This study aimed to review the roles and practices of preschool teachers regarding reading and writing skills in preschool education. A sample of 234 preschool teachers working in Ankara participated ...to this study. Through employing complementary mixed method design, both qualitative and quantitative data were collected by using a descriptive data collection instrument, semi-structured interviews and observation form. Research findings indicate that preschool teachers mostly conduct teacher centered activities focused on concept learning for literacy development at desk activities. The preschool teachers stated that they usually distribute books and other printed materials to children; to read poems, fairy tales, stories and picture books aloud, and to examine those to give information about their features such as the back and front covers, the beginning and the end of the book. Although misconceptions and different activities were observed, it was found that teacher preferences were generally made in the light of the materials and attitudes of the institutions they worked in.
The aim of this research is to consider the differences in aspiring early childhood teachers’ self-perception of their competence in the integration of digital technologies into early childhood ...educational practice, before and after the realization of the teaching process, and before and after passing the exam for the elective course titled “An early childhood teacher in a digital environment”. The research sample consisted of thirty-five third-year students of the Preschool Teacher Training and Business Informatics College of Applied Studies - Sirmium, who took and passed the exam in the elective subject “An early childhood teacher in a digital environment”. The results of the study show that aspiring early childhood teachers assess their competence for the integration of digital technologies into early childhood educational practice more positively after attending classes and taking the exam in the course “An early childhood teacher in a digital environment”. Future early childhood teachers feel more competent in applying digital technologies to all four areas of early childhood teachers’ work: direct work with children, real program development, professional development and professional public action.
The paper examines the compensation of tuition fees for Czech kindergartens (N = 1,080) during the first wave of the pandemic (spring 2020). It also analyses unpaid school fees for September and ...October 2020 (the second wave of Covid-19). The results revealed that due to quarantine closures the parameters of the multi-source financing of kindergartens exerted a negative impact on the multi-source financial model, which forms the basis of the management of kindergartens in the Czech decentralised regional education system. The willingness (or not) of the relevant authorities to compensate for unpaid school fees for the period of the local quarantine closure of kindergartens (or certain classes) highlighted regional inequalities in terms of the financing of preschool education during the Covid-19 pandemic.
Service-learning (S-L) aims to promote the quality of education as well as improve local development in the community. In this approach, a child learns theories in the preschool classroom, but ...practices work in the local community. The best example of service-learning is described in the Concept of education for the 21st century, where Delors (1996) states: “Learn for learning, learn to work, learn to be, learn to live together with others.“From this concept, one can notice lifelong learning that has a specific social intervention based on solidarity and realization of true needs in the community. The research was conducted on a sample of 17 kindergartens in Zenica-Doboj Canton that applied Service Learning in their work. The purpose of this study is to investigate whether Service Learning can influence the development of civic competencies in preschool children. According to the research data and statements made by a preschool teacher, children had excellent experiences during the realization of Service-Learning ( S-L). In addition, parents and community members had positive attitudes and readiness to work in partnership with kindergartens. Namely, Service-learning as a project method in kindergarten is a great example of how the youngest can set a community in motion but also encourage its development through civic participation. The acquired data suggest that Service learning had been recognized as activity “civic education” in an area that enables them to act and educate the future generation of socially responsible citizens.
The article analyses the various external factors of the quality of working life that exerted an impact on the subjectively perceived well-being and job satisfaction of kindergarten principals in the ...first year of the Covid-19 pandemic in the Czech Republic. Data (N = 1,080) obtained from the Economic and personnel management of kindergartens during the Covid-19 pandemic research project was used for the analysis. An integrated approach to the analysis of both the quantitative and qualitative data was applied to answering the various questions with the aim of capturing both the importance and variety of the conditions that influenced the subjective assessment of well-being in autumn 2020. The factors that negatively affected the well-being of kindergarten principals included their overwhelming workload and difficulties with communication within a decentralised management system. Internal ethical struggles resulting from the desire of principals to protect their own health and the health of their employees, while at the same time fulfilling their professional responsibilities towards both children and families, also contributed to the problem.
