Relevant bibliographies by topics / Preschool education content

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preschool education content'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Preschool education content"

1

Håkansson, Jan. "Leadership for learning in the preschool: Preschool managers’ perspectives on strategies and actions in the systematic quality work." Educational Management Administration & Leadership 47, no. 2 (2017): 241–58. http://dx.doi.org/10.1177/1741143217732794.

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This article presents the results of a qualitative study with the aim of contributing to an understanding of preschool managers’ leadership in systematic quality work in a Swedish context. In line with the Education Act and the preschool curriculum, systematic quality work is compulsory in all Swedish preschools. This consists of several steps, including data collection, documentation and self-evaluation for the purpose of professional development and quality improvement. With the aid of interviews, preschool managers’ perspectives on leadership actions, with an emphasis on a leadership for learning, have been analysed in relation to local conditions and previous research. The results show that preschool managers balance the demands for loyalty to the municipality’s quality system’s requirements with their own preschool’s independence in the systematic quality work. In different ways they emphasise the organisational, content-related and methodological aspects of their long-term strategies, but also use relational and organisational leadership actions and feedback to show how they expect the staff to carry out their work with the children and collaborate with colleagues. The preschool’s conditions, such as the staff’s education levels, affect how the systematic quality work is organised and led. The importance of preschool managers’ professional knowledge – a content-related dimension – is discussed in relation to previous research on the concept of leadership for learning. One of the study’s conclusions is that the preschool’s leadership emphasis on organisational solutions could impede the preschool’s quality development.
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Kochkinova, Mahliyo Norbutaevna, Ozodaxon Muzaffar qizi Kamolova, and Zarina Sayriddinnovna Saidova. "Content of labor education in preschool education." Asian Journal Of Multidimensional Research 10, no. 6 (2021): 292–96. http://dx.doi.org/10.5958/2278-4853.2021.00538.3.

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Kaldybaeva, A., and M. Sabirova. "The Essence and Content of Socialization of Preschool Children." Bulletin of Science and Practice 7, no. 6 (2021): 439–42. http://dx.doi.org/10.33619/2414-2948/67/54.

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The article discusses the problems of socialization of children, the essence and content of the concept of socialization, social education in the family, its basics and modern mechanisms for effective education of preschool children. The real potential of the ethnocultural potential of society in the socialization of preschool children was also considered including features of society in relation to social and ethnocultural phenomena and peculiarities of ethnic traditions of social “education and development” of children from an early age. Social education of the personality of a preschooler considered in a broad and narrow sense, systems of interaction between the family and the preschool educational institution and the possibilities of improving the conditions of pedagogical work of educators with increasing the efficiency of the socialization process by improving the professionalism of specialists.
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Samsudin, Mohamad, Husni Rahim, and Didin Saepudin. "Academic Orientation in Preschool Education." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 49. http://dx.doi.org/10.29103/ijevs.v3i1.3386.

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Currently, preschool education has evolved, even it has been revolutionized. This fact is shown by the large content of academic teaching materials such as reading, writing, and arithmetic which is still controversial must be taught in preschool education, which seems to be a compulsory subject for preschool children. Although government regulations have regulated properly and ideally how preschool education should be implemented, ironically due to competition between preschool institutions and the demands of parents, many preschool institutions fulfill their curricula with academic content. This study aims to obtain an overview of the academic-oriented preschool learning process in planning, implementation, and evaluation.
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Et. al., Nguyen Thi Ut Sau,. "ORGANIZING ACTIVITIES FOR CHILDREN IN THE ORIENTATION OF STEAM EDUCATION." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 1676–80. http://dx.doi.org/10.17762/turcomat.v12i4.1422.

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The content of the article analyzes the advantages of STEAM education in the implementation of the kindergarten program in the current period and introduces the plan and results of activities for preschool children according to the STEAM orientation at the school at “May 19” Kindergarten - Thai Nguyen City - Thai Nguyen Province. On the basis of theoretical analysis and current situation, the author proposes a number of recommendations to effectively organize activities for preschool children according to the STEAM orientation in Preschools.
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Guo, Ying, Shayne B. Piasta, and Ryan P. Bowles. "Exploring Preschool Children's Science Content Knowledge." Early Education and Development 26, no. 1 (2014): 125–46. http://dx.doi.org/10.1080/10409289.2015.968240.

