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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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Muchacka, Bożena, Jolanta Sajdera, and Magdalena Grochowalska. "Rola dziecka w interakcji ze środowiskiem społecznym w ujęciu treści dokumentów programowych wychowania przedszkolnego w Polsce w latach 1962–2018." Pedagogika Przedszkolna i Wczesnoszkolna, no. 2 (16) (2020): 7–26. http://dx.doi.org/10.4467/20801335pbw.20.012.14107.
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The Role of the Child in Interaction with the Social Environment in Terms of the Content of the Cores Curriculum for Preschool Education in Poland in the Years 1962–2018 The subject of the article is a voice in the discussion on the construction of the goals of preschool education in subsequent years of educational reforms in Poland. The topics discussed focus on the dilemma of curricular centralization in Polish education, which creates a context of prescriptive control in the teacher’s work. The verifiably of the learning outcomes expected by the education authorities reveals its weaknesses in the assumptions concerning the child’s social upbringing. The aim of the research presented in the article is to analyze the meanings assigned to the social role of a preschool child in the context of the assumptions of preschool education curricular in the years 1962–2018. The subject of the research are the content of documents concerning the assumed goals of the child’s social education contained in the preschool education programs of 1962, 1973 and 1992 and the core curriculum of preschool education in 1999, 2008 and 2018. It was applied the qualitative approach of searching secondary sources using of computer-aided analysis in the program MaxQda. The content analysis allowed for the emergence of three types of discourses of the child’s social role. The theoretical basis for the interpretation of the results were the theories of social development by H. Garner and R. H. Schafer, through which proved inadequacy in constructing the goals of social education of a preschool child.
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Lee, Jae Eun. "Preschool Teachers’ Pedagogical Content Knowledge in Mathematics." International Journal of Early Childhood 49, no. 2 (2017): 229–43. http://dx.doi.org/10.1007/s13158-017-0189-1.
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Daniels, Karen, Ulla Forinder, Marina Clarke, Stefanus Snyman, and Karin C. Ringsberg. "Preschool children’s healthy lifestyles: South African parents’ and preschool staff perceptions." Health Education Journal 75, no. 8 (2016): 897–910. http://dx.doi.org/10.1177/0017896916635834.
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Background: The worldwide growth of non-communicable diseases requires important lifestyle adaptations. The earlier a healthy lifestyle is adopted, the better. Enabling a healthy lifestyle for children during the preschool years ideally involves the cooperation of parents and teachers. Health promotion with parents and teachers is most effective if it takes into consideration their views and opinions, as well as context. Objective: The aim of this study was to explore perceptions of health and healthy lifestyle from the perspective of preschool children’s parents, and the staff caring for children attending preschools in three diverse settings. Design: Qualitative in-depth study. Setting: Preschools in Western Cape Province, South Africa. Method: Data were collected through six focus group discussions and analysed using qualitative content analysis. Results: Parents and staff shared a holistic view of health, agreeing that children and their health were primarily the responsibility of the parents. Informants described their own health and that of children as affected by a variety of interconnected factors, including environmental, economic, social and individual influences. Conclusion: When tailoring a health-promoting education programme, it is important to consider the pre-existing knowledge the participants have and the context in which intervention will take place. There is also a need to structurally address social determinants of health that may be beyond the control of the individuals.
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Kopas-Vukašinović, Emina, and Margit Savović. "The Traditional in Contemporary Curricula of Preschool Education." Practice and Theory in Systems of Education 11, no. 1 (2016): 13–19. http://dx.doi.org/10.1515/ptse-2016-0002.
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AbstractContemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.
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Ezhkova, Nina S. "Preschool education from the perspective of the axiological approach." Perspectives of Science and Education 51, no. 3 (2021): 219–30. http://dx.doi.org/10.32744/pse.2021.3.15.
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The issue and purpose. The research material tackles an issue due to the need to disclose the content and technologies of design and organization of value-oriented education of preschoolers, the development of children's preparedness to show an emotional-value attitude to the world around them. Research methods. To obtain data on the levels of acquisition by the children of senior preschool age of value-oriented educational material, the author used the modified methods “Value orientations” by M. Rokeach, “Dva doma” (Two Houses) by B.S. and N.V. Volkovs, as well as the author's methods "Ob"yasni, chto eto takoye?" (Explain what this is), "Chto dlya tebya vazhneye?" (What is more important to you?). The study involved 110 children of senior preschool age (6-7 years old) of municipal budgetary preschool educational institutions of the city of Tula (Tula region, Russian Federation). Results. The passive (average) level was predominant – 51% of children. 14% of children had an indifferent (low) level, and 35% of children had a sufficient (high) level. In connection with the results obtained, the article offers guidelines for introducing preschoolers to the values in the process of using various types of art. Conclusion. The emotional-figurative nature of introducing preschoolers to values is the leading conceptual position in the context of the axiological approach. This is the peculiarity of the comprehension of value-oriented content by preschool children.
