achievement." Exceptional Child 33, no. 2 (1986): 116–24. http://dx.doi.org/10.1080/0156655860330204.

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Dikdere, Mine. "Exploring Pre-Service Teachers’ Perceived Weaknesses during their School-Based Teaching Experience." International Journal of Learning: Annual Review 16, no. 7 (2009): 513–24. http://dx.doi.org/10.18848/1447-9494/cgp/v16i07/46451.

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최지연. "Pre-service Elementary School Teacher's Educational Experience and Perceptions about Multicultural Education." Journal of Korean Practical Arts Education 15, no. 4 (2009): 183–202. http://dx.doi.org/10.17055/jpaer.2009.15.4.183.

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35

Lough, Mary Ann, Lenore Weinstein, and Richard A. Abrams. "Pre-School Screening: An Interdisciplinary Training Experience for Nursing and Dental Students." Journal of Nursing Education 25, no. 4 (1986): 170–71. http://dx.doi.org/10.3928/0148-4834-19860401-12.

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Hardy, Colin. "Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers." European Physical Education Review 3, no. 2 (1997): 116–28. http://dx.doi.org/10.1177/1356336x9700300203.

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The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of th

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Abdul Mutalib, Ariffin, and Yusof Jaafar. "Segmenting Principle Engages Pre-School Children with Multimedia Learning Material." Journal of Social Sciences Research, SPI6 (December 25, 2018): 791–800. http://dx.doi.org/10.32861/jssr.spi6.791.800.

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Segmenting principle promotes designers to chunk contents into small structured pieces. It sounds helpful for users, but literatures reporting its application in multimedia application is scarce. As a response to that, this study applies it in a multimedia learning material for pre-school children, called Dr.Beary’s. The aim of this paper is to describe the elements of segmenting principle applied in Dr. Beary’s, and to illustrate users engagement with Dr.Beary’s. This study involves various techniques including walkthrough, design and development, and user observation and interview. In the en

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Thøgersen, Stig. "Chinese students' great expectations: Prospective pre-school teachers on the move." Learning and Teaching 5, no. 3 (2012): 75–93. http://dx.doi.org/10.3167/latiss.2012.050305.

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The article focuses on Chinese students' hopes and expectations before leaving to study abroad. The national political environment for their decision to go abroad is shaped by an official narrative of China's transition to a more creative and innovative economy. Students draw on this narrative to interpret their own educational histories and prior experiences, while at the same time making use of imaginaries of 'Western' education to redefine themselves as independent individuals in an increasingly globalised and individualised world. Through a case study of prospective pre-school teachers pre

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Zakutauskienė, Dainora. "Factors of the Work of National and Foreign Heads of the Pre-school Institutions with International Projects." Pedagogika 120, no. 4 (2015): 180–91. http://dx.doi.org/10.15823/p.2015.047.

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The article reviews the attitude of the heads of pre-school institutions towards the experience of working with international projects. Pre-school education is specific by its functions and is of pivotal importance in forming the potential of the state’s human resources. Attendance in activities of international projects opens important opportunities to pre-school education establishments, while on the other hand requires due professional abilities of the leaders. Factors stimulating the participation of pre-school institutions in international projects are emphasized along pointin

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Morais, C., J. L. Araújo, and I. Saúde. "Awakening to chemistry through storytelling and practical activities: middle school students interacting with pre-school children." Chemistry Education Research and Practice 20, no. 1 (2019): 302–15. http://dx.doi.org/10.1039/c8rp00096d.

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A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students – Key Stage 3 (KS3) aged 12–14 in Portuguese schools – experienced learning chemistry through storytelling and how they, in turn, experienced creating stories using a storytelling approach with pre-school children. We aimed to perceive the appropriation of concepts of chemistry by the pre-school children through their drawings, the results collected during the

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Листопад, А. А. "Педагогические условия формирования основ безопасного поведения детей старшего дошкольного возраста". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, № 1 (2021): 15–28. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p15-28.

