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Journal articles on the topic 'Preschool Concepts'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Bose, Kabita, and Grace Seetso. "Science and mathematics teaching through local games in preschools of Botswana." South African Journal of Childhood Education 6, no. 2 (November 29, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i2.453.

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This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.

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2

Maxim, George W. "Developing Preschool Mathematical Concepts." Arithmetic Teacher 37, no. 4 (December 1989): 36–41. http://dx.doi.org/10.5951/at.37.4.0036.

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Little Jeffrey places one block on top of two others as he busily constructs an elaborate block city. Although he is only two-and-one-half years old. Jeffrey understands that he has just made a “bigger” building by adding one block to two others. He understands this idea even though he does not yet know how to use the terms one. two, and three. But, by acting on his environment. Jeffrey is encountering the basic ideas that will gradually evolve into more sophisticated mathematics concepts. Only after repeated experiences of this type can Jeffrey develop the logical thinking skills necessary to express in words what has happened to his block structure.

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3

LEDER, GILAH C. "NUMBER CONCEPTS OF PRESCHOOL CHILDREN." Perceptual and Motor Skills 69, no. 3 (December 1989): 1048–50. http://dx.doi.org/10.2466/pms.1989.69.3.1048.

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4

Sharma, Neeru, Sumati Vaid, and Rishta Dhawan. "Parental Concepts About Preschool Education." Anthropologist 6, no. 3 (July 2004): 201–8. http://dx.doi.org/10.1080/09720073.2004.11890855.

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5

Leder, Gilah C. "Number Concepts of Preschool Children." Perceptual and Motor Skills 69, no. 3-1 (December 1989): 1048–50. http://dx.doi.org/10.1177/00315125890693-162.

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Using the format of the tin game described by Hughes in 1986, this study investigated the extent and variety of written representations of small numbers of objects used spontaneously and meaningfully by a sample of 39 preschool children.

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Kaur, Jasleen, and Anupam Sharma. "Conceptual ECCE Happiness Framework for Preschools: To Introduce Importance of Happiness to Promote Social and Emotional Competence in Preschool Children." SAGE Open 11, no. 3 (July 2021): 215824402110318. http://dx.doi.org/10.1177/21582440211031873.

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The primary objective of this article is to create a conceptual Early Childhood Care and Education (ECCE) happiness framework for preschool children in India. Although happiness is regarded as one of the key elements that influence early childhood development, an effective happiness framework does not exist for preschools in rural and socio-economically disadvantaged areas in the state of Punjab in India. Therefore, based on research gaps and existing literature, a conceptual framework has been developed to promote social and emotional competence among preschool children through the happiness intervention. The article also discusses (a) the concepts of happiness, and social and emotional competence; (b) the importance of happiness in preschool; (c) the association between happiness and social-emotional competence of preschool children; and (d) the role of preschool teachers in implementing the framework. Future implementation of this framework in the preschools of India will help overcome the limitation that exists in regard to its validation.

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Ärlemalm-Hagsér, Eva, and Bodil Sundberg. "Naturmöten och källsortering - En kvantitativ studie om lärande för hållbar utveckling i förskolan." Nordic Studies in Science Education 12, no. 2 (September 23, 2016): 140–56. http://dx.doi.org/10.5617/nordina.1107.

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This Swedish quantitative study aims to fill a research gap concerning how preschool teachers understand and work with education for sustainable development. Empirical data were collected in a questionnaire distributed to 187 Swedish preschools. The questionnaires consisted of 13 multiple choice questions and five open ended questions exploring how the preschool teachers interpret education for sustainable development and environmental education both as concepts and in practice. Both education for sustainable development and environmental education were mainly associated with nature experiences, recycling and reuse of resources. Descriptions reflecting the economic and social aspects of sustainable development were mainly missing. These views were reflected in the types of activities the children were afforded. Preschools supported by in-service training had a broader understanding of the concept and worked more actively with environmental and sustainability issues with the children. This suggests the need for support for providing children with quality education about sustainability issues.

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Cassidy, Kimberly Wright, Lorraine V. Ball, Mary T. Rourke, Rebecca Stetson Werner, Norah Feeny, June Y. Chu, Donna J. Lutz, and Alexis Perkins. "Theory of mind concepts in children's literature." Applied Psycholinguistics 19, no. 3 (July 1998): 463–70. http://dx.doi.org/10.1017/s0142716400010274.

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ABSTRACTThis study examined whether books that are typically read to preschool children contain theory of mind concepts. The parents of 47 preschool children recorded books read by or to their child over a one-week period. The books were analyzed for theory of mind content. It was found that 78% of the books contained internal state language, 34% contained false beliefs, and 43% contained personality descriptors. Thus, theory of mind concepts appear to be an integral part of the literature read to preschool children. These results are discussed in light of recent work on individual differences in theory of mind development.

