Journal articles on the topic 'Teacher s intervention'

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students’ educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers’ Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students’ behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers’ internal view of students, thus ultimately promoting adolescent development.

The aim of the present study is to evaluate the effects of using the Islamic Project© Module by preschool teachers in the development of KEMAS kindergarten children in the state of Kelantan. This module seeks to provide significant and critical data on the integration of values in subject-matter teaching. The Modified Delphi technique was used to get consensus for the different module components. Experts from different educational fields fully involved in the module development. The respondents were 100 teachers from 100 government sponsored-kindergarten in the rural areas (TABIKA KEMAS) in Kelantan. All participating teachers were given 3 days of intensive training before implementing the Moral project approach. Using Kirkpatrick's 4-Level Assessment Model, the results of this study clearly demonstrated the effectiveness of this intervention model. Repeated measure of the ANCOVA analysis also showed that there were significant differences in comparisons between the intervention (experimental) and control groups. The findings further revealed a significant increase in teacher practice score change between the intervention and control groups over time (F-stat = 528.71, p-value = <0.001); and control over time (p-value = <0.001). Additionally, a significant increase in teacher attitude score change between the intervention and control groups (p-value = <0.001) was also recorded.

Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children’s learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of pre-and post-test, teacher observation notes and teacher responses to questions about the children’s learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children’s knowledge development regarding part-part-whole relations of number. At the group level, the children´s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children’s understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions. Keywords: collaborative intervention, conceptual subitizing, part-part-whole relations of numbers, preschool class children

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

This study examined the differences among social skills and problem behaviors of disabled ( n = 22) and nondisabled ( n = 27) preschoolers on Social Skills Rating System–Teacher Version. Significant differences were found between the two groups on all measures of social skills and all but one measure (internalizing problems) of problem behaviors. Also, correlations with a measure of social competence and S teachers' ratings strongly supported the validity of this measure of social skills for preschool children. Implications for designing early intervention programs are discussed.

IntroductionChildren engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL.Methods and analysisThe intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3 , teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs.Ethics and disseminationEthical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s).

The international academic community recommends the integration of Science, Technology, Engineering and Mathematics (STEM) education in order to better prepare students to face the increasing challenges of our real world. However, literature diagnoses difficulties related to the implementation of STEM integrated tasks by the teachers in school, related to the need of having enough specialised knowledge to achieve this goal. Teachers are the key to any process of a pedagogical intervention. In this regard, there is the need to promote their professional development, which raises the following question: What strategies of a professional development programme (PDP) provide teachers with motivation and confidence to innovate their practices? This paper discusses the role of leadership as an important strategy to promote the efficacy of a STEM PDP. With a qualitative methodology and an interpretative approach, a primary school teacher case study is presented. The teacher was able to develop STEM integrated tasks in the context of a collaborative network involving the team´s project leader, the school leaders and the training centre leader. Keywords: Collaboration, leadership, primary school, professional development, STEM.

Abstract Background Epilepsy, although a common disorder, yet is highly stigmatized. Under this condition, children with epilepsy are more vulnerable to stigmatization, social isolation, lack of support, and psychological and emotional problems. Thus, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices (KAP) about epilepsy among school teachers and children; provide educational training program to teachers; and check the efficacy of training program imparted by teacher and trainer. Results Repeated measure of analysis of variance shows that knowledge (F = 1,134.875, p < 0.001), attitude (F = 2,429.909, p < 0.001), and practice (F = 2,205.122, p < 0.001) are significantly different between pre- and posttests indicated by Pillai’s trace test. Similarly, from the Pillai’s test, knowledge (F = 49.317, p < 0.001), attitude (F = 125.304, p < 0.001), and practice (F = 178.697, p < 0.001) are significantly different among teachers, trainer imparting training to children, and teachers imparting training to children. It is seen that KAP scores significantly differ between two time points and across the three groups. Among all the groups, teachers imparting training to children had high level of practice. Conclusion Inclusion of health education programs in the textbooks and health education schemes for teachers and school children are crucial ways to bring a change in their attitude, behavior, and practices toward epilepsy.

Abstract Background Although epilepsy is a common disorder, it is highly stigmatized. Not only public but even teachers are not free from stigmatization and cultural barriers. Under this condition, children with epilepsy are more vulnerable for stigmatization, social isolation, lack of support, and psychological and emotional problems. At the same time, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Materials and Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices about epilepsy among school teachers and children; provide educational training program to teachers; and check the efficacy of training program imparted by teacher and trainer. Results Repeated measure of analysis of variance shows that knowledge (F = 1134.875, p < 0.001), attitude (F = 2429.909, p < 0.001), and practice (F = 2205.122, p < 0.001) are significantly different between pre- and posttest indicated by Pillai’s trace test. Similarly, from the Pillai’s test knowledge (F = 49.317, p < 0.001), attitude (F = 125.304, p < 0.001) and practice (F = 178.697, p < 0.001) are significantly different among the teachers, trainer imparted training group of children, and teachers imparted training group of children groups. It is seen that knowledge, attitude, and practice scores significantly differ between two time points and across three groups. Among all the groups, teachers imparted training group children had high level of practice. Conclusion Inclusion of health education programs in the textbooks and health education schemes for teachers and school children is a crucial way to bring a change in their attitude, behavior, and practices.

