Academic literature on the topic 'Regular kindergarten'
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Journal articles on the topic "Regular kindergarten"
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Campbell, Coral, and Christopher Speldewinde. "Bush kinder in Australia: A new learning ‘place’ and its effect on local policy." Policy Futures in Education 17, no. 4 (January 28, 2018): 541–59. http://dx.doi.org/10.1177/1478210317753028.
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Bush kindergartens are a new practice in the Australian early childhood learning context and one that is rapidly becoming part of the kindergarten experience. Children leaving the confines of the bounded space of a kindergarten has been practised through excursions to outdoor places like zoos but the notion of conducting regular, ongoing kindergarten sessions away from the traditional kindergarten setting is one which is gaining momentum in Australian early childhood education, with possible impacts on future policy. In late 2014, a pilot programme titled ‘Sandy Shores Kids Go Bush’ was established across bush kindergartens in a region on the coastal fringe of south-eastern Australia using five existing sites. Each of these sites has differing characteristics impacting upon the experience of children attending the bush kinder programme. This paper reviews the settings of three different interpretations of ‘bush kinder’ and considers how the learning experience associated with bush kinder varies according to ‘place’ and how bush kinder has impact on both local and broader education policy.
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Mumpuniarti, Mumpuniarti, and Prima Harsi Kantun Lestari. "Kesiapan guru sekolah reguler untuk implentasi pendidikan inklusif." JPK (Jurnal Pendidikan Khusus) 14, no. 2 (May 27, 2019): 57–61. http://dx.doi.org/10.21831/jpk.v14i2.25167.
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Abstrak: Penelitian ini bertujuan memotret kesiapan guru sekolah regular melaksanakan pendidikan inklusi. Metode penelitian dengan menggunakan daftar pertanyaan kepada responden guru setelah mengikuti pelatihan tentang implementasi inklusi. Responden guru terdiri dari guru tingkatan satuan taman kanak-kanak/TK; satuan Sekolah Dasar/SD; dan satuan Sekolah Menengah Pertama/SMP. Analisis data menggunakan kategorial jawaban dari responden. Hasil penelitian menunjukkan bahwa pendidikan inklusi ternyata di satuan sekolah taman kanak-kanak/TK lebih siap, karena terdukung kompetensi pedagogi. Bagi guru sekolah regular yang belum siap untuk implementasi pendidikan inklusi berharap adanya guru pendidikan khusus dan sarana akomodasi yang lengkap untuk implementasi pendidikan inklusi.Kata kunci: kesiapan guru regular, pendidikan inklusiAbstract: This study aims to portrait the readiness of regular school teachers to carry out inclusive education. Research method by using questionnaires to teacher respondents after participating in training on implementation of inclusion. Teacher respondents consist of teachers in kindergarten/kindergarten level; elementary school / elementary school unit; and junior high school /junior high school units. Data analysis uses categorical answers from respondents. The results showed that inclusive education turned out to be better prepared in kindergartens/kindergarten schools, because pedagogy’s competence was supported. For regular school teachers who are not ready to implement inclusive education expect special education teachers and complete accommodation facilities for the implementation of inclusive education.Keywords: regular teacher readiness, inclusive education
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Melnik, Olga, and Olga Sidlovskaja. "Daily Life in a Regular Russian Kindergarten." Childhood Education 78, no. 6 (September 2002): 341. http://dx.doi.org/10.1080/00094056.2002.10522202.
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Pecaski McLennan, Deanna Marie. "Joyful Number Talks in Kindergarten." Journal of Teaching and Learning 13, no. 2 (March 1, 2020): 43–54. http://dx.doi.org/10.22329/jtl.v13i2.5684.
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This article discusses the use of number talks to engage kindergarten children in regular joyful math opportunities in the classroom. As an educator of four- and five-year-old students in a full day kindergarten (FDK) program in Ontario, Canada, I embrace inquiry-based learning to guide children’s activities. Inspired by the childcare centres in Reggio Emilia, Italy, I continually support and scaffold the expressed interests of children in the form of projects. This means that children are engaged in and discover answers to self-directed questions on a regular basis. I have always compared kindergarten to a dance; sometimes I lead and other times I follow.
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Dobrodinská, Miroslava, and Lenka Černá. "Level of motor skills of preschool children: comparison of forest kindergarten and regular kindergarten." Journal of Outdoor Activities 13, no. 2 (December 1, 2020): 7–18. http://dx.doi.org/10.21062/ujep/430.2020/a/1802-3908/joaa/19/13/7.