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Achilov, Obid Muzrobovich, Mahliyo Norbutayevna Kochkinova, and Ozodaxon Muzaffar Qizi Kamolova. "THE IMPORTANCE OF ECONOMIC EDUCATION IN PRESCHOOL CHILDREN." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 06 (2021): 137–40. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-26.

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This article discusses the specifics and important aspects of economic education of children in preschool education, as well as the content and priorities of comprehensive development, expanding the worldview of children through economic education. Along with the differences between economic education and all other types of education, there are comments on its interdependence and its role in child development.
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Haile, Yigzaw, and Abdirahman Mohammed. "PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION." International Journal of Research -GRANTHAALAYAH 5, no. 12 (2020): 17–32. http://dx.doi.org/10.29121/granthaalayah.v5.i12.2017.470.

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The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected. A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding. The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.
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Li, Xicai. "Design and Application of Children's Entertainment Education Software in Preschool Education." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (2018): 201. http://dx.doi.org/10.3991/ijet.v13i07.8809.

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The current preschool education children's educational software mostly ig-nores the preschool children's psychological characteristics and rigidly com-bines the educational and entertainment nature of the game, which affects the learning effect of preschool children. Based on the psychological charac-teristics of preschool children, the characteristics of preschool children's de-mand for computer games were deeply analyzed. In addition, the preschool children's entertainment software was designed and developed. The game was built according to the system elements and design principles of the edu-cational games, and the appropriate kindergarten curriculum content was se-lected so that pre-school children can be substituted and truly entertained. The practice showed that the preschool children's educational software cap-tured the psychological characteristics of preschool children. It is concluded that the software effectively promotes preschool children to obtain knowledge in a relaxed gaming environment and improves the learning ef-fect of preschool children.
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�����, Aleksey Mayer, ���������, and Liliya Timofeeva. "Challenges in Designing Pre-School Education Standard." Standards and Monitoring in Education 2, no. 2 (2014): 20–27. http://dx.doi.org/10.12737/3792.

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The positions of system approach in the development of preschool educational standard are represented due to the contest of social, economic, demographic,
 psychological, pedagogical and law changes. It is considered that family dysfunctions, the long-time strategy absence and neglect of the
 preschool progressive practice are determining the actual situation of the childhood development.
 The key directions and risks of preschool educational standard introduction are analyzed. The preschool education had been analyzed due to basic
 features � object, content, technology and result. It determined the data in the projection of the standard in preschool education. It was shown that
 underestimation of the basic process in preschool education represented a real threat to the quality of standard.
 The actual problems in standardization are detected. It can help to determine the optimal directions in the realization of federal educational standard of
 preschool education according to the practice of educational organizations.
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Dissertations / Theses on the topic "Preschool education content"

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Ellefsen, Karen Lynn. "Content Analysis of Archetypal Portrayal of Females in Picture Books Read in Preschool Classrooms." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706496.

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<p> Literature that depicts females in restrictive roles may limit girls&rsquo; aspirations and success. Previous studies of award-winning books for young children have found gender-stereotypical role portrayal to be common. The purpose of this qualitative content analysis was to identify the archetypal roles assigned to female characters in picture books read aloud by teachers in the preschool classroom. The conceptual framework for this study was derived from feminist theory and Jungian archetypes. Data were collected in the form of teachers&rsquo; logs of books they read aloud over a 2-week period. Data were analyzed by employing the 3-read method developed by Madsen, which was revised to assign Jungian archetypes to each female character in a sample of 20 books. According to study results, female characters were portrayed as passive and often silent. Most of the female characters in these books were assigned archetypes typified by low personal agency, passivity, and service to others (orphan, innocent, and caretaker) and none were assigned archetypes associated with innovation (magician, jester, and creator). Of the 106 female characters portrayed in this sample, only 26% were verbal, and of those who spoke, 46% were limited to the one or two words needed to ask for assistance or to offer to serve. Female characters who did advance the plot through dialogue were often in animal form. Gender stereotypes still exist in children&rsquo;s picture books, as evidenced by objectification of females, female servitude, and lack of positive agentic female roles. This study has potential to elicit positive social change, benefiting both boys and girls, through increased awareness of archetypal role portrayal of female characters in picture books and teachers&rsquo; increased care in selecting read-aloud books with regard to the gender-based messages they send.</p>
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Pebly, Melissa. "Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5005.

