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Brizic, Biloglav Marija. "Preschool teachers´ views on preschool mathematical environment." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31962.
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Föreliggande studie handlar om förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse. Studiens syfte är att beskriva hur sex pedagoger arbetar för att skapa en matematisk lärandemiljö för barn i ålder 3-5 år. För att uppnå studiens syfte ställs två frågeställningar som är: Hur ordnar sex pedagoger förskolans miljö och material för att stimulera barns matematiska förståelse? samt Vilka matematiska aktiviteter beskriver pedagogerna som ett led i att stimulera barns matematiska förståelse?Studien grundas i ett Sociokulturellt perspektiv med fokus på miljö, språk och samlärande. I urvalet ingår sex pedagoger med varierande utbildning och arbetserfarenhet men har det gemensamt att arbeta inom samma storstadskommun. Empirin samlades in med kvalitativ intervjumetod.Studiens viktigaste resultat visar att de intervjuade pedagogerna arbetar målmedvetet med att skapa och omskapa miljö och material allt efter barnens intressen och behov. De redskap som pedagogerna använder i sin verksamhet och i syfte att utveckla barns matematiska förståelse är redskap som barnen på ett lekfullt sätt kan sortera, para ihop, bygga och konstruera med, räkna antal, samt arbeta med rumsuppfattning. Alla pedagogerna arbetar med matematik som kan kopplas till de sex matematiska aktiviteterna: räkna, lokalisera, mäta, konstruera, lokalisera och förklara. Studien visar också att pedagogerna skapar matematiska aktiviteter i samråd med barnen och, för barnen, i meningsfulla sammanhang. Enligt de sex pedagogerna behövs det skapas en lugn miljö med tydlig struktur som utmanar barnen i deras matematiska lärande.De slutsatser som kan dras av resultaten är att pedagogerna i de aktuella förskolorna är väl förberedda för att uppfylla förskolans uppdrag att skapa goda förutsättningar för barns matematiska förståelse.
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Backvall, Patrik. "Preschool Evolved : Communication With Preschool Through Mobile Services." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155764.
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Technological advancements in the fields of communication and information sharing and usage are coming forth more and more rapidly. Information technologies are being introduced in fields that traditionally have been quite isolated in the technological sense. While previously not very distinguished by technological standards, the preschools are now in a process of evolution. A new information technology system for expanding communication possibilities between preschools and caregivers is being developed and tested in a pilot project in Stockholm, Sweden. This system, presently called the Preschool Portal, uses existing technologies like computers, mobile phones and the Internet with the aim of easing information access for both caregivers and preschool employees. The core of the system is an Internet portal where information related to participating preschools is stored. The portal provides both parts with functions to retrieve as well as share information and is online-based which means that it can be accessed from any Internet-connected computer. Using surveys and interviews as the main methods this thesis work strives to answer the question of how this previously non-technological workplace will handle the transition to this advanced and highly integrated information technology system. The preschools in focus in this project are used to work mainly with paper notes and lighter document handling on a computer, with information gathered from telephone and face-to-face conversations. It also looks at the relationship between the caregivers and the preschool employees partly to find out how the caregivers will use the system via their mobile phones, partly if and how that will change the way of work for the preschool employees. The results from the work are presented as a prototype for an iPhone application connecting to the Preschool Portal, and valuable knowledge about how non-technologically based workplaces are affected by the introduction of a system like the Preschool Portal.
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Kahriman-, Ozturk Deniz. "Preschool Children." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612365/index.pdf.
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The purpose of this study is to explore preschool children&rsquo<br>s
attitudes towards environmental issues in terms of consumption
patterns, environmental protection, recycling-reusing, and living
habits and to investigate gender as a factor affecting
environmental attitudes. The sample of the study is comprised of
40 preschool age children living in Ankara, Turkey. The research
has been realized by qualitative design and the data were
collected through interviews. The interview questionnaire was
adapted from
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Ozturk, Elif. "Preschool Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609233/index.pdf.
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The aim of this study is to investigate preschool teachers&rsquo<br>beliefs about integration of visual art with other activities in early childhood settings. More specifically, the present study examined the effects of teachers&rsquo<br>year of experiences, their educational background and whether they take a course which is related to visual art or not on teachers&rsquo<br>beliefs about integrated curriculum and integration of visual art with other activities.
Preschool teachers were asked to complete &ldquo<br>teachers&rsquo<br>beliefs about integration of visual art&rdquo<br>questionnaire which was developed by the researcher. It includes four parts: demographic information, teachers&rsquo<br>beliefs about integration, teachers&rsquo<br>beliefs about integration of visual art with other activities, and the status of the integrated curriculum in early childhood education.
The participants of this study consisted of 255 preschool teachers working with children between the ages of 5 to 6. 118 participants were public pre-school teachers whereas 137 of them were private pre-school teachers in Ankara.
The results revealed that there were significant relationship between teachers&rsquo<br>year of experience and their beliefs about integration of activities and teachers&rsquo<br>perceived role of the integrated curriculum in early childhood education. In addition, a significant relationship was identified between teachers&rsquo<br>educational background and their beliefs related to integration of visual art with other activities, usage about integration of visual art, and their perceived role or &lsquo<br>place&rsquo<br>of the integrated curriculum in early childhood education. Finally, a significant relationship was reported between the last variable, whether the teacher had taken a course related to visual art or not, and with beliefs about integration of visual art with other activities and usage about integration of visual art.
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Evanshen, Pamela. "Preschool Literacy." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4420.
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Waltemire, Catlyn L. "Preschool Counts: A Case Study Investigating Preschool's Role in Early Numeracy." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami152628417785085.