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McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (April 1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.
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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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Chai, Hollis Haotian, Sherry Shiqian Gao, Kitty Jieyi Chen, Duangporn Duangthip, Edward Chin Man Lo, and Chun Hung Chu. "A Kindergarten-Based Oral Health Preventive Approach for Hong Kong Preschool Children." Healthcare 8, no. 4 (December 9, 2020): 545. http://dx.doi.org/10.3390/healthcare8040545.
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Early childhood caries (ECC) remains the single most common chronic childhood disease. Untreated caries can cause tooth loss and compromised dentition. Severe ECC can also influence nutrition intake, cognitive development, general health and quality of life. In Hong Kong, approximately half of 5-year-old children suffer from ECC, and more than 90% of these caries remain untreated. Thus, the development of effective strategies for promoting the oral health of preschool children is warranted. The Faculty of Dentistry of the University of Hong Kong has provided kindergarten-based dental outreach services to selected kindergartens since 2008. In 2020, the project expanded to serve all kindergarten children in Hong Kong. The aim of the service is to improve oral health through the prevention and control of ECC among preschool children. The service provides dental screening and silver diamine fluoride treatment for ECC management. In addition, the parents receive oral health talks, and teachers receive training in delivering regular oral health education at kindergarten. The objectives of this service are to improve oral and general health of preschool children, develop the children’s good oral health-related behaviours, maintain the children’s psychological well-being and reduce the burden on their family. This paper describes this kindergarten-based dental outreach service.
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Illerbrun, David, Leonard Haines, and Pauline Greenough. "Language Identification Screening Test for Kindergarten." Language, Speech, and Hearing Services in Schools 16, no. 4 (October 1985): 280–92. http://dx.doi.org/10.1044/0161-1461.1604.280.
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The performance of 136 children enrolled in regular kindergarten programs on five language screening tests was compared with their performance on a diagnostic criterion language measure consisting of the Test of Language Development, Test for Auditory Comprehension of Language, and Carrow Elicited Language Inventory. The Language Identification Screening Test for Kindergarten was found to be highly valid, reliable, and efficient in identifying kindergarten children with language problems. The Bankson Language Screening Test, Clinical Evaluation of Language Functions-Elementary Screening Test, and Fluharty Preschool Speech and Language Screening Test were also found to be highly valid and reliable but considerably less efficient as mass kindergarten language screening tests. The Kindergarten Language Screening Test was found to be less effective in correctly identifying kindergarten children with language problems.
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Tangel, Darlene M., and Benita A. Blachman. "Effect of Phoneme Awareness Instruction on Kindergarten Children's Invented Spelling." Journal of Reading Behavior 24, no. 2 (June 1992): 233–61. http://dx.doi.org/10.1080/10862969209547774.
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The purpose of this study was to determine if children trained in phoneme awareness in kindergarten would differ in invented spelling from children who did not have this training. A reliable scoring system was created to evaluate the invented spelling of the kindergarten children. The children were selected from 18, all-day kindergartens in four, demographically comparable low-income, inner-city schools. Prior to the intervention, the 77 treatment children and the 72 control children did not differ in age, sex, race, PPVT-R, phoneme segmentation, letter name and letter sound knowledge, or word recognition. During March, April, and May of the kindergarten year, treatment children participated in an 11-week phoneme awareness intervention that included instruction in letter names and sounds. After the intervention, the treatment children significantly outperformed the control children in phoneme segmentation, letter name and sound knowledge, and reading phonetically regular words and nonwords. Of primary interest in this study is the fact that the treatment children produced invented spellings that were rated developmentally superior to those of the control children. The 7-point scale created for scoring the developmental spelling test was found to be highly reliable using either correlation ( r = .98) or percent of agreement (93%).
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Lee, Frances Lai Mui, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey, and Jesmond C. M. Fan. "Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong." Australasian Journal of Special Education 39, no. 2 (March 25, 2015): 97–112. http://dx.doi.org/10.1017/jse.2015.3.
