scholarly journals The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age

2017 ◽  
Vol 49 (2) ◽  
pp. 213-233
Author(s):  
Nada Polovina ◽  
Dragan Vesic
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Preschool Age ◽  
Balanced Development ◽  
Starting Point ◽  
Creative Behaviour ◽  
Personal Contribution ◽  
Teachers And Parents ◽  
Developmental Significance

The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

scholarly journals Forming future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice

2019 ◽  
Vol 66 (3) ◽  
pp. 262-268
Author(s):  
Olha Shovkoplias
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Healthy Lifestyle ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Theory ◽  
Practical Aspect ◽  
Preschool Age ◽  
Theory And Practice ◽  
Professional Activity

The article analyzes the current state of the study of future preschool teachers’ readiness to health-saving activity with preschoolers in domestic and foreign educational theory and practice. The article considers the relevance of the problem of healthy lifestyle in the younger generation forming, starting from preschool age. Despite the considerable interest of scientists to the issues of personality’s readiness for teaching, which reflect future specialists of preschool education preparation process and its result: readiness or professional competence (professional training of future preschool teachers for physical education of preschoolers – Yu. Kovalenko, S. Petrenko, O. Shovkoplias and other; work in families – O. Zalizniak, N. Kovalevska and other; using computer technologies – S. Diachenko, I. Mardarova, O. Chekan and other; predictive activity – N. Davkush; creative professional activity – S. Havryliuk, N. Holota, L. Zahorodnia, O. Lystopad, V. Liubyva, L. Makridina, O. Popovych, O. Semenov and other; teaching a foreign language to preschoolers – I. Mordous, T. Shkvarina and other; environmental education of preschoolers – O. Vashak, T. Naumenko, V. Nesterenko and other)), the issue of future preschool teachers’ readiness forming to health-saving activity with preschoolers both in theoretical and in practical aspect remains little studied, which is manifested in the lack of a unified understanding of this phenomenon; further development requires the issue of disclosure and justification of the content, forms and methods of future preschool teachers’ readiness’ forming to health-saving activity with preschoolers. The basic concepts are analyzed in article: «readiness», «readiness to activity», «health-saving activity», professional activity». The concept «forming future preschool teachers’ readiness to health-saving activity with preschoolers is considered as professional training in higher education, the purpose of which is to acquire future preschool teachers a certain level of special pedagogical knowledge, skills, development of their pedagogical abilities, personal professional qualities, which on the basis of sustainable pedagogical motivation will allow them to ensure the formation of preschoolers health-saving competence».

scholarly journals Türkiye’de Okul Öncesi Eğitimde Kaynaştırma: Neredeydik? Neredeyiz? Nerede Olmalıyız?

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 70-85
Author(s):  
Dila Nur Yazıcı
Keyword(s):  
Social Skills ◽  
Teacher Candidates ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Successful Implementation ◽  
Positive Attitudes ◽  
Inclusive Preschool ◽  
Definition Of ◽  
Education In Turkey