The purpose of this study was to determine the effect of feedback given to (a) target student(s) from same sector (close by) and (b) opposite sectors (at a distance) on the off-task behavior of middle school physical education students. The design used in this investigation was a reversal A-B-A-B with two treatments, single case design across subjects. The two treatments (independent variables) were same sector feedback and opposite sector feedback. Data were collected on the dependent variable of off-task behavior and the variables of rate and type of feedback, student and teacher location, and teacher movement. Results indicated consistency in the decline of off-task behavior for all classes when opposite sector (crossgroup) feedback was implemented, which suggests that teacher feedback at a distance can be an effective technique for reducing student off-task behavior. In all but one case, off-task behavior rates reduced markedly at the point when the intervention was introduced. The results also indicated both participating teachers tended to use more skill feedback and less management feedback with their classes when using crossgroup feedback.

<p><em>This study investigated the efficacy of </em><em>V</em><em>ideo </em><em>S</em><em>elf-</em><em>M</em><em>odeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities and</em><em> </em><em>daily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-A design was implemented with the preschooler. Findings show that both participants improved targeted behaviors. Independent transitioning skills were also maintained for both participants one month after the intervention was withdrawn. Social validity results show that parents of participants and their teachers favored</em><em> </em><em>and recommended the video self-modeling with video feedback intervention for other children with autism.</em></p>

This case study of a student teacher (ST) and her cooperating teacher (CT) employed an AB1B2A reversal design over an entire high-school-level student teaching practicum to determine the effect of a two-way, bug-in-the-ear radio device on dyadic intralesson communication characteristics, participant role satisfaction with the device, and attitude toward using the device and additional equipment. Likert-scale, postlesson questionnaires measured participant satisfaction with their roles, the communication, and equipment. An exit interview was conducted to obtain explanations for data trends. Intralesson communication was characterized by its short duration (M = 15.8 s) and low rate (M = 0.25 communications/min). It was predominantly CT-initiated, management oriented, neutral, and specific. And it was balanced between descriptive, prescriptive, and interrogative comments. Analysis of exit interviews revealed three themes to explain characteristics of and responses to communication, and the devices used to elicit it: CT/ST interpersonal and professional compatibility, role clarity, and commitment to perceived role function. The radio device/intervention did not differentiate communication characteristics from baseline or reversal phases; however, participants identified it as a discrete and immediate communication tool that promoted ST “with-it-ness” and autonomy.

Aim: Determine if childhood cancer patients suffer bullying and identify its causes Compare what patients say about bullying, when they are alone versus presence of their parents. Method: We studied 47 childhood cancer patients ages varied between 5 and 17 years old. With previous parental authorization we applied a questionnaire called “That´s how we hang out at school” in two moments, first one in presence of their parents, and the second one without them. Results: Scholar childhood cancer survivors suffer bullying in 89.4%, in contrast with 25.8% of children without cancer suffered bullying according to literature. Secquelae and alopecia were the main causes for bullying, also teacher´s and Student´s lack of knowledge thinking that cancer is contagious. We also observed that children accepted being bullied in presence of the doctor, but not in front of their parents. Conclusion: Childhood cancer patients are more harassed than children without cancer due to secqueale, atipya or consumption that they present, also, fear of contagion enhances harassment and lack of teacher´s intervention. Children deny being bullied in front of their parents, but accept it without them.

Aim: Determine if childhood cancer patients suffer bullying and identify its causes Compare what patients say about bullying, when they are alone versus presence of their parents. Method: We studied 47 childhood cancer patients ages varied between 5 and 17 years old. With previous parental authorization we applied a questionnaire called “That´s how we hang out at school” in two moments, first one in presence of their parents, and the second one without them. Results: Scholar childhood cancer survivors suffer bullying in 89.4%, in contrast with 25.8% of children without cancer suffered bullying according to literature. Secquelae and alopecia were the main causes for bullying, also teacher´s and Student´s lack of knowledge thinking that cancer is contagious. We also observed that children accepted being bullied in presence of the doctor, but not in front of their parents. Conclusion: Childhood cancer patients are more harassed than children without cancer due to secqueale, atipya or consumption that they present, also, fear of contagion enhances harassment and lack of teacher´s intervention. Children deny being bullied in front of their parents, but accept it without them.

This study investigated the extent to which scaffolding techniques improve Saudi English-language students&rsquo; speaking abilities. The study&rsquo;s main aims involved determining why most Saudi students do not want to participate in communication tasks and activities and identifying other ways to encourage teachers and students to be more active during speaking classes. A mixed-methods technique, a special rubric, and an attitude questionnaire to collect this study&rsquo;s data were used. The participants included 50 students from Level 3 in the Department of English Language and Literature at the College of Languages and Translation at Al-Imam Mohammed Bin Saud Islamic University. The experiment lasted for 7 weeks. A teacher met with each group for 2 hours per week. The participants were divided into two groups and experimental and a control group of 25 students each. The experimental group used various scaffolding techniques in each session&mdash;which allowed the learners to use their existing knowledge, skills, and strategies in several contexts and for many purposes when speaking. The control group received standard speaking instruction, in which the teacher gave the students time to speak freely without intervention. An independent-sample t test for was used of the analysis. The posttest results showed that the experimental group&rsquo;s speaking ability improved after the pretest. Moreover, the posttests&rsquo; overall results indicated that the experimental group outperformed the control group. This result emphasized the usefulness of using new techniques to teach speaking to nonnative speakers.