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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.
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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.
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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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Öztuğ, Emine Kıvanç, and Olcan Saldun. "EXAMINATION OF STUDIES STRUCTURED WITH PRE-SCHOOL MUSIC TEACHING USING CONTENT ANALYSIS METHOD." Near East University Online Journal of Education 3, no. 2 (2020): 116–28. http://dx.doi.org/10.32955/neuje.v3i2.255.
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With this study, it was aimed to analyze the content of the studies in the field of Preschool Music Education. Content analysis method was used together with the source surveying method in the research. The sample of the study consists of 86 articles archived between 1997 and 2017. Detailed investigations were made in the research and the data were grouped. In the studies that could be accessed, the articles were examined according to their types, database, country where the study was conducted, the date of publication, the number of sources used, the sample and data collection method used, and the results obtained were interpreted.
 Keywords: Preschool, music education, Preschool music education, content analysis.
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Natallia G., Dubeshka. "The Experience of Integration and Prospects for the Pedagogical Cluster Development in the System of Secondary Specialized and Higher Education of Students in the Specialty “Preschool Education”." Scholarly Notes of Transbaikal State University 16, no. 2 (2021): 150–56. http://dx.doi.org/10.21209/2658-7114-2021-16-2-150-156.
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The article analyzes the relevance and necessity of providing educational services at two levels of vocational education (secondary specialized and Ist stage of higher education) of pedagogical staff of preschool education institutions in the education system of the Republic of Belarus in the current educational situation: socio-demographic and normative-legal conditionality of vocational education; possibility of creating a pedagogical cluster in institutions of secondary specialized education and institutions of higher education; curriculum integration trends; elimination of duplication in the content and forms of the educational process organization in order to increase the motivation of students’ educational activities who study for the specialty “Preschool education”. A number of factors affect the increase in the motivation of college graduates to continue their professional education at the university: teachers with higher education have broader conditions for the implementation of professional activities in a preschool education institution; training according to integrated curricula in a shorter time frame is provided, and the cost of training is slightly lower; ability to participate in the educational process remotely, etc. The pedagogical cluster ensures not only continuity in the content of education at two levels of the education system, but also enriches the pedagogy of higher education with new forms, methods and technologies of working with students in the context of implementing the principles of cooperation pedagogy. Keywords: preschool education, secondary specialized and higher education, vocational education, pedagogical cluster, integration of curricula and programs, distance learning
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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 (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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Liduma, Anna. "SCIENTIFIC SUBSTANTIATION: FOR AND AGAINST 6-YEAR-OLD CHILDREN COMMENCING SCHOOL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 585. http://dx.doi.org/10.17770/sie2018vol1.3377.
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The scientific article actualizes the pedagogical process at preschool. It actuates school year 2017/2018 pedagogical process for Latvia state’s needs and involves education (teaching and learning) and upbringing/self-upbringing (attitudes’ development to oneself, others, nature, work, culture, state and society). The assessment is provided for the open to debate Project No 8.3.1.1/16/I/002 “School 2030 Competence approach to education content” as the scientifically non-substantiated content, which makes provision only for education. The scientific substantiation of the article is based on the child development in early childhood (0-8 years) actual theories by A. Spona, A. Liduma, Latvian scientists, G. Craig & Baucum, the USA psychologists, and A. Rean, Russian psychologist. Analysis of the Content of Preschool education of the year 2012 by Latvian Ministry of Education and Science and the Cabinet of Ministers. The empirical research analyses different visions on the 6-year-olds’ maturity/readiness for school by the deputy head-masters in education at preschool education establishments of Latvia's regions. The opinions for and against the 6-year-olds’ education at school by children parents and the preschool pedagogy students have been analysed.
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Ulzytueva, Alexandra, Nina Vinogradova, and Oyuna Ulzutueva. "The main directions of education development in the conditions of digitalization." E3S Web of Conferences 273 (2021): 12056. http://dx.doi.org/10.1051/e3sconf/202127312056.
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The article discusses the urgent problem of the education system - the preschool education development in the context of digitalization. The solution of this problem is facilitated by the creation of an information and educational environment, as well as the use of information and communication tools in communication, construction, play and other types of productive creative child activity. The authors of the article presented in detail four directions of the preschool education development in the context of digitalization: the creation of an information and educational environment (IEE) that meets the requirements of the harmonious holistic development of preschool children; ICT software assuring electromagnetic safety; introduction of new information technologies; formation of information competence in subjects of educational relations; and also gave an example of the use of these directions in the preschool educational institution (PEI) and the developed methodological sequence in the implementation of program content. The use of telecommunications, Intranet and Internet networks, telephone communications, etc. for the exchange of information brings variety to the joint activities of children and teachers. The authors of the article note that for the preschool education development in the context of digitalization, it is necessary to create in PEI a regulatory and legal framework, psychological and pedagogical conditions, a material and technical base, electronic educational resources, a criterion-diagnostic base, as well as to organize work with children, parents and teachers.