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Baker, Sandberg Veronica. "Reading aloud in preschool - interaction during your reading in preschool." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27878.
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Kenda, Natasha, and Marina Bosnjak. "Preschool teacher, working environment and stress Statements from preschool teachers." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27172.
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Detta arbete handlar om förskollärares uppfattningar av stress och arbetsmiljö i ljuset av de kraftigt ökade sjukskrivningstalen för förskollärare på grund av psykisk ohälsa. Syftet var att få fördjupad kunskap om förskolan som arbetsmiljö, så som den uppfattas av förskollärarna och då särskilt vad förskollärarna uppfattar som stressframkallande respektive vad som förhindrar stress. Arbetet avgränsades av två forskningsfrågor: Vad upplever förskollärare som stressfram-kallande i sitt arbete och på sin arbetsplats? Vad uppfattar förskollärarna kan minska den upplevda stressen?För att få fram svar på våra forskningsfrågor användes kvalitativa intervjuer av sex förskollärare i Malmö. För att analysera vårt resultat valde vi teorier som behandlar dels det psykosociala perspektivet och dels krav och kontroll perspektivet. Resultatet av arbetet visade att förskollärare upplever stress med olika situationer och många av de situationer som omnämndes av de intervjuade var överensstämmande med varandra. Studien visade även att förskollärarna utvecklade olika strategier för att motverka stress och för att kunna släppa den efter en arbetsdag. Studien påvisade även att det inte är de stora barngrupperna i sig, som är förskollärares mest stressande faktor, utan att det är stora barngrupper tillsammans med höga krav, som gör det stressande. Förskollärarna var här överens om att detta gör att många sjukskriver sig. Även bristen på personal utgör en påtaglig stressfaktor. Viktiga faktorer för att förhindra och/eller minska den påtalade stressen utgör ett bra arbetslag, en förstående chef och organisatoriska åtgärder som att dela in barngrupperna i mindre grupper. De intervjuade förskollärarna framhåller alla, mer eller mindre, att detta var olika sätt att minska stressen på.
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Witthohn, Anna-Lena. "Outdoor Learning as a Chance for Preschool Children to become a ´We´ and an ´I´ : Preschool Teachers´ Perception towards Outdoor Learning in Swedish Preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177847.
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The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.
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Andréason, Jennie. "Computer tablets as an educational tool in preschool and preschool-class." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35218.
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Syftet med studien är att undersöka hur lärplattan kan användas som pedagogiskt verktyg i förskola och förskoleklass. Vi vill undersöka de lärande och sociala samspel som eventuellt sker mellan barnen. Vidare undersöks hur pedagogernas förhållningssätt inverkar på barnens möjlighet till lärande kring lärplattan. Pedagogernas syn på fördelar och nackdelar gällande lärplattan granskas. Studiens frågeställningar besvarades utifrån den sociokulturella teorin. Centrala begrepp som artefakter, mediering, proximal utvecklingzon och förhållningssätt verkade som analysverktyg. Studien har genomförts med hjälp av kvalitativ metod där intervjuer och observationer har gjorts på tre förskolor och en förskoleklass. Resultatet visar att lärplattan kan användas som både dokumentationsverktyg och pedagogiskt verktyg i barngruppen. Barnens lärande kring plattan utvecklas genom turtagning och samarbete. Den medforskande pedagogen ger större möjligheter för barns lärande genom att se och utmana dem på rätt nivå. Pedagogerna anser att en av lärplattans fördelar är dess lätthanterlighet. En nackdel är att vissa pedagoger känner att de har för lite kunskap om tekniken. Slutsatsen av våra resultat visar att lärplattan kan ha flera olika användningsområden, lärandet blir möjligt genom att barnen interagerar med varandra och lärplattan. Pedagogernas förhållningssätt har en inverkan på barns möjlighet till lärande. Utbildning rörande lärplattan är betydelsefull för att pedagogerna ska kunna nyttja plattan så optimalt som möjligt.Nyckelord: Förhållningssätt, förskola, förskoleklass, lärande, lärplatta, medierande artefakt, pedagogiskt verktyg.
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Prosalenti, Glykeria. "Preschool quality in the Swedish context : Preschool Heads’ Perspectives and Actions." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45658.
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The importance of preschool quality in Sweden is a subject of concern for preschool workers, researchers, parents and other stakeholders internationally. After the revision of the national preschool curriculum in 2010, the examination of the role of heads in outlining and maintaining quality has become a topic of concern, in particular regarding systematic quality work and the responsibilities of the heads in relation to this work. The purpose of this literature review is therefore to examine the extant research on how preschool heads in Sweden understand and work with the issue of quality in Early Childhood Education and Care. The research questions are: What is preschool quality, and how can it be assessed in the eyes of the head preschool teachers in Sweden? And, how do the heads fulfil their responsibilities inrelation to quality work in preschool? Four studies were reviewed and analyzed based on three criteria of measuring quality: structural,result,and processual. The results showed that the preschool heads had broad areas of measuring quality work, covering all three areas of quality. However, their practical quality work only covered some of these areas. Collaboration with staff, parents and other preschools wasmost commonly mentioned by the heads, as they are also problematised on their daily tasks in practice. Generally, there was an emphasis on structural quality more than processual and result quality matters. The findings and implications are discussed also in terms of the three areas of measuring quality: structural,result,and processual. Overall, heads might need more support and guidance from experts in order to achieve quality work in relation to processual areas of quality matters in preschool. Future research ought to examine quality of care in preschool (rather than quality of education) from the perspective of preschool heads.