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Library storytime programs provide opportunities for preschool children to develop readiness skills in early literacy that are linked in research to later success in learning to read and write. Children with disabilities that do not demonstrate school readiness skills upon entry to kindergarten are often placed in self-contained special education settings where opportunities to learn to read and write are diminished. English Language Learners (ELL) who have disabilities face additional challenges in benefiting from the models of language that are optimal for learning literacy when placed in self-contained settings. Despite the critical role that storytime programs play in equalizing the opportunities for children to learn early literacy skills, librarians report having few children with disabilities in their programs, and those that do attend experience difficulty participating due to sensory, behavioral, motor and communication challenges. Librarians in public libraries report minimal training in how to support children with disabilities and their families in meaningful participation in preschool storytime sessions. This study explored the impact of professional development, utilizing the principles of Universal Design for Learning (UDL) to increase the accessibility of early literacy content associated with foundational skills in reading and writing during preschool storytime. This mixed methods study incorporated elements of both descriptive and quasi-experimental design, and is one of the first conducted in a public library to measure pre and post data on how librarians plan and implement storytime before and after professional development. Parents' experiences attending preschool storytime were also collected and analyzed in order to inform future policies and practices in the public library.
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Ng, Wai Yee Elizabeth. "How are linguistic gaps bridged in the content-based, kindergarten classrooms? : a case study of focus on form in the pre-school context." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/494.

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Cherro, Samper Myriam. "Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante." Doctoral thesis, Universidad de Alicante, 2015. http://hdl.handle.net/10045/52889.

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Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.
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Urbonavičienė, Loreta. "Priešmokyklinio ugdymo turinio kokybė M. Montessori pedagoginėje sistemoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090608_103645-27021.

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Šiuo metu plačiai diskutuojama apie ikimokyklinio ugdymo įstaigos pokyčius bei rezultatus. Didelė ugdymo programų įvairovė. Todėl didelis dėmesys skiriamas ugdymo kokybės užtikrinimui, diegiama patikima ugdymo turinio vertinimo sistema. Vis didesnis dėmesys skiriamas ugdymo programų kūrimui, netradiciniams ugdymo metodams, tame tarpe ir M. Montessori pedagoginei sistemai. Tačiau dar neatskleista priešmokyklinio ugdymo turinio kokybės samprata M. Montessori pedagoginėje sistemoje. Šio baigiamojo darbo tikslas – atskleisti priešmokyklinio ugdymo turinio kokybės sampratą M. Montessori pedagoginėje sistemoje. Tyrimo objektas: Priešmokyklinio ugdymo turinio kokybės samprata. Tyrimu siekta: 1. Apibrėžti priešmokyklinio ugdymo turinio sampratą remiantis „laisvojo ugdymo paradigma“. 2. Atskleisti priešmokyklinio ugdymo turinio kokybės ypatumus. 3. Išskirti priešmokyklinio ugdymo turinio kokybės kriterijus M. Montessori pedagoginėje sistemoje. 4. Identifikuoti priešmokyklinio ugdymo turinio kokybės kriterijų raišką M. Montessori pedagoginėje sistemoje. Tyrimo rezultatų pagrindu suformuluotos tyrimo išvados: Priešmokyklinio ugdymo turinio kokybei M. Montessori pedagoginėje sistemoje ypatingą reikšmę turi vaiko amžių atitinkanti ugdomoji aplinka ir priemonės. Priemonės skiriamos individualiems gebėjimams lavinti. Priešmokyklinio ugdymo turinio kokybę sąlygoja ugdytojo - santūraus stebėtojo, tyrinėtojo, kuris stengiasi nesikišti į vaiko veiklą samprata. Įgyvendinant ugdymo turinį... [toliau žr. visą tekstą]<br>The changes and the outcomes in the pre-school educational institutions are being widely discussed nowadays. The variety of the educational systems used is being of a wide scale. Therefore, a considerable attention is being admitted to the achievement of the educational quality and the introduction of the plausible evaluation system of the educational content. A growing attention is being paid to the development of the educational programs as well as to the unconventional educational methods and the Montessori education therein. The aim of this final paper: To define the conception of the quality of the pre-school educational content in the Montessori educational system. The object of the research: The conception of the quality of the pre-school educational content. The goals of the research: 1. To define the conception of the pre-school educational content on the basis of the “free education paradigm”. 2. To reveal the peculiarities of the pre-school educational content quality. 3. To exclude the criteria of the pre-school educational content quality in the Montessori education. 4. To identify the manifestation of the qualitative criteria in the Montessori pre-school education. The following conclusions of the research can be inferred on the basis of the results: The educational setting and means corresponding the child’s age have a particular significance for the qualitative educational content of the Montessori pre-school education. The means attributed to develop the... [to full text]
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Ramos, Isabel Cármen Pires. "Prática de ensino supervisionada em Educação Pré-Escolar." Master's thesis, Instituto Politécnico de Bragança, Escola Superior de Educação, 2010. http://hdl.handle.net/10198/3408.