Encouragement can be applied in several important segments: creation of a positive social and emotional atmosphere, creation of a positive learning environment, use of preventive techniques in some discipline-related situations, type of intervention when dealing with behavioral problems of students and in the strategy of strengthening students self-confidence. The paper deals with the frequency and manners in which encouragement is used. One of the primary segments in which encouragement is exercised is teacher-student relation, where both verbal and non-verbal encouragement approval, praise, reward and example have large rational and emotional significance. The research comprises the results of systematic observation of individual encouragement tools with their characteristics and functions in primary school teaching practice. The research has been conducted in three primary schools in Belgrade. The quantitative indicators show the reduced frequency of encouragement with the growing age of students. The collected results reveal that in relation to the tested variables the teacher?s personality plays an important role. This suggests the need for teachers to be instructed on the possibilities and conditions for the use of encouragement with primary school children.

Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34. doi:10.7895/ijadr.v3i1.119Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed.Setting: The study occurred in selected public elementary schools in a British Columbia school district.Participants: Elementary school teachers and students with FASD.Measures: For the quasi-experimental component, the Behavior Assessment System for Children, 2nd edition (BASC-2) Teacher Rating Scale (TRS), and Student Observation System assessed classroom behavior. The Curriculum-Based Measure (CBM) assessed reading, writing, and mathematics skills of children with FASD. Inductive thematic analysis was used to derive themes from teachers’ interviews.Findings: A statistically significant improvement in intervention students’ classroom behavior was observed. An improvement of moderate effect size was seen for academic achievement, although the changes were not statistically significant. Teachers reported that the professional development program changed their teaching practice. Intervention teachers described how they redefined students’ behaviors and adapted their teaching practice to accommodate students’ neurological deficits.Conclusions: The results provide preliminary support for the effectiveness of the professional development program for elementary school teachers teaching students with FASD. Further research is needed with a larger sample size to reduce type II error.

A quasi-experimental study was carried out with 309 students across 9 public Junior High Schools in the Greater Accra Region of Ghana. The effect of $<$Blinded Institution$>$'s approach of training STEM teachers on low-cost approaches to employing hands-on activities was studied in terms of student learning and attitudes towards science. Experimental schools received weekly teacher training over a 2.5 month period. Pre-post differences were measured across both experimental and control schools. The intervention caused an average difference-in-differences of 10.9% increase in exam scores, but the results were mixed at the school-level. The intervention caused a significant increase in student engagement in the lessons (p = 3 x 10-7, g = 0.85). On average, there was also a 22% greater increase in student enjoyment of science at the experimental schools than the control schools. No significant change was measured in the ease of learning science. Females reported a significant shift in interest towards STEM majors and careers, while their male counterparts did not. Results from this study should inform the design of future studies with longer duration and which take factors such as quality of school infrastructure into account.

BACKGROUND: The risk factors for preschooler obesity at various levels have been identified, but little is known about the organizational-level factors of environments in which preschoolers spend long periods of time. METHODS: This study focused on factors at the organizational level and attempted multilevel modeling to appropriately estimate the effects with individual-level factors controlled. In 2013 and 2019, data from 295 and 112 preschoolers aged 2&ndash;5 years were collected, combined, and analyzed. RESULTS: At the individual level, mother&rsquo;s sedentary behavior was a significant factor, while at the organizational level, teacher&rsquo;s sedentary behavior was a significant factor. CONCLUSION: Focus should be placed on developing obesity risk reduction intervention for this population group. Although there no statistical significance was observed, there is a need to improve the organizational environment such as reducing screen time and shortening the duration of study-focused programs. Moreover, further investigation in a prospective study is required to determine the evidence of these proposed interventions.

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

Summary Objectives: To discuss the advantages and disadvantages of rehabilitation applications of virtual reality. Methods: VR can be used as an enhancement to conventional therapy for patients with conditions ranging from musculo-skeletal problems, to stroke-induced paralysis, to cognitive deficits. This approach is called “VR-augmented rehabilitation.” Alternately, VR can replace conventional interventions altogether, in which case the rehabilitation is “VR-based.” If the intervention is done at a distance, then it is called “telerehabilitation.” Simulation exercises for post-stroke patients have been developed using a “teacher object” approach or a video game approach. Simulations for musculo-skeletal patients use virtual replicas of rehabilitation devices (such as rubber ball, power putty, peg board). Phobia-inducing virtual environments are prescribed for patients with cognitive deficits. Results: VR-augmented rehabilitation has been shown effective for stroke patients in the chronic phase of the disease. VR-based rehabilitation has been improving patients with fear of flying, Vietnam syndrome, fear of heights, and chronic stroke patients. Telerehabilitation interventions using VR have improved musculo-skeletal and post-stroke patients, however less data is available at this time. Conclusions: Virtual reality presents significant advantages when applied to rehabilitation of patients with varied conditions. These advantages include patient motivation, adaptability and variability based on patient baseline, transparent data storage, online remote data access, economy of scale, reduced medical costs. Challenges in VR use for rehabilitation relate to lack of computer skills on the part of therapists, lack of support infrastructure, expensive equipment (initially), inadequate communication infrastructure (for telerehabilitation in rural areas), and patient safety concerns.