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Bagué, Grifoll Janona. "“Children in preschool class have to learn to sit a bit more” : Swedish preschool, preschool class and primary school teachers’ perspectives on the transition from preschool to school." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-46542.
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The transition from preschool to primary school is considered by many researchers as being one of the most challenging transitions that children can experience in their educational development. In 1998, in an effort by the Swedish government to facilitate this transition, preschool class was introduced as a voluntary bridge year between preschool and primary school. Changes in school legislation in 2018 made attendance to preschool class compulsory. Despite the introduction of preschool class in the Swedish system, a lack of knowledge and research about the policies and practices in preschool classes for successful supporting this transition has been observed. The aim of the present qualitative study was to characterize preschool, preschool class, and primary school teachers’ understandings of the transition from preschool to primary school as reflected in their teaching practices. Semi-structured interviews were conducted with preschool, preschool class and primary school teachers at one school and affiliated preschool in a town in the South of Sweden. Observations of the preschool class were also conducted. Theories of transition were applied to analyze the teachers’ understandings of the transition from preschool to primary school. All of the participating teachers considered the change to compulsory attendance in preschool class to be beneficial for a successful transition for the children from preschool to primary school. Two key factors were identified that appeared to be consequential for how the teachers understood and worked with children’s transitions: (a) the organizational structures in place to support the teachers’ work, related to the teachers’ ability to coordinate with each other and have access to information relevant to prepare the children for the transition; and (b) the lack of a common pedagogical framework across the preschool and school.
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Glenn-Applegate, Katherine. "Caregivers’ Preschool Selection Factors and Their Degree of Agency in Selecting High Quality Preschools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306413949.
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Sonmez, Sema. "Preschool Teachers'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609188/index.pdf.
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This study aims to explore preschool teachers'<br>attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers'<br>toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with.
The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara during the second semester of 2006-2007 academic years. The data were collected by administering Early Childhood Teachers'<br>Attitudes toward Science Teaching Scale (ECTASTS). Analysis of the data indicated that there is a statistically significant relationship between preschool teachers'<br>attitudes toward science and the frequency of science activities that they provide in the classroom. Also, all factors were found highly related with the teachers'<br>attitudes toward science teaching and the frequency of science activities except for age and in-service training.
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Nilsson, Sara, and Malin Olsson. "Outdoor education in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34662.
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I vår studie kommer ni som läsare få läsa om utomhuspedagogik. Vårt syfte har varit att få en inblick i vad utomhuspedagogik är, även att få mer kunskaper om hur utomhuspedagogik uppfattas inom aktuell forskning men även av de som arbetar i förskolor med den specifika inriktningen. Vi avser därmed försöka få en mer nyanserad bild av utomhuspedagogik. De frågeställningar vi utgått från har varit vad utomhuspedagogik betyder för pedagogerna? Finns det några nackdelar enligt pedagogerna, och i så fall vilka är dessa? Och den sista frågan vi ställt är om det ställs några specifika krav på pedagoger som arbetar i förskolor med en utomhusinriktad pedagogik?
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WALSH, CHERYL J. "THE PRESCHOOL CONNECTION PROGRAM." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086048987.
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Lindahl, Sarah. "Preschool teacher attrition : A phenomenological analysis of five interviews with former preschool teachers." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27566.
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The Swedish early childhood education system is world renown for having one of the best child-centered educational curriculums, but retaining preschool teachers continues to be an issue. There are simply not enough preschool teachers to meet demands and as a result, Sweden cannot afford to lose any of the professionals that are currently working in the field. This study intends to investigate the question: What leads preschool employees to seek new employment opportunities? Five taped, semi-structured interviews with former preschool teachers and a phenomenological analysis of the gathered empirical data intend to provide insight to this question. Hopefully with this data it might be possible, with a few changes to the existing system, to entice some of these qualified, experienced preschool teachers back into the field. The results of the interviews seem to suggest that the preschool teachers are frustrated with the organizational factors of the preschool, whether it be lack of opportunities for professional development or unmanageable job duties stemming from perceived large child groups. This frustration seems to be in spite of general feelings of pride for the profession as a whole. These former preschool teachers tend to reason that guaranteed small child groups and opportunities for continued professional development could be the key to retaining qualified, experienced preschool professionals.<br>Svenska förskolor är kända över hela världen för sin höga kvalitet, men att behålla erfarna förskollärare är en stor utmaning. Sverige har helt inte råd med att många utbildade förskollärare väljer att lämna yrket då det redan i dag finns för få utbildade förskollärare för att uppfylla myndigheternas krav. Studien ämnar undersöka vilka olika faktorer som påverkar förskollärares beslut att lämna yrket. Med fem inspelade, semi-strukturerade intervjuer med före detta förskollärare samt en fenomenologisk analys av data hoppas jag kunna ge en djupare förståelse för problemet och med några små förändringar av det nuvarande systemet hoppas jag kunna locka förskolä̈rare tillbaka till yrket. Resultaten av intervjuerna pekar mot en upplevd frustration vad gäller organisatoriska faktorer på verksamhetsnivå. Detta beror delvis på få utvecklingsmöjligheter för lärare och delvis på orimliga krav på förskollärare som tar hand om stora barngrupper. Upplevd frustration med organisatoriska faktorer står i kontrast mot stolthet över förskolläraryrket i sig. Förskollärarna i studien skulle komma tillbaka till yrket mot ett löfte om mindre barngrupper och kontinuerliga utbildningsmöjligheter prioriteras.
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Tufekcioglu, Arzu, and Sinik-Panic Duska. "Music in preschool - a qualitative study of teachers use of music in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29712.