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O presente relatório corresponde ao relato de um trabalho, desenvolvido no âmbito da prática de ensino supervisionada, em contexto de jardim-de-infância, tendo como finalidade a obtenção do grau de mestre em educação pré-escolar e pretendeu problematizar a importância da expressão matemática considerando-a como uma âncora para as diferentes áreas de conteúdo, evidenciadas nas «Orientações Curriculares» para a educação pré-escolar. Este estudo teve como objectivo fundamental reflectir a seguinte questão norteadora: De que forma, as experiências de aprendizagem do domínio lógico-matemático podem contribuir para a promoção e a construção de saberes considerando as diferentes áreas de conteúdo? Nesta medida, procurámos promover a realização de experiências de aprendizagem do domínio da matemática, tendo em conta a articulação entre as diferentes linguagens e a importância da sua transversalidade na construção do «aprender», recorrendo a estratégias de ensino em que sejam valorizados processos matemáticos na prática pedagógica.This report matches the account of a work developed in the framework of supervised teaching practice in the context of garden-care, with the purpose to obtain a master's degree in preschool education and wished to discuss the importance of mathematical expression considering it as an anchor for the different content areas, as evidenced in the "Curriculum Guidelines" for early childhood education. This study aimed to reflect the fundamental question involved: How the learning experiences of the logical-mathematical domain may contribute to the promotion and construction of knowledge considering the different content areas? To that extent, we tried to promote the achievement of learning experiences in the field of mathematics, taking into account the articulation between different languages and the importance of mainstreaming in the construction of 'learning', using the teaching strategies in mathematical processes that are valued in practice teaching.
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Kozlova, Tatiana. "Lärande för ett varsamt förhållningssätt till natur och miljö i en Reggio Emilia-inspirerad förskola : En studie om hur inspiration från Reggio Emilias filosofi kan användas som en pedagogisk resurs i arbete med natur och miljö i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71138.