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In this study the authors aimed to examine the differentiability of 5 factors that preschool teachers may perceive as essential for successful implementation of inclusive education in regular classrooms. The 5 hypothetically influential factors were teamwork, curriculum, school support, government support, and stakeholders’ attitudes. Teachers from half-day kindergarten and full-day childcare centre settings in Hong Kong with varying teaching experience were surveyed (N = 461). Confirmatory factor analysis defined the 5 distinct factors, all of which displayed high scores (Ms > 4 on a 5-point scale). A 2 (experience: low; high) x 2 (school type: half-day kindergarten; full-day childcare centre settings) multivariate analysis of variance (MANOVA) found some subtle group differences. Less experienced teachers found stakeholders’ attitudes to be important, and more so than more experienced teachers, whereas full-day childcare centre teachers found teamwork, curriculum, and stakeholders’ attitudes more important than did half-day kindergarten teachers. The findings imply that whereas all 5 factors are perceived by teachers as important for the success of inclusive education, some factors are of greater concern to teachers working in full-day childcare centres than teachers working in half-day kindergartens. The findings provide advice on how best to allocate limited resources across settings with the intention of promoting inclusive education.
Dissertations / Theses on the topic "Regular kindergarten"
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Firstater, Esther. "From identification to labelling : using observations by regular kindergarten teachers to identify and assess children at risk of learning disabilities." Thesis, University of Bath, 2005. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760854.
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The aim of this study, carried out in Israel, is to examine the feasibility of using observation by regular kindergarten teachers during everyday activities in their kindergartens for the purpose of identifying and assessing children at risk of learning disabilities. The study focuses on the investigation of the teachers' ability to carry out educational assessment and on their perception of the child at risk of learning disabilities. The theoretical framework is based on ecological system theory (Bronfenbrenner, 1992, 1979), ascribing the disability to a combination of inborn tendencies and environmental factors. The research was motivated by dissatisfaction with the process of referral of children by kindergarten teachers and also with the way I myself dealt with the issue of children at risk of learning disabilities in my teaching. The study was carried out in the form of action research in the course of one study year, with the researcher teaching educational psychology to a group of nine regular kindergarten teachers, and it can be seen as a change in my way of teaching: I proposed to my students to learn in a different way the methods of identification and assessment of children with special needs in the kindergarten. They were asked to observe and document their educational assessment of a child they had identified as at risk of displaying learning disabilities during their school studies. The main findings suggest that the children identified by these teachers as at risk of learning disabilities are children with behaviour problems. This is due to the teachers' difficulties in coping with these children, stemming from three variables: the quality of the teachers' professional knowledge, their perception of their working conditions, and their professional self-image. These variables lead to a situation where the process of identification turns into labelling even before the children enter school. These findings are relevant to the work of regular kindergarten teachers who include children with special needs in their kindergartens, to the way teachers are prepared for inclusion, and point to the need to change the functioning of the multidisciplinary team, and in particular the way the psychologist works with the teachers.
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黃淑姬. "Instructional Adaptation to Meet the Needs of Children With Special Needs by Regular Class Teachers in Hsinchu Kindergarten." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37566577248374812816.
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碩士國立新竹教育大學
人資處幼稚園教師教學碩士班
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The purpose of this research is to study the ways in which regular class teachers at kindergarten schools in Hsinchu adapt instructions in order to meet the needs of children with special needs. The four research objectives are: (1) Determine how frequently regular class teachers adapted their instruction styles to meet the needs of children with special needs, (2) analyze the difficulty of implementing such adaptations to instruction style, (3) discuss obstacles encountered by teachers in the process of implementing adaptations, (4) analyze the assistance teachers expected to receive over the course of implementing adaptations. 534 surveys were issued and 386 valid responses were received, with a recovery rate of 72%. Descriptive statistics were used to analyze them, and the research findings are as follows: 1. Of the four course factors, the most frequent adaptations was made were instruction methods. In respect to adapting instruction goals, the most common approach was to maintain original goals; in respect to adapting instruction content, the most common approach was to attempt to relate to the life experiences of the children with special needs; in respect to adapting instruction methods; the most common approach was to provide more opportunities for oral expression; in respect to adapting instruction assessment, the most common approach was to adopt multiple types of assessment. 2. In respect to the difficulty of adapting instruction styles, adapting instruction content was the most difficult of the four course factors. In respect to adapting instruction goals, maintaining the original goal was the most difficult; in respect to adapting instruction content, using content which was different from that studied by regular children was most difficult; in respect to adapting instruction methods, using teaching aids was most difficult; in respect to adapting instruction assessment, providing a space for assessment was most difficult. 3. Obstacles encountered by teachers in the process of instructional adaptation included lack of a strategy for counseling child behavior, large differences between children, and inadequate support from staff. 4. Assistance needed by teachers adapting instruction styles included counseling and support from staff, course and teaching resources, and advice on counseling methods. Finally, recommendations based on research findings are proposed for teacher education institutions, kindergarten teachers, and future studies.