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Syftet med vår studie är att synliggöra förskolepedagogers inställning till och användande av musik som ett pedagogiskt redskap i förskolan. För att samla relevanta empiriska data har vi använt intervju och observation som metoder. Urvalsgruppen består av 6 pedagoger från två förskolor. Vi har valt att undersöka en förskola med musikinriktning och en som inte har någon speciell inriktning.I vår undersökning har vi kommit fram till intressanta resultat så som att pedagoger har positiv inställning till musik och använder musik i sitt pedagogiska arbete både som mål och pedagogiskt medel. I båda förskolorna använder pedagoger musik för att det gynnar barns språkutveckling, sociala och emotionella utveckling. Musik används som ämnesintegrerande verktyg och det ökar barns inflytande och delaktighet i den dagliga verksamheten. Det verkar även lugnande på barnen.
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Dantas, Maria Luiza. "Social Construction of Gender in Preschool Children: A Descriptive Study of Preschool Girls." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392042958.
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Somerwil, Tammy A. "Preschool Educators' Perceptions of Their Emotional Socialiser Role of Preschool Children's Emotional Competence." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405195.
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Preschool-aged children spend a large proportion of their waking hours in early childhood education and care services. The preschool years span a peak phase for children’s development of many key milestones of emotional competence. Between the ages of 2 and 5, these elements of emotional competence are playing a critical role in the successful development of social competence, and more specifically the beginnings of peer relationships. Emotional competence is critical therefore for children’s well-being, navigation of social contexts, school readiness, and long-term academic success.
It is understood that socialisation of a child’s complex emotional system occurs in each interaction a child shares with others: their parents, siblings, teachers, caregivers, and peers. During the preschool years, early childhood educators share a large proportion of the critical emotional socialiser role. However, while parents’ strategies for socialisation of their children’s emotional competence have been well researched, very little research has focussed on the pedagogy used by educators to promote young children’s emotional competence. This research aims to understand the role of the early childhood educator as a socialiser of preschool children’s emotional competence through the perspective of multiple educators. The research is directed through five research questions that investigate the perceptions of educators in their role as emotional socialisers of young children’s emotional competence.
This research was developed through a pragmatic philosophical worldview. Additionally, Bronfenbrenner’s bioecological model (Bronfenbrenner & Morris, 2006) was used as the theoretical guide underpinning this exploration due to its suitability to the subject of emotional competence co-constructed within social contexts. Using both these lenses, an explanatory sequential mixed methods study was deemed the most suitable research method. Data were collected in two phases: first, through online surveys and then focus groups. Research participants were educators of preschool children from Queensland, Australia. In this research teachers and teaching assistants are described as educators. Preschool programs in day care services and kindergarten were included.
The quantitative phase of this research analysed data from 76 participants who completed an online survey which included questions about their demographics, readiness to promote children’s emotional competence, and teaching and assessment strategies for emotional competence. The survey also included an open-response section to facilitate private responses and an invitation to engage in the focus groups that formed the second phase of this research. Only frequency and descriptive analysis were undertaken with all quantitative data. As the focus of this study was an exploration of the phenomenon, an inductive process was used to build a descriptive picture of it.
In survey responses assessing perceived readiness to promote emotional competence (scale adapted from Bouillet et al. [2014]) there was a strong level of response consistency apparent across all participants. These demonstrated the unified supportive attitudes for promoting young children’s emotional competence, such as the recognised responsibility for sharing the socialiser role and perceived competence to enact activities to promote emotional competence. There was, however, some divergence in participants’ perception of the preparation through their undergraduate education for the role of promoting emotional competence. Additionally, in survey responses to a teaching and assessment strategies scale developed by this author, participants revealed a range of preferences in teaching and assessment strategies appropriate for developing emotional socialisation in the classroom.
The qualitative data were interpreted through thematic analysis using a six-step process adapted from Braun and Clarke (2012). Interpretive analysis was also supported through a secondary latent or interpretive level of analysis using elements from Bronfenbrenner’s bioecological model. Major themes from data across five focus groups included emotional competence curriculum aims and goals, Prep environment, thoughts about the emotional socialiser role, shifts in children’s levels of emotional competence, shifts in observed parenting behaviours, sharing the emotional socialiser role with parents, supporting parents emotionally, pedagogical strategies for promoting emotional competence, educators’ emotional self-regulation strategies, supportive teams, assessment, and self-efficacy in the emotional socialiser role.
This thesis provides insight into both the perceptions of a group of experienced educators about their emotional socialiser role and also the construction of these perceptions as structured by elements of Bronfenbrenner’s bioecological model. Most significantly, this study shows how variations in perceptual constructions of concepts occur among different service teams influenced by their siloed environments and associated socioeconomic contexts. Findings from the research will potentially inform educator training programs for promoting the socialisation of preschool children’s emotional competence.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.
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The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it. While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves. The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.
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Ramli, Liza Isyqi Binti. "Attitudes of preschool teachers towards the introduction of Inclusive Education (IE) in Malaysian government preschools." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/19566/.