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Studien syftar att få kunskap om hur inspiration från Reggio Emilia filosofi kan användas som en pedagogisk resurs för lärandet för hållbar utveckling i förskolan. Huvudfrågan i arbetet är: Vilka metoder, strategier och synsätt använder pedagoger i lärandet för hållbar utveckling i förskolan? Kvalitativa intervjuer med förskollärare används som en metod för att uppnå studiesyftet och besvara frågan. Data analyserades för att visa vilka metoder och strategier pedagoger använder i lärandet för hållbar utveckling, samt att ta fram fördelar och hinder som finns i Reggio Emilias förhållningssätt i relation till lärandet. Studiens resultat visar att lärandet för hållbar utveckling i förskolan är en viktig del av förskoleverksamheten som hjälper barn att skapa en relation till naturen, utveckla kunskap, respekt och ansvar för natur och miljö. Pedagogerna jobbar för att ge barnen möjligheter att möta olika variationer av miljö och naturmaterial. Upplevelser som barn får i naturen väcker barns intresse, motivation och lust att lära sig för att veta mer om omvärlden. Barns intresse får styra lärandet. Lärandet sker i gruppen genom kommunikation och dialog, där barnen deltar aktivt i lärandet och skapar kunskap om natur och miljö. Medforskande närvarande förskollärare lär barn olika verktyg för att ta reda på saker själva. Värdegrundsarbete är det viktigaste området i lärandet för att barn ska utveckla respekt och ansvar för naturen. Fördelar i Reggio Emilia filosofi är syn på kompetenta barn, demokratiskt arbetssätt, inspirerande och stöttande lärandemiljö och pedagogisk dokumentation vilka hjälper att skapa kultur av hållbarhet och utveckla barns handlingsberedskap för en hållbar framtid.<br>The study aims to develop knowledge about how inspiration from Reggio Emilia's philosophy can be used as an educational resource for teaching about sustainable development in preschool. The main question is: Which methods, strategies and approaches do teachers use in learning for sustainable development in preschool? Qualitative interviews with preschool teachers are used as a method for achieving the aim of the study and answering the research question. The data has been analysed to indicate which methods and strategies preschool teachers use in learning for sustainable development, as well as to define advantage and barriers found in Reggio Emilia's philosophy in relation to that learning. The result shows that learning for sustainable development in preschool is an important part of preschool activities that helps children create a relationship with nature, develop knowledge, respect and responsibility for nature and the environment. The teachers work to give the children opportunities to meet different variations of the environment and natural materials. Experiences that children get in nature arouse children's interest, motivation and desire to learn to know more about nature and the environment. Children's interest may guide learning. This learning takes place in the group through communication and dialogue, where the children participate actively in learning and create knowledge about nature and the environment. The teachers introduce many different tools to the children to enable them to explore things by themselves. Working with fundamental values is the most important part of the learning to enhance children´s development of respect and sense of responsibility for nature. The advantages of Reggio Emilia philosophy are the view of children as competent, democratic working methods, inspirational and supportive learning environment and pedagogical documentation which help to create culture of sustain-ability and develop children's readiness for action for a sustainable future.
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Lange, Alissa A. "Exploring a Preschool STEM Professional Development Approach in the Context of the Garden." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4686.

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Blair, Kwang-Sun Cho 1958. "Context-based functional assessment and intervention for preschool-age children with problem behaviors in childcare." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282277.

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A context-based functional assessment was conducted to identify variables that influenced the problem behaviors of four preschool age children in a childcare center, and the effects of intervention programs which were developed based on the assessment results were evaluated. Generality to non-targeted situations and children was also investigated. In addition, treatment acceptability was assessed to determine the acceptability of the intervention procedures. Structured interviews and observations were employed to develop hypotheses about relevant variables. The hypotheses were tested using a combination of reversal and multielement designs. Antecedent variables (preference, task length, availability of centers, and social skills) and a consequent variable (attention) were manipulated to determine their effects on problem and appropriate behaviors during preacademic and table activities. Preference was a common variable that influenced the problem behaviors of all of the participating children. However, for one child, a complex interaction among variables (preference, social skills, and attention) was demonstrated. A combination of multiple-baseline and multielement designs was used during the intervention phase to evaluate the intervention effects across children and teachers and to compare the two stages of intervention. The assessment-based interventions reduced the problem behaviors of the children and the negative interactions of teachers, and increased positive teacher interaction. In addition, generality was demonstrated to non-targeted activities and children. The results also demonstrated that the intervention procedures could successfully be applied by multiple teachers with multiple children. Finally, the acceptability of the intervention procedures was high across teachers and children.
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Andersson, Cecilia, and Linda Thoresson. "Några förskollärares syn på föräldrakontakten i förskolan." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8190.