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9

Dillon, Moira R., Harini Kannan, Joshua T. Dean, Elizabeth S. Spelke, and Esther Duflo. "Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics." Science 357, no. 6346 (July 6, 2017): 47–55. http://dx.doi.org/10.1126/science.aal4724.

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Many poor children are underprepared for demanding primary school curricula. Research in cognitive science suggests that school achievement could be improved by preschool pedagogy in which numerate adults engage children’s spontaneous, nonsymbolic mathematical concepts. To test this suggestion, we designed and evaluated a game-based preschool curriculum intended to exercise children’s emerging skills in number and geometry. In a randomized field experiment with 1540 children (average age 4.9 years) in 214 Indian preschools, 4 months of math game play yielded marked and enduring improvement on the exercised intuitive abilities, relative to no-treatment and active control conditions. Math-trained children also showed immediate gains on symbolic mathematical skills but displayed no advantage in subsequent learning of the language and concepts of school mathematics.

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10

Yurt Tarakçı, Özlem, Sadiye Keleş, and Esra Betül Kölemen. "PRESCHOOL TEACHERS’ SCIENCE TALKS DURING PICTURE STORYBOOK TELLING." Journal of Baltic Science Education 19, no. 6 (December 5, 2020): 940–53. http://dx.doi.org/10.33225/jbse/20.19.940.

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The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers

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Ibrayeva, M. K. "WAYS OF USING FOLK ART IN THE HOLISTIC DEVELOPMENT OF PRESCHOOL CHILDREN." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 179–84. http://dx.doi.org/10.51889/2020-4.1728-7847.32.

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The article considers a variety of concepts and concepts based on the study of folk art of preschool children.The author analyzed the scientific works of some scientists who paid attention to the development of preschool children by means of folk art and considered it necessary to create pedagogical conditions for the healthy development of preschool children.Various ways of integral development of preschool children by means of folk art are offered

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12

Areljung, Sofie. "Capturing the world with verbs: Preschool science education beyond nouns and objects." Contemporary Issues in Early Childhood 21, no. 1 (October 15, 2018): 70–82. http://dx.doi.org/10.1177/1463949118805438.

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This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children’s noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one’s surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.

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13

Kozlowski, Anne E. "Self-Concepts of Preschool Girls in a Preballet Program." Perceptual and Motor Skills 77, no. 1 (August 1993): 104–6. http://dx.doi.org/10.2466/pms.1993.77.1.104.

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The self-concepts of 10 5-yr.-old girls enrolled in a preballet program at a ballet school in Tulsa, Oklahoma for over one year were measured using the Purdue Self-concept Scale for Preschool Children. Their scores were compared against the scale's normative data for girls of similar age. A one-sample two-tailed t test showed girls' mean was 1 standard deviation above the normative population's mean, a significant difference. Preballet education may be an effective tool for enhancing self-concept, although selective factors may contribute also.

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14

Vidal Carulla, Carulla C., and К. Adbo. "Using Cultural-Historical Theory to Design and Assess a Chemistry Play-Based Learning Intervention." Cultural-Historical Psychology 15, no. 4 (2019): 35–43. http://dx.doi.org/10.17759/chp.2019150404.

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This study has been performed in Sweden, where the preschool curriculum states that children’s understanding of simple chemical processes is a goal to strive towards [13]. However, uncertainty within the current preschool practice exists and has been described by B. Sundberg et al. [20]. Motivated by the lack of scientific literature on what chemistry content is suitable for preschool children and how to introduce it, this study aims to tackle how abstract concepts like “atoms” and “molecules” can be introduced to preschool children. With this purpose, a play-based learning intervention was designed, following the cultural-historical model for preschool science education proposed by M. Fleer [7], and implemented in two Swedish preschools, dividing a total of 20 three-years-old children into four groups of five children each. Data were collected in the form of video-recordings of the sessions and analysed following the principles from the experimental-genetic method summarized by N. Veresov [23]. Results are presented in the form of vignettes that illustrate significant moments from the intervention, together with discussion of how the social situation of development, the zone of actual development and the mediating tools facilitate the children in starting to talk about atoms.

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Kurbonova, Zilola Uralovna. "The Significance Of The Concept "Technological Competence Of Preschool Educational Teacher"." American Journal of Social Science and Education Innovations 03, no. 01 (January 26, 2021): 207–10. http://dx.doi.org/10.37547/tajssei/volume03issue01-41.

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16

PLUM, JANE, ANN A. HERTZLER, DENISE BROCHETTI, and DAISY STEWART. "Game to Assess Nutrition Concepts of Preschool Children." Journal of the American Dietetic Association 98, no. 10 (October 1998): 1168–71. http://dx.doi.org/10.1016/s0002-8223(98)00271-5.