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The Ministry of Education in Malaysia intends to introduce Inclusive Education (IE) at the preschool level. The introduction of IE will place high demands on preschool teachers and to include all children with special education needs (SEN) will require a significant shift in practice. Thus, this study explored the attitudes of preschool teachers towards IE and identified factors which may have influenced these attitudes. This thesis presents the findings of mixed-method research study investigating preschool teachers’ attitudes towards the introduction of IE in Malaysia. A theoretical framework based on the combination of ecological system theory (Bronfenbrenner, 1979) and the three-component model of attitude (Eagly and Chaiken, 1993; Triandis, 1971) was utilised to explore teachers’ attitude. 421 preschool teachers in one Malaysian state completed a survey and 18 took part in a semi-structured interview. The findings indicated that the preschool teachers in this study feel that they are generally prepared for implementing IE. However, the qualitative data revealed many barriers to the implementation of IE that influenced teachers’ attitudes. Factors such as skills and training, resources and facilities as well as knowledge and awareness about IE and children with special educational needs (SEN) are highlighted in this study. This study highlights the importance of knowledge and understanding of IE, teachers’ skills and abilities and the values and commitment needed from every agency. Recommendations address improvements to in-service teacher professional development and pre-service teacher education courses as well as the upgrading of school facilities. Most importantly, this research suggests that there is a need to raise awareness and increase knowledge about IE and SEN through strengthened collaboration between parents, specialists, schools and society.
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Waloszczyk, Dorota. "Reconsidering documentation systems : Examining Polish preschool educators’ reflections upon Polish preschool documentation system, preschool democracy and Reggio Emilia-inspired pedagogical documentation from Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Praktiknära utbildningsforskning (PUF), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45233.
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Sweden and Poland see preschool documentation as a very important practice in Early Childhood Education and Care. Each country, however, conceives of this documentation differently. Reggio Emilia-inspired pedagogical documentation is one of the documentation practices used in Swedish preschools. There is very little research on the approach of Polish educators to this form of pedagogical documentation. Furthermore, the Swedish preschool curriculum is based on Social Pedagogy in contrast to the Polish preschool curriculum, which is based on Readiness for School. These curricular perspectives are underpinned by different views on children’s abilities and on the goal of preschool as an institution. This, in turn, reflects the relative differences in how democracy is viewed, and documentation maintained in these two countries. In this study, semi-structured interviews with four Polish preschool educators were conducted in order to document their understandings of the mentioned terms, as well as their perspectives on the forms and practices of documentation that they use. The participants were also asked about the possibility of adapting pedagogical documentation, as seen in Sweden, to the Polish preschool model. The findings showed, that the participants did not recognize Polish preschool system as democratic. What is more, the interviewees are not satisfied with the form of their preschool documentation. However, the interviews showed, that even though the teachers see value in pedagogical documentation, they do not see this approach as the appropriate one to adapt to Poland, due to the system malfunctions and reluctant co-workers. Lastly, the study shows that more research is needed to examine the relationship between documentation practices and the promotion and maintenance of democratic practices in preschool internationally, as well as suggests some changes in order to improve Polish documentation practices.
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Balck, Marianne. "Phthalates in preschool dust : the relation between phthalates and parameters in the preschool environment." Thesis, Uppsala universitet, Institutionen för biologisk grundutbildning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262076.
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Children are constantly exposed to many chemicals via the products they come in contactwith in their everyday life. One chemical group is phthalates, the most commonly usedplasticisers in the world. Phthalates are used mainly in PVC plastic products like floors, toys,food containers and wallpaper but they are also used in rubber, glue, paint, cables etc. Sincethese chemicals are weakly chemically bound to the PVC they can leak and migrate to the air,food, water and skin. Children are exposed to phthalates mainly through food, but because ofthe hand to mouth behaviour they are also exposed via dust inhalation and dust ingestion.About ten years ago regulations of the most toxic phthalates in toys and child care productswere implemented in the EU and from February 2015 it is a general prohibition for the use ofDEHP (diethylhexyl phthalate), DnBP (di-n-butyl phthalate), DiBP (diisobutyl phthalate) andBBzP (butyl benzyl phthalate). DiNP (diisononyl phthalate) is a relatively new phthalate andit has replaced DEHP to some extent in floors and toys. In phthalate free products DINCH(1,2-cyclohexane dicarboxylic acid diisononyl ester) is one of the plasticizer replacingphthalates. The banned phthalates have been shown to cause adverse effects on reproductionand recent research also investigates links between phthalate exposure and asthma and allergysymptoms in children. More experimental animal studies are needed to further investigate theasthma and allergy correlation. In the present project dust samples were collected from 30 preschool indoor environments inthe Stockholm city area to evaluate the levels of the six substances mentioned and thephthalate DEP (diethyl phthalate). The main aim of this thesis project was to search forrelations and links between the phthalate concentrations in dust and parameters from theindoor environment in preschools. Studied parameters are e.g. construction year, floor type,cleaning routines and quantity of toys and furniture made of plastic or foam. The project wascommissioned by the Swedish EPA and performed at the Institute of Environmental Medicine(IMM) at Karolinska Institutet. A negative relation was found between dust phthalate (DEHP and DnBP) concentrationand construction year. Also rooms with old PVC floors had higher concentrations of DEHPand DnBP in dust than rooms with new PVC floors. There was also a trend that dust frompreschools with PVC floors had higher DiNP concentration than dust from preschools withother floor types. The preschools that used foam mattresses for resting had higher DiNPconcentrations than those with no foam mattresses. Most preschools had new foammattresses, which could indicate a more common use of DiNP in new mattresses or mattress2covers compared to old mattresses that contains more DEHP. The four Waldorf preschoolsthat participated had lower DiNP dust concentrations than the other preschools, which wasexpected since Waldorf orientation includes using as little plastic material as possible. Norelation was found between the phthalate dust concentrations and the quantity of toys made ofsoft plastic in the sampled area. Many preschools had made a plastic inventory where they removed old and soft plastic toysand material. Also many preschools recently replaced old foam mattresses used for resting.This could be due to the big chemical focus in the media and authorities and the brochuresthat have been sent out the last couple of years about what preschool can do to decrease thechemical exposure of children. This interest and awareness seen in the preschools waspositive and hopefully the trend spreads to more preschools. Since children spend a big part oftheir time at preschools it is an important mission for society and the government to decreasethe exposure to hazardous chemicals there. Hopefully what has been done so far is just thebeginning.