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The article highlights the relevance and necessity of educating the children of older pre-school age in the principles of safe behavior. The features of laying the foundations for safe behavior of children of older pre-school age have been analyzed. The pedagogical conditions for laying the foundations for safe behavior among children of older pre-school age have been defined and substantiated. The characteristics of a preschool student with experience of safe behavior are presented. The article considers a topical issue of pedagogic that is the formation of the personality with a safe type of

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Elrod, G. Franklin, Benita H. Cahalane, and Joanne Combe. "A Rural Work Experience Model that Works: Lessons from the Real World." Rural Special Education Quarterly 16, no. 3 (1997): 11–18. http://dx.doi.org/10.1177/875687059701600303.

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Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement

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Stephen, Christine, and Peter Cope. "An Inclusive Perspective on Transition to Primary School." European Educational Research Journal 2, no. 2 (2003): 262–76. http://dx.doi.org/10.2304/eerj.2003.2.2.5.

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Despite a commitment to inclusion and equality in the national priorities for school education in Scotland, the experience of children as they move from pre-school to primary school falls short of being an inclusive experience for all, and some children are at risk of becoming disengaged from education at the beginning of their school career. In this article, the process of transition to school is examined through the ‘lens' of inclusion. The data comes from a study of the experience of 27 children during their first year in school. It was clear that teachers saw transition to school as a one-

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Hos, Rabia, Halil Ibrahim Cinarbas, and Hatice Yagci. "A Head-Start to Teaching." International Journal of Teacher Education and Professional Development 2, no. 2 (2019): 68–84. http://dx.doi.org/10.4018/ijtepd.2019070105.

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This study explored the experiences of pre-service English as a foreign language (EFL) teachers, cooperating teachers, and university collaborators in a structured early field experience course. Qualitative methodology including data sources of interviews, observations, focus groups, audio and video recordings were used. The results of the study indicated that the exposure of pre-service teachers into real school contexts provided them with the necessary foundations of becoming reflective practitioners. The benefits of the structured early field experiences outweighed the challenges. Early fie

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Perepelyuk, Inna. "Pre-School Educational Institutions and Family Interaction in the System of Pre-School Education in Ukraine and Poland." Comparative Professional Pedagogy 7, no. 4 (2017): 145–51. http://dx.doi.org/10.1515/rpp-2017-0063.

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AbstractThe problem of the relationship between a child's institution and a family that acquires a new social significance has been considered. It has been defined that for the current level and pace of civilization development, cooperation with the pupils’ families goes beyond the educators’ implementation of the traditional social order for supervision, education and training of children. Parents themselves show an increasing desire not to passively observe the process of raising their child in a preschool institution, but to be an active participant. The cooperation of parents and educators

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Aerila, Juli-Anna, Marja-leena Rönkkö, and Satu Grönman. "Almost Like Us – Getting Familiar with another Historical Period in a Pre-school Group." International Journal of Learning and Teaching 8, no. 3 (2016): 204. http://dx.doi.org/10.18844/ijlt.v8i3.707.

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This study reports on pre-school age children becoming familiar with their hometown’s cultural history through children’s literature, personal stories, and craft products. The aim of this study is to discuss the educational value of arts-based activities and authentic learning environments from the perspective of visualizing children’s experiences. In the learning process, children create stories and craft products based on a picture book of a home museum in their town and the experience of visiting the museum. The research is in line with the curriculum of Finnish pre-schools (valid from 2016

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Jones, Kathleen W. "Angela Davis,Pre-school Childcare in England, 1939–2010; Theory, Practice and Experience." Social History of Medicine 29, no. 3 (2016): 650–51. http://dx.doi.org/10.1093/shm/hkw041.

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Таgiltseva, Natalya T., and Filip D. Shavov. "SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN." Education and science journal 1, no. 2 (2015): 94. http://dx.doi.org/10.17853/1994-5639-2015-2-94-103.

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Podvey, Mara Cohen, Jim Hinojosa, and Kristie Koenig. "The transition experience to pre-school for six families with children with disabilities." Occupational Therapy International 17, no. 4 (2010): 177–87. http://dx.doi.org/10.1002/oti.298.

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Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.

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Abstract:

Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered throug

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