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Pre-school teaching students’ opinions on distance education: Preferences and emotional states

Author(s): Mehmet Sahin Akinci / Language(s): English Issue: 6/2021

The COVID-19 pandemic, which has created obstacles in all areas of social and daily life since 2020, has completely prevented educational activities and caused drastic changes. Following the start of the COVID-19 restrictions, preschool education undergraduate students continued to take their music lessons with the distance education applications. It can be said that all of the students continued their distance education activities in these conditions with different socio-economic characteristics, physical opportunities and emotional diversity. In this study, which aims to examine the distance education applications offered to undergraduate students who have taken music lessons through distance education, in terms of their individual preferences and emotional conditions, 103 preschool teaching students took part as participants. The data of the research were obtained through the questionnaire prepared by the researcher and studied with the descriptive survey model. Some of the findings obtained in the research were that 60.2% of the participants’ would have preferred face-to-face education if they had a choice in the restrictions, and that there was a significant relationship between participants’ being psychologically impacted from the news they watched, their longing for their lives before the lockdown days and their economic status.

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Digital literacy curriculum management in kindergarten

Author(s): Muniroh Munawar,Fakhruddin Fakhruddin,Titi Prihatin,Rodiyah Rodiyah / Language(s): English Issue: 5/2021

Education needs to formulate a curriculum that suits the digital era, especially in terms of digital literacy and cyber wellness. This research was conducted to get an overview of digital literacy curriculum management in kindergarten. A total of 122 kindergartens were purposely selected to take part in a survey of this study. Of the 122 kindergartens, 27 kindergartens have integrated digital literacy education in schools, while 95 kindergartens have no integrated digital literacy education in schools. Then, the 27 kindergartens joined a focus group discussion and the results showed that there were six valid and reliable indicators to evaluate the implementation of digital literacy curriculum management in kindergarten, they are: 1)availability of digital infrastructure; 2) competence of managers and teachers in digital literacy; 3) curriculum objectives related to mastery of basic digital literacy competencies in children; 4) digital literacy implementation in school (children’s learning experiences); 5) digital literacy teaching materials and strategies in schools and 6) parental involvement in curriculum development. In addition, there is a need for a technology integration development module in kindergarten classes that can become a guide for teachers and parents when using digital technology with children.

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The promotion of self-directed learning in Pre-school: Reflection on teachers' professional practice

Author(s): Jana Grava,Vineta Pole / Language(s): English Issue: 5/2021

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies.

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Professional commitment: Its effect on kindergarten teachers’ organizational citizenship behavior

Author(s): Gunarti Dwi Lestari,Umi Anugerah Izzati,Kartika Rinakit Adhe,Dian Eka Indriani / Language(s): English Issue: 4/2021

Organizational Citizenship Behavior (OCB) is one of the keys to the success of an organization. This current research aims to evaluate the effect of Professional Commitment on Kindergarten teachers' OCB. This quantitative research applies a cross-sectional survey design with an explanatory research type, with 145 Kindergarten teachers as the research subjects. The results show that Professional Commitment significantly affects OCB by 70.6%. In addition, teachers with higher Professional Commitment possess higher OCB in carrying out their professional duties. The results also show that the dimensions of Affective Professional commitment, Normative Professional commitment, and Continuance Professional commitment significantly affect the OCB of Kindergarten teachers.

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Servisno učenje u predškolskim ustanovama i njegov utjecaj na građanski odgoj djece

Author(s): Nusreta Kepeš / Language(s): Bosnian Issue: 18/2022

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.

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Partnership of Parents of Children who Need Additional Support in Learning and Preschool Teachers in Preschool Institutions from the Perspective of the Integrated Approach to Learning

Author(s): Biljana Jeremić,Živorad Milenović,Jelena S. Petrović,Zagorka Markov / Language(s): English Issue: 1/2022

This research focuses on the collaboration between preschool teachers and parents of children who need additional support in learning in kindergarten through the prism of the integrated approach to learning. The research was based on a general assumption that the success of the cooperation between preschool teachers and parents of children who need additional support in learning is inconsistent and with varying efficacy. The research was conducted in the 2019/2020 school year, on a sample group of 52 preschool teachers. The data collected by the Scaler Family involvement questionnaire (alfa = .086) were analysed using descriptive statistics that showed that there are significant differences in preschool teachers’ assessment of mutual information sharing and activities of parents within the family, while there are none regarding parents’ participation in kindergarten activities. The results of the research are presented in the form of the conclusion, with pedagogical implications provided alongside.

