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Littérature scientifique sur le sujet « Early childhood teachers »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 25 juillet 2025

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Articles de revues sur le sujet "Early childhood teachers"

Lee, Seo-Yeun. "A Metaphor Analysis of Early Childhood Education of Pre-service Early Childhood Teachers Taking the Early Childhood Curriculum Course." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 225–40. https://doi.org/10.22251/jlcci.2025.25.5.225.

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Objectives The purpose of this study is to find out the perceptions of pre-service early childhood teachers about early childhood education before and after taking the Early Childhood Curriculum course through metaphor analysis. Methods 35 pre-service early childhood teachers taking a class at S University in Asan, Chungcheongnam-do, collected and analyzed data using a metaphor questionnaire for early childhood education before and after taking the course (1 week) and after (15 weeks), resulting in a total of two upper categories and six lower categories. Based on this, we analyze the frequenc

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Kim, Junghyun, and Hyesoon Kim. "The Effect of the Principal's Leadership Type on the Play Support Effectiveness of Early Childhood Teacher : Focused on the Mediating Effect of Early Childhood Teacher's Empowerment." Korean Society of Culture and Convergence 44, no. 12 (2022): 497–514. http://dx.doi.org/10.33645/cnc.2022.12.44.12.497.

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This study attempted to investigate the mediating effect of early childhood teacher's empowerment in the effect of the principal's leadership type on the play support effectiveness of early childhood teachers. The subjects of this study included a total of 209 early childhood teachers. The collected data were frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and path analysis using SPSS 26.0 and AMOS 26.0 programs. As a major result, first, there was a significant positive correlation between the director's leadership, the empowerment of early ch

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Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s

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Ji, Yu-jin, and Jeong-eon Park. "Early Childhood Teacher’s Perception of Good Early Childhood Mathematics Education Using Metaphor Analysis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 23 (2024): 1–18. https://doi.org/10.22251/jlcci.2024.24.23.1.

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Objectives The purposes of this study was to use metaphor analysis to categorize and analyze early childhood teachers’ perceptions of good early childhood mathematics education to help effectively apply good early childhood mathematics education to the field. Methods A metaphor analysis questionnaire was distributed online to teachers of 3-5 year olds working at a childhood education institutions in all country of Korea. And data analysis modified and supplemented the five stages of metaphor analysis proposed by Gok and Erdogan (2010) to suit this study, including metaphor discrimination stage

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Hidayat, Yusuf, Agus Kuncoro, Ulfah Tunajijah, Lulu Muhimah, and N. Neni Susiyani. "STRATEGI GURU DALAM MENGEMBANGKAN KARAKTER DISIPLIN ANAK USIA DINI DI SATUAN PAUD SEJENIS KAWASEN." Jurnal Intisabi 2, no. 2 (2024): 162–75. https://doi.org/10.61580/itsb.v2i2.68.

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Early childhood discipline is the obedience character possessed by early childhood to apply rules or norms. The present study aims to find out the teachers’ strategy and the realization of the implementation of the teachers’ strategy to develop early childhood’s discipline in early childhood education in Kawasen, Banjarsari, Ciamis. This study uses a qualitative approach under the Phenomenological method. The results of the study show that there are two strategies carried out by the teachers: habituation and giving rewards strategies. The habituation strategy is carried out by the teachers, su

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Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-w

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Kim, Yu-Mi, and Sung-Sook Pu. "The Effect of Director's Authentic Leadership on Early Childhood Teacher's Play Teaching Efficacy: Mediating Effect of Early Childhood Teacher Job Crafting." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (2023): 651–66. http://dx.doi.org/10.22251/jlcci.2023.23.15.651.

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Objectives This study aimed to investigate the mediating effect of early childhood teacher job crafting in the director's authentic leadership influence on early childhood teacher's play teaching efficacy. Methods To this end, an online survey was conducted among 324 early childhood teachers from kindergartens and daycare centers located in Seoul and Gyeonggi-do. In addition, descriptive statistics, frequency analysis, reliability analysis, correlation analysis, regression analysis, and Sobel Test were conducted to analyze the collected data. Results The results of this study are a

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Diamond, Karen E. "Supporting Early Childhood Teachers." Topics in Early Childhood Special Education 21, no. 3 (2001): 150–51. http://dx.doi.org/10.1177/027112140102100302.

