A Study on Preschool Teachers’ Perceptions regarding Lessons of Extracurricular Music Instructors in Early Childhood Education Institutions

2018 ◽  
Vol 22 (1) ◽  
pp. 57-81
Author(s):  
Bo-Ram Lee ◽  
Jee-Hea Baek
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
Teachers Perceptions ◽  
Childhood Education

scholarly journals Finnish Pre-Service Teachers’ Perceptions of Perceived Competence in Early Childhood Physical Education

2021 ◽  
Vol 18 (12) ◽  
pp. 6454
Author(s):  
Anne Soini ◽  
Anthony Watt ◽  
Arja Sääkslahti
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Motor Skills ◽  
Perceived Competence ◽  
Early Years ◽  
Self Report ◽  
Linear Regression Models ◽  
Teachers Perceptions ◽  
Childhood Education

Early childhood education and care (ECEC) teachers have a central role in supporting young children’s physical activity (PA) and overall development in the early years. However, the value of early childhood education teacher training (ECETT) programmes is not widely understood. This study aimed to investigate pre-service teachers’ perceptions of perceived competence when (1) supporting a child’s PA, (2) teaching PE, and (3) observing and assessing a child’s motor skills and PA. These self-evaluations were compared with a range of individual, educational, and behavioural characteristics. Final-year Bachelor degree pre-service teachers (n = 274; 54%) from seven universities in Finland participated in the self-report questionnaire. The results of the linear regression models showed that the relevant PE studies and previous experiences of pre-service teachers predicted higher perceived competence of supporting a child’s PA, teaching PE, and observing and assessing a child’s motor skills and PA. Thus, the study findings demonstrated how teacher training could positively influence perceptions and attitudes to increase a person’s perceived competence when implementing PE in the early years. Overall, results reinforce the importance of PE in ECETT, and the time devoted to this syllabus area should be maintained or increased.

Development and Implementation of an Early Childhood Parenting Curriculum for Preschool Teachers

2021 ◽  
pp. 227-251
Author(s):  
Theresa J. Canada
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
University Campus ◽  
Childhood Education ◽  
Urban City ◽  
Parents And Children ◽  
Childhood Parenting ◽  
Early Childhood Center

This chapter describes the development and subsequent implementation of a parenting curriculum in an early childhood education classroom. The purpose of the study is to provide a curriculum for preschool teachers to improve the quality of early childhood education. The study was implemented in several classrooms of an early childhood center. The center was located on a university campus of an urban city in the state of Connecticut, USA. The innovation in this work was the idea that curriculum for early childhood providers could be created in a way that started from parent perceptions, rather than from telling parents how they need to change to meet school needs. The results of this study suggest that teachers who implement the parenting curriculum would be better prepared to work with both parents and children in a preschool setting.

scholarly journals Demokratiske samtaler i barnehagen?

2011 ◽  
Vol 4 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Kristin Rydjord Tholin ◽  
Turid Thorsby Jansen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
Theoretical Studies ◽  
Childhood Education ◽  
Video Observations

Title: Democratic dialogues in early childhood education?Abstract: We examine what democracy-promoting practices may be in early childhood education. From an understanding of democracy as multifaceted we have studied how teachers lead planned conversations which enable children to present themselves and their interests. The issue discussed being: How can the teacher create conditions for conversations that are characterized by democracy promoting practices? The research is based on theoretical studies of democracy and conversations and video observations of conversations between teachers and children in two early childhood education institutions. The results are presented four themes: The preschool teachers’ emphasis on common experiences, their ability to make different voices distinct, show a listening participation and their daring when encountering the unexpected. Analysis shows that conversations in connections with projects can have a potential to promote practices characterized by democracy, but this seems demanding.   

scholarly journals Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?

2019 ◽  
Vol 10 (1) ◽  
pp. 57-75
Author(s):  
Hani Yulindrasari ◽  
Heny Djoehaeni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Ethnic Group ◽  
Developmentally Appropriate ◽  
Cultural Resistance ◽  
West Java ◽  
Melting Pot ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Appropriate Practices

Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

scholarly journals Implementação do direito de participação das crianças em contexto de jardim de infância: As perceções dos educadores

2016 ◽  
Vol 29 (2) ◽  
pp. 81 ◽  
Author(s):  
Luísa Lopes ◽  
Nadine Correia ◽  
Cecília Aguiar
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Perceptions ◽  
Scoring System ◽  
Classroom Observation ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Children’S Participation ◽  
Children's Participation

Com este estudo, pretendeu-se desenvolver e avaliar as características psicométricas de uma medida de avaliação das perceções dos educadores de infância acerca da implementação do direito de participação em contexto de jardim de infância. Participaram 168 educadores de infância, sendo que, destes, 40 foram observados, em contexto de sala, com o Classroom Observation Scoring System (Pianta, La Paro, & Hamre, 2008). Identificámos dois componentes das perceções dos educadores acerca da participação das crianças: Expressão e Responsabilidade das Crianças e Tomada de Decisão pelo Adulto. A Tomada de Decisão pelo Adulto estava negativamente associada à qualidade das salas e às habilitações académicas dos educadores. Paralelamente, educadores do setor público obtiveram resultados mais elevados no componente Expressão e Responsabilidade das Crianças do que educadores do setor privado com fins lucrativos. Os dados obtidos fornecem evidências que suportam, moderadamente, a fidelidade e a validade da medida.Palavras-chave: direito de participação das crianças, questionário, perceções, jardim de infância ABSTRACTThe aim of this study was to develop and evaluate the psychometric properties of a measure designed to assess early childhood education teachers’ perceptions about the degree of implementation of children’s participation right in early childhood education. Participated in this study 168 preschool teachers, 40 of which were simultaneously observed, in their classrooms, with the Classroom Observation Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). We identified two components of teachers’ perceptions of children’s participation: Children’s Expression and Responsibility and Decision Making by the Adult. Decision Making by the Adult was negatively associated with the domains of classroom quality measured through CLASS and with teachers education level. Teachers from public centers scored higher in Children’s Expression and Responsibility than teachers from private for-profit centers. Findings provide moderate evidence on the reliability and validity of the Assessment Questionnaire of Early Childhood Education Teachers’ Perceptions about Children’s Participation Right. Key-words: children’s participation right, questionnaire, teacher perceptions, early childhood education

scholarly journals Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
V C Onu ◽  
William Emeka Obiozor ◽  
O E Agbo ◽  
Ezeanwu Chiamaka
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Survey Research ◽  
Preschool Teachers ◽  
Public And Private ◽  
Childhood Education ◽  
Significant Difference ◽  
Research Questions ◽  
Descriptive Survey ◽  
Private Preschool

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

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