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17

Diamond, Karen E. "Preschool Children's Concepts of Disability in Their Peers." Early Education & Development 4, no. 2 (April 1993): 123–29. http://dx.doi.org/10.1207/s15566935eed0402_4.

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18

Laupa, Marta. "“Who's in charge?” Preschool children's concepts of authority." Early Childhood Research Quarterly 9, no. 1 (March 1994): 1–17. http://dx.doi.org/10.1016/0885-2006(94)90026-4.

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19

Rozhnova, Victoria. "The Model of Development of Aesthetic Competence of Future Educators of Preschool Education Institutions." Path of Science 7, no. 1 (January 31, 2021): 5001–6. http://dx.doi.org/10.22178/pos.66-5.

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The article is devoted to the characteristics of the structural model of development of aesthetic competence of future educators of preschool education institutions. The concepts «model», «modeling» are revealed. The own definition of the concept «structural model of development of aesthetic competence of future educators of preschool education institutions» is offered. The characteristics of the target, methodological, organizational, semantic, activity, result-evaluation blocks of the author’s model are represented.

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20

Eş, Hüseyin. "CONCEPTS OF VEGETABLE AND FRUIT IN PRESCHOOL AND ELEMENTARY EDUCATION." Journal of Baltic Science Education 13, no. 5 (December 25, 2014): 709–25. http://dx.doi.org/10.33225/jbse/14.13.709.

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The purpose of this study was to investigate the way the concepts of fruit and vegetable are presented in teaching materials, used in pre-school education and in the textbooks of life sciences and science and technology courses in elementary education, in addition to the students and teachers’ knowledge and opinions related to these concepts. Qualitative research techniques were used in this study. The sample of the study comprises the students receiving education in pre-school and elementary education and the teachers serving at these levels. 258 students and 83 teachers took part in this study. A survey, which was developed by the researcher, including two forms, was administered. Teaching materials in pre-school education and course books in elementary education were also used as data sources. When the research findings are considered, it stands out that these concepts have different definitions in different fields and thus, they have no common definitions. This situation seems to have been reflected in the teaching materials used both in pre-school and elementary education. Also, it is seen that there are important differences between teachers’ opinions about these concepts. Key words: concept learning, concepts of fruit and vegetable, science education, teaching materials.

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Elvstrand, Helene, Jonas Hallström, and Kristina Hellberg. "Vad är teknik? Pedagogers uppfattningar om och erfarenheter av teknik och teknikundervisning i förskolan What is technology? Preschool teachers' conceptions and experiences of technology and technology education in the preschool." Nordic Studies in Science Education 14, no. 1 (January 19, 2018): 37–53. http://dx.doi.org/10.5617/nordina.2670.

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In recent years technology has become increasingly emphasized as educational content in the Swedish preschool, not the least with the introduction of the latest curriculum in 2010 (revised in 2016). Since preschool teachers have not had any formal technology education until just recently, it is of importance to investigate how they conceive of and experience technology in the daily activities of the preschool. The purpose of this study is therefore to describe and analyze Swedish preschool teachers’ views and experiences of technology and technology education in the preschool, focusing on what opportunities and obstacles that they see. The data consists of transcripts from focus group interviews with sixteen teachers in two Swedish preschools, and the data was coded and categorized with a thematic analysis. The results show that when it comes to opportunities, the teachers consider technology to permeate all preschool activities, and the challenge here is rather to make technology visible. In terms of obstacles, however, the teachers are also uncertain about what technology is and want to have more knowledge of technology themselves, for example, relevant concepts for various technologies or activities. They also want to know more about technology education in order to be able to educationally convey knowledge of technology to the children and to make the children conscious of the technology that surrounds them.

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Howard, Scarlett R., Aurore Avarguès-Weber, Jair E. Garcia, Andrew D. Greentree, and Adrian G. Dyer. "Numerical ordering of zero in honey bees." Science 360, no. 6393 (June 7, 2018): 1124–26. http://dx.doi.org/10.1126/science.aar4975.

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Some vertebrates demonstrate complex numerosity concepts—including addition, sequential ordering of numbers, or even the concept of zero—but whether an insect can develop an understanding for such concepts remains unknown. We trained individual honey bees to the numerical concepts of “greater than” or “less than” using stimuli containing one to six elemental features. Bees could subsequently extrapolate the concept of less than to order zero numerosity at the lower end of the numerical continuum. Bees demonstrated an understanding that parallels animals such as the African grey parrot, nonhuman primates, and even preschool children.

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Rumanová, Lucia, and Petra Pálinkásová. "Using Geometric Concepts in the World of Preschool Children." Online Journal of Primary and Preschool Education 1, no. 2 (November 23, 2017): 31–37. http://dx.doi.org/10.21062/ujep/38.2017/a/2533-7106/ojppe/2017/2/31.