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VISUAL PERCEPTION IN CHILDREN WITH MILD INTELLECTUAL DISABILITIES

Author(s): Hurma Begić Jahić,Medina Vantić-Tanjić,Amela Teskeredžić,Dženana Radžo Alibegović / Language(s): English Issue: 1/2019

Visual impairment is a major problem for every individual, considering that visual information makes up about 90% of the data arriving into the cerebral cortex via all human sensory organs. The human learns through visual imitation, which is why it is very important having good visual perception to facilitate overall development. The aim of this study is to examine the level of school competence/readiness of students with mild intellectual disabilities, and to determine whether there are differences in visual perception abilities between students with mild intellectual disabilities who attended preschool education and students with mild intellectual disabilities who did not attend preschool education. The study was conducted on a sample of 60 students with mild intellectual disabilities, both genders were included, first graders and second graders. The sample of respondents was divided into two sub-samples: students with mild intellectual disabilities who attended preschool education (N = 25) and students with mild intellectual disabilities who did not attend preschool education (N = 35). The study was conducted using the DABERON-2 test (Danzer, Frances, Gerber, Lyons, Voress, 1991). The test was designed to test ten areas, but for the purposes of this research, a part of the test related to visual perception area testing was isolated, and this part involves examining visual perception through the ability to map the same figures. The maximum number of points that can be achieved in this area is 10. The results were presented by descriptive statistics, and the differences between the respondents were calculated by t-test. On the summary variable of the "Visual Perception" area, students with mild intellectual disabilities who did not attend preschool education achieved an average score of 7.37, with a standard deviation of 2.43, while the other group of students with the same disabilities, who attended preschool education, achieved an average score of 5.84 with a standard deviation of 3.09. The results of the t-test did not show a statistically significant difference in the level of school competence/readiness of students with mild intellectual disabilities in relation to the attendance of preschool education; in the area of "Visual Perception" (t= -2,144; p= 0,169).

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THE INFLUENCE OF PRESCHOOL EDUCATION ON THE GENERAL KNOWLEDGE OF STUDENTS WITH A MILD DEGREE OF INTELLECTUAL DISABILITIES

Author(s): Hurma Begić Jahić,Medina Vantić-Tanjić,Amela Teskeredžić,Adela Jahić,Saša Krasnić / Language(s): English Issue: 2/2020

People with mild degrees of intellectual disabilities are not always easy to distinguish from people without intellectual disabilities. Most of such persons show no signs of brain pathology and belong to families with low formal education and lower socioeconomic status. The aim of this paper is to examine the level of school readiness of students with mild intellectual disabilities, and to determine whether there are differences between students who were included in preschool education and students who were not included in preschool education, in the field of "General Knowledge". The research was conducted on a sample of 60 students with mild intellectual disabilities, both genders, attending I and II grade. The sample of respondents was divided into two subsamples: students with mild intellectual disabilities who were included in preschool education (N = 25) and students who were not included in preschool education (N = 35). The study was conducted via the DABERON-2 test (Danzer, Frances Gerber, Lyonsi Voress, 1991). The test was designed for the examination of ten areas, however, for the purposes of this research, a part of the test related to the examination of the area "General Knowledge" was singled out. The maximum number of points that can be achieved in this area is 30. The results were presented by descriptive statistics, and the differences of the respondents were calculated via the t-test. Students with mild intellectual disabilities who didn't attend preschool education, in the summary variable of the area "General Knowledge", achieved an average score of 22.2 with a standard deviation of 4.8, while students with the same disabilities who did attend preschool education achieved an average score of 18.3, with a standard deviation of 7.9. The results of the t-test showed that there is a statistically significant difference between these groups of respondents, at the level of significance (p <0.01).

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Оценка эффективности использования фитонцидных свойств растений для снижения микробной обсемененности воздуха с целью минимизации риска заболеваемости детей в условиях детских организованных коллективов

Author(s): Natalya Fedorovna Chuenko,Maria Aleksandrovna Lobkis,Natalya Vladimirovna Tsybulya,Tatyana Dmitrievna Fershalova,Irina Igorevna Novikova / Language(s): Russian Issue: 2/2022