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased performance becomes an example for other teachers. Research data collection techniques using interviews, documentation, and observation. The results showed that the performance of outstanding early childhood teachers always tried to hone and control themselves by participating in outstanding teacher competitions to monitor their professional condition and performance. Early childhood teachers who have extraordinary grades also have strong scientific insight, understand learning, have broad social insights, are positive about their work, and show work performance according to the required performance criteria. The teacher's performance in the extraordinary category is the success and ability of the teacher in carrying out various learning tasks. Measuring the performance of early childhood teachers with achievement has two tasks as measurement standards, tasks related to the learning process and tasks related to structuring and planning learning tasks. Referring to these two tasks, there are three main criteria related to teacher performance in early childhood teacher professional development literacy, namely processes, teacher characteristics, and outcomes or products (changes in student attitudes). 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To become a teacher one must possess a minimum of pedagogical competences, obtained by the completion of pedagogical-psychological-didactic-methodical education. It is assumed that it will be followed by professional growth in the foreseeable future – but that does not necessarily happen. One way to provide a better head start for prospective teachers and their future students is to implement a service-learning (S-L) – a pedagogical approach that combines academic coursework with voluntary service in the community. The aim of this study is to determine the initial interest of students for engaging in service-learning within compulsory courses of pedagogical-psychological-didactic-methodical education and to investigate the relationship between the level of service-learning information and the reported interest in service-learning. Participants were 42 graduate students, divided into two groups – experimental (attended a lecture on service-learning between measurements) and control group (no intervention between two measurements). Results demonstrate high(est) interest for service learning within the course Psychology of Education. Prospective teachers that attended the lecture on service-learning became more interested in it. Most of the students think that engaging in service-learning would lead to higher motivation and better knowledge of the course. These findings should encourage teachers and policy-makers to consider the implementation of S-L in educational institutions in order to improve educational efficiency on all levels of the educational system.

Even though the International Olympiad in Informatics directly involves a restricted number of pupils from each country, one of its primary goals is stimulating interest in computer science and information technology over the whole younger segment of the world’ s population. In several countries, this aim has to be accomplished without an active intervention of the Ministry of Education on school programs, relying on the efforts of small devoted organizations. In this context, promoting the involvement of a large number of school teachers may be as crucial as difficult to achieve. Following a 9-year experience of teams competitions in Italy, recently shared with other European countries, we argue that teams Olympiad may be an effective tool for widening the participation of high-school students and teachers, synergistically cooperating with existing individual competitions. On the one hand, teams contests foster peer education, encouraging talented students to help training fellows. On the other hand, these competitions can be more appealing both for average students, valuing group membership more than personal accomplishments, and most importantly, teachers: team achievements are more recognizably linked with the overall school or teacher performance than solitary excellences, resulting in increased returns rewarding the involved subjects.

Children from low-income families are at increased risk for significant behavioral and language problems. Early identification of these problems is essential for effective intervention. The purpose of the present study was to use multiple behavioral assessments to examine the behavioral profiles of sixty 3- and 4-year-old children from low-income families enrolled in Head Start programs and to compare the behavior characteristics of 32 children with language delays with those of 28 children with typical language development. Teachers completed the Child Behavior Checklist/Caregiver-Teacher Report Form/2–5 (CTRF; T. M. Achenbach, 1997) and the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990), and children were observed in the classrooms during structured and unstructured activities. Children with language delays exhibited more problem behaviors and poorer social skills on some of the observational measures than did children with typical language development, as predicted, but not on all.

Abstract Objective To introduce a protocol for improving hemoglobin (Hb), rectifying anemia in pregnant women and school children through practice of interventions. Materials and Methods Pregnant women (n = 3,262) visiting antenatal clinics (ANCs) in two government hospitals in New Delhi were screened for Hb using a hemoglobinometer. Those anemic with Hb <12.0 g/dL were tested for fluoride in urine samples, using ion meter with F–-specific electrode. Those who are anemic with high urine fluoride level (UFL ≥1.0 mg/L) were tested for fluoride in drinking water. If water fluoride is ≥1.0 mg/L, a large number of samples were tested from the neighborhood water sources. Besides, the pregnant women were advised to use water from safe sources for cooking and drinking purposes. The pregnant women, who visited ANCs were retested for Hb and UFL during every visit and introduced to diet editing and diet counseling. Body mass index was calculated initially and prior to delivery. Delivery outcome information was collected and recorded from labor room register.Girls and boys (n = 2,420) attending six schools in the national capital were inducted in the study. “Informed consents” were obtained from the parents of the recruited children and the principal of the school. The “ascent” was obtained from the children. The protocol comprised screening for Hb and testing of fluoride levels in the urine and drinking water. Diet editing and counseling were introduced to parents/mothers during parent–teacher meetings and impact of the interventions was assessed at 1, 3, and 6 months postintervention and the recorded data were evaluated and analyzed statistically. Results It was observed that 83% of pregnant women in whom anemia was corrected delivered normal birth weight infants (2.5–3.89 kg). The 17% women in whom anemia was not corrected gave birth to low birth weight infants (1.87–2.48 kg). The school children in whom the diet editing was used as an intervention showed statistically significant enhanced Hb levels. These children did not require weekly iron and folic acid supplementation. It appears that educating parents to provide nutrient-rich food for correcting anemia seems to be an important intervention. Conclusion Fluoride from water, food, beverages, use of rock salt with high F– 157 ppm in cooking and churans when withdrawn, structural changes in the gastrointestinal system was rectified, thus enhanced absorption of nutrients. The nation should have a meaningful protocol to do justice to pregnant women and school children afflicted with anemia.

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). 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STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student&rsquo;s lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.

