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Artykuły w czasopismach na temat „Preprimary schools”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Manzoor, Misbah, Rukhsana Durrani, and Sajid Manzoor. "Conflict Management Strategies used by Early Grade Teachers: A Qualitative Approach." ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE 5, no. 1 (2024): 31–39. http://dx.doi.org/10.52700/assap.v5i1.359.

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This study presents the perceptions of teachers and head teachers toward the causes of conflict and effective strategies to resolve the conflict at preprimary schools. The research examined how conflicts are resolved by head teachers and teachers of preprimary schools. Primary data was collected through interviews with 6 head teachers and 20 teachers from purposively sampled preprimary schools. The results of the study revealed that conflicts are healthy for the institutes. Findings show that differences in beliefs between head teachers and teachers, management style, workload, dissatisfaction

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Victoria Ihekerenma, Iroegbu. "Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria." Advances in Social Sciences Research Journal 6, no. 9 (2019): 39–47. http://dx.doi.org/10.14738/assrj.69.7066.

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This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers

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Nzwala, Kenneth. "The Preprimary Grade as a Complete Learning Ecosystem: A Case of Two Schools in Zambezi Region, Namibia." Preschool Education: Global Trends 7 (June 30, 2025): 96–112. https://doi.org/10.31470/2786-703x-2025-7-96-112.

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Objective. This qualitative paper investigated ‘The Preprimary Grade as a Complete Learning Ecosystem’ in Zambezi region of Namibia. This is a loaded clause which is unpacked as the study unfolds. The crux of the matter is that if teachers work to view the preprimary grades they teach as complete learning ecosystems, their teaching will be effective as learners will benefit substantially from variables that build and constitute learning as an ecosystem. Materials and Methods. The study used Bronfenbrenner’s Learning Ecosystem Theory (EST) as the lens and collected data using interviews and les

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Kondale, Teshome, and Yigzaw Haile. "The Implementation Fidelity, Contributions, and Challenges of Augmented Reality in Some Selected Pre-Primary Schools of Addis Ababa City Administration." Ethiopian Journal Of Behavioural Studies 7, no. 2 (2024): 1–42. https://doi.org/10.63990/ejobs.v7i2.10609.

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This study aimed to investigate preprimary school teachers' perspectives on the fidelity, contributions, and challenges of Augmented Reality and 3D visualization in the preprimary education program. Quantitative and qualitative approaches with concurrent triangulation designs were employed to address the purpose of the study. The participants of the study were seventeen preprimary education teachers, two preprimary education principals, one Augmented Reality designer, and four staff members from Plan International, selected by employing purposive sampling techniques. A survey questionnaire, in

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Khanal, Hota Raj. "Critical Art of Teaching Writing: Nepali Educators' Insights into Crafting Young Minds." Education and Development 33, no. 1 (2024): 1–16. http://dx.doi.org/10.3126/ed.v33i1.66565.

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This study is based on the perception and understanding of preprimary level teachers of Nepal. The study was based on the narrative inquiry of the qualitative paradigm. The objective of this study was to explore the freedom in teaching writing to enhance writing skill in preprimary level learners. Based on the objective as well as through the eyes of participants, the collected information was interpreted and concluded that innovative techniques are lacking at preprimary level for effective learning. The study also used social literacy as a lens for the interpretation and description of inform

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Gedefa, Walelign Admasu, and Dawit Mekonnen Mehirete. "Teacher Education Program Contribution to Ensuring Appropriate Practice at Preprimary Schools of Ethiopia." Indonesian Journal of Early Childhood Education Studies 12, no. 2 (2023): 139–52. http://dx.doi.org/10.15294/ijeces.v12i2.66508.