Öz 1983 yılında Özel Eğitime Muhtaç Çocuklar Yasası ile birlikte yasal olarak uygulamalarda yer alması beklenen kaynaştırma eğitimi, bugün okul öncesi eğitimde zorunlu eğitsel bir uygulamadır. Bu makalede, öncelikle kaynaştırma eğitiminin tanımı yapılmış ve kaynaştırma eğitiminin faydaları ile ilgili uluslararası alanyazındaki çalışmalar özetlenmiş, ardından Türkiye’de kaynaştırma eğitimi ve okul öncesinde kaynaştırma eğitimi konularına değinilerek yasal dayanaklarından bahsedilmiştir. Türkiye’de kaynaştırma eğitimiyle ilgili yapılan araştırmalar; (1) okul öncesi öğretmen ve öğretmen adaylarının bilgi, görüş ve tutumları, (2) sınıf içi uygulamalar, (3) sosyal beceriler, (4) derlemeler ve (5) diğer, başlıkları altında ele alınmıştır. Araştırmalar incelendiğinde, okul öncesi öğretmen ve öğretmen adaylarının kaynaştırma eğitimine yönelik olumlu tutuma sahip oldukları; ancak, daha fazla bilgiye gereksinim duydukları, sınıf içi geçişlerde belli başlı uygulamaları gerçekleştirdikleri fakat alanyazındaki uygulamaların hepsini sınıflarında uygulamak için desteğe gereksinim duydukları ve özel gereksinimli çocuklara sunulan sosyal beceri programlarının faydalı olduğu belirlenmiştir. Çalışmanın sonunda uygulamaya yönelik öneriler sunulmuştur. Abstract Inclusion is a compulsory educational practice for preschool children with disabilities in Turkey. In this article, first, the definition of inclusion is provided. Second, the benefits of inclusion are summarized using the international literature. Third, a summary of studies conducted in Turkey in relation to inclusive preschool education is presented followed by a description of the legal basis for inclusion in Turkey. The research focused on inclusive preschool education in Turkey was examined under five categories: (1) opinions and attitudes of preschool teachers and teacher candidates towards inclusion, (2) classroom practices, (3) social skills, (4) research summaries and literature reviews and (5) other studies. An examination of these studies has shown that preschool teachers and teacher candidates have positive attitudes towards inclusion, but they need more information for successful implementation of inclusion. Moreover, preschool teachers implement certain practices with respect to in-class transitions, however, they need more support to apply all recommended practices noted in the literature. In addition, social skills programs provided to children with special needs were beneficial. Recommendations for future practice are presented at the end of the paper.

scholarly journals Development of emotional intelligence in older preschoolers

2020 ◽  
pp. 197-204
Author(s):  
Alevtina P. Anikina ◽  
Maria S. Barabanova
Keyword(s):  
Emotional Intelligence ◽  
Personal Development ◽  
Preschool Education ◽  
Preschool Age ◽  
Federal State ◽  
Educational Standard ◽  
The Social ◽  
Teachers And Parents ◽  
State Educational ◽  
High Emotional Intelligence

The article considers the problem of developing emotional intelligence in children of preschool age. The relevance of this topic is that emotional development is an important part of the harmonious development of the personality as a whole. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence socializes better in the society, he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of developing children’s emotional intelligence. The federal state educational standard of preschool education singles out the social and communicative area as one of the areas of development. A person with high emotional intelligence is better socialized in the society he or she understands the moods of others and is more comfortable communicating with his or her loved ones. The problem of emotional intelligence has been repeatedly studied by scientists and psychologists from different countries. The article not only characterizes the concept, considers various areas of this sphere, but also highlights the methods of development of emotional intelligence in children by teachers and parents. From the scientific and practical article it is possible to receive concrete recommendations on practical activity directed on solving this problem. It is important that emotional intelligence should be formed not only in preschool children, but also in adults working with them. In developing the emotional sphere, it is necessary to emphasize the ability to understand the feelings of another person, the formation of empathy with the feelings of others. The developing of emotional intellect is promoted by poly art activity, synthesis of different kinds of art, visiting exhibitions, theatrical activity. Also acquaintance with emotions takes place at musical and art classes, interaction with the teacher-psychologist. Formation of emotional intellect in a child of preschool age is the key to his successful personal development in the future.

scholarly journals A Teaching Quality Evaluation Model for Preschool Teachers Based on Deep Learning

2021 ◽  
Vol 16 (03) ◽  
pp. 127
Author(s):  
Dongjun Ge ◽  
Xiaoyue Wang ◽  
Jingting Liu
Keyword(s):  
Deep Learning ◽  
Quality Evaluation ◽  
Preschool Teachers ◽  
Evaluation Model ◽  
Preschool Education ◽  
Teaching Quality ◽  
Gradient Boosting ◽  
Starting Point ◽  
Extreme Gradient Boosting ◽  
Quality Evaluation Model

