The phenomenon of diverse families has expanded in recent years. Although it has important implications in the field of education, this issue has been largely overlooked in the research on early ...education in Israel. The aim of the present study is to examine the attitudes of Israeli kindergarten teachers towards diverse families and the practices they use in this context. For this purpose, we conducted a qualitative study, using in-depth, semi-structured interviews among 20 Jewish-Israeli state kindergarten teachers. The main findings are that, overall, the attitudes of kindergarten teachers towards diverse families are positive, and they use different practices for dealing with family diversity and integrate this issue in their routine educational activities. Despite this, due to various factors, the positive attitudes are not always implemented in practice. These findings highlight the need to guide kindergarten teachers to work with diverse families, preparing them to adapt to the changing society.
The purpose of this paper was to determine the readiness of kindergarten teachers in Bulgaria in anticipation of impending inclusion-driven reforms in the education system. Data on 922 kindergarten ...teachers' attitudes towards inclusion across three dimensions (cognitive, affective, and behavioural), their concerns, and self-efficacy were analysed. Overall, teachers reported being willing to adapt their behaviour to promote inclusion in their classroom, despite not feeling particularly positively about inclusion. Inclusion-related training, which is critical for teachers to meet the demands of reforms, was a robust, positive predictor of teachers’ attitudes across all three dimensions.
•This paper examined the attitudes towards inclusion of 922 teachers in kindergartens in Bulgaria across three dimensions (cognitive, affective, behavioural), their concerns, and self-efficacy in this regard.•Teachers were most likely to hold negative affective attitudes and positive behavioural attitudes towards inclusion.•Inclusion-related training significantly predicted positive attitudes towards inclusion across cognitive, behavioural, and affective domains.•The findings accentuate the importance of continuous professional development for teachers already teaching in the system in fostering more positive attitudes towards inclusion.
•Cultural Existentialism Pedagogy (CEP) is the theoretical basis of this study.•Chinese Kindergarten Teacher Quality Scale (CKTQS) helps teacher quality assessment.•Exploratory and confirmatory ...factor analyses confirmed five constructs of the CKTQS.•A survey of 1810 teachers of 81kindergartens from seven districts of Shanghai.•Shanghai kindergarten teachers show higher quality and position matters in quality.
This study develops and validates the Chinese Kindergarten Teacher Quality Scale (CKTQS) based on China’s National Professional Standards for K-12 Teachers. We randomly selected and surveyed 1834 teachers from Shanghai kindergartens. Exploratory and confirmatory factor analyses confirmed a five-factor structure (healthy condition, practical wisdom, cultural literacy, empowerment and autonomy, and loyalty and commitment), indicating satisfactory construct validity. Descriptive statistics indicated that the Shanghai kindergarten teachers were generally of good quality, ranking highly in practical wisdom. Latent profile analyses generated three profiles, (1) low teacher quality, (2) medium teacher quality, and (3) high teacher quality, while MANOVA results revealed the significant effects of age, educational background, professional title, and position on these quality levels. Finally, hierarchical regression analyses found that job position predicted better teacher quality and that public school tenure was a negative predictor, after controlling for demographic and kindergarten factors. Implications for policy-making and teacher education are discussed.
This paper is based on the Kindergarten teachers’ skill lack of storytelling at Bukit Raya Pekanbaru. It can be seen from the initial survey that the researchers conducted indicate that most of the ...teachers are evidently not skilled at storytelling yet properly. Of the 18 teachers who test their storytelling skills, only 53.3% were skilled at storytelling well. Conversely, 46.7% are not skilled at storytelling yet properly. The purpose of this paper is to find out the increase in teachers’ storytelling skills after applying the storytelling method using the big book, which was conducted at a kindergarten in Bukit Raya Pekanbaru. The type of research uses School Action Research. Based on the results of the data presentation and discussion, it can be concluded that the implementation of the storytelling method using the big book can improve kindergarten teachers’ storytelling skills in Bukit Raya Pekanbaru. It is indicated from the research findings that in the pre-cycle the average score of teachers’ storytelling skills was only 53.3%. After applying the storytelling method in cycle I, teachers’ storytelling skills increased to 73.3%. After conducting reflection and improvement in cycle II, the average score increased to 88.9%. Thus, the hypothesis in the research was accepted, which indicates that "there is an increase in Kindergarten teachers’ storytelling skills through the storytelling method using big books in Bukit Raya Pekanbaru".
Recent studies have focused on turnover among rural kindergarten teachers. However, none of these studies have shown a clear connection between turnover intention and organizational trust, although ...there are studies in other areas showing that organizational trust can affect turnover intention. Drawing on a sample of 330 kindergarten teachers in rural areas, this study explores the mechanism of influence between organizational trust and turnover intention with teaching efficacy and job satisfaction as mediators. We found that organizational trust negatively impacted teachers' turnover intention, and this relationship was mediated by a significant chain mediating effect of teaching efficacy and job satisfaction. The findings enrich knowledge about turnover among rural kindergarten teachers and inspire us to create a more supportive organizational environment against the backdrop of the COVID-19 pandemic to improve job satisfaction and alleviate turnover among rural kindergarten teachers.
We examined whether kindergarten teachers' ratings of children's prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to ...determine unique associations over and above other important child, family, and contextual characteristics.
Data came from the Fast Track study of low-socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991-2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.
We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.
A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the ...data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.
The teacher's pets are a common occurrence in the field of education. To investigate the preferences teachers exhibit toward certain children, the study focused on kindergarten teachers and employed ...a mixed research methodology. Initially, qualitative interviews were conducted with 15 kindergarten teachers to identify specific criteria influencing teacher preferences. Subsequently, A comprehensive model of teacher's pets was developed through a questionnaire survey involving 463 participants. This model encapsulated 32 distinct indicators, categorized into 7 types: children with good appearance (GA), exceptional abilities (OA), commendable conduct (GC), proactive and enthusiastic demeanor (PE), compliant and carefree nature (OC), children from vulnerable groups (VC), and those influenced by their parents (PI). The resulting model demonstrated a sound structure. Not only did it validate existing findings, but it also expanded upon the identified types of teacher's pets. An analysis based on game theory revealed the weighted combinations, highlighting the top three types of teacher's pets: children influenced by parental factors (24.3%), proactive and enthusiastic individuals (15.7%), and obedient, carefree children (14.8%), respectively. Conversely, the representation of vulnerable-concerned children (11.1%) was the lowest among the identified types.
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