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Teacher education programs are essential components in providing quality education for children. This study attempted to explore the contribution of Teacher Education programs in acquainting preprimary school teachers with the guiding principles, relevant curriculum, the learning cycles of children, and fit instruction and assessment methods for children in practicing curricular activities at preprimary schools. A descriptive survey approach was used in the study. Data were collected from 221 randomly selected graduating class trainees and five purposively selected trainers using questionnaire

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Davies, Frances, and Janet Fletcher. "Repetition of the preprimary year: Why is it done, and what is its effect?" Australian Educational and Developmental Psychologist 18, no. 1 (2001): 42–60. http://dx.doi.org/10.1017/s0816512200028285.

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AbstractA three-phase study examined preprimary grade repetition in Western Australian schools. The purpose was to identify factors that influence teacher recommendations to repeat and to investigate outcomes of repeating. Focus group discussions with 24 preprimary teachers in the first phase identified three categories of factors: child, home, and school. Child factors that teachers considered important for coping in Year I were language, motor, and social skills. In the second phase of the study, 54 children were assessed on these three skills using the Early Screening Profiles (Harrison, 19

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Agre, Sharayu, and Ronika Agrawal. "“At-Job” Exercise Program versus Ergonomic Brochure on Pain and Disability in Preprimary School Teachers with Low Back Pain." Indian journal of physical therapy and research 5, no. 2 (2023): 176–81. http://dx.doi.org/10.4103/ijptr.ijptr_112_22.

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Context: The incidence and prevalence of work-related low back pain (LBP) in preprimary teachers are high due to job profile. Interventions that will address this multifaceted problem are strength training, mobility, and preventive measures. These interventions should be admissible during work. Hence, the objective of this study was to compare the effect of “At-Job” exercises and ergonomic brochures on pain and disability in preprimary school teachers suffering from LBP, since both can be administered at work. Subjects and Methods: An interventional study was conducted in schools of Pune on 12

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Nzwala, Kenneth. "Does the Expected Teaching and Learning Take Place in Preprimary Grades in Zambezi Region, Namibia?" Preschool Education: Global Trends 6 (December 28, 2024): 88–107. https://doi.org/10.31470/2786-703x-2024-6-88-107.

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Objective. This paper investigated the occurrence of teaching and learning in preprimary grades in Zambezi region of Namibia. This understanding is crucial as a lack thereof may have negative effects on the country’s future possibly as a result of a weak human capital generated by the foundational phase of the country’s education system. The researcher’s belief therefore is that a weak human capital due to teaching and learning not happening in the foundation grade, in this case preprimary, where children are expected to be empowered with basic skills on which all future learning will be based

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Cantisano, Gabriela Topa, J. Francisco Morales Domínguez, and J. Luis Caeiro García. "Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis." Spanish Journal of Psychology 10, no. 1 (2007): 122–30. http://dx.doi.org/10.1017/s1138741600006387.

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This study focuses on the mediator role of social comparison in the relationship between perceived breach of psychological contract and burnout. A previous model showing the hypothesized effects of perceived breach on burnout, both direct and mediated, is proposed. The final model reached an optimal fit to the data and was confirmed through multigroup analysis using a sample of Spanish teachers (N = 401) belonging to preprimary, primary, and secondary schools. Multigroup analyses showed that the model fit all groups adequately.

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Canazza, Sergio, and Gian Luca Foresti. "A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments." Journal of Sensors 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/564864.

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This paper presents a system for an interactive multimodal environment able (i) to train the listening comprehension in various populations of pupils, both Italian and immigrants, having different disabilities and (ii) to assess speech production and discrimination. The proposed system is the result of a research project focused on pupils with sensorial, neuropsychological, and relational impairments. The project involves innovative technological systems that the users (speech terabits psychologists and preprimary and primary schools teachers) could adopt for training and assessment of languag

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Birhan, Wohabie, Gebeyehu Shiferaw, Alem Amsalu, Molalign Tamiru, and Haregewoin Tiruye. "Exploring the context of teaching character education to children in preprimary and primary schools." Social Sciences & Humanities Open 4, no. 1 (2021): 100171. http://dx.doi.org/10.1016/j.ssaho.2021.100171.

