Relevant bibliographies by topics / Preprimary school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Preprimary school'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Preprimary school"

1

Victoria Ihekerenma, Iroegbu. "Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria." Advances in Social Sciences Research Journal 6, no. 9 (2019): 39–47. http://dx.doi.org/10.14738/assrj.69.7066.

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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
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Jena, SunilKumar, and Biswabhusan Mohanty. "Preprimary stress questionnaire: A tool to assess stress in preprimary school students." International Journal of Educational and Psychological Researches 2, no. 4 (2016): 250. http://dx.doi.org/10.4103/2395-2296.189674.

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Kyrönlampi, Taina, Minna Uitto, and Anna-Maija Puroila. "Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting." International Journal of Early Childhood 53, no. 1 (2021): 65–82. http://dx.doi.org/10.1007/s13158-021-00285-9.

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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 se
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Davies, Frances, and Janet Fletcher. "Repetition of the preprimary year: Why is it done, and what is its effect?" Australian Educational and Developmental Psychologist 18, no. 1 (2001): 42–60. http://dx.doi.org/10.1017/s0816512200028285.

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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, 19
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Aboud, Frances E., and Kamal Hossain. "The impact of preprimary school on primary school achievement in Bangladesh." Early Childhood Research Quarterly 26, no. 2 (2011): 237–46. http://dx.doi.org/10.1016/j.ecresq.2010.07.001.

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Crouch, Luis, Katherine King, Anna Olefir, Hiroshi Saeki, and Tanya Savrimootoo. "Taking Preprimary Programs to Scale in Developing Countries: Multi-source Evidence to Improve Primary School Completion Rates." International Journal of Early Childhood 52, no. 2 (2020): 159–74. http://dx.doi.org/10.1007/s13158-020-00271-7.

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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
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Bastos, Paulo, Nicolas L. Bottan, and Julian Cristia. "Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala." Economic Development and Cultural Change 65, no. 3 (2017): 521–47. http://dx.doi.org/10.1086/691090.

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Callcott, Deborah. "Retained primary reflexes in preprimary-aged Indigenous children: The effect on movement ability and school readiness." Australasian Journal of Early Childhood 37, no. 2 (2012): 132–40. http://dx.doi.org/10.1177/183693911203700218.

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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
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Corrie, L. "Vertical Integration: Teachers’ Knowledge and Teachers’ Voice." Australasian Journal of Early Childhood 20, no. 3 (1995): 1–5. http://dx.doi.org/10.1177/183693919502000302.

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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. I
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Chen, Qihui. "Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China-Does Preprimary Education Matter?" Asia & the Pacific Policy Studies 4, no. 3 (2017): 586–601. http://dx.doi.org/10.1002/app5.192.

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Dissertations / Theses on the topic "Preprimary school"

1

Kumm, Dawn. "The role of the teacher in the education of the learning disabled child in the preprimary school." Diss., 1998. http://hdl.handle.net/10500/17151.

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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 di
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Hrudková, Anna. "Vliv aktuálních změn školské legislativy na management preprimárního vzdělávání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380829.

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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
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Grobler, Riekie. "Bestuurstaak van die hoof van 'n preprimêre skool." Thesis, 1992. http://hdl.handle.net/10500/18566.

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Afrikaans text<br>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 doelstel
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Myburg, Hannah-Marie Magaretha. "Klasmusieksillabus vir onderwysersopleiding in die junior primêre fase : 'n eksemplariese analiese." Diss., 1994. http://hdl.handle.net/10500/17549.

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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
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Pečinková, Simona. "Vzdělávání učitelů preprimární, primární a sekundární školy - historie, současnost, perspektivy." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-379590.

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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
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Raubenheimer, Lorinda Riana. "Implementering van spel in die Gr R klas in die preprimere en primere skool." Diss., 2012. http://hdl.handle.net/10500/6034.

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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 questio
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Helmbold, Erika Geertruida. "Teacher-directed play as a tool to develop emergent mathematics concepts : a neuro-psychological perspective." Diss., 2014. http://hdl.handle.net/10500/18490.

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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 ea
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Books on the topic "Preprimary school"

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Regan, Ellen Mary. Case studies of selected preprimary centres in Ontario: Ellen M. Regan, principal investigator ; Ada Schermann. Ontario Ministry of Education, 1986.

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Regan, Ellen M. Case studies of selected preprimary centres in Ontario. Ministry of Education, 1986.

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3

Grobler, Riekie. Music in the Preprimary School. Butterworth-Heinemann, 1990.

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4

National Center for Education Statistics, ed. Preprimary education enrollment. U.S. Dept. of Education, Office of Educational Research and Improvement, 1999.

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You might also be interested in the extended bibliographies on the topic 'Preprimary school' for particular source types:
Journal articles
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