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Chan, Christine MS. "The health concepts of preschool teachers in Hong Kong." International Journal of Health Promotion and Education 43, no. 2 (January 2005): 51–58. http://dx.doi.org/10.1080/14635240.2005.10708039.

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Sandberg, Anette, and Anette Eriksson. "Children’s participation in preschool – on the conditions of the adults? Preschool staff’s concepts of children’s participation in preschool everyday life." Early Child Development and Care 180, no. 5 (June 2010): 619–31. http://dx.doi.org/10.1080/03004430802181759.

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Blackbourn, Joe M. "Varying Preschool Arrangements and Self-Concepts of Educable Mentally Retarded Children in Grade 1." Perceptual and Motor Skills 66, no. 3 (June 1988): 1013–14. http://dx.doi.org/10.2466/pms.1988.66.3.1013.

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Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

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Mankesh, A., and Zh Dauletbayeva. "THE DEVELOPMENT OF RESERCH IN PRESCHOOL CHILDREN ON A NATURAL BASIS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 362–66. http://dx.doi.org/10.51889/2020-1.1728-5496.65.

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In the article analyzes the concepts of "natural science", "research" and "scientific research" based on scientific sources based on definitions given by domestic and foreign authors. It provides information on the development of preschool children in their natural learning activities. In recent years, we have faced many situations that require scientific knowledge, so preschool organizations need to introduce science with simple concepts. Considering natural learning as a means of developing logical thinking for children. The importance of the subject of science in the development of the child’s intelligence is emphasized by the offer of teaching natural sciences and ecology in preschool institutions. Moreover, they not only master the laws of nature, but also adapt them to their ministry, based on the conclusion that scientific concepts based on natural science constantly help the child to develop his thinking. Based on the results of psychological and pedagogical studies of teachers and practitioners of natural science, it is proved that the use of these studies in preschool institutions can provide a basis for the further development of children's thinking in accordance with modern requirements.

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Hilcenko, Slavoljub. "Comment: ICT in Preschool." Journal of Education, Technology and Computer Science 31, no. 1 (2020): 70–78. http://dx.doi.org/10.15584/jetacomps.2020.1.10.

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ICT Tools are not primary, but secondary learning source for teaching abstract mathematical concepts at preschool institution. As a matter of fact, for children ICT Tools don’t have the power of immediate and practical experience or experimental work, which are the primary source of learning such contents. ICT Tools can only be used to revise knowledge after children have acquired it through direct manipulative activities and experiments, which require sensory experiences (eyes, hands). In that way children estimate volume of different liquids and their dishes firstly subjectively and then objectively.

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Izmaylova, Elnara I., Tatyana L. Kuzmishina, Maria Aleksandrovna Gorelkina, Elena N. Korneva, and Anastasiia Vladimirovna Lukinova. "The relationship between general and emotional intelligence in preschool children." SHS Web of Conferences 117 (2021): 02001. http://dx.doi.org/10.1051/shsconf/202111702001.

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This paper examines the relationship between general intelligence and emotional intelligence in preschool children older than five years and the main areas of research on general and emotional intelligence. Currently, a high level of general and emotional intelligence is viewed as a condition for achieving success both in one’s profession and in life in general. The relevance of this study is conditioned by the need to study general intelligence and emotional intelligence to improve the intellectual and emotional life of people, which in turn contributes to the solution of both individual and social problems. This study aims to review the levels of general and emotional intelligence formation in preschool children older than five years. The paper contains a retrospective analysis of the problem of studying emotional and general intelligence in Russian and foreign psychology. Various approaches to the study of general and emotional intelligence are analyzed. Based on a review of the literature on the topic of the study, the prerequisites for the emergence of the concept of emotional intelligence are outlined. The content of such concepts as “intelligence” and “emotional intelligence” is outlined, with a brief excursion into the history of the emergence and spread of these concepts. The paper also contains terms analogous to the concept of emotional intelligence and describes in detail the structural components of emotional intelligence within the framework of various models. Empirically, the levels of general and emotional intelligence of preschool children older than five years have been identified. A comparative correlation study of the levels of emotional and general intelligence of preschool children was carried out. The authors present the results of an experimental study on the absence of interdependence of general and emotional intelligence in preschool children older than five years.

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Assanbayevа, Z. D., and Z. T. Taszhurekova. "THE DEVELOPMENT OF COGNITIVE INDEPENDENCE IN CHILDREN OF PRESCHOOL AGE THROUGH CASE TECHNOLOGIES." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 191–99. http://dx.doi.org/10.51889/2020-4.1728-5496.29.