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Jiang, Yiqun. "Conflicts in Social Interaction Among Chinese and American Preschool Children in an American Preschool /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469937.
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Borgstam, Allison. "Preschool Teachers of Tomorrow : The trajectories, perception, and intentions of Sweden’s preschool student teachers." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444050.
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This paper focuses on preschool student teachers in Sweden. Underpinned by Pierre Bourdieu’s sociological concepts, the motivations and trajectories which led them to enter the preschool teacher field, their perception of their education, and how they plan to teach once they become teachers is specifically researched in relation to social origin. Preschool teacher education has undergone many changes in recent decades which have led to higher academic demands in a field which is not traditionally theoretically based, and little research which looks into how this affects those training to become preschool teachers has been done. Through a survey of 125 respondents and seven interviews with students at two different university-colleges, the students are discussed based on their different types of capital and social origin. The life trajectories and habitus, which are shaped by their capital and social origin, is explored to describe their perception of their education and their opinions on how they plan to teach their students once they graduate. By doing so, the study reveals the pattern of trajectories which lead people to preschool teacher education occurs through either a break from their low social origin or through choices which took them further away from their high capital assets and led them to preschool teacher education as a last option. Differences in perception of preschool teacher education and the increased academic demands made on them is also seen to be characteristic based on those with a social origin with high capital assets against those who grew up with little to no capital. Finally, it is shown that regardless of social origin the high academic demands placed on preschool teachers does little to change their perception of what and how a preschool teacher should educate.
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Duchastel, Christina. "Sibling Interaction in Preschool Children." Thesis, Stockholm University, Department of Psychology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-852.
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<p>This study investigates interaction in eight sibling pairs aged 1-5 years with the purpose of examining the prevalence of certain variables constituting the interaction. The siblings were observed with video camera while playing with a toy brought along by the author. In order to validate and expand upon the information obtained from the observations, the parent(s) were asked to respond to a number of questions from a Questionnaire. The variables investigated were reciprocal and complementary interaction, asymmetrical roles, imitation, conflict, joint and parallel play and communication. The results obtained indicate that, in these eight sibling pairs, reciprocal interaction, that is interaction taking place on an equal level, is signified by joint play. Complementary interaction, that is interaction taking place on different levels, is signified by parallel play. High activity level for boys versus low activity level for girls in three sibling pairs were observed to correspond to gender-specific play activities in everyday life.</p>
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Vielhaber, Donna Marie. "Disciplining preschool children, parent interaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0027/MQ51814.pdf.
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Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.
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Liu, Chui-Hua. "Preschool teacher stress in Taipei." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404139.
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Fessler, Pirmin, and Alyssa Schneebaum. "The Returns to Preschool Attendance." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/5176/1/wp233.pdf.
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Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature in all mentioned dimensions. In particular, we investigate the effect of preschool attendance on an individual's later educational attainment, the probability that they work full time and their hourly wages, the likelihood of the mother working when the child is 14 years old, and on the overall distribution of wages. We find strong and positive effects of preschool attendance on educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution tend to benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second migration migrants; people with less educated parents) also often benefit more in terms of education and work. (authors' abstract)<br>Series: Department of Economics Working Paper Series
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Einhärjar, Soodabeh. "Intersectionality and leadership at preschool." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31948.
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The present study examines how four to six-years-old children chose one or several leaders during their play time and what factors affected children's choice/ choices using an intersectional perspective. The purpose of this study is to explore how children negotiate with each other to control the play and choose one or several leaders of the group. The methods used were observations along with shorter interviews with the participating children. The study group consisted of preschool children, four to six years old in two different classes. The observations took place during the time the children were playing. I used a thematic analysis with the following variables: gender, age, language development, children's special needs / disability and ethnicity. One of the variable that influenced the children's choice of leaders was the children's ethnicity. Those children who had non-Swedish parents (although they spoke fluent Swedish) were not elected as leaders of the group. Disability was also among the factors that made children have less power when they played. Age and gender were also factors that created the power relationships in the group. The result also showed two new categories that could affect how the children chose their leaders. The first category was that most leaders had better knowledge about the play than the other children who participated in the play. It turned out that being new to the preschool could be counted as the second new category that created the power relationship between the children. As a result of being new to the preschool, the newcomers were considered by the children to know less about the rules of the play which may be related to the first variable, knowledge of the play.In answer to the question concerning the number of leaders in the group, I could tell that there was only one who was the leader and who had the most influence during the play. There could be two who decided the rules and who had knowledge about the play, but in the end there was just one leader.The study shows that there is an interaction between the different categories / variables that create power relations in the group. According to the intersectional perspective the interaction between different categories such as gender, age, ethnicity, language, disability would create such power relations. The study concludes that knowledge about the play and being new to the group/preschool could also be regarded as two new categories important for setting up and balancing power relations.
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Bowers, Prudence Ann. "Indirect intervention for preschool stutterers." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4208.
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This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.
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Mennis, Susan M. "Understanding family experiences as a means for developing relevant curriculum for children in a pre-kindergarten classroom /." Read online, 2008. http://library.uco.edu/UCOthesis/MennisSM2008.pdf.
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Vu, Jennifer Anh-Thu. "Representations of relationships children have with mothers, teachers, and friends, and their relation to social competence." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1872211291&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Arnold-Grine, Lori E. "Laboratory schools a critical link in facilitating and enhancing preschool teacher education /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179509794.