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Вахитова, Галия Хамитовна. "IMPLEMENTATION OF THE MAIN CONTENT LINES IN THE PRACTICE OF MODERN PRESCHOOL EDUCATION." Pedagogical Review, no. 6(34) (December 14, 2020): 9–16. http://dx.doi.org/10.23951/2307-6127-2020-6-9-16.
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Рассмотрены и проанализированы содержательные линии предшкольного образования через призму задач дошкольного детства. Материалом исследования послужили многолетние наблюдения автора за деятельностью старших дошкольников и их родителями в учебно-методическом центре по предшкольному образованию детей на базе Института детства Томского государственного педагогического университета. Принципиальность содержательных линий предшколы заключается, прежде всего, не в том, что-бы подготовить ребенка именно к школе, а в том, чтобы сформировать у него важнейшие психические качества и способности – произвольность, воображение, память, творчество, толерантность, коммуникабельность, самостоятельность и т. д. Именно эти качества формируют функциональную грамотность детей, а значит, дают им возможность легче адаптироваться в будущей школьной жизни. Данное положение задает вектор деятельности педагогов предшколы, который должен быть ориентирован не на усвоение ребенком конкретной учебной информации, а на формирование полноценной гармоничной личности. В контексте рассматриваемой проблемы содержательная линия – это направления структурирования обучающего курса, в котором каждая содержательная линия понимается как устойчивая единица смысловой целостности педагогически целесообразных курса, предмета, технологии. Вместе с тем нельзя рассматривать данную устойчивую единицу автономно, она всегда взаимосвязана с другими составляющими данного курса или конкретного звена системы и может определять направление иного характера или уровня работы. Такое понимание содержательных линий предшкольного образования позволяет строить целостную работу не только с ребенком, но и с его родителями. The article considers and analyzes the content lines of preschool education through the prism of preschool childhood tasks. The research material is based on the author’s long-term observations of the activities of senior preschool children and their parents in the educational and methodological center for preschool education of children at the Institute of childhood of Tomsk State Pedagogical University. The principle of the content lines of preschool is, first of all, not to prepare the child for school, but to form in him the most important mental qualities and abilities-arbitrariness, imagination, memory, creativity, tolerance, sociability, independence, etc. These are qualities that shape children’s functional literacy, which means that they can more easily adapt to future school life. This provision sets the vector direction of activity of preschool teachers, which should be focused not on the child’s assimilation of specific educational information, but on the formation of a full-fledged harmonious personality. In the context of the considered problem the author proceeds from the understanding that content lines are the directions of structuring a training course, in which each content line is understood as a stable unit of semantic integrity of a pedagogically appropriate course, subject, and technology. But at the same time, this stable unit cannot be considered independently, it is always interconnected with other components of this course or a specific link in the system and can determine the direction of a different nature or level of work. This understanding of the content lines of preschool education allows you to build a holistic work not only with the child, but also with his parents.
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Kostić, Ljiljana, and Daliborka Purić. "Preschool teachers and the selection of lyllabies in activities with preschool children." Inovacije u nastavi 33, no. 4 (2020): 48–60. http://dx.doi.org/10.5937/inovacije2004048k.
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Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.
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Mowafi, Yaser, and Ismail Abumuhfouz. "An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills." Journal of Educational Computing Research 58, no. 8 (2020): 1541–61. http://dx.doi.org/10.1177/0735633120947351.
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Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment and tasks aligned to the learning content and outcomes, we have developed a mobile application for preschool children to experience their own learning environment using an interactive learning approach and mobile technologies Quick Response codes for learning counting and quantifying skills. The learning content is delivered to learners based on an interactive learning path and the assessment of the learners’ progress to further learning. We evaluate the learning approach in a group of 34 preschool children between 3 and 5 years old, divided into intervention and control group. The intervention group were engaged in numeric learning tasks using the interactive learning approach in mobile context. The control group were engaged in learning activities according to the preschool existing program’s pedagogical curriculum. Pre and post-test learning progress assessment related to the mathematical domain indicate that children from the experimental group performed better than the comparison group after four-month intervention period.
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BERETSKA, S. "MODEL OF MANAGEMENT OF CONTINUITY OF PRESCHOOL AND PRIMARY SCHOOL EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 12–17. http://dx.doi.org/10.33989/2075-146x.2020.26.227418.
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The article is devoted to substantiation of the model of continuity management of preschool and primary school education. The model of managing the continuity of preschool and primary school education is considered as a tool for constructing future situations, finding alternatives in the development of educational institutions and ensuring its competitiveness. The content of the model is clarified through conceptual, normative, technological and performance levels that are interdependent and interrelated.