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Tripathi, Krishna Prasad. "Mid-Day Meals Programs in the School of Pokhara through Child Friendly School Manual." Janapriya Journal of Interdisciplinary Studies 12, no. 1 (2023): 80–94. http://dx.doi.org/10.3126/jjis.v12i1.62243.

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This study, titled “Assessing School Mid-Day Meals Programs in the Schools of Pokhara through Child-Friendly School Manual,” aimed to identify modalities and assess school facilities related to mid-day meals in both institutional and public schools. The research design employed was explanatory sequential. The population comprised schools, headmasters, and class five students, and a multistage sampling technique was utilized. Five diverse schools each from institutional (preprimary, primary, upper primary, secondary, and higher secondary) and public schools were randomly selected for comparison

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Luembo, Harriet, Rose Atieno Opiyo, and Kenneth Otieno. "Effect of Instructional Supervision on Utilization of Teaching and Learning Resources for Implementation of CBC in Pre-Primary Classrooms in Webuye East Sub-County, Bungoma County, Kenya." African Journal of Empirical Research 4, no. 2 (2023): 719–26. http://dx.doi.org/10.51867/ajernet.4.2.72.

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The competency-based curriculum was first offered to Kenyan schools in 2017 as a pilot program, and it was adopted in January 2019. As a drastic departure from the 8-4-4 education system, a new 2-6-3-3-3 system was established in 2017. This new system would require two years in preprimary, six in primary, three in junior secondary, three in senior secondary, and three in university. In the majority of English-speaking countries, competency-based curriculum (CBC) as an approach has resulted in substantive improvements to curriculum in a particular sector of the educational system. This study th

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Keneni Walga, Tamene. "Indigenous Songs for the Indigenization of Early Childhood Education and Care (ECEC): ‘Tokkeen Maal’ in focus’." Kotebe Journal of Education 2, no. 2 (2024): 84–95. https://doi.org/10.61489/30053447.2(1).84.

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After a lengthy disregard and neglect, the importance of indigenous early childhood education and care (ECEC) is well-recognized by scholars in the field of ECEC and international organizations working with children such as UNICEF and UNESCO. As a result of this shift in paradigm, need for the incorporation of indigenous knowledge and practices into ECEC (indigenization) is gathering momentum. The main purpose of this article was therefore to show how ‘Tokkeen Maal’- a common counting rhyme used to teach children counting up to ten across Oromia- can be used to indigenize the conduct of ECEC a

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López-Medina, Beatriz, and Mercedes Pérez Agustín. "Unlocking Multilingual Classrooms: Preprimary Teachers’ Perspectives on Inclusive Pedagogy in Spain." Sustainable Multilingualism 25, no. 1 (2024): 226–51. https://doi.org/10.2478/sm-2024-0018.

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Abstract This study addresses the challenges faced by pre-primary teachers (specialists and non-specialists in additional languages) in multilingual settings, with a specific focus on attention to diversity. Nowadays, schools are becoming more diverse both linguistically (Robinson-Jones, Duarte & Günther-van der Meij, 2022) and through the inclusion of special educational needs (SEN) students (Ramberg & Watkins, 2020). This study aims to identify the teachers’ needs in these contexts and to bring to light emergent topics on multilingualism and diversity. Ten focus groups were conducted

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Edelholm, Elisabet Sjöstedt. "En rapport från danspedagogens perspektiv." Nordic Journal of Dance 1, no. 1 (2010): 12–15. http://dx.doi.org/10.2478/njd-2010-0003.

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Abstract This article is about the first part of the artistic development research project called “Hoppsa Universum”. It was carried out in collaboration with the choreographer Anna Källblad 2006-2008. Ninety children from preprimary schools participated by taking part in dance- and movement sessions at the University College of Dance in Stockholm. After the sessions they were interviewed and the results were: The children enjoyed dancing and thought it was fun and felt good about dancing The children preferred running and other loco motor movements The observations were videotaped and analyze

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John, Rehema, and Prospery M. Mwila. "Factors Influencing the Development of English Language Listening and Reading Skills of Public Primary School Pupils: A Case Study of Temeke Municipality, Tanzania." Journal of Education and Teacher Training Innovation 3, no. 1 (2025): 142–63. https://doi.org/10.61227/jetti.v3i1.173.