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The article reveals modern approaches to the concept of «cognitive independence» and defines the main components of the formation of cognitive independence in older preschool children.Based on the analysis of scientific research, the definition of «case technologies» as applied in a kindergarten is given. A model for the development of cognitive independence in older preschool children has been developed using case technologies. It defines the main goal and the underlying objectives arising from the goal. The content of the model presents the main typesof cases: photo cases, case illustrations, role design. The authors substantiated scientific approaches, principles, requirements for the use of case technologies in preschool education. Recommendations are given on the use of various types of case technologies in the classroom on fiction, the formation of elementary mathematical concepts and familiarization with the surrounding world. Shown are diagnostic techniques aimed at determining the level of cognitive independence in older preschool children.

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Zeng, Bin. "Study on the Model of Preschool Education in Finland." Asian Social Science 12, no. 10 (September 19, 2016): 163. http://dx.doi.org/10.5539/ass.v12n10p163.

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<p>Finland is the most competitive country in the world. It cannot be separated from its high quality education. The Finnish preschool education quality is also the first in the world. It is connect that the Finnish government takes preschool education seriously. Therefore, Understanding the preschool education model in Finland is good to help other countries develop preschool education effectively, by discussing the following tactics that Finland obtains high-quality preschool educators, that Finland draws up the suitable education concepts for children's future study and life, that Finland draws up the education goal according to the national conditions, that Finland carries out many preschool education systems, that Finland evaluates the preschool education in many ways.</p>

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Wadlington, Elizabeth, and Jeanne M. Burns. "Math Instructional Practices within Preschool/Kindergarten Gifted Programs." Journal for the Education of the Gifted 17, no. 1 (January 1993): 41–52. http://dx.doi.org/10.1177/016235329301700105.

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Math instructional practices/materials utilized by teachers in early childhood programs for gifted three-, four-, and five-years have been discussed in this article. Information was collected for a study that examined specific math practices utilized by teachers in gifted preschool/kindergarten programs within the United States. Results indicated that most respondents used unstructured activities (e.g., discovery learning, learning centers) in small groups when providing math instruction. Although the teachers exposed the gifted children to concepts generally introduced to older students; they most frequently taught concepts found in traditional early childhood programs. Children were infrequently exposed to concepts/materials pertaining to time and measurement even though research has indicated that young gifted children often possess advanced capabilities in these areas.

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SAKHAROVA, Tatiana, Inna ZHURAVLEVA, and Maria BATAEVA. "Representations of Family Concept in Senior Preschool Age Children." Main Issues Of Pedagogy And Psychology 19, no. 1 (April 19, 2021): 45–55. http://dx.doi.org/10.24234/miopap.v19i1.392.

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Peculiarities of representations of family concept in senior preschool-age children are considered in the article. The authors of the article define representations as a certain vision of the world and relationships in it that help an individual to adapt to the world around him. According to the authors, the style of child-parent relations has an impact on the formation of a child’s ideas about family. As a result of empiric research, the authors come to the conclusion that the personality-centred style of child-parent relationship fosters ideas of positive family relations in senior preschool-age children. The tolerant type of child-parent relations determines the formation of the concept of neutral family relations in older preschool children. The ego-isolated style of child-parent relationships contributes to the formation of negative ideas about family relationships in senior preschool children. The empirical research has shown the predominance of ideas about positive family relationships in senior preschool children. In general, children of senior preschool age include family members, people and animals who live together with the child in the representation of the family, describe joint recreation and pastime, note the care of themselves as a child and characterize the features of emotional relationships between themselves and other family members. All three types of family concepts’ representations are manifested both in boys and girls. It is possible to trace the tendency of the predominance of ideas about negative family relations in boys, the predominance of ideas about neutral family relations in girls of senior preschool age.

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Ivanchuk, Sabina, Anna Voznik, Olga Dronova, Nina Girenko, and Dilyana Arsova. "Preparation of Future Preschool Education Specialists for the Use of Modern Educational Technologies." International Journal of Higher Education 9, no. 5 (June 26, 2020): 28. http://dx.doi.org/10.5430/ijhe.v9n5p28.

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The article considers the professional training of future specialists in preschool education. The focus is on the use of modern educational technologies by future preschool education specialists. Basic concepts such as: technologies, educational technologies, innovative technologies are revealed. The modern directions of professional education of future employees of preschool education are analyzed. The necessity of modern educational technologies for future employees of preschool education is singled out and substantiated. It is proved that the preparation for the use of modern educational technologies by future specialists of preschool education is aimed at the constant development of various activities aimed at preserving and developing the younger generation.

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Gapjung Yoon. "The rediscovery of rituals in preschool settings: concepts and practices." Korean Journal of Culture and Arts Education Studies 11, no. 4 (August 2016): 23–46. http://dx.doi.org/10.15815/kjcaes.2016.11.4.23.

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Johansson, Inge, and Anette Sandberg. "Learning and participation: two interrelated key‐concepts in the preschool." European Early Childhood Education Research Journal 18, no. 2 (June 2010): 229–42. http://dx.doi.org/10.1080/13502931003784560.