 The content of the conceptual level reveals the purpose, objectives of continuity management of preschool and primary school education of general secondary education, scientific approaches and principles to the management of the educational institution. The main purpose of the normative level of the model of continuity management of preschool and primary school education is to determine the legal framework and develop local documents on continuity management. The technological level of the model of continuity management of preschool and primary school education is represented by the organizational structure of continuity management of preschool and primary school education and areas of continuity of preschool and primary school education. The effective level of the model is the end result – the creation of a model of a preschool graduate and a model of a primary school graduate. The result is an embodied goal that more or less coincides with the corresponding pattern.
 It is emphasized that in the process of modeling and direct construction of the model the following principles were used: multivector influence on the system, system-structural analysis, level approach, sequence and logic of the main stages of search, specificity, expediency of selected methods, integrity and completeness of processes. It is noted that maintaining continuity, the preschool institution and the school should conduct educational activities jointly and systematically – the entire teaching staff. It is emphasized that only by uniting the efforts of pedagogical staff of preschool and primary schools, as well as with the support of the parent community, it is possible to ensure a psychologically balanced and successful transition for the child from the previous level of education to the next.
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Bukhalenkova, Daria Alekseevna, Elena Alekseevna Chichinina, Apollinaria Vadimovna Chursina, and Aleksander Nikolaevich Veraksa. "The relationship between the use of digital devices and cognitive development in preschool children: Evidence from scholarly literature." Science for Education Today 11, no. 3 (2021): 7–25. http://dx.doi.org/10.15293/2658-6762.2103.01.
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Introduction. Preschool children are active users of digital devices, which affects their cognitive development. The nature of these impacts has not been sufficiently studied, and there are different opinions of experts on this issue. Thus, the purpose of this article is to analyze the findings of research investigations devoted to the impact of digital devices on preschool children’s cognitive development. Materials and Methods. The authors conducted a systematic literature review of 46 full-text research articles describing the relationship between the use of digital devices (screen time and media content features) and the development of speech and mathematical skills, as well as the development of executive functions in 3-7 year-old children. The review is based on the cultural-historical approach. Results. The analysis of studies has shown that the impact of using digital devices on preschool children’s cognitive development depends on screen time, the exposure type (background TV or targeted use of digital devices), the content (educational or entertaining content), age appropriateness (age-appropriate or inappropriate content), the extent of how realistic the content is (fantasy or realistic content), the stimulus material complexity (visual or audial, black and white or color). There are also conclusions about the most relevant prospects for further research on the impact of the use of digital devices on the cognitive development of children. Conclusions. The review has indicated that long screen time negatively affects the development of speech and mathematical skills and executive functions in preschool children. The study has revealed that the content impact on cognitive development depends on the characteristics of this content. In particular, children-oriented educational content can contribute to cognitive development. Adult-oriented content can negatively affect cognitive development.
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Makarskaitė-Petkevičienė, Rita. "PRESCHOOL AND PRE-PRIMARY EDUCATION CHANGES: BOTH JOY AND WORRY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 12, no. 2 (2020): 54–57. http://dx.doi.org/10.48127/spvk-epmq/20.12.54.
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Journal’s introductory article deals with preschool and pre-primary education actualities. At the end of November, the President of Lithuania signed Education law amendments. From the year 2023, the conditions for the social risk families bringing up preschool age children (5-6 years) should get better, because municipalities are obliged to ensure pre-primary education for all children. There were a lot of discussions up to that. Municipality and parents’ forum and other organisation representatives expressed worries. Municipalities state lacking kindergartens, preschool and pre-primary education teachers, educational environments are not arranged for such age children, etc. Parent representatives fear if their children are not seated in a school desk as first formers, and learn from textbooks, and so on. This problem is essentially solved; 800 are planned to be requalified, among them preschool and pre-primary education teachers. The project “Innovations in the kindergarten” closing next year should significantly contribute to education content creation, and so on. Changes in preschool and pre-primary education are grounded on neuroscience research and recommendations as well. Keywords: preschool education, pre-primary education, education quality.
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Claessens, Amy, Mimi Engel, and F. Chris Curran. "Academic Content, Student Learning, and the Persistence of Preschool Effects." American Educational Research Journal 51, no. 2 (2014): 403–34. http://dx.doi.org/10.3102/0002831213513634.
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Veretennikova, Veronika, Olga Shikhova, and Yuri Shikhov. "Academic expertise for the structure and content of professional competences for future preschool teachers." Education & Self Development 15, no. 4 (2020): 80–98. http://dx.doi.org/10.26907/esd15.4.09.