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CHING, CHEN YEN, and 陳燕靜. "A Case Study of the Cooperation Model between Regular Class Teachers and Special Class Teachers in a Kindergarten." Thesis, 2016. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104NTTU5096005%22.&searchmode=basic.
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碩士國立臺東大學
進修部暑期學前特幼碩士班
104
A Case Study of the Cooperation Model between Regular Class Teachers and Special Class Teachers in a Kindergarten Abstract Few researchers have studied the cooperation models between regular class teachers and special class teachers in kindergartens. Therefore, this study examined teachers’ cooperation in an attempt to find out what had hindered teachers from cooperating with each other as well as what had encouraged the cooperation between teachers, hoping that the research results could inform the teaching practices of inclusive education. The case study approach was adopted. A kindergarten affiliated to an elementary school was chosen as the research site. Eight regular class teachers and two special class teachers participated in this study. Data was gathered using various methods, including semi-structural interviews, field observations, and document collection. This study found that: 1. When teaching the inclusive lessons, regular class teachers were the leading teachers who did lesson plans and teaching whereas special class teachers acted as assistant teachers. Due to lacking of the chance to do cooperating teaching, both teachers felt stressed and frustrated. 2. Factors that hindered the corporation between regular class teachers and special class teachers included (1) both groups of the teachers had no chance to work with each other to prepared lessons and evaluate their teaching r, (2) both groups of the teachers faced pressure because the regular class teachers acted as the leading teachers and the special class teachers acted as assistant teachers, and (3) both groups of the teachers were unable to put themselves in others’ shoes when they evaluated a situation. 3. The administrative arrangements restricted teachers from cooperation in teaching inclusive lessons. Such restrictions included (1) the classrooms were overcrowded, and too many special children were assigned to each regular class;(2) teachers tended to choose group teaching methods when they taught the inclusive lessons; the lessons of the regular classes were interrupted, whereas those of special classes were shortened; (3)special children took turns to go to the four regular classes in the morning each week, and each class only had a 40-minute inclusive lesson each week, which resulted in that the understanding between teachers and students in both regular class and special class was far from enough. 4. Factors that encouraged the cooperation included (1) the inclusive lessons helped regular class children and special children to establish friendship, (2) both teachers shared subsidies of the inclusive education, and (3) parents appreciated and understood the advantages of the inclusive education. Keywords: Early intervention, Inclusive education, Cooperation between teachers
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Krischová, Jitka. "Základní pohybové dovednosti dětí v běžných MŠ a dětí v lesních MŠ." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-412095.
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The paper aims to examine how the specific conditions in forest kindergartens may affect motor development of young children and to identify other daily life factors that may have an impact on motor development. A test of motor skills was used to compare results of children from forest schools and regular kindergartens. The work is based on theoretical knowledge about children's motor development, motor skills and abilities and various ways to test them. A set of motor tests was compiled to measure the level of motor skills in both types of kindergartens. The theoretical part provides the reader with characteristics of both types of schools to show how the conditions may vary and assess the differences. The comparison of the results of the tests shows that natural conditions for physical activities in forest kindergartens do not lead to better results in motor skills tests. The parents of participating children were given a questionnaire and the provided answers were then compared with the children's performance in the tests. This method proved that neither time actively spent with parents nor exercising in extracurricular activities have a significant effect on the motor level development of children. Key words Forest kindergarten, regular kindergarten, motor development, motor skills and abilities
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LIN, Yi-Ling, and 林怡伶. "Spread the Wings to Soar against the Wind:The Narrative Study of a Regular Teacher in the Public Kindergarten, Who Used to Be a Substitute Teacher for Several Years." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53539393210801785410.