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Because many of the courses taught and class assignments assigned need reading comprehension, successful students in school are those who acquire an interest in listening and reading. The purpose of the study was to determine factors influencing the development of English Lamguage Listening and Reading skills among public primary schools in Temeke Municipality in Kinondoni, Dar es Salaam, Tanzania. Two objectives were employed to guide the study, namely, to investigate the availability of teaching resources for reading and listening skills in English and to identify other factors affecting pup

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Asfaw, Abraha, Silvia Diazgranados, Betty Akullu Ezati, et al. "Understanding Perspectives and Practices of "Learning through Play" in East African Refugee and Host-Country Schools." Journal on Education in Emergencies 10, no. 1 (2025): 14. https://doi.org/10.33682/ntr0-y8yw.

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In this article, we investigate understandings and practices of learning through play (LtP) in refugee and host-country contexts in Ethiopia, Tanzania, and Uganda. This is an area in which international donors have increased their investments in recent years. We used a positive deviance approach to select 12 best practice preprimary and primary schools. We used ethnographic methods to study these schools for 14-20 days in order to learn from their existing play-based teaching and learning practices. Our findings draw from the research team's observations, visually stimulated interviews, and fo

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Arti Chopra and Dr. Padmakali Banerjee. "Enhancing student success in education- A strategic approach." international journal of engineering technology and management sciences 7, no. 5 (2023): 305–12. http://dx.doi.org/10.46647/ijetms.2023.v07i05.035.

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Educational institutions today are repeatedly found struggling with the issues of performance gaps in classrooms, low student retention & and student success rates, lack of motivation in students, etc. A deep reflection by the educationists has led us all to infer that if a firm foundation is provided to students at all the major transformation levels, like preprimary to primary, primary to middle, middle to secondary or secondary to Senior secondary, and then to university, it would certainly have a positive impact on student development. The goal of student success is deeply studied by m

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Shavega, Theresia Julius, Cathy van Tuijl та Daniel Brugman. "Teachersʼ Perception of Childrenʼs Behavioral Adjustment in Tanzanian Preprimary Schools and Their Relationship to Teachersʼ Cultural Beliefs Regarding Obedience, Cooperation, and Play". Infants & Young Children 28, № 1 (2015): 88–108. http://dx.doi.org/10.1097/iyc.0000000000000026.

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Dike, Ibiwari Caroline, and Mkpoikanke Sunday Otu. "afety and Protection Practices in the Early Childhood Education Centres." International Journal of Home Economics, Hospitality and Allied Research 3, no. 1 (2024): 294–305. http://dx.doi.org/10.57012/ijhhr.v3n1.023.

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A safe and secure environment is an essential part of the early childhood development of any child. This study aims to investigate the safety and protection practices of early childhood centers in the Anambra state, Nigeria, and to determine if any improvements can be made to them. This study analyzed data collected from 60 Early Childhood Care Centers (ECCE Centers) and 60 Pre-Primary Schools (Preprimary School) in Anambra State using the Evaluation of ECCE Implementation Kit (KEIEP), direct observation, and unstructured interviews, all of which were conducted using the evaluation tool. Using

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Dike, Ibiwari Caroline, and Mkpoikanke Sunday Otu. "Safety and Protection Practices in the Early Childhood Education Centres." International Journal of Home Economics, Hospitality and Allied Research 3, no. 1 (2024): 294–305. https://doi.org/10.57012/ijhhr.v3n1.023.

