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1.
This study aims to explore preschool teachers’ attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers’ Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers’ attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers’ characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching. 相似文献
2.
This paper reports the findings of a study aimed at investigating the relationship between Singaporean preschool children's play and language patterns. Observations of 56 children (aged between 4.0 and 6.0 years) from middle and lower‐middle income families at play in a standardised setting in their classrooms and in their homes were videotaped and analysed using two play measures and five language measures. Analysis of parental data revealed positive attitudes towards child play and high involvement in children's play. High Caldwell HOME scores revealed homogeneity in home environments for stimulating child learning and cognitive development. Few significant differences as a function of age, sex or SES were found. Correlational data demonstrated the utility of specific play and language measures. Higher levels of play and higher levels of language were correlated. 相似文献
3.
Deniz Kahriman-Ozturk Refika Olgan Gaye Tuncer 《International Journal of Science Education》2013,35(4):629-650
This study explores preschool children's attitudes towards environmental issues with a focus on the issue of gender as a factor affecting their attitudes. The study sample comprised 40 preschool age children living in Ankara, Turkey. The research adopted a qualitative approach, and the data were collected through interviews in which a questionnaire was administered. The interview questionnaire was adapted from ‘The Children's Attitudes Toward the Environment Scale-Preschool Version’ which contains 15 interview questions and sub-questions. The findings of our study indicate that most of the 5–6-year-old children initially appear to have ecocentric attitudes towards environmental issues in all the dimensions. However, when the children explained their reasons for choosing one of the two pictures, their responses were evaluated as emanating from anthropocentric attitudes. No difference in the attitudes of the preschool children was detected in relation to their gender. In conclusion, this study shows that the educational programmes at the preschool stage need to be broadened and improved, particularly in the provision of outdoor study in natural settings for the children to develop a more ecocentric attitude towards the environment. 相似文献
4.
Rano Zakirova Engstrand Lise Roll‐Pettersson 《Journal of Research in Special Educational Needs》2014,14(3):170-179
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed. 相似文献
5.
Anna Kilderry 《教育政策杂志》2014,29(2):242-262
This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball ‘Where are the teachers in all this [policy]?’ provided a starting point for the critical discourse analysis into how forms of control, teacher authority, obligation and constraint within policies potentially influenced teachers’ curriculum decisions. The study found that despite no government-mandated curriculum framework at the time, teachers were held accountable for their curricular practice. Yet as professionals, early childhood teachers were denied public acknowledgement of their expertise as they were almost invisible in policy. In the four policies analysed, proprietors of early childhood settings and preschool agencies held authority over curriculum. Subsequently, teachers’ authority as professionals with curricular knowledge was diminished. 相似文献
6.
Arna H. Jónsdóttir Marianne Coleman 《Early Years: An International Journal of Research and Development》2014,34(3):210-225
In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: ‘How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers’ professional identity?’ The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’ was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers’ educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested. 相似文献
7.
Jan Blacher Ann P. Turnbull 《International Journal of Disability, Development & Education》1982,29(3):191-199
The purpose of this two‐phase study was to compare teacher and parent perspectives on some important issues concerning preschool mainstreaming or the integration of handicapped and nonhandicapped children. A questionnaire was used to gather data from preschool teachers in two types of federally funded mainstreamed preschools and from a sample of parents whose children attended mainstreamed preschools. Analyses indicated that there were no significant differences among teacher responses based on type of mainstreaming setting. There were some significant differences, however, between teacher and parent responses to questions concerning the value of preschool mainstreaming, the social interaction of the preschoolers, and parent involvement activities. Explanations of these differences are discussed together with implications for future research. 相似文献
8.
Virginia Tompkins Tricia A. Zucker Laura M. Justice Sevda Binici 《Early childhood research quarterly》2013
This study examined teachers’ questions and children's responses during a play-based activity implemented in small groups within preschool classrooms. The first aim of this study was to describe teachers’ questions in terms of four levels of abstraction (i.e., a continuum of literal to inferential questions) and children's responses to these questions. The second aim was to examine the relations between teachers’ questions and children's responses using sequential analyses, to include children's level of abstraction and mean length of utterance (MLU). Participants were 39 teachers and up to six children from their preschool classroom. We found that teachers’ questions made up an average of 25% of their talk to children during play, and were relatively balanced between literal and inferential questions. Furthermore, significant sequential associations were found between the level of abstraction of teachers’ questions and the level of abstraction of children's responses (e.g., teachers’ inferential questions tended to elicit children's inferential responses). Finally, we found that teachers’ inferential questions were not related to children's MLU; that is, teachers’ more abstract questions did not elicit longer utterances from children. These findings suggest that play is a valuable context in which teachers may promote children's use of inferential language. 相似文献
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Preschool education is a privileged setting where social development and the progressive achievement of emotional adjustment occur. During this stage, affect plays an important role in social interaction. Furthermore, children’s play has been described as an activity with a great potential for promoting development. This article reports results from the systematic observation of 38 five- to six-year-old children in four different school activities on two separate occasions. A total number of 304 registries, totalling 1,520 minutes, were made during the observations, which were conducted with the objective of comparing affective expression in different activities and inquiring into its relationship to school adjustment and performance in preschoolers. It was found that affect’s intensity and quality is higher during play. Results are discussed taking into account positive relationships between affect and school adjustment and performance, concluding that children’s play is a privileged activity for affective development and should be promoted in preschool education. 相似文献
11.