Este artículo es un ensayo teórico-reflexivo orientado por la pregunta ¿por qué se debe cambiar la forma de evaluar al estudiantado universitario en el siglo XXI? Pretende ser un marco teórico introductorio en el tema, para quienes estén iniciando estudios o un acercamiento al fenómeno educativo, en el ámbito de la educación superior. Se propone que en el acto educativo existe una triada indisoluble formada por la mediación pedagógica, las estrategias de aprendizaje estudiantil y la evaluación de los aprendizajes. Para ello, el texto se compone de cinco títulos: el propósito de la educación superior, la función docente, la evaluación de los aprendizajes, el modelo Enseñanza para la Comprensión, y el rol docente en los procesos evaluativos.Palabras claves: educación superior, docencia universitaria, evaluación de aprendizajesAbstractThis paper is a theoretical-reflexive essay guided by the question: why is it necessary to change the way of assessing university students in the XXI century? It pretends to be an introductory theoretical framework for those who are beginning to study or to approach the educational phenomenon regarding Higher Education. It is proposed that in the educational act exists an unbreakable triad formed by teaching (the pedagogical intervention), learning (students’ learning strategies), and assessing (learning’s assessment). Therefore, five aspects are addressed: the purpose of Higher Education, the teaching role, the learning assessment, the Teaching for Understanding model, and the teaching role in the evaluative processes.Keywords: higher education, university teaching, learning’s assessment

Argumentative writing plays an important role in higher education with college students needing to know how to compose persuasive arguments for academic and career purposes. While writing an argumentative essay, Chinese college students not only face the challenges of the activity itself but also the difficulties of writing in a foreign language. To facilitate their argumentative writing, a revised six-element argumentative model based on Toulmin&rsquo;s framework infused with critical thinking skills was taught to 30 students in an English course at a Chinese Teacher-training University. Using an argumentative essay test in a pre- and post-test design, it was found that the students&rsquo; holistic argumentative writing ability significantly improved after the intervention. However, the students&rsquo; ability to rebut remained weak.

El objetivo del presente trabajo fue analizar estudios basados en la teoría de la autodeterminación dentro de las clases de educación física y el efecto de la intervención docente en las NPB del estudiante. Método: Esto se logró a través de una revisión sistemática, cuya búsqueda se ejecutó en las bases de datos SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost y Google académico. Inicialmente se identificaron 1780 documentos, de los cuales 18 cumplieron con los indicadores CASPE para revisiones sistemáticas. Resultados: estos mostraron un amplio efecto positivo en el uso de la Teoría de Autodeterminación en intervenciones realizadas con docentes, las variables mayormente trabajadas fueron la satisfacción de las necesidades psicológicas básicas (autonomía, competencia y relación) y la motivación intrínseca. Estas variables se mostraron altamente relacionadas con un incremento en la intención a la práctica de actividad física y adherencia, logro académico entre otros. Conclusiones: Crear las condiciones que incrementen la motivación intrínseca a través de la satisfacción de las necesidades básicas, debe ser la preocupación más importante a la hora de planificar, organizar y seleccionar las estrategias de trabajo por parte del docente de educación física. Es necesario realizar estudios de intervención en edades tempranas y observar si estas condiciones ayudan a reducir el desinterés en edades más avanzadas.Abstract. The aim of the present work was to analyse studies based on the theory of self-determination within physical education classes and the effect of teacher intervention on students’ BPN. Method: This was achieved through a systematic review, the search being performed in the SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost, and Google Scholar databases. Initially 1780 documents were identified, 18 of which met the CASPE`s indicators for systematic reviews. Discussion: The results shown a wide positive effect of the interventions performed with teachers grounded in self-determination theory; the most common variables were basic psychological needs (autonomy, competence, and relatedness) and intrinsic motivation, and academic achievement among others. These variables have shown a high level of relationship with an increase in the intention to practice physical activity and its adherence. Conclusions: Creating conditions that increase intrinsic motivation through the satisfaction of basic needs should be the most important concern when planning, organizing, and selecting work strategies by physical education teachers. It is necessary to conduct intervention studies at early ages and assess if these conditions help reduce disinterest at older ages.

The current study is the first of a two-part action research study to support student&#39;s communication using WhatsApp&trade; at a Foundation Year language program in Saudi Arabia. The study focused on unearthing the assumptions behind the support using factual knowledge gathered from 24 female students. Using a questionnaire that included ten closed-ended questions and a focus on three open-ended questions, the data indicated that the students found the MALL environment and the content agreed with supporting their learning. Some students opined their challenges of remaining in the environment. Others found learning in the MALL environment helpful and improved their reading and writing. Taking an action research approach allowed the two teacher-researchers to unearth the paradigmatic purpose behind supporting students in the MALL environment. The current research falls within the scope of surfacing and linking MALL action with MALL practice, contributing to the active bridging of the paradigmatic purpose of sharing content with students outside their classes in a MALL environment.&nbsp;

Anxiety disorders are the most common psychopathology experienced by young people, with up to 18% of adolescents developing an anxiety disorder. The consequences of these disorders, if left untreated, include impaired peer relationships, school absenteeism and self-concept problems. In addition, anxiety disorders may play a causal role in the development of depression in young people, precede eating disorders and predispose adolescents to substance abuse disorders. While the school is often chosen as a place to provide early intervention for this debilitating disorder, the fact that excessive anxiety is often not recognised in school and that young people are reluctant to seek help, makes identifying these adolescents difficult. Even when these young people are identified, there are problems in providing sensitive programs which are not stigmatising to them within a school setting. One method which may engage this adolescent population could be cross-age peer tutoring. This paper reports on a small pilot study using the “Worrybusters” program and a cross-age peer tutoring method to engage the anxious adolescents. These anxious secondary school students planned activities for teacher-referred anxious primary school students for a term in the high school setting and then delivered those activities to the younger students weekly in the next term in the primary school. Although the secondary school students decreased their scores on anxiety self-report measures there were no significant differences for primary school students’ self-reports. However, the primary school parent reports indicated a significant decrease in their child’s anxiety.

