Abstract Beyond the family, preschool teachers play a vital role in shaping children’s attitudes towards exploration and inquiry, particularly in relation to the world around them and the field of ...science. This paper examines the attitudes of preschool teachers towards the significance of science education within the preschool curriculum. A comparative analysis is conducted between the perspectives of experienced in-service teachers and future teachers, with data gathered through questionnaires administered after their participation in science-focused teacher trainings. The study specifically focuses on physics experiments in preschool and examines the perspectives of both experienced teachers who have been instrumental in shaping the Alpha Generation, as well as future teachers who belong to the Z generation. Key findings revealed a discrepancy in familiarity with and perceptions of physics experiments between experienced teachers and future educators. Notably, it sheds light on the need for enhanced professional development programs to bolster science teaching skills among educators. By understanding the attitudes of preschool teachers, this research aims to identify areas for improvement and develop strategies to bolster the quality of science education in early childhood. This preliminary study serves as a foundation for further comprehensive analysis and emphasizes the significance of empowering educators to effectively integrate science into preschool curricula.
This study aimed to examine the perceptions of preschool teachers regarding their work with divorced parents. In-depth, semi-structured qualitative interviews with 15 preschool teachers were ...conducted. The findings show that preschool teachers devote twice as much time to communicating with divorced parents than with married parents. Furthermore, the teachers tend to identify with one of the parents. When divorced parents are in an acute state of conflict, the teachers must bridge between them, experiencing emotional distress as a result. Despite this major emotional load and feelings of confusion and helplessness, preschool teachers receive very little support, most of it informal.
Safe and healthy learning environment in pre-schools has received increased attention in promoting the well-being of pre-school children. However, pediatric injuries have remained one of the leading ...causes of childhood morbidity and mortality around the globe. Empowering pre-school teachers with first aid competencies have been identified as being of potential strategy against pediatric health burdens of problem. This study tested the effect of established pediatric first aid training on pre-school teachers' knowledge, attitude, and intention to practice first aid management to pre-school children in Zanzibar. METHODS: Uncontrolled quasi-experimental design with a quantitative research approach was conducted in Teachers' Resource Centers among 120 preschool teachers at Pemba Island, Zanzibar. First aid training was facilitated based on the prescribed guidelines and standards of materials adapted from the American Academy of Pediatrics and implemented. The intervention was preceded by a baseline assessment using structured questionnaires adopted from previous studies that served as the main data collection tool.
Participants' mean age was 32 years ± 6.2 with 84.2% of the sample being females. Given the training, post-test findings demonstrated a significant increase (p < 0.01) in participants' first aid management scores with mean differences of M = 15.08 ± 5.34 (Knowledge), M = 26.99 ± 6.587 (Attitude), and (M = 4.76 ± 0.648 (Intentional practice).
The established pediatric first aid training can enhance the spectrum of managing pediatric injuries among preschool teachers in Zanzibar. Ongoing public health services opportunities should be structured within teachers' continuous learning against pediatric injuries in Zanzibar-Tanzania.
This study explored the relationship among the emotional labor, psychological capital, and mental health of preschool teachers. A questionnaire survey was conducted on 411 preschool teachers in ...China. The results revealed the following: (1) One emotional labor strategy (Surface acting) had a significant negative effect on mental health, whereas two emotional labor strategies (expression of naturally felt emotions and deep acting) had significant positive effects. (2) The psychological capital of preschool teachers had a complete mediation on the relationship between expression of naturally felt emotions and mental health and between the deep acting and mental health.
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. There is ...increasing acknowledgment in curricula and policies of the challenges presented by a lack of play in classrooms and the need to support academic learning using developmentally appropriate practices. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodology, including observations and teacher interviews. Two different teacher profiles emerged: The 1st profile saw play and learning as separate constructs and reported challenges meeting academic demands using play-based learning. Their students primarily engaged in free play. The 2nd profile believed that play could support academic learning and that teachers fill an important role in play. Their students engaged in 5 different types of play, situated along a continuum from child directed to more teacher directed. Practice or Policy: The continuum of play-based learning provides a broader and more concrete definition of play-based learning to help teachers implement this pedagogical approach and to enhance the study of play-based learning in early years research.