Wilfried K. Smidt Simone Lehrl Yvonne Anders Sanna Pohlmann-Rother Katharina Kluczniok 《Early Years: An International Journal of Research and Development》2012,32(3):301-312
Emergent literacy activities are considered to be important for promoting children’s emergent literacy skills. However, little research exists, especially in Germany, regarding how often such activities occur and in what context. The purpose of this study was to determine the extent of emergent literacy activities occurring in the final preschool year, and their dependence on structural characteristics. Ninety-six children (mean age = 5.9) from 50 preschools in two German federal states were observed in their final preschool year. Results show that emergent literacy activities relating to print materials play a minor role, whereas activities involving oral language play a major role, compared with other activities in children’s preschool experience. Results also indicate a significant link between child-related, family and distal characteristics (i.e. geographic location and federal state affiliation) and the frequency of emergent literacy activities. 相似文献
12.
Zarife Seçer 《International Journal of Early Years Education》2010,18(1):43-53
Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive. 相似文献
13.
The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a preschool teacher education program at a Swedish university were followed throughout their teacher education. The study used a phenomenographic approach within a theoretical framework of sociocultural and situated learning perspective. Questionnaires with open and closed questions were combined with interviews. The results show that in spite of growing competence and confidence, many of the students still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture. The results have implications for teacher education and the preschool community, showing a need to problematize the purpose of teaching science in preschool and the meaning of pedagogical content knowledge in this context. 相似文献
14.
The purpose of this study was to test a model of adult-child play interactions in preschool classrooms, based on the work of Vygotsky and neo-Vygotskian scholars. The model predicts that adults will tailor the play support they provide to the immediate needs of individual children, and that this will lead to subsequent independent play. Classroom interactions between eight preschool teachers and 32 students were videotaped, transcribed, and analyzed over a six-month period. Interviews were conducted with the eight adult participants to confirm and elucidate findings from observed classroom behaviors. Distinct types of play support needed by children and given by teachers were identified. These were operationally defined; definitions were used to create a coding system that was found to have high inter-rater reliability. Sequential analyses were conducted to determine goodness-of-fit between teacher responses and children's needs. Behavioral outcomes of a good fit were also examined. Findings support the model tested here. Teachers often responded to children's play with behaviors matching the level of support needed. Good-fit interactions more frequently led to autonomous subsequent play than poor-fit interactions. 相似文献
15.
Sasipin Sukbunpant Michael Arthur-Kelly Ian Dempsey 《International Journal of Inclusive Education》2013,17(10):1106-1118
It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion. 相似文献
16.
Jeffrey Trawick-Smith Tracy Dziurgot 《Journal of Early Childhood Teacher Education》2013,34(2):106-128
The purpose of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. The interactions of eight teachers—three of whom were categorized as high education/high experience, three as low education/high experience, and two as low education/low experience—were videotaped and analyzed over a 6-month period. Specific levels of child play need and teacher guidance were first coded. The degree to which there was a good fit between the amount of child need and teacher support was examined. Differences in these good- (and poor-)fit interactions across the three groups of teachers were studied. Four interviews with adult participants were conducted to elucidate quantitative findings. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In interviews, teachers from this group identified specific elements of teacher education that enhanced their classroom experiences and, consequently, their ability to match their interactions to children's play needs. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed. Teachers of the low/low group were unpredictable in their responses to children's play, often failing to interact at all when opportunities arose for meaningful play intervention. Interviews with these two groups revealed reasons for these poor-fit interactions, including a lack of knowledge about play and an inability to reflect on child outcomes. Implications of these findings for teacher education are considered. 相似文献
17.
Karen E. Diamond 《The Journal of environmental education》2013,44(2):23-25
Abstract The development of the Children's Attitudes Toward the Environment Scale-Preschool Version (CATES-PV) is reported. The scale was administered to 42 preschool children. Their parents (34 mothers, 30 fathers) completed 2 environmental attitude scales, an environmental knowledge scale, and a questionnaire concerning environmentally related home practices. The scale has acceptable reliability, with a Cronbach's alpha of .68. Construct validity of the scale was suggested by the pattern of relationships found between child and parent measures. Specifically, children's attitudes were not correlated with verbal ability, but with the degree to which children participated in environmentally relevant activities in the home. The implications of those results for preschool curricula and practices are discussed. 相似文献
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Vivien M Johnston 《British journal of educational technology : journal of the Council for Educational Technology》1985,16(3):199-208
Use of the spelling program WILT with a class of mixed-ability third-year secondary-level pupils as part of an evaluation study of programs for language development is reported. The behaviour and language activities characteristic of pupils using WILT are described and 14 categories of language activity identified. The results of an analysis of the language activities of four groups are presented, and the types of learning that are encouraged by WILT are identified. Differences between the pupils' and the class teacher's evaluations of WILT are examined, and the educational value of the program assessed. 相似文献
20.
Kevin J. Swick 《Early Childhood Education Journal》2010,38(4):299-304
By utilizing all of the voices of homeless children and families we can gain a better understanding of their needs and thus
be more effective in designing programs that can support them in becoming more independent. This article reviews the importance
of the voices of homeless preschool children and their parents as well that of the professionals who work with them in developing
responses to this problem. Strategies that empower homeless preschool children and their families are noted. These strategies
include: quality preschool care, therapeutic practices that empower the entire family, case management schemes that provide
support to homeless children and families, and societal changes that empower the family. Critical roles that early childhood
education professionals can carry out in this empowerment process are delineated and discussed. 相似文献