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Trávníčková, Petra. "An analysis of teacher’s didactical activity in the context of children’s preconception usage." Acta Educationis Generalis 8, no. 2 (August 1, 2018): 40–53. http://dx.doi.org/10.2478/atd-2018-0010.

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Abstract Introduction: This paper presents the results of research focused on identification of preschool teachers’ progress in relation to the use of children’s preconceptions in formal pre-elementary education. It represents the theoretical concepts that are applied in the work with children’s preconceptions in schools. It analyses them and creates a platform for their own empirical investigation. This research was carried out in the Czech Republic. Methods: The empirical part of the study was conducted in the form of a qualitative research. Participant observation and interviews with preschool teachers were used for the data collection. The research findings were analysed and a model for using children’s preconceptions was created and interpreted subsequently. Results: The presence of children’s preconception in educational activities in preschool was found in the realised participant observation. The ways and types of practice of preschool teachers in relation to using children’s preconception are interpreted based on the research findings. Afterwards, based on the participant observation, in-depth interviews were carried out. From the collected data, it was observed that the practices of the teachers in connection to using children’s preconceptions are determined by the agency of the child, the experience of the teacher and the overall philosophy of the preschool. Limitations: This research was realised in the Zlín region in the spring of 2017. Data from the research cannot be generalised for the whole population. However, the following research will address agency theory in connection with children’s preconceptions. Discussion and conclusions: The practices of teachers in relation to using children’s preconceptions in formal education in preschools. The results show that the approach of teachers in connection with using children’s preconceptions differs. There are three ways interpreted out of the research findings: 1. A preschool teacher notices the preconception but does not react to it. 2. A preschool teacher notices the preconception and reacts to it. 3. A preschool teacher intentionally identifies the preconception and uses it further during the educational activity. The results show that a child’s agency plays an important role in relation to using children’s preconception. Additionally, they show that the decision to use or not to use children’s preconceptions is influenced by the preschool teacher’s experience and the philosophy of the preschool

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Koutníková, Marta. "The Application of Comics in Science Education." Acta Educationis Generalis 7, no. 3 (December 20, 2017): 88–98. http://dx.doi.org/10.1515/atd-2017-0026.

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Abstract Introduction: This study presents the results of a year-long project focused on analysis and reflection on working with comics by students in the preschool teacher training programme. Methods: This study presents the use of comics to help pre-literacy children understand certain physical phenomena. The study is based on observations of changing perception of phenomena by children as a result of the use of comics accompanied by concept maps. Results: Comics are proven to be a modern pedagogical strategy, which is starting to gain its popularity in teaching about nature study. It is used in research-oriented teaching within the psycho-didactic concept of instruction. Conclusions: Comics can be very helpful in making science concepts interesting and comprehensible for a preschool child.

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Shakhmanova, A., and E. Ponomareva. "Pedagogical Interaction of a Preschool Organization, Family and School in Preparing Children for Schooling." Primary Education 9, no. 2 (April 21, 2021): 40–44. http://dx.doi.org/10.12737/1998-0728-2021-9-2-40-44.

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The article examines an important and complex stage in the development of a child's personality during his transition from preschool childhood to school. The concept of "a child's readiness to learn at school" is characterized, the types of readiness and their content are highlighted, correlated with the new tasks of modern primary education. Particular attention is paid to the issues of well-functioning interaction of the preschool educational organization, family and school as a condition for improving the quality of preparing children for schooling. The essence of the concepts "interaction", "pedagogical interaction" is revealed, and the functions of all participants in the studied period of the educational process are determined.

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Bhebhe, Sithulisiwe, and Ntokozo Vilakati. "Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility." International Journal of Social Learning (IJSL) 1, no. 2 (April 20, 2021): 172–86. http://dx.doi.org/10.47134/ijsl.v1i2.47.

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Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

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Karlsdottir, Kristin, and Johanna Einarsdottir. "Supporting democracy and agency for all children: The learning stories of two immigrant boys." Contemporary Issues in Early Childhood 21, no. 4 (December 2020): 325–39. http://dx.doi.org/10.1177/1463949120978472.

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The aim of this article is to explore democracy and agency for children with diverse backgrounds in Icelandic early childhood education and care. In the last decade, Icelandic society has become more multicultural, as reflected in the increasing number of children in preschools with a home language other than Icelandic. Hence, this article also aims to promote a discussion of how Nordic traditions can be reflected in preschool practice, especially in relation to multicultural education. The ideas, theories and methods when multicultural education is planned seek support from similar concepts, such as democracy, power relations, social justice and children’s agency. The learning stories of two boys with a cultural background other than Icelandic were documented in accordance with the New Zealand curriculum, Te Whāriki, illustrating the boys’ communication and power relations in their preschools by foregrounding their competencies. The study supports other research showing that immigrant children struggle as they participate in play and are sometimes on the verge of being marginalized in their preschool group. The findings reveal that, in the boys’ learning stories, their competence appeared clearly – they were seen to develop their participation and sometimes their agency emerged. The power relations in their groups were not in their favour; they were marginalized in the group of children. These results suggest that, in line with Nordic policy, preschool teachers might work against the marginalization of children from multicultural backgrounds by building on children’s competencies, listening to them, and relying on their ways to interact and find solutions.