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The Federal State Educational Standard for a new generation (FSES of HE 3++) sets out universal and general professional competences for university graduates. Educational structures can define professional competences independently and describe them as professional standards. A means of solving this challenge is to use a group of assessment experts – one of the core academic qualitative methods. This collective expert opinion helps to develop an algorithm for pedagogical competence expertise and for generalizing their quantitative representation and content. The article presents methods for the structure and content of professional competences for undergraduate students majoring in preschool education. These include the group expert assessment method and the procedure for reconciling the determined competences with current legal documents for preschool education. The research focused on competence-based and qualimetric approaches aimed at modeling the outcomes of education. The “framework” sets out the structure of competences that act as the professional quality standards for higher education. The group expert assessment made it possible to identify groups of professional competences and elaborate their content. The authors have determined the academic expertise for the structure and content of professional competences for students who are the future preschool teachers. This involved the examination and harmonization of the requirements of the Professional Standards for “Teachers (teaching practice in the field of preschool, primary, lower secondary, upper secondary education) (a pre-school teacher, a teacher),” and the Federal State Educational Standard for preschool education. These stages can be implemented in developing the structure and content of professional competencies for students majoring in other areas and profiles of training, which adds to their practical value and usefulness. The findings can be used by university instructors to identify and develop professional competences for undergraduate students following their future job functions and actions as outlined by professional standards.
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Trávníčková, Petra. "Portfolios within the preschool environment." Journal of Language and Cultural Education 8, no. 3 (2020): 89–98. http://dx.doi.org/10.2478/jolace-2020-0022.
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Abstract The academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz & Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).
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Епанчинцева, N. Epanchintseva, Стручаев, and V. Struchaev. "Content and Methodical Support of Partial Program of Integrated Local History Curriculum «Belgorod Studies» for Preschool Children." Primary Education 4, no. 1 (2016): 31–34. http://dx.doi.org/10.12737/18221.
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The article describes the features of the partial program of the integrated course “Belgorod Studies” for preschool children. The authors give
 purposes and content of the program, consider its thematic content, the basic forms and activities, as well as the methodological means for
 ensuring the socio-moral education of children on the basis of local history in the conditions of preschool organizations and further education.
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Епанчинцева, N. Epanchintseva, Стручаев, and V. Struchaev. "Content and Methodical Support of Partial Program of Integrated Local History Curriculum «Belgorod Studies» for Preschool Children." Primary Education 4, no. 2 (2016): 16–18. http://dx.doi.org/10.12737/19006.
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The article describes the features of the partial program of the integrated course “Belgorod Studies” for preschool children. The authors give
 purposes and content of the program, consider its thematic content, the basic forms and activities, as well as the methodological means for
 ensuring the socio-moral education of children on the basis of local history in the conditions of preschool organizations and further education.
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Zaytseva, O. Yu, N. Yu Yablontseva, and O. N. Babitinskaya. "COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS." Pedagogical IMAGE 14, no. 4 (2020): 545–55. http://dx.doi.org/10.32343/2409-5052-2020-14-4-545-555.
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Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.
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Muda @ Ismail, Farah Laili, Anita Ismail, Mohamad Aizuddin Abdul Aziz, Sumaiyah Abd Aziz, Nur Qamarina Sharom, and Siti Rosilawati Ramlan. "Service Quality of Public Preschool Education in Malaysia: Perceptions of Parents." Sains Insani 3, no. 3 (2018): 28–37. http://dx.doi.org/10.33102/sainsinsani.vol3no3.69.
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The increasing number of preschools in Malaysia is a good sign of education development in the country. However, certain issues have risen up when each of the preschools offer different types of benefits such as curriculum, ambiance, quality of teachers and facilities that may lead to non-standardised quality of education. This study aims to explore the level of quality of public preschools in Malaysia from parents' perspectives. In Malaysia, there are four different government agencies providing the education that is (1) Jabatan Kemajuan Masyarakat or Community Development Department (local acronym is KEMAS) under Ministry of Rural and Regional Development, (2) Jabatan Perpaduan Negara or National Unity Department (local acronym is PERPADUAN) under the Ministry of National Unity and Social Integration, (3) Ministry of Education and (4) State Islamic Religion Department. Twelve parents who enrolled their children in public preschools were interviewed and the data were analyzed through content analysis. The result shows there are five main factors that constitute the quality of public preschool education in Malaysia, namely (1) school values, (2) school atmosphere, (3) health and wellbeing, (4) teachers and (5) facilities.Abstrak: Pertambahan jumlah prasekolah merupakan satu petanda yang baik kepada pembangunan pendidikan di Malaysia. Namun beberapa isu mula timbul apabila perbezaan jenis prasekolah ini menawarkan perkhidmatan yang berbeza seperti dari segi kurikulum, suasana pembelajaran, kualiti guru dan kemudahan-kemudahan pengajaran dan pembelajaran. Kajian ini bertujuan untuk melihat kualiti prasekolah yang disediakan oleh pihak kerajaan dari kaca mata ibubapa. Di Malaysia, terdapat empat agensi kerajaan yang menawarkan sistem pendidikan prasekolah iaitu (1) Jabatan Kemajuan Masyarakat (KEMAS), (2) Jabatan Perpaduan Negara (PERPADUAN), (3) Kementerian Pelajaran dan (4) Jabatan Agama Islam Negeri. Dua belas orang ibu bapa yang menghantar anak-anak mereka ke prasekolah kerajaan telah ditemubual. Data yang diterima dianalisa menggunakan ‘content analysis’. Dapatan kajian menunjukkan terdapat lima faktor utama yang menyumbang kepada kualiti prasekolah iaitu (1) nilai-nilai sekolah, (2) persekitaran sekolah, (3) kesihatan dan kesejahteraan, (4) guru-guru dan (5) kemudahan-kemudahan.