Introduction. Due to the high prevalence of respiratory diseases in children attending pre-school educational settings, the problem of their prevention is especially important. Taking into account the fact that children spend between 6 and 8 hours a day in pre-school educational institutions, one of the risk factors of respiratory diseases is the microbial contamination of indoor air. The analysis of Russian and international scholarly literature revealed the positive impact of phytoncide properties of plants on the quality of indoor air and on the psycho-emotional state of a person, however, due to the lack of experimental evidence, the practices of using healing properties of plants in children's organized groups have not been widely adopted. The results of this study confirm that the rational placement of a certain range of plants in preschool classrooms can become a promising and low-cost direction in the structure of a health-saving approach in the modern system of preschool education. The purpose of the study is to evaluate the effectiveness of phytoncides of a particular range of plants and their placement in reducing microbial contamination of the air in pre-school education settings. Materials and Methods. To study the effect of phytoncide activity of plants the authors monitored the microbial contamination of air in preschool classrooms from two kindergartens in Novosibirsk, with the main focus on the leaf area of the established range of plants and conditions of their placement. For quantitative and qualitative analysis of air microflora composition we used standard differential-diagnostic nutrient media, methods of seeding and calculation of the proportion of total microbial count and facultative microflora. Air sampling points were located in the child's breathing zone (0.5, 1.5 and 3 m away from the plants at 0.8 m height). We monitored the effectiveness of phytoncide properties of plants on the risks of children's disease during the epidemiological rise based on attendance logs. The following theoretical research methods were used: formalization, generalization, comparison and system analysis. Results. It was found that phytoncides reduce microbiological insemination of preschool classrooms where a certain range of phytoncide plants were located. It was determined that the intensity of the phytoncide effect depends on the leaf surface area and their rational distribution, taking into account the effective radius of exposure. The study found a decrease in respiratory diseases among children at preschool educational settings where phytoncide plants were placed in the classrooms. Conclusions. The results of the study can be employed in recommendations for the use of a certain range of plants with pronounced phytoncide activity as one of the components of health-saving conditions in the modern education system.

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THE ART OF TELLING THE TRUTH TO DECEIVE: A MATTER OF INTENT

Author(s): Narcisa Prodan,Laura Visu-Petra / Language(s): English Issue: 1/2022

When deciding to deceive, individuals carefully consider others’ mental states to determine how their statements will be perceived by the recipient. In highly competitive contexts, deceptive intentions might be anticipated by others, so the use of false information to deceive might not be successful. Instead, using the truth can be a better strategy, anticipating that the recipient would consider the statements to be false. The present paper discusses the literature to date investigating the ability to tell the truth to deceive others in relation to the socio-cognitive processes that support it. We examine the emerging literature by discussing the differences between simple deception, sophisticated deception, and paltering. However, the lack of sophistication regarding the use of true vs. false information to deceive restricts the ecological validity of the findings. We propose a more elaborate truth-telling for deceptive purposes approach related to socio-cognitive correlates, such as theory of mind.

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STUDY ON INTEGRATING CHILDREN’S STORIES FOR LEARNING NUMERATION IN ROMANIAN PRESCHOOL EDUCATION

Author(s): Ioana-Cristina Magdaș,Georgeana Farcaș,Adrian Magdaș / Language(s): English Issue: 1/2022

The new Curriculum for preschool education in Romania, introduced in 2019, launches a challenge for educators: the active involvement of preschoolers in the activities carried out in kindergarten, their preparation for a social life based on cooperation, communication and action. One of the recommendations of the new curriculum is to organize the learning content in an integrated way. In this context, we intended to study how pre-school teachers’ approach in an integrated way the teaching of numeration through stories, their role and importance. The data were collected using the survey method based on a questionnaire in Google Drive. The questionnaire was completed voluntarily and anonymously by 101 teachers for preschool education. Over 88% of respondents consider that stories contribute to a large or to a very large extent to learning the numeration and that preschoolers are actively involved in learning activities in which stories are used, obtaining very good mathematical performances. Almost all preschool teachers who attended the study found the use of stories in learning to be very beneficial, even if they face to some difficulties, including the lack of a collection of consacrated stories for learning numeration.

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Development of acmeological competencies of future preschool organisation teachers

Author(s): Laura Anarbek,Gulnara Sarsenbayeva,Elmira Uteubayeva,Nabat Abuova / Language(s): English Issue: 8/2022

The research aimed to develop the acmeological competencies of future preschool organisation teachers. The research was applied in the spring term of 2021–2022. The study, which was carried out with the participation of 228 pre-service teachers, was carried out in the survey model. In the study, acmeological education was given to pre-service teachers with 4-week distance education. To collect data in the study, the ‘activating potential and competence’ data collection tool developed by the authors of the study was used. The findings collected from the data collection tool used in the research have been added to the research in the form of tables and comments. When the results obtained are taken into consideration, it is seen that the acmeological status of the pre-service teachers participating in the research was improved and they will use this field in their education.