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Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact. What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact? The study has three questioners holder: How does teachers relate to parental contact in preschool? What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents? We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions. The results of this study show that teachers have a positive attitude to parental contact, and they felt that parents should feel confident about preschool
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Books on the topic "Preschool education content"

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J, Colker Laura, and Heroman Cate, eds. Connecting content, teaching, and learning. Teaching Strategies, 2002.

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J, Colker Laura, Heroman Cate, and Dodge Diane Trister, eds. Connecting content, teaching, and learning: A supplement to The creative curriculum for early childhood, 3rd edition. Teaching Strategies, 2000.

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Biba, Anna. Methods of preparing children to learn Russian at school. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material.&#x0D; Meets the requirements of Federal state educational standards of higher education of the latest generation.&#x0D; For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.
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Coates, Anne, ed. Annie and Danny in Alphabet Tower. CreateSpace, 2010.

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Norris, Janet. Storybook-centered themes: An inclusive, whole languge approach : interventionist's guide. Communication Skill Builders, 1995.

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Jeffries, David. Multicultural folk tales. Teacher Created Materials, Inc., 1992.

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What makes a difference: Early Head Start evaluation findings in a developmental context. Wiley, 2013.

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Assessment of young children with special needs: [a context-based approach]. Delmar Learning, 2003.

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Association, Pre-school Playgroups, ed. Diploma in playgroup practice: Course content. Pre-School Playgroups Association, 1992.

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Multicultural Folk Tales Thematic Unit. Teacher Created Resources, 2004.

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Book chapters on the topic "Preschool education content"

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DePalma, Renée, and María-Helena Zapico-Barbeito. "The Role of Early Childhood Education in Revitalizing a Minoritized Language in an Unsupportive Policy Context: The Galician Case." In Preschool Bilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77228-8_7.

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Einarsdottir, Johanna. "Parents’ views on Icelandic preschool education." In Early Childhood Education and Change in Diverse Cultural Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9780203732052-10.

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Doverborg, Elisabet, and Ingrid Pramling Samuelsson. "Early Mathematics in the Preschool Context." In Educational Encounters: Nordic Studies in Early Childhood Didactics. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1617-9_3.

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Emilson, Anette. "Democracy Learning in a Preschool Context." In Educational Encounters: Nordic Studies in Early Childhood Didactics. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1617-9_9.

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Mair, Olivia. "Content and Language Integrated Learning in European Preschools." In Handbook of Early Language Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-47073-9_14-1.

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Linebarger, Deborah Nichols, Elizabeth Brey, Susan Fenstermacher, and Rachel Barr. "What Makes Preschool Educational Television Educational? A Content Analysis of Literacy, Language-Promoting, and Prosocial Preschool Programming." In Media Exposure During Infancy and Early Childhood. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45102-2_7.

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Lin, Kuan-Ling, and Donna Pendergast. "Preschool Children’s Resilience: An Ecological Perspective in a Taiwanese Context." In International Perspectives on Early Childhood Education and Development. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_17.

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Mikser, Rain, Maire Tuul, Marika Veisson, and Ivor Goodson. "The place of theory and practice in preschool teachers’ pre-service education." In Early Childhood Education and Change in Diverse Cultural Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9780203732052-8.

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Päivi, Kupila, Karila Kirsti, Sandberg Anette, and Ugaste Aino. "Constructions of preschool teachers’ professional spaces in Estonian, Finnish, and Swedish early childhood education." In Early Childhood Education and Change in Diverse Cultural Contexts. Routledge, 2018. http://dx.doi.org/10.4324/9780203732052-7.

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Garvis, Susanne, and Sonja Sheridan. "Preschool Teacher Education in Sweden and Australia: The Importance of Reflection for Understanding Context." In Service Learning as Pedagogy in Early Childhood Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42430-9_3.

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Conference papers on the topic "Preschool education content"

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Wiegerova, Adriana, and Anna Koflerová. "CONTENT TRANSFER FROM PRESCHOOL TEACHERS TO PRESCHOOL CHILDREN IN TEACHING NATURAL SCIENCE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2701.