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Et al., Gauhar Djanpeisova. "Innovative Approaches In The Education And Development Of Preschool Children." Psychology and Education Journal 58, no. 2 (2021): 1205–10. http://dx.doi.org/10.17762/pae.v58i2.2261.
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The content of a scientific article focused on developing in modern corresponding modern model of education and training of views on the development of mathematical concepts and abilities of children development of principles of section and design of the content of mathematical education of preschool children.
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Kozak, L. "FORMATION OF READINESS OF FUTURE TEACHERS OF PRESCHOOL EDUCATION TO INNOVATIVE ACTIVITY ON THE PRINCIPLES OF PROJECT-BASED LEARNING." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 35 (2021): 71–77. http://dx.doi.org/10.28925/2311-2409.2021.3510.
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The article highlights current issues of forming the readiness of future teachers of preschool education for innovative activity on the principles of project-based learning; features of innovative activity of the teacher of preschool education are opened; the design component is substantiated as one of the most significant in the structure of innovative activity of the teacher, which provides the technologicalization of the pedagogical process, determines its effectiveness; the author’s definition of the concept “readiness of preschool education teacher for innovative activity” is given, which is considered as the formed system of motives, knowledge, abilities, skills, professionally-personal significant qualities providing success of the innovative activity directed on development, introduction and distribution of educational innovations in system of preschool education; the structural components of readiness of the future teacher of preschool education for innovative activity are characterised: value-motivational, information-cognitive, activity-creative, professional-reflexive; revealed the current state of readiness of future teachers of preschool education for innovative activity on the principles of project-based learning, which confirmed the relevance and feasibility of scientific research in the chosen direction; the experience of formation of readiness of future teachers of preschool education for innovative activity intheprocessofteachingthecontentmodule“Integrated Thematic-Project Learning” withinthecomplexdiscipline “Educational Management in Preschool Education” is presented, in particular, the content of the curriculum, methods of organizing classes, identified stages of the project and the content of future teachers at each stage of its implementation, identified digital services and resources with which students work in the process of project activities: Easel.ly, Riktochart.com, Padlet, Symbaloo, Coggle.it, ThingLink, WordArt , LearningApps.org, PowToon, Prezi, criteria for evaluating educational projects.
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Bulut, Ayhan. "Raising Awareness of Disaster and Giving Disaster Education to Children in Preschool Education Period." Acta Educationis Generalis 10, no. 2 (2020): 162–79. http://dx.doi.org/10.2478/atd-2020-0016.
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AbstractIntroduction:Disasters and emergencies adversely influence around 70 million children worldwide. Regrettably, those who suffer the most from the consequences of any natural disaster and do not have any knowledge on how to protect themselves in such situations are children. Particularly, educating and raising the awareness of children in this respect should be one of the common and fundamental problems of the world. It is recognized that disaster education and disaster awareness, which will be presented to children in the preschool education period when they get formal education for the first time, is essential. The general purpose of this research is to define the ideas of teachers who intend to bring disaster education and disaster awareness to children during the preschool education period.Methods:This research was designed with the typical case study method grounded on qualitative analysis. The study group of the research was 35 preschool teachers who were selected among the population through the typical case sampling method and volunteered to participate in the research. The research data were obtained through face-to-face interviews with preschool teachers who joined the study group. In examining the obtained data, content analysis and descriptive analysis approaches were applied together, and the data were summarized and interpreted.Results:The tables created under five headings were formed by taking into consideration each interview question based on the research findings. In the contemporary preschool education programs executed in Turkey, it is possible to say that the teachers determine the need resulting from the absence of any achievement for acquiring the education and consciousness of disaster to children. Besides, some of the teachers who took part in the research affirmed that disaster education to be provided to children during preschool education is not proper to their development levels and ages.Discussion:During the preschool education period, teachers asserted that disaster education and disaster awareness could be achieved by using drama methods, exercises, and educational games. Based on their opinions supported by experts and family involvement in providing disaster education and raising the disaster awareness of children, trips can be designed to non-governmental institutions and organizations related to this subject. It could be said that teachers have the idea that the solutions linked with the subject should be managed and supported at the whole societal level.Limitations:The sample consisted of thirty-five preschool teachers working in central districts of Erzurum in the 2018-2019 academic year and the “Teacher Interview Form”, which was applied in the preschool education period to give disaster education and disaster awareness to children.Conclusions:It is plausible to say that, in the preschool education period, teachers prioritize the idea that common achievements on the subject can be involved in preschool education programs in order to provide disaster education and raise the disaster awareness of children on an international level. They declared that if such gains are involved in preschool education programs, they will also need education in this respect.