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<strong>Abstract</strong>: A safe and secure environment is an essential part of the early childhood development of any child. This study aims to investigate the safety and protection practices of early childhood centers in the Anambra state, Nigeria, and to determine if any improvements can be made to them. This study analyzed data collected from 60 Early Childhood Care Centers (ECCE Centers) and 60 Pre-Primary Schools (Preprimary School) in Anambra State using the Evaluation of ECCE Implementation Kit (KEIEP), direct observation, and unstructured interviews, all of which were conducted using

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Magara, Jared Matoke, Moses Kapkiai, and Justina Ndaita. "Influence of Infrastructure Development Policies on Provision of Quality Teaching And Learning of Early Childhood Education in Mbita Sub-County Homabay County, Kenya." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 6 (2021): 210–15. http://dx.doi.org/10.36347/sjahss.2021.v09i06.002.

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Pursuant to the Government of Kenya’s policy framework on education, training and research a comprehensive policy framework has been developed to ensure that quality services are delivered efficiently and effectively at all times in ECD centres in Kenya. The purpose of this study was to determine the influence of infrastructure development policies on provision of quality teaching and learning of early childhood education in Mbita Sub-County Homabay County, Kenya. The study adopted organizational learning theory. Descriptive survey research design was employed. The sample size for this study w

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González, Ivonne, Guido Benvenuto, and Nicoletta Lanciano. "Dificultades de Aprendizaje en Matemática en los niveles iniciales: Investigación y formación en la escuela italiana." Psychology, Society, & Education 9, no. 1 (2017): 135. http://dx.doi.org/10.25115/psye.v9i1.468.

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Resumen:La presente investigación se circunscribe en el ámbito de la evaluación de las dificultades de aprendizaje en matemática inicial, tiene por objetivo profundizar en el conocimiento de la Competencia Matemática Temprana (CMT) a través de la observación e interpretación de las estrategias utilizadas por los niños para resolver tareas de tipo relacional y numérica. La investigación tiene la intención de poner un especial énfasis en romper la barrera del error como sinónimo de fracaso y avanzar hacia mejores estrategias de potenciamiento y prevención de las dificultades de aprendizaje en un

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Ngala, Grace Maku, and Begi Nyakwara. "SCHOOL RELATED FACTORS CAUSING TEACHER ATTRITION IN PREPRIMARY SCHOOLS IN MOMBASA COUNTY, KENYA." European Journal of Education Studies 3, no. 7 (2017). https://doi.org/10.5281/zenodo.827396.

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Teacher attrition is an issue that is affecting many schools globally and a matter of great concern in schools in Kenya. It is due to this context that the study was conducted to explore the school related factors influencing teacher attrition in preprimary schools in Kengeleni zone in Mombasa County. Descriptive survey design was used to guide the study. The target population was pre-primary school teachers in the zone. Stratified random sampling was used to select sample for the study. Questionnaires and interview schedules were used to collect data which was analyzed using both quantitative

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Kaminju, Eddah Wamaitha, and Begi Nyakwara. "RELATIONSHIP BETWEEN PARENTS' SOCIOECONOMIC STATUS AND SATISFACTION WITH QUALITY OF SERVICES OFFERED IN PRE-PRIMARY SCHOOLS IN MAKADARA SUB-COUNTY, KENYA." European Journal of Education Studies 3, no. 7 (2017). https://doi.org/10.5281/zenodo.839066.

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Parents are important stakeholders in preprimary education sector and the essence of finding out how they perceive the quality of services in schools was imperative. Thus, the need to investigate how parents’ socioeconomic status influenced their satisfaction with quality of services offered in preprimary schools was crucial. The study was premised on the Expectancy- Disconfirmation Theory of Customer Satisfaction and Interactive School Polls’ Conceptual Model of Parents’ School Satisfaction. The study employed correlation research design. Parents with children aged 3 to 6 ye

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Ekeh, Martin C., and Sarita Ramsaroop. "Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools." South African Journal of Childhood Education 12, no. 1 (2022). http://dx.doi.org/10.4102/sajce.v12i1.1220.