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Giannopoulou, Ioanna. "Preschool hyperactivity : development of observational and self-regulation measures for detecting hyperkinetic disorder in preschool children." Thesis, King's College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404417.
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Cakwe, Mandisa. "Understanding educator-mediated conflict resolution in a preschool environment: the experiences and feelings of preschool educators." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002452.
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This thesis discusses the experiences and feelings of preschool educators when resolving situations of conflict between preschool children. Data was collected by means of semistructured individual interviews with preschool educators and a video recorder recording conflict situations among preschool children focusing on educator resolution strategies. Grounded theory was used as a data analysis technique to analyse the data collected. The analysis revealed that the preschool educators under study do not use mediation as a conflict resolution strategy but use various strategies that include, prevention, directive approach, arbitration, myths and threats and rules. Data analysis also revealed that these preschool educators encounter experiences and feelings before, while and after intervening in the conflict situations of children. These findings imply that preschool educators lack the professional skill of conflict resolution. This suggests an urgent need of restructuring of the preschool educator’s training to include conflict resolution training as one of their important component. Educators and parents also need to be consulted or involved in the process of restructuring the training.
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Taylor, Shelbi. "Redefining Undervisning for Swedish Preschool : Viewing preschool teachers’ conceptions of teaching through Cultural Historical Activity Theory." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40024.
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Recent reports by the Swedish School Inspectorate have shown preschool teachers’ understanding of their teaching mission to be complex and the responsibility of teaching in preschool, multifaceted. While the school law places responsibility for goal-directed teaching on preschool teachers, the current Swedish preschool curriculum makes no mention of the concept of teaching, defined in Swedish as undervisning. This study examines contradictions between the domains of Swedish preschool education research, policy, and practice as visible in pre-service and in-service preschool teachers’ conceptions of teaching, as it is delineated in the steering documents, and as it is evident in the classroom. The research questions are how do pre-service and in-service preschool teachers conceptualize teaching, as it is defined in government steering documents? What do pre-service and in-service preschool teachers see as evidence of teaching in their classrooms, and how do they determine their role in teaching? Cultural Historical Activity Theory (CHAT) was used to formulate and analyze semi-structured individual interviews of pre-service and in-service preschool teachers to consider the teachers’ conceptions of teaching as a product of the historical and cultural mediated activity system of preschool. Analysis of interview transcripts highlighted how complex not only the practice of teaching is for preschool teachers, but also how there is no consensus around the definition of teaching in Swedish preschools. If preschool teachers are to abide by steering documents and undertake teaching in their practice, there needs to be a new inclusive definition that imparts some clarity to preschool teaching. The new working definition, theorized using Leontiev’s hierarchy of activity, action, and operation, may help researchers, policy makers, and preschool teachers negotiate some of the confusion surrounding how to adopt and adapt teaching into Swedish preschool.
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Atmore, Eric. "A critical analysis of preschool educare in South Africa : towards effective provision for the preschool child." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17155.
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Includes bibliography.<br>This study is a critical analysis of educare policy in South Africa with recommendations towards effective provision for the preschool child. The need for a radically revised policy, structure and provision system is based on the inadequacies, inefficiency and ineffectiveness of the present system. A quantitative descriptive research design is used in which use is made predominantly of secondary data and field experience of the writer. Data collection was hindered by the lack of information available and the reluctance of certain authorities to provide information as requested. The historical development of educare in South Africa is outlined. Legislation which, impacts on educare is recorded and the present education and care policies and structures are described. The extent of educare provision is quantified focusing on who is provided for and who is not. Gil's (1981) framework for Analysis and Synthesis of Social Policies is used in analysing educare policy within the Social Planning and Administration paradigm. The study contends that there is no clear unitary discernible educare policy in existence and this has resulted in fragmented structures controlling educare in this country. Particular attention is made to the ideological and value underpinnings of educare policy, structure and provision. The result is an array of services which are uncoordinated and inadequate in terms of the need and demand. The study concludes by making recommendations aimed at eliminating the inadequacies highlighted. A radically revised educare policy is proposed. A three-tier structure with defined responsibilities and functions at each level is suggested. It is the writers belief that implementation of these recommendations will contribute to the solution of problems faced in the educare field today.
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Aljabreen, Haifa. "A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.
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Baker, Kim Denise. "A comparison of expressive vocabulary produced by nonambulatory, speaking preschool children and ambulatory speaking preschool children." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4250.
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Children with severe physical disabilities often do not have the capabilities for oral communication. Professionals are frequently faced with selecting vocabulary for children who are unable to use vocal output because of severe motor impairments. A child who is nonambulatory may have additional reasons for communicating and sees the world from a different viewpoint than his ambulatory peers. Selecting appropriate words for an initial lexicon that are useful to nonspeaking disabled children that also meet normal language acquisition standards is a concern. This study specifically addresses this concern by looking at the vocabulary differences of ambulatory and nonambulatory preschool children. The purpose of this research project was to compare expressive vocabulary produced by nonambulatory, speaking children with the expressive vocabulary produced by ambulatory, speaking children. It is suggested that the vocabulary of nonambulatory, speaking children might be more appropriate for selecting a lexicon for AAC systems if indeed, they are different from words produced by ambulatory, speaking children.
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Ozturk, Elif. "Exploring The Change In Preschool Teachers." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612759/index.pdf.
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The aim of this study is to investigate the changes in early childhood teachers&rsquo<br>views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo<br>views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the Ç<br>ayyolu district of Ankara.
The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo<br>views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo<br>activity plans were examined based on the themes emerged from the pre- and post-interviews.
The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.
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Gardner, Becky M. "Increasing preschool children's acceptance of vegetables." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1187286405.