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Hwang, Hae Ika, and Hye Kyoungb Chae. "Exploring the Character Strength of Early Childhood Teachers." Contemporary Social Sciences 27, no. 1 (2018): 25–32. http://dx.doi.org/10.29070/27/57212.

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UNAL, Merve, and Gokce KURT. "Socioeconomic Profile of Early Childhood Education Preservice Teachers." Eurasian Journal of Educational Research 18 (April 4, 2018): 1–20. http://dx.doi.org/10.14689/ejer.2018.74.4.

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Thèses sur le sujet "Early childhood teachers"

Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo<br>perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing compe

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Parlak, Rakap Asiye. "In-service Early Childhood Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613250/index.pdf.

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The aim of this research study was to investigate the early childhood teachers&rsquo<br>perceptions about their roles in the development of self-discipline in children. In order to specify this aim, the research question which asked &ldquo<br>How do early childhood teachers perceive their role in the development of self-discipline?&rdquo<br>was investigated. Current study was conducted based on qualitative research methodology. In order to investigate the aim, a case including seven early childhood teachers working at the same institution was reached. The main data collection instrument was a

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Akdag, Zeynep. "Beginning Early Childhood Education Teachers." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615312/index.pdf.

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The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying

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Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs

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Sherwood, Frances R. "Listening to early childhood preservice teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21634.pdf.

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Gunn, Lynette M. "Initial teacher education for early childhood teachers: A rhizomatous inquiry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.

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This project is a study of how initial teacher education works for early childhood preservice teachers and what it does. It brings to light some of the multidimensional dynamics that operate in initial teacher education. Using a rhizomethodological approach the inquiry found that the politics of belonging; border crossing; and, respecting the alterity of an Other; offer new ways for thinking about how initial teacher education works. Initial teacher education program, policy and pedagogy implications are generated by this inquiry and future research pathways are proposed.

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Riffin, Catherine. "Educational trajectories of teachers and teacher's aides : what motivates early childhood educators to pursue higher education?" Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2008/283.pdf.

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Zhulamanova, Ilfa. "EARLY CHILDHOOD EDUCATION PRESERVICE TEACHERS’ PERCEPTIONS ON PLAY." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563193941118516.

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Alasimi, Amal A. "Saudi Early Childhood Teachers' Attitudes About The Use Of Technology In Early Childhood Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542321673302025.

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Livres sur le sujet "Early childhood teachers"

Peggy, DaHarb, and Axton Janelle, eds. Tips for teachers: Early childhood. Standard Pub., 1995.

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N, Saracho Olivia, and Spodek Bernard, eds. Studying teachers in early childhood settings. Information Age Pub., 2003.

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Virginia. Dept. of Social Services. Division of Child Care and Development., ed. Competencies for early childhood professionals. Virginia Dept. of Social Services, Division of Child Care and Development, 2007.

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O'Sullivan, Barbara. Staff orientation in early childhood programs. Toys 'N Things Press, 1987.

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Dunekacke, Simone, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts, and Lars Jenßen. Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529.

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Simpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Prufrock Press, 2010.

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Simpson, Cynthia G. Successful inclusion strategies for early childhood teachers. Prufrock Press, 2010.

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1941-, Warner Laverne, ed. Successful inclusion strategies for early childhood teachers. Prufrock Press, 2010.

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Edith Cowan University. Faculty of Education. Assistant Teacher Programme. Assistant Teacher Programme: Early childhood, primary, secondary : guidelines for principals, teachers, assistant teachers. Edith Cowan University, 1993.

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Inc, XAMonline, ed. ICTS 107 early childhood education: Teacher certification exam. 2nd ed. XAMonline, Inc., 2008.

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Chapitres de livres sur le sujet "Early childhood teachers"

Pupala, Branislav, Zuzana Petrová, and Tata Mbugua. "Early Childhood Teachers in Slovakia." In Common Characteristics and Unique Qualities in Preschool Programs. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_12.