Teacher's abilities to understand the benefits and use of media literacy play an important role in dealing with children as digital natives. Media literacy education can be an instrument through the use of blended-learning websites to address the challenges of education in the 21st century and learning solutions during and after the Covid-19 pandemic. This study aims to figure the teacher's perspective in understanding media literacy as an instrument for implementing blended-learning in early-childhood classes. Using a qualitative approach, this study combines two types of data. Data collection involved kindergarten teachers, six people as informants who attended the interviews and twenty-six participants who filled out questionnaires. Typological data analysis was used for qualitative data as well as simple statistical analysis to calculate the percentage of teacher perspectives on questionnaires collected the pandemic. The findings show five categories from the teacher's perspective. First, about the ability to carry out website-based blended-learning and the use of technology in classrooms and distance learning is still low. It must be transformed into more creative and innovative one. Encouraging teacher awareness of the importance of media literacy education for teachers as a more effective integrated learning approach, especially in rural or remote areas, to be the second finding. Third, national action is needed to change from traditional to blended-learning culture. Fourth, the high need for strong environmental support, such as related-party policies and competency training is the most important finding in this study. Finally, the need for an increase in the ease of access to technology use from all related parties, because the biggest impact of the Covid-19 pandemic is on ECE, which is closely related to the perspective of teachers on technology. 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What educators and parents need to know. International Journal of Mobile Learning and Organisation, 11(2), 1. https://doi.org/10.1504/ijmlo.2017.10003925 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Designing and creating an educational app rubric for preschool teachers. Education and Information Technologies, 22(6), 3147–3165. https://doi.org/10.1007/s10639-017-9579-0 Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and exploring an evaluation tool for educational apps (E.T.E.A.) targeting kindergarten children. Sustainability (Switzerland), 12(10), 1–10. https://doi.org/10.3390/su12104201 Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701 Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. 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An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 25(3), 1529–1552. https://doi.org/10.1007/s10639-019-09999-9 Valtonen, T., Tedre, M., Mäkitalo, Ka., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36. https://doi.org/10.23860/jmle-2019-11-2-2 Wan, G., & Gut, D. M. (2008). Media use by Chinese and U.S. secondary students: Implications for media literacy education. Theory into Practice, 47(3), 178–185. https://doi.org/10.1080/00405840802153783 Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155–164. https://doi.org/10.1016/j.compedu.2009.12.012 Yuen, A. H. K. (2011). Exploring Teaching Approaches in Blended Learning. 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The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.

Background. Increasing attention has been paid to simulation and gaming (S&G) as an active learning technique within Japanese universities; however, the more that active learning sessions are conducted, the fewer rooms there are available for these activities. This shortage sometimes results in having to conduct S&G in a traditional lecture room; as such, this study explores the influence of room condition on participants. Intervention. During each gaming session, the author played the role of facilitator and made herself as invisible as possible. In the debriefing sessions, the author delivered a lecture and organized the debriefing in the role of a teacher. Aims and Methods. The two research aims were as follows: first, to understand the influence of room conditions on participants; and second, to understand the influence of content and question order in debriefing forms on participants. Data collected from debriefing forms regarding two gaming sessions were analyzed. Results. The degree of satisfaction in HACONORI and the degree of usefulness in BLOCK WORK were influenced by room condition. This study found that debriefing forms influenced participants less than room condition. Discussion. These study results reflect the powerful effect of room condition, which varies due to individual game attributes. The effect of debriefing forms was found to be less potent than the effect of room condition, although the order of questions should be taken into consideration. Suggestions and Limitations. A large room with movable desks and movable chairs is recommended for S&G. Conclusion. The factor of room condition had a powerful effect on the degree of satisfaction for HACONORI and the degree of usefulness for BLOCK WORK. The factor of debriefing forms was less potent than the factor of room condition; as such, S&G facilitators should be sensitive to room conditions.

In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eR´s) were used to document and to describe teachers’ PCK. Analysis of discursive interaction patterns was performed during lessons. Data analysis was based on the components of teacher knowledge as described in the Morine-Dershimer Model. The development of PCK was enhanced during the pre-service teacher education through the experiences of planning and conducting interventions in the classroom and particularly during the reflection-on-action activities. Results after three years of professional experience revealed an improvement in these teachers’ PCK and highlighted the central role of the reflection process and practical experience. From the analysis carried out, it emphasized the need to act in these early years of professional experience through collaborative groups, supporting the reflection process and aiming to contribute more directly to the development of teachers' PCK. Key words: pedagogical content knowledge, teacher's knowledge, teacher’s professional development.

In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). 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A short-term stress management programme was carried out as a pilot study with seven acutely depressed in-patients. Various techniques in muscle relaxation and biofeedback were used in a six-session programme designed to decrease anxiety and to cope more effectively with stress. One occupational therapist served as a group facilitator and teacher of stress management techniques while a second occupational therapist served as the group recorder. During the one and a half hour sessions specific techniques were practised by the patients. These techniques included Benson ‘s Relaxation Response, visual imagery, Jacobson's Progressive Relaxation, heart rate and finger temperature biofeedback and behavioural rehearsal. A Stress Management Questionnaire, developed by the first author, was used to help the patients become more aware of the symptoms of stress, stressors that “trigger” symptoms and everyday activities that can be used to control stress. The State — Anxiety Scale was administered pre- and post-intervention to assess the reduction of anxiety. Results showed that there was a significant reduction in anxiety at the .05 level using a correlated t-test. Qualitative comments from the patients at the end of the stress management programme indicated that the sessions had a positive effect in increasing their ability to relax and in learning to recognize individual stress reactions as well as new alternatives to coping with stress.