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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 (2021): 207–10. http://dx.doi.org/10.37547/tajssei/volume03issue01-41.
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Shlat, Natalia. "BIOGRAPHY OF NATIVE CITY: A VIEW OF PRESCHOOL CHILDREN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 342. http://dx.doi.org/10.17770/sie2017vol2.2290.
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The article analyzes the peculiarities of perception of preschool children of their native city (for example, the city of Pskov). The author, based on OV Solntseva's experimental materials «Preschoolers about the city: from diagnosis to design the content of the pedagogical process» (2009-2010 years), gives the content and results of the self-study in the framework of the project "System of ethnocultural the education of children of preschool age in the border areas of Russia "(RFH, the project № 14-36-01242, 2014). The materials include the description of the experimental procedures, analysis of results of experimental study (ascertained experimental data), the findings underlying the construction of integrative technology of ethno-cultural education of children of preschool age on the content of architecture of their native city.
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Garbar, Svitlana. "PEDAGOGICAL CONDITIONS FOR THE USE OF ANIMATED FILMS IN THE EDUCATION AND EDUCATION OF PRESCHOOL CHILDREN." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 83–87. http://dx.doi.org/10.24144/2524-0609.2021.48.83-87.
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The relevance of the study is due to the importance of the period of preschool childhood in the upbringing and education of the child and the creation of conditions and prerequisites for the harmonious, full development. The direct contact of the child with electronic media determines the impact of information and screen culture on the education and training of preschoolers. The aim of the article is to analyze the impact of cartoons on the development of the child's personality and to identify the pedagogical conditions for the use of cartoons for the education and training of preschool children. Research methods applied: theoretical (analysis of the literature on research problems), empirical (questionnaires, interviews, pedagogical observations, creation of special diagnostic situations). Cartoons have been found to perform a great educational, cognitive, developmental and educational function. The main pedagogical conditions for the use of cartoons in the education and training of preschool children are determined. The system of thematic planning of watching cartoons for preschool children is offered, which provides for three stages of work: preparatory, screening, reflective. The expediency of using cartoons as a means of education and training of preschool children is experimentally substantiated.The above material allows us to draw the following conclusions: animation can be considered not only as entertaining, but also a developmental genre that has a clearly defined content and structure, while performing tasks in the purposeful child’s development, upbringing and education. Active use of animated products will be effective if the demonstrated situations are explained to a smaller audience. Thus, the cartoon, intended for children’s audiences, contains significant developmental potential to influence the child’s individualityy. The quality and direction of this effect depends on the cartoon products that a child «consumes».
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Chan, Chi Wai. "Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides." Global Studies of Childhood 10, no. 2 (2019): 156–69. http://dx.doi.org/10.1177/2043610619885385.
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Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.
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CohenMiller, Anna. "Stealth Language Teaching: A Preschool Foreign Language Pilot Program." Practicing Anthropology 30, no. 1 (2008): 50–53. http://dx.doi.org/10.17730/praa.30.1.qh1j90u1466t77p3.
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In 2003, I worked at the Deacon Park Preschool1, non-profit private preschool in Atlanta, Georgia, to create a foreign language-learning environment that used second language (L2) as a medium for the curriculum instead of as a separate subject matter. With a background in Montessori education, through first hand experience as a student as well as professional experience as a Montessori teacher, I was interested in the possibility of creating a Montessori inspired content-based environment where early learners (ages ranging from months to 5 years old) could be exposed to Spanish as a natural part of their day.
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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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Rozghon, V. V. "National-patriotic content of content Preschool education of ukraine on page of the pedagogical press." Innovate Pedagogy 18, no. 3 (2019): 175–78. http://dx.doi.org/10.32843/2663-6085-2019-18-3-37.
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Larsson, Jonna, and Ingrid Pramling Samuelsson. "Collective Resources as a Precursor for Educating Children Toward a Sustainable Global World." ECNU Review of Education 2, no. 4 (2019): 396–420. http://dx.doi.org/10.1177/2096531119886506.
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Purpose: Preserving and caring for nature in a sustainable way has long been part of Swedish preschool practice. However, recently has it been explicitly referenced in the Swedish preschool curriculum with the goal of incorporating sustainability holistically and coherently in all areas of children’s daily preschool experiences through play, care, and education. Research has revealed a potential roadblock to achieving this goal; the difficulty connecting the three inextricably linked dimensions of sustainability: ecological, social–cultural, and economic. The purpose is to generate knowledge about preschool teachers’ professional understanding of education for sustainable development (ESD) in early childhood education (ECE) by implementing and enhancing the operationalization of such work in four Swedish preschools. Design/Approach/Methods: The design of the study rests on the involvement of teachers in work where they created sustainability activities supported by the Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC). The data consist of teachers’ narratives and interviews, and a qualitative content analysis is used from which a number of themes emerged. Findings: The initial interviews foregrounded three themes: the value of collective resources, the wonders of nature, and a global world. At the end of the project, the teachers’ expressions of their practice revealed three qualitatively transformed themes: broadened awareness of sustainability, ecology embracing culture, and expanded perspectives, as factors of ESD. Originality/Value: Teachers did increase their awareness of working with children and expressed a strength in using each other as collective resources. By that, their professional understandings of ESD in preschool developed.