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SAFAROVA, EVGENIA V. "THEPROBLEM OF DEVELOPING PRESCHOOLER’S KEY COMPETENCES IN THE PROCESS OF JOINT PICTORIAL ACTIVITY WITH PEERS." Cherepovets State University Bulletin 5, no. 98 (2020): 202–13. http://dx.doi.org/10.23859/1994-0637-2020-5-98-16.

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The article considers the problem of developing key competences in a preschooler in the process of joint pictorial activity with peers. The author carried out a review of the principles in the regulatory documents and highlighted the specificity of the preschooler’s productive activities. In the context of the problem, the concepts of “competence” and “competency” are analyzed; the results of the ascertaining stage of the experiment are indicated. The author identifies key competences acquired by a child of preschool age in the process of interaction with peers under the conditions of joint pictorial activity.

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Bauch, Jerold P., and Huei-hsin Joyce Hsu. "Montessori: Right or Wrong about Number Concepts?" Arithmetic Teacher 35, no. 6 (February 1988): 8–11. http://dx.doi.org/10.5951/at.35.6.0008.

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When Maria Montessori “invented” her method for teaching the street urchins from the slums of Rome in the early 1900s, she showed remarkable insight into children's needs and unique ways to help them learn. Montessori was truly a scientific person, earning the first medical degree granted to a woman in Italy and studying such diverse fields as pedagogy, anthropology, and psychiatry. When she was asked to develop a preschool program for the street children of Rome, she made a quantum jump forward in both instructional theory and teaching materials.

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Pintar, Željka. "Traditional paradigm and progressivism of contemporary paradigm in early and preschool education." Školski vjesnik 69, no. 1 (2020): 191–207. http://dx.doi.org/10.38003/sv.69.1.11.

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Historical changes in pedagogical ideas and orientations that underpin them show that pedagogy orientates towards the general course of social development. Each historical period creates an interpretative framework for children upbringing. Interpretations of educational concepts depend on the political-economic context of community life, general philosophy advocated by society, and the characteristics of development of various scientific disciplines. Taking into account the social context, pedagogical paradigm is conceptualized by creating authentic scientific knowledge and accepting the knowledge of complementary sciences. This paper discusses similarities and differences between traditional and contemporary pedagogical paradigms in relation to the context of early and preschool education. It also highlights scientific assumptions, starting points and studies of the disciplines with which the contemporary educational paradigm shares the same subject of interest, and through which it conceives and underpins its educational approach. It also problematizes introduction of contemporary educational concepts into practice of early and preschool education. The aforementioned allows focusing on the way in which contemporary pedagogical concept represents its authentic approach, how its principles depart, and in what way they continue on pre-established pedagogical practices.

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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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Yerkebayeva, S. Zh, and A. E. Zhumabayeva. "THE IMPORTANCE OF DEVELOPING COMMUNICATION SKILLS IN PRESCHOOL CHILDREN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 199–206. http://dx.doi.org/10.51889/2020-4.1728-5496.30.

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The article describes the problem of forming communication skills of preschool children. In the context of updating the content of education, the problem of forming communication skills is an urgent socio-pedagogical problem, which means that the positive solution of the level of education of children, the effectiveness of interpersonal interaction with teachers and peers and, in general, the social adaptation of children depends on social teachers. The analysis of key theoretical ideas and personal concepts in the formation of communicative skills of preschool children in relation to each other was carried out. The article considers the socio-historical concept of individual concepts" communication"," communication skills", the grouping of components of communication as activities, the analysis of components of communication activities, communication skills, and communicative abilities. The authors note that during the formation of communication skills, children of age have a need for situational business communication with peers. Joint game activity exists as the content of communication, there is a need for respect and respect from peers. Expanding the circle of communication requires the child to fully master the means of communication, the main of which is speech. At the same time, the components of communication were grouped as communicative activities, and the actions in which the action of communicative skills is carried out, and the components of communicative abilities were considered.

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Tikhonravov, Dmitrii L., Vladislav B. Voitenkov, Inna U. Golubeva, Alexander P. Gerasimov, and Artem Y. Pashkov. "Use of the method for the formation of the concepts of size and shape in preschool children for clinical research." Pediatrician (St. Petersburg) 10, no. 6 (March 4, 2020): 45–52. http://dx.doi.org/10.17816/ped10645-52.