Developed countries regard preschool education as an important starting point and foundation for elite training. In recent years, preschool education has also attracted a growing attention in developing countries like China. Considering the significance of the teaching quality of preschool teachers to lifelong academic achievement, this paper designs a teaching quality evaluation model for preschool teachers based on deep learning. Firstly, a progressive system with a hierarchical structure was developed for the relevant evaluation indices. Then, the fuzzy comprehensive evaluation of each index layer and evaluation criterion was determined by the principle of fuzzy relationship synthesis. Finally, an evaluation prediction model was established based on extreme gradient boosting (XGBoost) algorithm and technology services’ ResNet (TS-ResNet), and proved effective and accurate through experiments. The research results provide a reference for the application of the proposed model in other evaluation prediction scenarios.

Strategies for the formation of ethnic and cultural identity of preschool children in partnership with parents

2021 ◽  
pp. 67-72
Author(s):  
Sofia M. Dzidzoevа
Keyword(s):  
Cultural Identity ◽  
Preschool Education ◽  
Cultural Practice ◽  
Preschool Age ◽  
Educational Organizations ◽  
The Past ◽  
Pedagogical Skills ◽  
Modern System ◽  
Ethnic And Cultural Identity ◽  
Teachers And Parents

In the modern system of preschool education, it is necessary to search for new forms, means and methods of working with the parents of students, focused on involving them in a single educational space for the full development of the child’s personality. Reformations that touched the sphere of preschool education, arouses the problem of cooperation and partnership between preschool teachers and parents as the most important. This article is based on the analysis of the researches of Russian scientists of the past and present, this is why it substantiates the importance and necessity of working on the problem of development the ethno-cultural identity of children of the preschool age in cooperation with their families. It is stated that there are some contradictions between the necessity of developing an ethno-cultural identity of children of the preschool age and the lack theoretical and practical researched of this aspect in the preschool educational system. These facts make the problem of our research particularly relevant. The aim of the research is to define the problem sphere of improving pedagogical skills in the ethno-cultural practice of preschool educational organizations.

scholarly journals ANALYSIS OF THE PROBLEMS AND TYPES OF THE PRESCHOOLER SEXUALITY EDUCATIONAL SKILL FROM PARENT AND TEACHER VIEW

2020 ◽  
Vol 5 (35) ◽  
pp. 152-166
Author(s):  
Zarina Eshak ◽  
Azizah Zain ◽  
Mazlina Che Mustafa
Keyword(s):  
Preschool Children ◽  
Sex Education ◽  
School Safety ◽  
Sexuality Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Sexual Crime ◽  
Root Cause ◽  
Teachers And Parents ◽  
Home And School

The purpose of this study is to examine the issue of sexuality education in the areas of the home and school safety and to identify the types of sexuality education skills that preschool children need to learn from the perspective of teachers and parents. This study uses a quantitative approach to analyzing the questionnaire. The study sample consisted of 126 preschool teachers and parents. The findings of the study show that respondents agree that the root cause of the problem of sexual crime is the lack of exposure to sexuality education at home and at school. While the skills that are most important are the skills of taking care of yourself and others. Therefore, those involved in Preschool Education should take the initiative to provide a special sex education module for pre-schoolers to safeguard themselves.

scholarly journals Bioethics in the Future: Ecological Upbringing from a Preschool Age. A Drama Music Workshop as an Example

Pannoniana ◽  
2019 ◽  
Vol 3 (1-2) ◽  
pp. 255-275
Author(s):  
Ana Popović ◽  
Mira Perić
Keyword(s):  
Civic Education ◽  
Local Community ◽  
Picture Book ◽  
National Curriculum ◽  
Preschool Education ◽  
Environmental Issues ◽  
Preschool Age ◽  
Cultural Economic ◽  
The Public ◽  
Starting Point