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Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools.Aim: This study aimed to enhance subject supervisors’ role in ensuring quality tea

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Kipkoech, Kosilei John, Viviline Ngeno, and Dr Syallow Cajertane Makero. "Relationship between headteachers’ supervision of teaching and learning materials utilization and learners’ performance in activity areas in public pre-primary schools in Narok county." Global Journal of Educational Research 19, no. 1 (2020). http://dx.doi.org/10.4314/gjedr.v19i1.12.

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The role of headteachers in the supervision of teaching and learning materials utilization even though widely studied has not been explored in regard to its influence on learners’ performance in public preprimary Schools. The study’s aim was to examine the relationship between headteachers’ supervision of teaching and learning materials utilization on learners’ performance in activity areas in public preprimary schools in Narok County. The study was informed by the Education Production Theory by Hanushek (1995) and Cognitive Load Theory by John Sweller (1988). Convergent Mixed Method design wa

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Guhe, Akshata, Prachi Sontake, Shiril Nagarkar, Rakesh Kumar Jha, and Nandkishor Bankar. "Low Back Pain among Preprimary and Primary School Teachers Affecting Their Activities of Daily Living (ADL’s): Questionnaire Based Study." Journal of Pharmaceutical Research International, December 28, 2021, 81–87. http://dx.doi.org/10.9734/jpri/2021/v33i62a35153.

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Background: Low back pain is a complicated illness that is influenced by a variety of circumstances, making it difficult to pinpoint a single cause or even a major contributor. The yearly first-time incidence of low back pain is 5% and the annual prevalence ranges from 15 to 63 percent (those suffering at the time of diagnosis). Objective: The study's goal is to find out how common low back pain is among preprimary and primary school teachers by analyzing questionnaire responses. Methods: A suitable sample approach was used to conduct a questionnaire-based cross-sectional study on 200 sc

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Leopard, Jacob Mwalongo. "PARENTS' PERCEPTION ON INTERGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION AND ITS INFLUENCE IN SCHOOL CHOICE IN PRIVATE PRE PRIMARY SCHOOLS IN TANZANIA." European Journal of Education Studies 4, no. 5 (2018). https://doi.org/10.5281/zenodo.1230858.

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After independence, Tanzanian government had made various efforts of changing the educational system in various periods to suit the world changes needs. Among the efforts is that of integration of information communication technology (ICT) in various levels of education. Currently, Tanzania has finalized its information Communication Technology (ICT) policy…. for basic education which incorporates the integration of ICT in pre-primary, primary, and secondary education. This paper intended to assess parent’s perception on Integration of Information Communication Technology in educa

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Jakiela, Pamela, Owen Ozier, Lia C. H. Fernald, and Heather A. Knauer. "Preprimary education and early childhood development: Evidence from government schools in rural Kenya." Journal of Development Economics, July 2024, 103337. http://dx.doi.org/10.1016/j.jdeveco.2024.103337.

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Bharati, Vijay. "IMPACT OF IN-SERVICE TRAINING IN CLASSROOM TEACHING IN PREPRIMARY SCHOOL." GLOBAL JOURNAL FOR RESEARCH ANALYSIS, March 15, 2021, 58. http://dx.doi.org/10.36106/8509007.

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In- service training is important in classroom teaching in pre-primary school as a tool for professional development and to enhance their knowledge and quality of teaching and learning. If the teacher is welltrained then only, he/she will be able to handle the students properly as students at pre-primary level require extra attention, skills, knowledge and patience of teachers. In- service training programmes are refresher courses, workshops, conferences, study groups, experimental schools. In- service training increase the staff motivation, self-condence, attitude, knowledge and communicatio

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Dr., Satvinderpal Kaur. "TEACHER EDUCATION: AN ANALYSIS OF CONCERNS AND ISSUES IN THE PRESENT CONTEXT." December 29, 2013. https://doi.org/10.5281/zenodo.7157153.