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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the goal of lessons to provide ready knowledge to lead and control the learning process. Observations in preschool classes show that teachers often do not have sufficient understanding on how to organize and process self-directed learning. In various studies self-directed learning is mainly based on the experience of schools and universities, associating preschools with school practice and researches. Schools and teachers are challenged to promote children’s self-directed learning. The aim of the paper is to identify the understanding of preschool teachers about self-directed learning in preschool and to find out the criteria for self-directed learning. Research methods used was content analysis of scientific literature and sources and survey of teachers. The research results indicate that preschool teachers relatively understand the essence of self-directed learning and determine the need for preschool teachers to promote children's self-directed learning in preschools.
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Vargas Hernandez, Nury, Jeannette Vargas Hernández, and Rosa Hidalgo Chinchilla. "SPECIALIZED CONTENT KNOWLEDGE: REGULARITIES AND PATTERNS IN PRESCHOOL EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1122.

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A. Ludovico, Luca, and Claudia Zambelli. "Towards a Music-based Framework for Content and Language Integrated Learning in Preschool." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005791600750084.

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Mykyteichuk, Khrystyna, Lyudmyla Tymchuk, and Valentyna Zvozdetska. "Pedagogical Diagnostics at the Stage of Preparing a Child for School in Poland." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/19.

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The current tendency of the European educational strategy on the compulsory children’s involvement in the preschool education before elementary school raises the issue of preparing children for school and the preschool education functioning, modernization and updating the content and technology of pedagogical activities at this stage. The article highlights the innovation of the Polish theory and practice in preparing a child for school i.e. the transfer of the pedagogical diagnosis function in school readiness from psychologists to preschool teachers. The organization of systematic, daily observation and interpretation of children's activities has become an integral part of the teacher's work. The essence of systematic pedagogical diagnostics of school readiness in Polish preschool institutions is revealed. On the basis of retrospective analysis, it is highlighted the evolutionary development in Polish pedagogy of the diagnosing children's readiness problem in school. According to the chronological principle, diagnostic methods are systematized; their semantic and procedural aspects are characterized. It is substantiated that as a result of diagnostic techniques, mastering the tools and ability to perform diagnostic procedures, the teacher gets the opportunity to determine the degree of mental and social development of the child, which contributes to school tasks, as well as factors that determine this development. The teacher forms a complex child’s profileconcerningthe knowledge and competencies, and on its basis develops a strategy of pedagogical influence and interaction with the child at the beginning of school.
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Kostyk, Liubov, and Vasyl Kostyk. "Formation of Gender Identity of Preschoolers is an Important Aspect of Socialisation of an Individual." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/atee2020/15.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.
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Meshcheriakova, Liubov Aleksandrovna, and Anastasiia Pavlovna Eriomina. "Time Management as a Means of Developing the Professional Competence of the Head of a Preschool Educational Institution." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552909.

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Abstract: Modern requirements of society, changes in the Russian education system objectively put forward new requirements for the quality of professional training of managers, one of the main indicators of which is such a personal quality as professional competence. the article presents the results of the study of the problem of professional competence development. The essence and content of the technology for developing the professional competence of the head of a preschool educational institution, which is based on time management, is revealed in detail
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Meshcheriakova, Liubov Aleksandrovna, and Anastasiia Pavlovna Eriomina. "Time Management as a Means of Developing the Professional Competence of the Head of a Preschool Educational Institution." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-552909.

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Abstract: Modern requirements of society, changes in the Russian education system objectively put forward new requirements for the quality of professional training of managers, one of the main indicators of which is such a personal quality as professional competence. the article presents the results of the study of the problem of professional competence development. The essence and content of the technology for developing the professional competence of the head of a preschool educational institution, which is based on time management, is revealed in detail
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Aksenova, O. V. "The essence and content of the concept of "social experience" in the aspect of preschool of education." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-04-2018-03.

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Serdyukova, Svetlana E. "Elements of a compensating educational resource for accompanying children with disabilities." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-252-256.

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The article presents the contents of the project "Creating a holistic model of psychological and pedagogical support, socialization and individualization of the development of children with different capabilities and needs in the context of the requirements of the Federal State Educational Standard for Preschool Education".
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Reports on the topic "Preschool education content"

1

Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.
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