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). 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Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI) has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms “asthma management,” “teacher(s),” “school teacher,” and “public school.” The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US). From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.

This paper deals with the development of three scales for the assessment of motivational aspects of teachers? intercultural competence - Teacher Cultural Diversity Enthusiasm Scale (TCDES), Teacher Cultural Diversity Self-Efficacy Scale (TCDSES) and Teacher Commitment to Social Justice Scale (TCSJS). The second goal of the study was to test the assumption that these three scales were indicators of a single latent concept - Motivational orientation related to diversity. The results have demonstrated strong reliability (?s> .80), one-factor structure (cross-validated with EFA and CFA) and satisfactory content and concurrent validity for each scale. Additionally, EFA has shown that three distinct factors explain item level variations. These results suggest that the three scales are reliable measures of three different motivational aspects. In the next step, CFA has confirmed the model of Motivational orientation, where a single latent construct explains variations at the level of the scales. The assessment of motivational orientation may better inform training and pedagogical interventions aiming to develop teachers? competence to deal with diversity and measure the outcomes and efficacy of educational efforts such as preservice and in-service intercultural training programs for teachers.

Subject area The subject areas are organizational management, organizational behaviour and human resource management. Study level/applicability The study is applicable for courses in human resource management and organizational behaviour as part of masters-level programmes in business administration and management, executive development programmes on organization design and development for middle/senior management. Case overview In 2003, Elizabeth and Sunil Mehta had founded a voluntary organization, “Muktangan”, focussed on child-centric education through innovative pedagogy for the community of the urban poor. Elizabeth, an educationist, and Sunil, a highly successful business person, joined hands to contribute to the well-being of urban poor to make a difference to their lives. Elizabeth and Sunil presented a proposal to impart education for “the children of the community, by the teachers drawn from the community” to the residents of the slums in central Mumbai. With a humble beginning of running a small pre-school, Muktangan now manages seven schools with 3,400 children and 500 teachers, and a teachers’ training centre with a capacity to train 100 teachers a year. Muktangan won acclaim for its unique pedagogy and a very effective child-to-teacher ratio. Over the years, Elizabeth and Sunil led Muktangan with a strong passion and a “hands-on” approach. Of late, Elizabeth and Sunil faced questions from their donors about the sustainability of Muktangan with respect to leadership and management succession. Elizabeth and Sunil had a vision for Muktangan for self-directed growth with an empowered team. Muktangan embarked on the journey to create a leadership for self-directed growth. Sunil, Elizabeth and team Muktangan conceptualized and implemented a change management intervention with help from an external consultant to build the desired organization. Expected learning outcomes Outcomes are understanding issues involved in the leadership, organization design and management of change, particularly of those organizations engaged in social change and development in developing societies. Supplementary materials The Muktangan Story: Part A – An Organizational Study; The Muktangan Story Part B – Winds of Change; Teaching Note; References: Bradach J. (1996), Organizational Alignment: The 7-S Model, Harvard Business School Publishing, Boston, MA 02,163. Cooperrider D. and Whitney D. (2005), “A Positive Revolution in Change: Appreciative Inquiry”, In The Change Handbook. The Definitive Resource on Today’s Best Methods for Engaging.Whole Systems, by Peggy Holman, Tom Devane, and Steven Cady. Berrett-Koehler Publishers. Cooperrider D., Whitney D., and Stavros J.M. (2008), Appreciative Inquiry Handbook for Leaders of Change (Second Edition), Berrett-Koehler Publishers. Greiner, L.E. (1998), “Evolution and Revolution as Organizations Grow”, Harvard Business Review, May-June, 3-11. www.muktanganedu.org/ accessed 12 April, 2018. Kessler, E. H., (2013) (ed.), Encyclopaedia of Management Theory, Sage Publications Kotter, J. P. (1996), Leading Change, Harvard Business School Press, Boston. Lewin K. (1951), Field Theory in social science, Harper & Row, New York. Waterman, R. H., Peters, T. J., and Phillips, J. R. (1980), Structure is not organization. Business Horizons, 23(3), 14-26. Subject code: CSS 6: Human Resource Management.

Background Appropriate management of attention-deficit/hyperactivity disorder (ADHD) involves parents, clinicians, and teachers. Fragmentation of interventions between different settings can lead to suboptimal care and outcomes. Electronic systems can bridge gaps across settings. Our institution developed an email-based software to collect ADHD information from parents and teachers, which delivered data directly to the clinician within the electronic health record (EHR). Objective We sought to adapt our institution's existing EHR-linked system for ADHD symptom monitoring to support communication between parents and teachers and then to assess child characteristics associated with sharing of ADHD information. Methods We updated our software to support automated sharing of ADHD information between parents and teachers. Sharing was optional for parents but obligatory for teachers. We conducted a retrospective cohort study involving 590 patients at 31 primary care sites to evaluate a system for sharing of ADHD-specific health information between parents and teachers. We used multivariable logistic regression to estimate associations between child characteristics and parental sharing. We further investigated the association between child characteristics and viewing of survey results delivered through the electronic communication system. Results Most parents (64%) elected to share survey results with teachers at the first opportunity and the vast majority (80%) elected to share all possible information. Parents who elected to share usually continue sharing at subsequent opportunities (89%). Younger child age and performance impairments were associated with increased likelihood of sharing. However, parents viewed only 16% of teacher submitted surveys and teachers only viewed 30% of surveys shared by parents. Conclusion This study demonstrates that electronic systems to capture ADHD information from parents and teachers can be adapted to support communication between them, and that parents are amenable to sharing ADHD information with teachers. However, strategies are needed to encourage viewing of shared information.