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碩士國立臺東大學
幼兒教育學系碩士班
101
Spread the Wings to Soar against the Wind: The Narrative Study of a Regular Teacher in the Public Kindergarten, Who Used to Be a Substitute Teacher for Several Years Degree Candidate：Yi-Ling LIN Department of Early Childhood Education, National Taitung University Abstract This study aims to describe the life course of a regular teacher in the public kindergarten, who had been a substitute teacher for several years. The background of the teacher, the process of the career changes, the factors of being admitted to a public kindergarten as a regular teacher, and the career planning after being a regular teacher are all discussed. The narrative study in the qualitative research is adopted. This study is based on my own experience. The study objects include three public kindergarten teachers, who had been admitted as regular teachers during the past two years after being substitute teachers for at least two years. The purpose of this study is to understand the course of the internal struggle of a regular teacher, who used to be a substitute teacher, changed his / her career, and finally chose to return to the teaching career. Several conclusions are drawn from the exchange of experiences and the analysis of the interviews. First, the personal characters, the family atmosphere, learning among colleagues, and the welfare of regular teachers are all factors influencing one’s career choices. Second, the job contents of a regular teacher at the public kindergarten are full of fresh attractions and challenges. Teachers can gain the sense of achievement from getting along well and pleasantly with children. In addition, teachers are very autonomous in the classroom comparing with other occupations. Third, the support of family members, the experience of being a substitute teacher, the work values, and the self-expectations are all the elements of being admitted to the public kindergarten. Fourth, pursuing further study in the graduate school, planning to have a baby, and learning other skills are some possible career plans after being a regular teacher. Some suggestions for further study are provided. 1. Wider and deeper information collection and researches based on interviewees from different regions, backgrounds, and sexes can be carried out. 2. The real condition of the career development of the regular teacher after being a substitute teacher can be explored to extend the understanding of related topics. Some suggestions for the real teaching in the early childhood education are offered. 1. Substitute teachers had better accumulate diverse teaching experiences. 2. Substitute teachers had better develop the second, or even the third speciality. 3. Substitute teachers had better set specific goals and march forward toward them bravely. 4. Substitute teachers had better seize the opportunity of the integration of infant schools and nursery schools. 5. The authorities concerned should consider a more effective and efficient system of the recruitment and assessment of kindergarten teachers. Keywords: Public Kindergarten, Substitute Teachers, Career Development
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Maciažková, Markéta. "Význam stimulace a regulace citových projevů u dětí předškolního věku." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-369979.
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This diploma thesis aims to introduce the topic of emotion stimulation and emotion regulation in pre-school age from the perspective of adults and to look for institutional possibilities of development and support of emotional development of pre-schoolers. The text consists of two main parts: theoretical and empirical. In the theoretical part, the main terms of the thesis (emotion stimulation and emotion regulation) are introduced and presented in the context of pre-school age. In this context, the focus is on the two main areas of a pre-schooler's life: family and, primarily, kindergarten. This part of the thesis is concluded by a summary of the importance of the optimal stimulation and support of the emotion regulation skills in pre-schoolers. The empirical part has a qualitative character. It explores how selected kindergarten teachers (n=5) stimulate and regulate emotional expression of their pupils. The empirical survey uses thematic analysis of semi-structured interview and video recording. The results of the analysis are discussed in the final chapter. Keywords: emotion stimulation, emotion regulation, pre-school age, kindergarten, emotion regulation strategies
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Tuhá, Michala. "Dítě s vývojovou dysfázií v běžné mateřské škole." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-335551.
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This thesis deals with children with impaired communication ability who are educated in regular kindergarden we use preschool also. The implementation of the research was selected as the research sample of 5 children with impaired communication abilities, specifically impaired developmental dysphasia. The theoretical part deals with the classification of impaired communication skills and the definition of developmental dysphasia. Comprehensively deals with the integration and education of children with ICA in regular kindergardens, preschool teacher quality and its role in the development of a child with ICA, focused on the development of children with developmental dysphasia. It also monitors the cooperation of kindergarden, parents and experts in the form of a speech therapist, workers SPC and PPC workers. The purpose of the research is based on interviews with parents, teachers, teacher assistants and direct short-term observation of the research sample in the form of 5 children with developmental dysphasia, who are educated in regular kindergarden to explore the learning process of a child with developmental dysphasia in regular kindergarden and map risks and benefits affecting his education.
Books on the topic "Regular kindergarten"
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Cohen, Leonora M. Teaching gifted kindergarten and primary children in the regular classroom: Meeting the mandate. Eugene, Or: Oregon School Study Council, 1990.
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Teaching Gifted Kindergarten and Primary Children in Regular Classroom. Oatag, 1990.