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The goal of the present study was to test the method of forming or actualizing preverbal concepts in the conditions of an independent search for a task solution in order to use the method in clinical practice. The conditions of the absence of researchers instructions allow: 1) to compare in ontogenetic and clinical aspects; 2) to develop the skills of an independent search for solutions in problem situations; 3) to improve the creative potential of a child; 4) to develop the ability to achieve a goal. The advantage of using the preverbal concepts of size and shape is that this method can be applied to children of primary preschool age and children with a delay in speech development. To test the method, 7 healthy children of the middle preschool age (4-5-year-old children) were selected. The first task was to form or actualize the concept of a bigger or smaller size in children during the simultaneous presentation of 4 flat or volume geometrical figures. The second task was to form or actualize the concept of a flat or volumetric object among simultaneously presented 4 figures of the same size (small, medium or big). To get reward children should have chosen the figure, which was different from the other 3 ones in a trial during the formation of both the concepts. In the both tasks, we calculated the quantity of trials, which were needed for the single attainment or excess of the 70% level of the correct task performance per each type of learning. The behavioral results showed that the learning speeds during the formation of the concepts of the bigger/smaller size and flat/volumetric shape did not significantly differ from each other. It could be suggested that those concepts were equally important for the 4-5-year-old children. The study showed that the concept formation model is a convenient psychological method for testing the level of the development of the higher cognitive functions in participants and its use is possible in clinical practice with the parallel recording of the brain activity (EEG, evoked potentials etc.) in children in the process of their performing cognitive tasks. The described model is promising for identifying intellectual developmental delays in preschool children and can be used to test children with various cognitive abnormalities.

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Parks, Amy Noelle, and Diana Chang Blom. "Helping Young Children See Math in Play." Teaching Children Mathematics 20, no. 5 (December 2013): 310–17. http://dx.doi.org/10.5951/teacchilmath.20.5.0310.

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Ponomarenko, T., and O. Kuzina. "PREPARATION OF FUTURE TEACHERS FOR USING MEDIA SPACE IN THE EDUCATIONAL PROCESS OF PRESCHOOL EDUCATION INSTITUTION." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 89–93. http://dx.doi.org/10.28925/2311-2409.2021.3512.

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The study identifies the relevance of effective professional training of future teachers in the field of preschool education, in particular, the preparation for using media space in the educational process of preschool education institution. The content of one of the main concepts of the study — “media space”, which is defined by us as the space of a set of individual, collective entities, social institutions in the production, existence, circulation of audiovisual (electronic) information, is clarified. Modern media space includes television (terrestrial, cable, satellite, etc.), radio, printed media, movies and videos, DVDs, CD-ROMs, e-mail, computer channels and the Internet. The content of the basic concept of the study “readiness of teachers for using the media space in the educational process of preschool education institution”, which we consider as a holistic integrative, rather embedded in content personality quality, which is a set of values, motives, knowledge, skills, personal professional qualities that determine the effectiveness of the use of media space in the educational process of preschool education institution. The peculiarities of the organization of media space in the conditions of preschool education institution are outlined. On the basis of the analysis of curricula and work programs of educational disciplines of a number of Ukrainian universities, the state of formation of researched readiness of future teachers in the field of preschool education in the conditions of university pedagogical training is investigated. Based on the analysis of the educational activities of teachers of preschool education, the features of their readiness regarding the use of media space in the educational process of preschool education have been studied. The need for further improvement of the educational process to form the readiness of future teachers to use the media space in the educational process of preschool education institution and optimize their independent activities in order to effectively develop the studied professional quality.

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Beka, Arbresha. "The Impact of Games in Understanding Mathematical Concepts to Preschool Children." Journal of Educational and Social Research 7, no. 1 (January 26, 2017): 187–94. http://dx.doi.org/10.5901/jesr.2017.v7n1p187.

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AbstractThe purpose of this action research is to examine the impact of Mathematics games on the understanding of concepts of numbers and numbering with preschool children. The research involved a total of 58 children from four groupings of “Naim Frashëri” school and their parents. Firstly, it was condacted pretest, with the aim of identifying the children who have difficulties and problems with adopting Mathematics concepts, followed by an action plan in class. The research was implemented during the first semester of 2014. During this period, three action plans on learning the number and numbering concepts were realized: in the first action plan - through Games with manipulativ tools; in the second action plan through Games in nature; whilst the third action plan involved Mathematics and Logic Games. The study involved data collection through observation lists, focus group, questionnaires with parents, working sheets, preparing the test before, during and after the action plan. Afterwards, we observed the data and analyzed it through statistical methods, thematic methods, coding the information extracted from questionnaires with parents and the observation list. The results of this research show that the uses of the mathematic games with preschool children’s have an impact in the development on understanding's the number and numbering concepts. The use of Mathematics games, also have a direct impact on effectiveness and quality during Mathematics classes.

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