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Kształcenie dzieci imigrantów

Author(s): Teresa MILÓWKA / Language(s): Polish Issue: 19/2022

The article undertakes the problem of education of migrant children in early school education. The first part is an attempt to discuss the phenomenon of migration, models of children support and theoretical background of the problem in Polish schools. The second part presents practical solutions — the role of cultural assistant, preparatory units and work methods. The third part focuses on students’ difficulties, both Polish and those of foreign origin.

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ASPIRING EARLY CHILDHOOD TEACHERS’ SELF-PERCEPTION OF THEIR COMPETENCE IN THE INTEGRATION OF DIGITAL TECHNOLOGIES INTO EARLY CHILDHOOD EDUCATIONAL PRACTICE

Author(s): Gordana M. Stepić / Language(s): English Issue: 3/2022

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.

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Školné jako faktor nestability financování mateřských škol v době pandemie

Author(s): Simona Weidnerová,Tereza Vacínová / Language(s): Czech Issue: 4/2022

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.

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Pohoda (well-being) ředitelů a ředitelek mateřských škol během pandemie covidu-19

Author(s): Simona Weidnerová,Tereza Vacínová / Language(s): Czech Issue: 4/2022

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.

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W co i czym się bawić? Wskazówki w zakresie organizacji zabaw, wykonywania i wykorzystywania zabawek dziecięcych na ziemiach polskich w drugiej połowie XIX i na początku XX wieku – wybrane problemy

Author(s): Monika Nawrot-Borowska / Language(s): Polish Issue: 1 (54)/2022

This article focuses on instructions and advice on making toys for children and by children, recommendations regarding their use, as well as organization of children’s games. The temporal scope covers the second half of the nineteenth and early twentieth centuries. The aim of the present study is to describe selected ideas for making children’s toys published in pedagogical press, women’s magazines, and press for children and adolescents, as well as methodological pedagogy guidebooks. The article also describes recommendations for the use of the so-called educational toys, used for learning through play. The text contains critical descriptions of selected guides containing suggestions on the organization of children’s games, addressed to children, parents and educators, as well as inspirations for games found in the literature and press addressed to the youngest readers.

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Play and participation in preschool children’s project activities

Author(s): Joanna Ludwika Pękala,Kamila Wichrowska / Language(s): English Issue: 1 (54)/2022

This article presents playful activities undertaken with children during the three years of the BRIDGING project. The authors try to show the pupils’ participation expressed through play in its different types. During the implementation of the project activities, it was important to have the attentive presence of adults who showed direction and tried to always remind children as well as other partners (from partner institutions) about the purpose of the playful activities. However, the educators did not show ready-made solutions and allowed the children to express their own opinions, to be creative and to work on their own, and to have fun. The cooperation of adult participants in the project – teachers, tutors and university lecturers – enriched the project with a diverse perspective on children’s activities, play and the issue of participation. The implementation of the BRIDGING project in Poland became an opportunity to develop the idea of equal involvement of adults and children. This idea has been disseminated in the local community, firstly among parents, and also among other people involved in the project through activities (including play activities) undertaken during the project.

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Pomiędzy zabaw(k)ą a materiałem i pracą w praktyce pedagogii Montessori

Author(s): Jarosław Jendza / Language(s): Polish Issue: 1 (54)/2022

The article presents the results of qualitative research conducted among thirty-one Montessori 3–6 guides from Polish kindergartens. The main scope of the text is to outline the conceptions of play and work and the ways in which they are intertwined. The outcome space consists of four categories: 1. play as ethical and organizational challenge; 2. play as the obstacle in children’s development; 3. play as activity with no value; 4. play as work/work as play. The first category is framed by the rationality of play being important for the teachers and thus creating a dilemma whether to follow the child and let them play or to follow the Montessori curriculum and focus on free work? The second and the third categories are related with play being insignificant or negative for the development. The last category is the mode of thinking in which one cannot tell play and work apart. From this perspective both play and work are essential for the development of the child and the border between these two forms of activities is blurry. The last category initiates and invites to discuss and perhaps redefine the very concept of work in Montessori prepared environment.

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Przekonania studentów wczesnej edukacji o łamigłówkach matematycznych

Author(s): Alina Kalinowska-Iżykowska / Language(s): Polish Issue: 1 (54)/2022

Mathematical puzzles are not assigned an essential role in a school’s “serious” mathematics education. However, they are interesting mathematical tasks, especially in developing mathematical thinking. To find out beliefs about them, students of the first year of early education were surveyed. The research results present the meanings given to them by students of early education. They indicate the limited knowledge of this type of puzzles and a reluctant personal attitude of the surveyed students.

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