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Teacher education means professional preparation of teachers. It is not merely training of teachers but it is something deeper than mere teacher-training (Deb, 2004). It means the acquisition of knowledge, skills and ability which helps a teacher to discharge his professional duties and responsibilities effectively and efficiently and also reshaping the attitudes, habits and personality of teacher. But as per NCTE Act 1993 the term "Teacher education" means programmes of education, research and training of persons for equipping them to teach at preprimary, primary, secondary and seni

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Legede, Challa Ayale, Tadesse Regassa Mamo, Desalegn Beyene Debelo, and Abunu Arega Yismaw. "Enhancing quality: the influence of educational resources on preprimary schools in Gambella Regional State, Ethiopia." Early Years, May 13, 2025, 1–14. https://doi.org/10.1080/09575146.2025.2501653.

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Gatura, Pasaka Ngina, and W. Juliet Mugo. "RELATIONSHIP BETWEEN FAMILY BREAKDOWN AND PRE-PRIMARY SCHOOL CHILDREN'S LEARNING OUTCOME IN KIAMBU COUNTY, KENYA." European Journal of Education Studies 4, no. 10 (2018). https://doi.org/10.5281/zenodo.1315475.

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The rising number of family breakdown worldwide is a great concern for children and families. Divorce and separation destroy the relationship between parents and children. Due to family conflicts and breakdown the child may be pre-occupied with worries at home, withdrawn and not able to fully get involved in school activities hence affecting his/her learning outcome. The purpose of this study was to establish the relationship between family breakdown and a child’s learning outcome in Limuru Zone, Kiambu County. The Humanistic theory by Abraham Maslow guided the study. The study employed

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Goyal, J. K., Pratima Daipuria, and Somya Jain. "An Alternative Structure of Delivering Management Education in India." Journal of Educational Technology Systems, October 8, 2020, 004723952095861. http://dx.doi.org/10.1177/0047239520958612.

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The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. T

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Mugo, Annah Wanjiru. "Relationship between Mothers’ Socio–Economic Engagement and Preprimary School Pupils’ Participation in Learning in Kilifi South Sub-County, Kilifi County, Kenya." Asian Journal of Education and Social Studies, November 16, 2022, 12–41. http://dx.doi.org/10.9734/ajess/2022/v35i3757.

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The purpose of this research was to establish the relationship between mothers’ socio-economic engagement and pre-primary school children’s school participation in learning in pre-school units under public elementary schools found in Kilifi South Sub-county of Kilifi County, Kenya. There has been underlying problem in Kilifi County that the research study sought to look into; that despite the remarkable increase of mothers in socio- economic activities in the county, little had been done to analyze the reason as to why the pre-school children’s school participation in learning was still very l

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Ireri, Christabel Wegoki, and Njati Charles Ibuathu. "The necessity for up-scaling resource mobilization for implementation of competency based curriculum at basics education level." African Journal of Science, Technology and Social Sciences 1, no. 1 (2022). http://dx.doi.org/10.58506/ajstss.v1i1.54.

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School resources comprise of necessary materials both financial and human. A growth towards evidence-based allocation and utilization of school resources is affected by inadequate capacity of the school managers, ministry of education, parents and non-governmental organizations. Inadequate teaching and learning resources limits individual schools’ strength to make judicial decisions on equitable trade-offs in education resource demand, supply and consumption. This paper sought to identify the locally available resources for utility in competency-based- curriculum implementation; ways of improv

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Mmachere Mareka, Kedibonye Tsaone. "Results of Unintentional Injuries among Preschool Children Enrolled in Day-care Centers from Selected Villages around Gaborone, Botswana." TEXILA INTERNATIONAL JOURNAL OF PUBLIC HEALTH, December 29, 2022, 66–75. http://dx.doi.org/10.21522/tijph.2013.10.04.art007.

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This study employed a descriptive cross-sectional study qualitative and quantitative designs to gather data through structured interviews, questionnaires over a certain period in time in the past (retrospective) and the present (concurrent), and then analyze the results. The study was undertaken in the selected villages around Gaborone Botswana, situated in the south of the country. Its final focus was to publish the research results from a research survey done on unintentional injuries among preschool children enrolled in day-care centers from selected villages around Gaborone, Botswana. The

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