Academic literature on the topic 'Preprimary school'

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

AbstractThis article focuses on children’s perspectives of belonging to a place, in this case a Finnish preprimary school setting. This study explores “place-belonging” in photographs originally taken by the children in their preprimary school activities. “Photo-telling” was applied as a methodology to link narrative and visual approaches. The research data consist of 13 children’s photographs and group discussions, in which the children viewed the photographs with the researcher. The study shows that children’s belonging in the preprimary school was intertwined with various elements of the setting, including the people, activities, materiality, and institutional and cultural practices. The findings show how the children can make places of their own and contribute to the setting, how they build their own places, and how these places and associated structures affect the children’s actions. Play allows the children to gain familiarity and attachment to places, materials, and peers, hence building a sense of belonging to the preprimary school as a setting. Children’s photographs and storytelling activities provide educators with a significant means to support and understand children’s perspectives on place and belonging.

AbstractA three-phase study examined preprimary grade repetition in Western Australian schools. The purpose was to identify factors that influence teacher recommendations to repeat and to investigate outcomes of repeating. Focus group discussions with 24 preprimary teachers in the first phase identified three categories of factors: child, home, and school. Child factors that teachers considered important for coping in Year I were language, motor, and social skills. In the second phase of the study, 54 children were assessed on these three skills using the Early Screening Profiles (Harrison, 1990). A control group of“competent”Year Is was compared with children repeating preprimary and with Year Is considered “at risk” of not coping.The control group performed significantly better on all three skills than the other two groups, confirming thot these skills are accurately assessed in teachers’judgements of readiness for Year 1. The third phase of the study consisted of a posttest of the at-risk Year Is and the children repeating preprimary. The posttest late in the academic year did not find any significant differences between the language, motor, and social development of the two groups.

Abstract The paper argues that in many developing countries there is a set of linked symptoms in education systems that cohere into what we call a weak foundations syndrome. Multi-source evidence is presented to illustrate how weak foundations through the early years of schooling lead to low primary school completion. Symptoms of the syndrome include (1) low access, use, and quality in preprimary programs; (2) permanently high apparent rate of intake (above 100%) into grade 1; (3) over-enrollment bulge, in the early grades, as well as formal and informal grade repetition through primary school; (4) apparent large enrollment drop-off between grades 1 and 2. Small stories for Burundi, Madagascar, and Ethiopia are presented to illustrate the syndrome. These cases also identify how countries and international organizations are starting to address the issues. An interesting aspect of the findings is the data that show parents’ support for preprimary education by enrolling their children earlier than the normative age for grade 1.

THE RESEARCH REPORTED IN this paper links children's movement skills with learning difficulties, particularly school readiness, in the early years. The aim of the research project was to (a) determine the prevalence and severity of retained reflexes, predominantly the Asymmetrical Tonic Neck Reflex (ATNR), and (b) investigate the movement skill ability of preprimary-aged Indigenous children in the Kimberley region of Western Australia. This provided an important first step in understanding and addressing movement skill deficits that may compromise the acquisition of foundation school readiness skills in young Australian Indigenous children. This project challenged the stereotypical assumption (by non-Indigenous Australians) that the majority of Indigenous Australian children have well-developed or even above-average movement skill development, based on their being more likely than non-Indigenous children to engage in regular physical activity and perform well in sport. It was important to test this assumption if a comprehensive picture of the developmental challenges and educational disadvantages faced by Indigenous Australian children, particularly those in remote regional areas, was to be established. Sixty-five per cent of the sample of Indigenous children were found to have retained moderate to high levels of the Asymmetrical Tonic Neck Reflex (ATNR) which in previous research has been linked to developmental delay, not only in movement skills but also in areas strongly related to academic achievement.

The Ministerial Task Force in Western Australia has stimulated debate on the issue of vertical integration in the early years of school. This paper traces the theoretical basis for vertical integration, and some differences in pedagogy between preprimary and primary teachers. Contrasts are drawn between transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of pupil control. It is suggested that these important issues of pedagogical knowledge should be addressed in order to achieve the underlying principles of vertical integration. In addition, early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession.

This dissertation was initiated to investigate the preprimary teacher's role in identifying and assisting learning disabled preprimars. The literature section consists of a study of the normal process of child development and the phenomenon of learning disability and its manifestation in preprimars. The philosophy of inclusion and a number of existing programmes for learners with learning disabilities were examined. The empirical research assessed the responses of preprimary teachers from the Eastern Cape to a questionnaire, their experiences in dealing with preprimars with learning disabilities in a typical preprimary group were analyzed and a summary of the findings was made. Recommendations have been given to teachers regarding the identification of learning disabilities in preprimars, the assistance and support needed to enable the teacher to assist the learning disabled preprimar and the need for additional training to equip her to do so.
Educational Studies
M. Ed. (Orthopedagogics)

OF THE THESIS Author: Bc. Anna Hrudková The diploma thesis deals with the topic The impact of changes in school legislation on management of pre-primary education. The theoretical part deals with the explanation and definition of concepts in the field of management, management of educational institutions (pre-primary education) and school legislation and its amendments. In the practical part, the work deals with the analysis of the collected data from the questionnaire, data were collected from the directors of nursery schools in the Central Bohemia organized by the municipalities. There is a correlation between changes in educational legislation and changes in the workload of nursery school directors and the functioning of these schools. The aim of my final thesis is to find out whether the current changes in school legislation (focusing on pre- primary education) have a significant impact on the management of kindergartens, how and in what areas the impact of these novelties was influenced. The conclusion of the diploma thesis is the evaluation of the collected data and the proposal of the institution dealing with the legislation of education. KEYWORDS Management, manager, organization, pre-school education, school principal, legislation.