Abstract The paper discusses the development of comprehension of texts with children who do not yet read conventionally. With this intention, we conducted a review of research in the area of ...cognitive psychology with an emphasis on those involving the practice of shared reading stories with children between 4 and 5 years old. In the analysis of these studies, we discussed the implications of their results for pedagogical action, evaluating the potential of certain methodological procedures adopted to develop children’s comprehension. Finally, we reflect on alternatives for exploring both reading strategies and text content in order to guide the formation of “active listeners” who produce meaning from the texts they listen to and who, later on, will be able to read autonomously.
Resumen El artículo discute el desarrollo de la comprensión de textos con niños que aún no leen de manera convencional. Con esa intención, realizamos una revisión de investigaciones en el área de la psicología cognitiva, con énfasis en aquellas que envuelven la lectura compartida de histórias con niños entre 4 y 5 años. En el análisis de estos estudios, discutimos las implicaciones de sus resultados para la acción pedagógica, evaluando el potencial de ciertos procedimientos metodológicos adoptados para desarrollar la comprensión de los niños. Finalmente, reflexionamos sobre alternativas para explorar tanto las estrategias de lectura como el contenido de los textos con miras a orientar la formación de “oyentes activos”, que produzcan significados a partir de los textos que escuchan y que, más adelante, podrán leer de manera autónoma.
Résumé L’article traite du développement de la compréhension de textes avec des enfants qui ne lisent pas de façon conventionnelle. Pour ce faire, nous avons réalisé une revue des recherches dans le domaine de la psychologie cognitive, particulièrement sur celles impliquant la lecture partagée d’histoires avec des enfants entre 4 et 5 ans. Dans l’analyse de ces études, nous discutons de l’implication de leurs résultats pour l’action pédagogique, évaluant le potentiel de certaines procédures méthodologiques adoptées pour développer la compréhension des enfants. Enfin, nous réfléchissons à des alternatives pour exploiter à la fois les stratégies de lecture et le contenu des textes en vue d’orienter la formation d’“auditeurs actifs”, qui produisent du sens à partir des textes qu’ils écoutent et qui, plus tard, pourront lire de manière autonome.
Resumo O artigo discute o desenvolvimento da compreensão de textos com crianças que ainda não leem convencionalmente. Com essa intenção, conduzimos uma revisão de pesquisas na área de psicologia cognitiva, com destaque para aquelas envolvendo a leitura compartilhada de histórias com crianças entre 4 e 5 anos. Na análise desses estudos, discutimos as implicações dos seus resultados para a ação pedagógica, avaliando o potencial de certos procedimentos metodológicos adotados para desenvolver a compreensão das crianças. Por fim, refletimos sobre alternativas de exploração tanto de estratégias de leitura quanto do conteúdo do texto com vistas a orientar a formação de “ouvintes ativos”, que produzem sentidos com base em textos que escutam e que, mais adiante, poderão ler autonomamente.
•Design thinking STEM education increased children's creative thinking and problem-solving skills.•Children with adaptation problems can now establish better relationships with their friends.•Small ...groups increased communication and interaction.•Children were able to transfer what they learned at school to their lives.•Teachers' workload decreased, the transition from a teacher-centered process to a child-centered approach. The teacher is in the position of a guide.
In this study, the effect of preschool STEM education prepared according to the design thinking model on children's creativity and problem-solving skills was examined. An experimental design in which pre-test-post-test and permanence test were applied was used in the research. The research was conducted with 20 children in the experimental group and 19 children in the control group. Design Thinking STEM Activities were completed 3 days a week with 8 weeks and 24 activities. As a result of the analysis, it was concluded that there was a significant increase in the experimental group's creativity and problem solving scores and this increase was permanent. On the other hand, creativity and problem solving pre, post and permanence test results of the control group were compared and it was seen that there was no significant difference between these tests. Also, STEM education, which is applied as a result of the data obtained from research diaries, increases communication and interaction skills in children, contributes to peer learning, supports cooperation, increases children's self-confidence, gains a sense of responsibility, encourages problem-solving and idea generation, and improves empathy skills. Suggestions were made in line with the results obtained in the study and the aims of the research.