Child Distance Learning (CDL) during the pandemic has led to an optimal development of children and effective teaching and learning processes in kindergartens. To overcome this, teachers need to apply a teaching approach in accordance with the principles of kindergarten education. In addition, teachers' self-efficacy of their ability to teach is also important for developing children's skills. This study aims to describe the teaching approach and the efficacy of kindergarten teachers during the CDL process and to identify the relationship between the two. The research method used is quantitative through document analysis as a source of data findings. A total of 116 Public Kindergarten (PK) teachers in DKI Jakarta participated in filling out the Classroom Management Scale and Teachers' Sense of Efficacy Scale online. All data were processed using descriptive statistics and correlation. Furthermore, there is a document analysis carried out on the Daily / Weekly Learning Program Design in PK Jakarta. The findings identified that the teaching approach of kindergarten teachers during CDL included only two principles of kindergarten education, namely thematic teaching and developing life skills. Furthermore, PK teachers in the Jakarta area showed low self-efficacy during CDL. The teaching approach and self-efficacy were caused by teachers' unpreparedness in facing challenges during CDL. In addition, other findings indicate that there is a relationship between teaching approaches and teacher self-efficacy. Another CDL model Interventions to increase teacher self-efficacy and the extent to which the relationship between the two variables can be studied further in future studies. Keywords: Early Childhood, Distance Learning, Teaching Approach, Teacher Self-Efficacy References: Agustin, M., & Wahyudin, U. (2011). Penilaian perkembangan anak usia dini. Refika Aditama. Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 334. https://doi.org/10.31004/obsesi.v5i1.598 Ayu, N. (2015). Pengelolaan Kurikulum 2013 Di Tk Negeri Pembina Semarang. Program Sarjana Universitas Negeri Semarang. Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management self-efficacy beliefs. Canadian Journal of Behavioural Science, 47(2), 175–183. https://doi.org/10.1037/a0038547 Cheung, S. K., Fong, R. W. tsz, Leung, S. K. Y., & Ling, E. K. wei. (2019). The Roles of Hong Kong Preservice Early Childhood Teachers’ Creativity and Zest in Their Self-efficacy in Creating Child-centered Learning Environments. Early Education and Development, 30(6), 788–799. https://doi.org/10.1080/10409289.2019.1586224 Choi, J., Lee, J., & Kim, B. 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The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). 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Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). 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(Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. 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This paper provides insights on how Early Grade Reading Instruction Curriculum (EGRIC) catalyzed a pedagogical shift and, consequently, began transforming early childhood teacher education in Kenya through reading instruction. EGRIC, themed: All Teachers Teaching Reading All Children Reading, was sponsored by USAID’s All Children Reading: Grand Challenge for Development and implemented by the University of Nairobi from September 2012 to September 2014. EGRIC developed the capacity of 315 purposively selected UoN pre-service teachers enrolled in Bachelor of Education in Early Childhood Education and 170 in-service teachers to provide reading instruction, assessment and remediation in theearly grades (K-3rd grade). The ultimate goal was to infuse EGRIC into UoN’s B. Ed (ECE) program. Data were collected using mixed-method research approaches and analyzed qualitatively and quantitatively. EGRIC workshops and school follow-ups became an odyssey where teachers re-discovered the true meaning of reading instruction. Consequently, 298 teachers were certified as reading teachers at project close-out. Over 17, 800 children’s reading skills were impacted; of these, 298 children at-risk of reading failure received weekly one-on-one tutoring and registered improvements in their reading skills and motivation for reading.There is need to open up and/or extend space(s) to foster technical leadership,knowledge sharing, and evidence building around issues of early grade reading instruction and assessment; improving effectiveness, sustainability, and scaling up of early grade reading interventions. The broader goal should be to build capacity of stakeholders to apply evidence-informed practices to increase impact, scale, and sustainability of reading interventions in Kenya and beyond.

STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kennedy, A., & Barblett, L. (2010). Supporting the Early Years Learning Framework. Research in Practise Series, 17(3), 1–12. Keung, C. P. C., & Cheung, A. C. K. (2019). Towards Holistic Supporting of Play-Based Learning Implementation in Kindergartens: A Mixed Method Study. Early Childhood Education Journal, 47(5), 627–640. https://doi.org/10.1007/s10643-019-00956-2 Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244–247. https://doi.org/10.1080/02607476.2020.1724656 Krogh, S., & Morehouse, P. (2014). The Early Childhood Curriculum : Inquiry Learning Through Integration. Liao, C. (2016). 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American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Milara, I. S., Pitkänen, K., Laru, J., Iwata, M., Orduña, M. C., & Riekki, J. (2020). STEAM in Oulu: Scaffolding the development of a Community of Practice for local educators around STEAM and digital fabrication. International Journal of Child-Computer Interaction, 26, 100197. https://doi.org/10.1016/j.ijcci.2020.100197 Moomaw, S. (2012). STEM Begins in the Early Years. School Science and Mathematics, 112(2), 57–58. https://doi.org/10.1111/j.1949-8594.2011.00119.x Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Ridgers, N. D., Knowles, Z. R., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children’s Geographies, 10(1), 49–65. https://doi.org/10.1080/14733285.2011.638176 Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). Steam Integration in Chemistry Learning for Developing 21st Century Skills. MIER Journail of Educational Studies, Trends & Practices, 7(2), 184–194. Rolling, J. H. (2016). 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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice. Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila. References Abramson, L., Daniel, E., & Knafo-noam, A. (2018). 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