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Sanders, Christine. A handbook for including children with special needs in the regular kindergarten classroom. 1994.
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Pelletier, Janet Patricia. Children's understanding of school and teachers' beliefs and practices in French immersion and regular English language kindergarten. 1994.
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Pelletier, Janette Patricia. Children's understanding of school and teachers' beliefs and practices in French immersion and regular English language kindergarten. 1994.
Find full textBook chapters on the topic "Regular kindergarten"
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Yun, Young Soon, and Kyu Soo Kim. "Cultural Awareness of Native English Teachers Who Work at Regular Kindergartens in Korea." In Communications in Computer and Information Science, 226–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_31.
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Steele, Karen. "A New Teacher Learning to Share Responsibility with Parents." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0031.
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When I enrolled my son in the OC, the aspect that most excited me was the opportunity for my husband and me to be involved in his educational life; we had a view of education that incorporated the family as an integral part of the learning experience. When a job opened up for a kindergarten teacher in the OC the next year, I was eager to apply. I espoused the philosophy of the OC and saw teaching in the OC as a way to try new things that I had not been able to in my eight years as a special education teacher. I knew that I would love teaching in a program with this degree of parental involvement. My experience as a parent in the OC made me feel that I had a good grasp of the logistics of including parents and how they would work in my classroom. I had not realized how much my training as a teacher in a traditionally organized classroom would affect my ability to truly integrate a different philosophy of teaching and to work with parents in my classroom on such a regular basis. The expectation of how my classroom should run stemmed from my traditional training, which led me to believe that the teacher should be completely in control of what happens in the classroom. I began my new teaching position with a mixture of enthusiasm and trepidation. I would have the parents of my students there watching my every move! As I began to learn how to adapt to this scary thought, it became clear to me that I had not anticipated the amount of adult interaction that would occur on a daily basis. The suggestions, encouragement, decisions, criticism, complaints, and praises that are a natural part of teaching suddenly occurred on a scale that I had never experienced before. As the kindergarten teacher, I found it especially hard because many of the parents were new to the OC as well as new to kindergarten. They were learning how to be effective in the classroom as well as feeling anxious about how their young children were getting along in their first school experience.
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Hochschild, Jennifer L., and Nathan Scovronick. "Separation and Inclusion." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0010.
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IN LOS ANGELES HISPANIC PARENTS PICKET A SCHOOL, demanding that their children be taken out of bilingual education classes and put into regular, English-speaking classes; in Florida the state department of education officially chastises the schools in Orange County for not providing bilingual education classes. A mother hires attorneys and spends two years fighting to have her developmentally disabled teenage daughter placed in a full-time residential facility at public expense; another set of parents pays for neuropsychological testing for their five-year-old son with cerebral palsy so that they can do battle if the Wellesley, Massachusetts, school district tries to move him out of a regular kindergarten class. In Montclair, New Jersey, one parent opposes a plan to eliminate ability grouping in ninth-grade English because he “doesn’t want his daughter jeopardized by the possibility that the new plan isn’t going to work”; another supports the plan because “an end should be put to a [grouping] system that intentionally or unintentionally privileges a small minority and fails to do justice to the rest of the children.” It is extremely hard to figure out how best to educate children who are in some way distinctive in their physical, emotional, or academic capacity, or in their English language proficiency. These children may differ not only from the majority of students but also from those perceived to have the same characteristics. Their advocates sometimes disagree passionately about how the inclusion of students with distinctive characteristics affects their achievement and that of their peers. In addition, the placement of these students is often affected unfairly by the usual racial and class hierarchies. Everyone concurs that whether we help children with distinctive characteristics to achieve their dreams is an important test of our nation’s commitment to the American dream. But deep disagreements remain about how to do it. Most Americans believe, in principle, that interaction in the classroom and playground is the best way for children to learn to appreciate, or at least deal with, people different from themselves. Mixing in this way may even lead students to find new dreams, see new possibilities, invent new futures. This is the premise behind the view that the collective goals of education are best achieved when students are educated together regardless of variations in ethnicity or race, gender or religion, ability or disability, background or beliefs.
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Martin, Christie Sullivan, and Drew Polly. "Using the AMC Anywhere Web-Based Assessment System to Examine Primary Students' Understanding of Number Sense." In Cases on Technology Integration in Mathematics Education, 365–77. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6497-5.ch018.