Using a relational survey design, this study examined the relationship between preschool teachers' emotional intelligence levels and their coping responses to stress. A total of 257 preschool ...teachers from public and private institutions in Istanbul participated in the study. Demographic information form, Schutte Emotional Intelligence Scale-33-Tr (EIS), and Coping Responsive Inventory (CRI) were used to collect data. The results showed that preschool teachers' scores on the EIS and the CRI were not significantly affected by their age, education level, type of institution, or length of service. A positive and moderately significant relationship was found between teachers' EIS scores and their CRI total scores, as well as sub-scores for problem-solving, positive reappraisal, logical analysis, and seeking professional support. The EIS and the subscale of seeking environmental support in CRI, however, had a positive and low-level significant relationship.
Research in the field of education and teaching for sustainability in preschool has highlighted the importance of communication for knowledge development in the field of sustainability. This article ...presents a study of the variations that appear in preschool teachers' perceptions of the importance and the experience of having carried out systematic child talks in preschool. The experience is covered by 60 written comments from preschool teachers after they, within a research and development program (R&D program) in the spring of 2022, conducted systematic child talks in the children's groups where they are working. The data has been analysed based on a phenomenographic theoretical perspective. The result of the analysis shows that in the preschool teachers' perceptions of carrying out systematic talks with children, four varying perceptions emerge: Becoming aware of one's own actions; Exciting and educational to discuss with the children about sustainability; Talking with children was difficult;and,Sharing children's thoughts and experiences was the retention. In the preschool teachers' comments, it appears that some of them, through the systematic child talks, have deepened their reflection and their awareness of talking with the children about aspects of sustainability. At the same time, several difficulties are highlighted regarding the task itself and how to ask questions and maintaining children's interest during the talks. Finally, the study indicates that systematic child talks as a method and workingtool are not common in preschool, as several preschool teachers point out that they do not talk to the children in this way in everyday life.
Teaching is one of the most challenging jobs, with a high turnover rate. Unfortunately, we know very little about how to retain teachers. This longitudinal field study (N = 310) examined whether ...preschool teachers' stress mindset—that is, whether they believe stress is harmful or beneficial—predicted their job stress and turnover within a school year. The results suggested that teachers who believe in the potential benefits of stress experienced less job stress, and were therefore less likely to leave their jobs as quickly. These findings suggest that teachers' stress mindsets predict their psychological well-being and professional development.
•Teaching is one of the most challenging jobs with a high turnover rate.•A longitudinal study suggested that teachers' stress mindset predicted job stress and turnover.•Teachers who believe in the benefits of stress were less likely to leave their jobs within a school year.
This study sought to measure early childhood educators’ personal physical, emotional and financial stress impact related to the onset of the COVID-19 global pandemic in Indiana. More research on ...early childhood educator stress and well-being is needed to fill a gap in the literature, especially as a national pandemic has placed unavoidable amounts of new stressors on the ECCE workforce.
•We explored preschool teachers’ views about children's different peer group behaviors.•Overall, teachers expressed more negative views towards child aggression as compared to social ...withdrawal.•However, teachers also made more nuanced distinctions among sub-types of both aggression and withdrawal.•Exuberance and rough-and-tumble play were viewed comparatively positively.
The goal of the present study was to examine preschool teachers’ attitudes, beliefs, and emotional reactions in response to vignettes depicting a range of children's peer group behaviors. Participants were N=405 female preschool teachers, aged 20–65 years (M=41.54, SD=10.50), recruited from childcare centers and preschools located primarily in Ontario, Canada. Participants read a series of short scenarios depicting hypothetical children engaging in a range of peer-group behaviors at preschool, including: (1) physical aggression; (2) relational aggression; (3) shyness; (4) unsociability; (5) rough-and-tumble play; and (6) exuberance. Following each vignette, teachers responded to a series of items assessing their attitudes (e.g., intent to intervene, tolerance), beliefs (e.g., implications for children's social and academic functioning), and emotional reactions (e.g., anger, worry) toward each child behavior. Results indicated that preschool teachers expressed more negative views in response to child aggression as compared to social withdrawal. Exuberance and rough-and-tumble play elicited comparatively positive, but also somewhat mixed responses. However, clear differences were also evidenced among sub-types of both aggression and social withdrawal. Findings are discussed in terms of the implications of teachers’ distinctions among different types of young children's peer-group behaviors at preschool.
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