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Avgitidou, Sofia. "Supporting Early Childhood Teachers' Play Pedagogy." In Teacher Education and Play Pedagogy. Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-7.

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Broaden, Samuel. "What About Teachers?" In Gender Expression and Inclusivity in Early Childhood. Routledge, 2023. http://dx.doi.org/10.4324/9781003434351-8.

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Dunekacke, Simone, and Sigrid Blömeke. "Early mathematics education." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-7.

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Roth, Wolff-Michael, Maria Inês Mafra Goulart, and Katerina Plakitsi. "Preparing Teachers for Early Childhood Science Teaching." In Cultural Studies of Science Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5186-6_8.

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Thiel, Oliver. "How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-4.

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Marpinjun, Sri, and Patricia G. Ramsey. "Feminism and Early Childhood Education in Indonesia: Teachers’ Reflections." In Feminism(s) in Early Childhood. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3057-4_12.

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Clarke, Sharryn, and Sivanes Phillipson. "Facebook mentoring of beginning teachers." In Policification of Early Childhood Education and Care. Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-2.

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Pramling, Niklas. "Educating Early Childhood Education Teachers for Play-Responsive Early Childhood Education and Care (PRECEC)." In Teacher Education and Play Pedagogy. Routledge, 2022. http://dx.doi.org/10.4324/9781003149668-6.

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Shallwani, Sadaf. "Conceptualizing Early Schooling in Pakistan: Perspectives from Teachers and Parents." In Early Childhood and Development Work. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91319-3_7.

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Actes de conférences sur le sujet "Early childhood teachers"

Kim, Kyung-chul, Seong-joo Lee, and Jin-young Go. "Recognition for Early Childhood Software Education in Early Childhood Teachers." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.67.

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Waluyo, Edi, and Dr Diana. "Early Childhood Education Standard: Towards Euality Early Childhood Education Services in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.78.

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CAZACU, Lucia. "Experimental points of mentoring activity in the opinion of teachers from early early education institutions." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p177-181.

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The training and professional development of the teaching staff constantly requires new visions and additions to improve the paradigms of professional development, including at the workplace. Mentoring offers a unique possibility of avoiding ineffective individual effort, of self-doubt, of overcoming blockages, of positive professional affirmation. In addition to professional skills and accumulated experience, today's teaching staff must show flexibility and receptivity to new things, the ability to learn continuously through courses, seminars, trainings, through mentoring, self-taught, from c

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Yoo, YungEui, BoKyoung Cho, SunHee Yang, and MyeongHa Lee. "PROCESS OF EXPLORING CRITERIA FOR OBSERVING CHILDHOOD PLAY TO SUPPORT EARLY CHILDHOOD TEACHERS." In SSHRA 2024 –Social Science & Humanities Research Association International Conference, 18-19 January, Tokyo. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/icssh.2024.7071.

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The purpose of this study is to investigate the process of exploring criteria for observing childhood play to support early childhood teachers. This study was conducted using a convergent design among mixed methods. ‘Literature research’ and ‘Delphi survey technique’ were used as methods of quantitative data collection, and ‘participation observation’ was used as a method of qualitative data collection. As a result of the study, observation criteria for a total of 21 questions in 3 areas were derived, including 7 questions on ‘play flow’, 7 questions on ‘play motivation’, and 7 questions on ‘p

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Rosyid, Ainur. "Motivations to be School Teacher: an Examination of Student Teachers' Reasons." In 3rd International Conference on Early Childhood Education (ICECE 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.5.

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Rahmat, Stephanus, Fransiskus De Gomes, Ignasius R. Bora, and Elfrida Tari. "Analysis on Difficulties of Early Childhood Teachers in Assessing Early Childhood Development." In First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-7-2021.2313630.

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Hodijah, Siti, and Leli Kurniawati. "Teachers’ Understanding on Music for Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.

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Ambarwati, Restu Sinta, Harti Kartini, and Sa’dun Akbar. "Perceptions of Elementary School Teachers in Malang on the Preparation and Analysis of HOTS Questions." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.012.

