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1.
In 2003, a new curriculum was enacted in Greek preschool education, replacing the previous one of 1989 and following the development
of new curricula for the other rungs of compulsory education. Within this context, the new curriculum development policy aimed
at an equal integration of preschool education into the unified design of primary and secondary education. A basic issue in
any such educational change is how teachers make sense of the new curriculum and what impact it has on their thinking and
daily practice. Considering the need to better understand the relationships between curriculum and parameters that shape practice,
the study examines preschool teachers’ perspectives of the new early childhood curriculum and its implementation, as well
as the extent to which the new curriculum has influenced preschool practices. 相似文献
2.
This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis indicated that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ responses were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed. 相似文献
3.
The purpose of this study is to bring forth preschool teachers' and parents' views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus‐group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents. 相似文献
4.
Orit Hod-Shemer Hana Zimerman Safieh Hassunah-Arafat Cheruta Wertheim 《Early Childhood Education Journal》2018,46(2):179-186
Most studies on fairness behavior in preschool focus on fair resource allocation and on children’s behavior when faced with fairness dilemmas. The purpose of this study is to understand preschoolers’ point of view: what do they think when presented with various scenarios that call for fairness behavior? We interviewed 66 children aged 3.5–6 years, half of them girls, asking them about four social events in preschool life. We found that the children included three aspects in their answers that constituted the foundation of their perception of fairness and construal of social events: an explanation, expression of empathy and offering a solution. The children did so spontaneously and consistently. Moreover, the results showed that the more personally committed to the scenario the children felt, the fairer the behavior they reported. The study underscores various aspects of fairness and suggests referring to them both in research and in educational practice. 相似文献
5.
İkbal Tuba Şahin-Sak Ramazan Sak Fatma Tezel-Şahin 《Early Years: An International Journal of Research and Development》2018,38(1):35-52
This survey-based quantitative study investigates 310 Turkish preschool teachers’ views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs’ social discipline model, Canter’s assertive discipline model, the Glasser model of discipline, Kounin’s model, and Gordon’s teacher effectiveness training (TET) model. Data were collected through a demographic information form and the Discipline Strategies Questionnaire. The results showed that the participant teachers usually agreed with items that reflected a child-centered approach to classroom management. Also, the respondents’ views of Dreikurs’ social discipline model and Gordon’s TET model differed according to their gender. The teachers’ views related to behavioral change theory and Gordon’s TET also varied markedly, depending on the ages of the children they taught. 相似文献
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Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children. 相似文献
9.
There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. 相似文献
10.
Denise D. Cunningham 《Early Childhood Education Journal》2010,37(6):501-507
Preschool classrooms were investigated to determine the extent to which quality is related to children’s literacy development.
The study included 24 classrooms of 428 prekindergarten children in a large, urban Midwestern school district. Results suggest
that global classroom quality and literacy environment quality are strongly related. Literacy environment quality and children’s
literacy abilities are also related. Differences in classroom quality were found to have an impact on children’s literacy
scores—the higher the quality, the higher the scores. This article also describes lessons learned from the investigation and
provides suggestions for teachers and administrators for improving quality to enhance literacy development. 相似文献
11.
Preschool emotional competence: pathway to social competence? 总被引：11，自引：0，他引：11
Denham SA Blair KA DeMulder E Levitas J Sawyer K Auerbach-Major S Queenan P 《Child development》2003,74(1):238-256
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications. 相似文献
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Carollee Howes Allison Sidle Fuligni Sandra Soliday Hong Yiching D. Huang Sandraluz Lara-Cinisomo 《Early education and development》2013,24(3):273-291
Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child–teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional context included the classroom instructional climate and teacher instructional strategies with individual children. Measures of child–teacher relationships included both observed and teacher-perceived child–teacher relationship quality. Our findings suggest that aspects of classroom instructional context do influence child–teacher relationships. Children are more likely to have secure, positive relationships with teachers who are more skilled at setting up appropriate classroom environments and giving children high-quality feedback to stretch their emerging knowledge and skills. Practice or Policy: These data provide preliminary support for the notion that high-quality early education can and should develop children's academic skills in a context that is deeply rooted in positive and supportive social interactions. 相似文献
14.
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
15.
Bernard G. Grela David Illerbrun 《International Journal of Disability, Development & Education》1998,45(2):203-216
Consumer satisfaction with the delivery of preschool speech‐language services in a sparsely populated rural region of Canada was investigated. A 22‐item questionnaire was developed to evaluate parent satisfaction for seven targeted service themes. Of the 152 parents identified for study, 79 (52%) completed and returned the questionnaire. Although results indicated generally positive levels of parent satisfaction for the services provided significant differences emerged for four service themes: intervention format, parent support, parent satisfaction, and service convenience. Similar patterns were found for two service themes (i.e., intervention format and parent support), when parent responses were sub‐categorised and analysed according to children's preschool program outcome (i.e., goals reached versus transferred to school). The speech‐language service themes rated the highest by parents included referral process, assessment process, and parent intervention. Parent evaluations were less supportive for three additional service themes: service convenience, parent support, and overall parent satisfaction. Intervention format received the lowest parent rating. The results are suggestive of ways in which the speech‐language service may be enhanced to achieve greater levels of consumer satisfaction. 相似文献
16.
This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts. 相似文献
17.
Jade Marcus Jenkins Tyler W. Watts Katherine Magnuson Elizabeth T. Gershoff Douglas H. Clements Julie Sarama 《Journal of research on educational effectiveness》2018,11(3):339-374
Prior research shows that short-term effects from preschool may disappear, but little research has considered which environmental conditions might sustain academic advantages from preschool into elementary school. Using secondary data from two preschool experiments, we investigate whether features of elementary schools, particularly advanced content and high-quality instruction in kindergarten and first grade, as well as professional supports to coordinate curricular instruction, reduce fadeout. Across both studies, our measures of instruction did not moderate fadeout. However, results indicated that targeted teacher professional supports substantially mitigated fadeout between kindergarten and first grade but that this was not mediated through classroom quality. Future research should investigate the specific mechanisms through which aligned preschool-elementary school curricular approaches can sustain the benefits of preschool programs for low-income children. 相似文献
18.
Avanthi Jayasuriya Marcia Williams Todd Edwards Pooja Tandon 《Early education and development》2016,27(7):1004-1017
Research Findings: Outdoor play is important for children’s health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents’ preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in child care environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of child care than the recommended minimum. However, more than half of parents reported that they did not know how much time their child actually spent playing outside, and 43% reported that they did not know their child care center’s outdoor play policies. Practice or Policy: Child care providers may overperceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based child care but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children, which are important for children’s health and development. 相似文献
19.
《Early education and development》2013,24(4):411-422
The purpose of this paper was to examine the processes and outcomes of teacher–child attachment relationship formation in a therapeutic preschool. Although the average child did not form a secure teacher–child attachment relationship, as a group and over time children became more secure in their teacher–child attachment relationships. Children who were least secure, most avoidant, and most resistant in their initial teacher–child relationship were the children who moved the most rapidly towards security. Children who moved the most rapidly towards security were the least resistant, and most likely to seek comfort within their teacher–child relationships by the final data collection point. 相似文献