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This chapter discusses how technology can be used to support formative assessment in primary grades mathematics classrooms. There is a specific focus on how technology can assist teachers in conducting formative assessment, how technology may be used to better understand the data produced from regularly engaging in this type of assessment, and how teachers use the data to individualize lesson planning to increase student learning. The chapter specifically examines the Assessing Mathematics Concepts (AMC) Anywhere Web-based assessment tool. This chapter describes a composite kindergarten classroom. This example is intended to illustrate the entire cyclical process of assessing students, analyzing data, and planning and implementing instruction based on the data. The chapter concludes with a discussion and implications for professional development and future instruction.
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Wiener, Harvey S. "Moms and Dads as Reading Helpers :Good Books Through The Grades." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0015.
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Read some chilling statistics, reported in an accurate Roper Organization survey a short time ago. Pollsters telephoned a nationally representative cross section of 1,000 families with kids from three to fourteen years old. Over ninety percent of moms and dads said reading was essential to their boy or girl's success. But of those with a child who could read, only 66 percent were happy with how their youngster was reading. According to age group, these are the numbers regarding parents who thought their child was interested in reading: . . .SCHOOL LEVEL PERCENTAGE Preschool 56% Kindergarten-second grade 59% Third grade-fifth grade 53% Beyond fifth grade 39%. . . At best, therefore, according to parents, six out of ten youngsters in any of the four groups found books stimulating. Of all the families surveyed only forty-four percent said their children read for pleasure each day. The implications are astounding. Personal happiness, future education, good jobs, enlightened citizenry, the society's continued advance: these all are at stake. Looking beyond the elementary and junior high school years, a Carnegie Foundation survey of 5500 college professors revealed that 75% think undergraduates at their institutions are seriously underprepared in basic skills; 66% think their colleges are paying too much money and spending too much time teaching what students should have learned prior to college admission. The failure of our schools to develop essential skills, the pervasive indifference to books among our children, the minimal achievement level at which so many youngsters hover throughout their educational lives—these are grim barriers to knowledge, happiness, and success. We read about this new study, that commission's report, those irrefutable data. We worry for awhile and then shrug with resignation. I'm not hopeful that the depressing statistics we hear about so regularly will improve any time soon, no matter what changes we make in our country's formal educational system. But in the informal realm;—the home, the supermarket, the playground, the various child-parent intersections—fertile, untilled soil stretches out around us.
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Dryfoos, Joy G. "Introduction." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0008.
Full textAbstract:
A strong research base supports the rationale for community schools. We have selected a few exemplary studies that document the impact of various community-school components on the problems children confront. Children come to school with an array of issues that limit their capacity to learn. They do better in school if they have access at very early ages to health and mental health services and family supports. . . . Chicago’s Child-Parent Centers provided sustained and comprehensive education, family and health services, and included half-day preschool at ages 3 to 4 years, half- or full-day kindergarten, and school-age services in linked elementary schools at ages 6 to 9 years. Relative to a preschool comparison group, children who participated in the preschool intervention for one or two years had a higher rate of high-school completion (49.7% versus 38.5%; P = .01); more years of completed education (10.6 versus 10.2; P = .03); and lower rates of juvenile arrest (16.9% versus 25.1%; P = .003) [and] violent arrests (9.0% versus 15.3%; P = .002). . . . Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). . . . These findings are among the strongest evidence that established programs administered through public schools can promote children’s long-term success. Parents need help not only with parenting skills but also in many other aspects of their lives. Strong parent centers in schools can assist parents with many of the obstacles that stand in their way—for example, learning English as a Second Language (ESL), gaining employment, finding housing, and dealing with immigration problems. When parents are involved in their children’s school experience, everyone benefits. Henderson and Mapp’s review of 20 studies provides ample evidence that when families are engaged in their children’s education, the results are better. No matter what the income or background, students with involved parents earned higher grades and test scores, were more frequently promoted, attended school regularly, had improved social skills and behavior, and tended to graduate and go on for further education.
Conference papers on the topic "Regular kindergarten"
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Hakim, Siti Nurina, and Septiansyah Rizky Yuwana Putra. "Children’s Readiness for Entering the Primary School Among Full-Day and Regular Kindergarten Students." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007421303890392.
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"Comparison Study of Children’s Readiness For Entering The Primary School Among Full-Day And Regular Kindergarten Students." In International Centre of Economics, Humanities and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0515004.
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