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Thaariq, Zahid Zufar At, Ence Surahman, Lindawati, Ryandini Dwi Puspita, Nurul Faiza, and Fidyah Nur Khumairoh. "Professionalism of Primary School Teachers in Selection of Learning Models and Media to Achieve Instructional Goals." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.030.

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Sutama, I. Wayan, and Ika Al Mumtahanah. "Science Learning in Early Childhood Education." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.66.

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Rapports d'organisations sur le sujet "Early childhood teachers"

Yun, Cathy. Preparing Transitional Kindergarten to 3rd Grade Educators Through Teacher Residencies. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/139.797.

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In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025–26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood–focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs—Fresno’s Teacher Residency Program and UCLA’s IMPACT program—to help inform the development of strong early learning–focused residencies.

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Watson, Sophie, Sally Boyd, and Teresa Maguire. Supporting early career teachers and kaiako: Experiences of mentoring, induction, and PLD. NZCER, 2023. http://dx.doi.org/10.18296/rep.0035.

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This report explores the support that early career teachers | kaiako (ECT|K) in English-medium early childhood education, primary, and secondary centres need. It includes an examination of aspects of the mentoring process that are working well for both ECT|K and their mentors and suggests ways this support could be improved.

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Baker-Henningham, Helen, Francis Taja, and Marsha Bowers. A Mixed-method Feasibility Trial of an Early Childhood, Violence Prevention, Parenting Program Integrated into Preschool Provision in Jamaica. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013518.

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We adapted a violence-prevention, parenting program (the Irie Homes Toolbox, or IHT) for integration into Jamaican preschool services. The adapted IHT was evaluated in a mixed-method feasibility trial in Kingston, Jamaica. Twenty-four preschools were randomly assigned to intervention (n12) or wait-list control (n12). Ten caregivers per school were recruited (n240, n120/group). The program consisted of eleven 1-hour parenting sessions delivered by a preschool teacher with groups of ten caregivers of children aged 2-6 years. In the impact evaluation, the primary outcome was caregivers' use of vi

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Melnick, Hanna, Emma García, and Melanie Leung-Gagné. Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/826.674.

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In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program initially designed for older 4-year-olds—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to greatly expand the early learning workforce. This brief provides estimates of how many TK teachers California will need; describes the potential supply pools that could meet this demand; outlines pathways into the profession; and offers recommendations to help stabilize, support, and expand the entire early childhood workforce.

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Dabrowski, Anna, and Pru Mitchell. Professional learning modes. Literature review. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-695-6.

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This literature review summarises evidence from education research to describe and compare different modes of professional learning. It applies the findings to the question: ‘what works best, and for whom’ in terms of modes of professional learning for Australian teachers, with particular focus on early childhood teachers, casual relief teachers and teachers in rural and remote teaching contexts. A key professional learning challenge common to these teachers is isolation – which can be physical, pedagogical, technological and/or social isolation. The review sought to identify research on modes

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McLean, Christine Lynn. "STREAM" Laboratory School for the Early Years. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013091.

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The Inter-American Development Bank (IDB) financed a project to establish a STREAM Laboratory School at the Maria Gall Hill ECD Center in Barbados, in collaboration with the Erdiston Teacher Training College. This initiative aimed to enhance early childhood education in Science, Technology, Reading, Engineering, Arts, and Mathematics (STREAM) through play-based learning. The report details the implementation process, including the development of a STREAM-focused curriculum, professional development for educators, and the integration of innovative play-based methodologies. It highlights the suc

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Villines, Meredith. Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.425.

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Statman-Weil, Katie. The Interplay Between Early Childhood Education and Mental Health: How Students in an In-Service Early Childhood Teacher Education Program Experience Children with Mental Health and Behavioral Challenges in the Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6522.

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Mateo-Berganza Díaz, María Mercedes, Emma Näslund-Hadley, Margarita Cabra, and Laura Felizia Vélez Medina. Socioemotional Learning in Early Childhood Education: Experimental Evidence from the Think Equal Program’s Implementation in Colombia. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004877.

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In this article we experimentally evaluate Colombias Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on childrens prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on education centers personnel (community mothers) and caregivers implementing the activities. Treated community mother

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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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Résumé :

The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and

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