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Hui, Man-yee Mary, and 許文愉. "Educating "moral" children: observations froma preschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35416919.
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Liu, Yun-Tsen, and 劉芸岑. "The Preschool Educators’ Perception of Organizational Climate in Taichung Public Preschools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49248481741877511805.
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碩士<br>國立臺灣師範大學<br>人類發展與家庭學系<br>104<br>This thesis adopts questionnaire survey method, and uses Jorde-Bloom’s (1998a) Organizational Climate to probe into public preschool educators’ perceptions of organizational climate; it further discusses the relation between the organizational climate and the result of reciprocal interaction between public preschool educators individual variables and organizational variables.
This thesis applies Jorde-Bloom’s Work Environment Survey as basis, and adapts it to 50 questions of Public Preschool’s Organizational Climate Inventory; the thesis studies 387 educators in Taichung public preschools as study samples, and conducts statistical analysis using exploratory factor analysis, one-way analysis of variance, t-test, and two-way ANOVA.
The findings of this thesis are as follows:
1. A strongest correlation exists between the organizational perceptions and educators’ age and the scale of schools they work for, followed by educators’ salary and job title, and again followed by seniority and academic background.
2. The six background variables of the public preschool educators’ are not strongly related to their perceptions of colleague relations, policies, goal consensus, and physical environment.
3. The perception towards organization is better by educators who enjoy lower salaries and seniorities.
4. The perception towards organization is better by educators who enjoy lower salaries and academic background.
5. The perception towards organization is better by young educators who work for bigger-scaled public preschools.
6. The result of reciprocal interaction between public preschool educators individual variables and organizational variables are strongly related to organizational climate.
This thesis, based on its results, proposes recommendations to administration authorities, public preschools, public preschool educators and future studies, in hopes of bringing contributions to prospect development of public schools.
Keyword: educator in public preschool, organizational climate, interaction
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Guarini-Reyes, Patricia. "Does preschool matter? : a comparison among local preschool intervention programs /." 2008. http://wwwlib.umi.com/dissertations/fullcit/3312174.
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Yuan, Lin Pei, and 林珮媛. "Han Preschool Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/wnzf47.
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Chiang, Ting-Yen, and 江亭燕. "Study on Preschool Enrollment DM Advertisements-A Case Study of Preschools in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/nw8rjr.
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碩士<br>朝陽科技大學<br>幼兒保育系<br>103<br>The study aims to probe into the features of preschool enrollment DM and its advertising effects. The study first comprehended the current situations of preschool enrollment DM and then analyzed parents’ opinions about the features of the DM and its advertising effects. In addition, it investigated the relationship among kindergarten DM features, advertising effectiveness, and intention to enroll.
In addition to analyzing the related researches of preschool enrollment DM and the DM of other industries with literature review, the study also adopted questionnaire survey. The subjects of the survey were the parents of a private registered preschool in Taichung. Stratified sampling was employed, and a total of 601 valid responses were collected. The tool employed by the study was a self-compiled “research questionnaire of preschool Enrollment DM Advertisements.” After the questionnaires were retrieved, statistical methods including descriptive statistics, independent sample t test, one-way ANOVA (analysis of variance), Scheffe’s multiple comparison, Regression Analysis were adopted to analyze data.
The findings of this study were as follows: First, parents’ perceptions of DM features and advertising effectiveness varied significantly by several background variables, including age, occupation, education degree, and monthly household income. Second, DM features were positively related to advertising effectiveness for parents; advertising effectiveness was positively related to intention to enroll; DM features were positively related to intention to enroll; the interaction effect of DM features and advertising effectiveness was positively related to intention to enroll.
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Huang, Yueh-Chun, and 黃月君. "A Study on the Willingness and Constraints of being a Preschool Director Perceived by Preschool Educators at Affiliated Preschools of Public Schools in Tainan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/a9b9js.
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碩士<br>國立嘉義大學<br>教育行政與政策發展研究所<br>106<br>This study aims at exploring the perceptions of willingness and constraints of being a preschool director perceived by preschool educators at affiliated preschools of public schools in Tainan. The main purposes of this study are as follows: 1.to realize the status of the the willingness and constraints of being a preschool director perceived by preschool educators at affiliated preschools of public schools in Tainan. 2.to explore the difference in the willingness and constraints of being a preschool director perceived among preschool educators with various individual backgrounds in Tainan.
In oder to achieve the aims above. This study applies the questionnaire survey method. This study applies stratified cluster sampling, and to send questionnaires to preschool educators from preschools of public schools in Tainan. A total number of 262 questionnaires are administered. 243 questionnaires are returned and the return rate is 93%. The valid questionnaires are 235 copies and the valid return rate is 90%. The data are analyzed by descriptive statistical analysis, t test analysis, and one-way analysis of variance etc. The statistical software is SPSS 22.0. The main findings and results of this research are as follows:
1.the status of current perceptions of willingness of being directors perceived by preschool educators in Tainan city are moderate. Their perceptions on the items of constraints are averagely between medium to high.
2.Preschool educators’ perceptions on willingness of being a director of preschool are significantly different when comparing educators with different age, marriage conditioin, education level, years of teaching, and size of preschool.
3.Preschool educators’ perceptions on constraints of being a director of preschool are significantly different when comparing educators with different age, number of children, and years of teaching.
4.Preschool educators with no children perceived higher on the factor of safety needs of willingness of being a director in the preschool than preschool educators with more than two children.
5.Preschool educators who are not married perceived higher on the factor of organizational climate of constraints of being a director in the preschool than preschool educators who are married.
This research offers specific suggestions for educational administrations and future studies based on research outcomes.