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Zhukova, Galіna. "CONTENT OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR THE TEACHING OF ENGLISH LANGUAGE OF PRESCOOL CHILDREN." Educational Discourse: collection of scientific papers, no. 6(6-7) (July 30, 2018): 61–68. http://dx.doi.org/10.33930/ed.2018.5007.6(6-7)-6.
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Teaching preschool children in English is a potential development of a creative, competitive, highly moral personality. The task of the preschool teachers is helping the child understand their internal value orientations. The content of the training of the teacher of English for children of preschool age is the system of knowledge, ability and skills necessary for carrying out professional activities. The sources of the contents of teacher training should be pedagogical theory, normative documents on education, theory and practice, didactic patterns and methods of teaching preschoolers of English. For the development of preschoolers of the educational course of the English language the game, communicative, cognitive-research, artistic, labor and physical activity is organized.
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BOSE, KABITA, and Grace Seetso. "TEACHERS’ SMK AND PCK OF MATHEMATICS AND SCIENCE AFFECT TEACHING IN GABORONE PRESCHOOLS." Advances in Social Sciences Research Journal 6, no. 12 (2019): 114–27. http://dx.doi.org/10.14738/assrj.612.7290.
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The current study presents an account of mathematics and science knowledgebase of private Gaborone preschool teachers and assesses its influence on their classroom teaching. It assesses their Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) and scales their views on the Best Practices for mathematics and science teaching in preschools. A pragmatic paradigm with a concurrent mixed-method mode was used to conduct this study. Using a random-purposive sampling procedure, 64 preschool teachers were selected. Questionnaire and focus group discussions were used for data collection. The quantitative data was analysed using descriptive analysis and presented with the help of frequency Tables and Graphs. The qualitative data was coded and synthesised to receive meaningful information. The findings show that 80% of teachers were trained as primary school teachers; only 14% had professional training in Early Childhood Education (ECE). It further revealed that the teachers had SMK; however, were less proficient in PCK which affected their classroom practices, despite having ample material resources. The preschool teachers viewed the establishment of the Science Center/s for young children and strong administrative support as best practices for teaching mathematics and science in preschools.
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Veisson, Marika, and Abdülkadir Kabaday. "Exploring the Preschool Teachers’ Views on Professionalism, Quality of Education and Sustainability: International Study in Estonia and Turkey." Journal of Teacher Education for Sustainability 20, no. 2 (2018): 5–18. http://dx.doi.org/10.2478/jtes-2018-0011.
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Abstract Since education is a dynamic process and open to contemporary changes, professionalism which is vitally important for the sustainability of teacher education, has gained importance. Recent studies have emphasised the relations between professionalism and quality of teacher education and sustainability. The aim of the current study was to interview preschool teachers and to explore their views and understandings about professionalism, quality of preschool education, and sustainability in Estonian and Turkish cultural contexts. In this study, qualitative research methods were used to analyse the data obtained from the participants. Fifteen preschool teachers from Estonia and 36 preschool teachers currently working in different parts of Turkey participated in the study. They were asked to respond to 15 open-ended questions about professionalism and quality of teacher education and sustainability. Content analysis techniques were used for coding, finding the themes, arranging the sub-themes for interpreting the data obtained. Some suggestions are made to the teachers and educational policy makers related to the research findings.
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Dori, Nitsa. "Education Towards Jewish Values in the Israeli State Preschool: Its Character, Essence, and Scope." Journal of Education and Training Studies 7, no. 8 (2019): 18. http://dx.doi.org/10.11114/jets.v7i8.4317.
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A Jewish–Israeli identity incorporates two identities—Jewish and Israeli, and various philosophers suggest different ways to view the combination or separation of these identities. Agasi and Samucha come from different approaches to suggest ways of integrating both identities. They speak about the existing division between the two identities, in light of the unique characteristics of the State of Israel. The ever-increasing essential need for providing a significant and systematic solution to the issue of value-based education and nurturing the Jewish-Israeli identity of the students of the State education system must be seen in light of the collapse of values in many postmodern Western societies. The existing education system perpetuates the division into sectors that divides Israeli society from within. At the same time, the emphasis in State preschools examined in this article, is on culture and nationalism, as connected to values of good behavior towards others. The findings show that Jewish education at an early age is influenced by the personality and inner world of the preschool teacher and her own connection to Jewish content, irrespective of the educational stream to which the preschool belongs.