Abstract In today’s society, public opinion plays a large role in the adoption of various legal measures and regulations, including those related to the field of bioethics. This is why experts have a duty to inform the public in a timely and accurate manner, and it is up to educators to educate new generations to become responsible citizens who can make informed decisions. A few years ago, attempts were made to implement a project of health education and then one of civic education in schools. Those curricula predict the student will develop human, political, social, cultural, economic and environmental competences as a citizen of the class, school and local community. A spiral development model of introduction by educational cycles is envisaged, starting from the 1st grade of primary school. However, civic education is also addressed by the national curriculum for early and preschool education, which anticipates development of social and civic competences in children of this age. Bioethics and environmental issues are still not sufficiently transparent to the public. This is why proper environmental education from preschool age is very important. In preschool education, the proper approach is essential, and contemporary pedagogy emphasizes the importance of learning through play. The artistic fields are imposed as an ideal framework in which various contents can be accommodated. A drama music workshop that will help children develop awareness of various issues through play is, therefore, an ideal training ground for educating a responsible and informed citizen. One such drama music workshop was organized for the purpose of demonstration on the occasion of the First Osijek Days of Bioethics. The story used in the workshop is from a picture book by Aleix Cabrera and Rosa M. Curto: Niko and nutrition. Through the play and the story, the importance of proper nutrition was emphasized to children and made them aware that it is necessary to know what they actually eat and where and how food comes from. This paper uses the workshop as a starting point when discussing the role of artistic fields and educators in creating a responsible and informed citizen in fields of bioethics and environmental issues and the importance of early and preschool education in the process.

scholarly journals Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies

2020 ◽  
Vol 7 (1) ◽  
pp. p109
Author(s):  
Martina Norling
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Preschool Teachers ◽  
Action Learning ◽  
Video Recording ◽  
Preschool Education ◽  
Analysis Tool ◽  
Participatory Action ◽  
Starting Point ◽  
Didactic Strategies

This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.

scholarly journals READINESS OF FUTURE PRESCHOOL TEACHERS FOR MATHEMATICAL DEVELOPMENT OF CHILDREN: CONCEPT, STRUCTURE AND CONTENTS

2020 ◽  
pp. 48-56
Author(s):  
Ирина Валерьевна Турова
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Preschool Age ◽  
Professional Standard ◽  
Future Teachers ◽  
Mathematical Development ◽  
System Activity ◽  
Definition Of ◽  
Pedagogical Literature

Представлен анализ исследований по проблеме готовности будущих педагогов дошкольного образования к математическому развитию детей. Раскрыты основные подходы к сущности понятия «готовность». На основе проведенного анализа учебных планов направления подготовки «Психолого-педагогическое образование» профиль «Психология и педагогика дошкольного образования», а также профессионального стандарта педагога выделены компетенции, необходимые для осуществления математического развития детей дошкольного возраста. Готовность будущих педагогов дошкольного образования к математическому развитию детей рассматривается через системный, деятельностный и компетентностный подходы, что позволяет дать наиболее полное его определение и раскрыть разнопозиционность его формирования. Обобщая содержание психолого-педагогической литературы и диссертационных исследований по данной проблеме, выделены и охарактеризованы такие компоненты готовности будущих педагогов дошкольного образования к математическому развитию детей, как когнитивный, праксиологический и аксиологический. На основе выделенных компонентов определены критерии и уровни готовности. The analysis of research works on a problem of readiness of future preschool teachers for mathematical development of children is submitted. The main approaches to the definition of the concept “readiness” are disclosed. Based on the analysis of curricula in the direction of preparation of “Psychological and Pedagogical Education” profile of “Psychology and Pedagogy of Preschool Education”, as well as the professional standard of the teacher, the competencies necessary for the implementation of the mathematical development of children of preschool age are distinguished. The readiness of future preschool teachers for the implementation of the mathematical development of children is considered through system, activity and competence-based approaches, which allows us to define this concept and consider the process of formation of this readiness from different angles. Generalizing the experience described in psychological and pedagogical literature and dissertation researches on this problem, the components of readiness of future preschool teachers for mathematical development of children, such as cognitive, praxeological and axiological are allocated and characterized. On the basis of the allocated components, criteria and levels of formation of this readiness are defined. The purpose of the article is to give an author’s idea of the structure and content of the professional readiness of future teachers of preschool education for the mathematical development of children.

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