Afrikaans text
Die bestuurstaak van die hoof van 'n preprimere skoal word gekenmerk aan die eie aard en struktuur van preprimere onderwys. Die doel van hierdie studie is die identifisering en omskrywing van die aard en omvang van die besondere bestuurstaak. Die diversiteit en kompleksiteit van hierdie bestuurstaak word vergestalt in die huidige beleid oor preprimere onderwys wat meebring dat verskeie staatsdepartemente, provinsiale- en plaaslike owerhede, gemeenskaps- en privaatinstansies by die beheer en voorsiening van preprimere onderwys betrokke is. Hierbenewensmoet die doelstellings van preprimere onderwys ann die unieke behoeftes ban die jong kind voldoen. Noue samewerking met die ouers asook samewerking tussen die personeel onderling, is uiteraard noodsaaklik. Die invloed van gemeenskapstrukture en die eise van die moderne samelewing word in die bestuurstaak aangespreek. In hierdie verband word veral verwys na gesinsprobleme waarby die hoof in 'n vertrouens- en raadgewende hoedanigheid betrokke is. In die bepaling van die omvang van die bestuurstaak is die vier hooftake in onderwysbestuur, naamlik beplanning, organisering, leidinggewing en beheer op die tersaaklike bestuursareas van toepassing gemaak. Benewens algemene bestuursaangeleenthede, het die preprimere skoolhoof ook 'n besondere taak ten opsigte van die professionele uitbouing van die beroep. Ten einde te bepaal hoe die bestuurstaak in die praktyk realiseer, is 'n kwalitatiewe ondersoek na die persoonlike ervaring en interpretasie van skoolhoofde onderneem. Dataversameling aan die hand van in-diepte onderhoude het velerlei probleme, wat aanvullend tot die literatuurstudie bespreek kon word, openbaar. In die lig van die moontlike privatisering van preprimere onderwys sal aangeleenthede soos finansiele bestuur en bemarking in die kurrikulum van preprimere onderwysbestuur aangespreek moet word. Die aktualiteit van 'n effektiewe beheerstruktuur vir preprimere onderwys word beklemtoon. Op grand van die bevindings normatiewe ontwikkeling van onderwysbestuur gemaak. van die studie is aanbevelings die opleidingskursusse in vir die preprimere onderwysbestuur gemaak.
The management task of the principal of a preprimary school is characterised by the distinctive nature and structure of preprimary education. The purpose of this study is tn identify and define the nature and scope of the particular management task. Both the diversity and complexity of this management task are embodied in the current policy on preprimary education which entails the involvement of various state departments, provincial and local authorities, social and ·private organisations in the control and provision of preprimary education. In addition to this; the aims of preprimary education have to meet the unique needs of the young child. Close cooperation with the parents • as well as mutual cooperation among the staff is naturally essential. The influence of social structures and the demands of modern society are addressed by the management task. In this regard special reference is made to family problems where the principal is involved in a confidential and advisory capacity. The four primary tasks in educational management, namely planning, organisation, guidance and control, are applied to the relevant management areas to determine the scope of the management task. Apart from general managerial concerns, the preprimary school principal also has a special task with regard to the professional extension of the profession. In· order to determine how the management task materialises in practice, a qualitative investigation was undertaken into the personal· experience and interpretation of school principals. The data collected by means of in-depth interviews, revealed several problems, additional to those which emerged from the literature study, which were discussed. In the light of the possible privatisation of preprimary education, issues such as financial management and marketing will have to be addressed in the curriculum of preprimary educational management. The actuality of an effective control structure for preprimary education is stressed. Based on the findings of the study, recommendations are made for the normative development of the training courses in preprimary educational management.
Educational Leadership and Management
D. Ed. (Onderwysbestuur)

Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir die samestelling van 'n sillabus. (2) ldentifisering van die struktuur van musiek en van Klasmusiek. (3) Eksemplariese analise van sillabusse vir die Klasmusiekopleiding van die student ten einde bevindings en aanbevelings wat as riglyne vir herkurrikuleringsaksies in die toekoms mag dien, te formuleer.
This study deals with the education of student teachers for Class Music in the Junior Primary phase. Students who enroll for a Junior Primary Course at Colleges of Education have to follow a compulsory course of at least one year in Class Music during their four year training. Research has indicated however that the training of these students does not bring about the desired results in practice. To identify problems and shortcomings stemming from the training in Class Music, a literature study was undertaken in which the following aspects were dealt with: (1) Consideration of the structure of the curriculum and the formulation of curriculum criteria for the compilation of a syllabus. (2) Identification of the structure of music and Class Music. (3) Analysis of examples of syllabuses for the training of students in Class Music to formulate findings and recommendations to serve as guidelines for curriculum review and restructing in future.
Educational Studies
M. Ed. (Didactics)

The thesis is a theorethical study with the main theme of teachers' education. It is divided into five chapters. The first chapter describes world trends in the area of teachers' education which are being adopted in the Czech Republic. Next three chapters are focused on the education of each teachers' group - preprimary, primary, secondary school. Each of these chapters includes the historic context of teachers' education and the content of their education. Today's conception of school education is considered as the key faktor which should be reflected in present teachers' education. The fifth chapter contains the perspectives of future development of teachers' education.

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully.
Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi.
Psychology of Education
M. Ed. (Sielkundige Opvoedkunde)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background.
Psychology of Education
M. Ed. (Psychology of Education)