scholarly journals Inspection on Reality of Kindergarten Teachers’ Educational Behaviors <br/>—A Case Study in China

2014 ◽  
Vol 02 (09) ◽  
pp. 296-303
Author(s):  
Jing Li ◽  
Xu Li
Keyword(s):  
Kindergarten Teachers ◽  
Educational Behaviors

The Power of Art to Cope With Trauma: Psychosocial Intervention After the Tsunami in Japan

2020 ◽  
pp. 002216782098214
Author(s):  
Tami Gavron
Keyword(s):  
Natural Disasters ◽  
Psychosocial Intervention ◽  
Cultural Context ◽  
Psychosocial Interventions ◽  
Kindergarten Teachers ◽  
Japanese Culture ◽  
Art Making ◽  
Cultural Expression ◽  
The Arts

This article describes the significance of an art-based psychosocial intervention with a group of 9 head kindergarten teachers in Japan after the 2011 tsunami, as co-constructed by Japanese therapists and an Israeli arts therapist. Six core themes emerged from the analysis of a group case study: (1) mutual playfulness and joy, (2) rejuvenation and regaining control, (3) containment of a multiplicity of feelings, (4) encouragement of verbal sharing, (5) mutual closeness and support, and (6) the need to support cultural expression. These findings suggest that art making can enable coping with the aftermath of natural disasters. The co-construction underscores the value of integrating the local Japanese culture when implementing Western arts therapy approaches. It is suggested that art-based psychosocial interventions can elicit and nurture coping and resilience in a specific cultural context and that the arts and creativity can serve as a powerful humanistic form of posttraumatic care.

scholarly journals Kindergarten Teachers’ Understanding on Social Justice: Stories From Indonesia

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401773934 ◽  
Author(s):  
Muhammad Solehuddin ◽  
Vina Adriany
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Training Programs ◽  
Kindergarten Teachers ◽  
Reform Curriculum ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Semistructured Interviews ◽  
Teacher Training Programs

The notion of social justice has often been overlooked in the field of early childhood education because many teachers think that it is too early to introduce the concept to young children. Using multicultural theories, this article attempts to explore kindergarten teachers’ perceptions on the issue of social justice. The method adopted in this research is case study. Thirteen kindergarten teachers from five different schools in three different cities in West Java, Indonesia, are selected as participants. Data are collected through semistructured interviews and analyzed using a grounded approach. Findings of this study highlight the extent to which kindergarten teachers understand issues of social justice in terms of equality of treatment. The findings also illuminate complexities faced by the teachers in negotiating social justice in their teaching. The findings also indicate the need to reform curriculum for teacher training programs to include matters like social justice.

The story of “Beat”: A concert program in kindergartens

2021 ◽  
pp. 025576142110290
Author(s):  
Hilla Ben Moshe ◽  
Claudia Gluschankof
Keyword(s):  
Music Teachers ◽  
Daily Life ◽  
Kindergarten Teachers ◽  
Structured Interviews ◽  
Whole Process ◽  
The World ◽  
Concert Programs ◽  
Preparatory Work

Orchestras all over the world have concert programs in various formats for children, including some designed for preschoolers. Presenting concerts to children in kindergartens and schools is a long-standing tradition in Israel. The uniqueness of these programs and their main innovation is the preparatory work and process through which the children are prepared for the concert—which is the culmination of the whole process. This case study focuses on the first 10 years (2005–15) of one of these programs—“Beat”—implemented in Israeli kindergartens. We aim to characterize the development of the various stages of this program, and to describe its integration into kindergarten life. The data were collected from semi-structured interviews with 26 program participants over the years (kindergarten teachers, music teachers in kindergartens, musicians, etc.), as well as documents (concert programs, preparation booklets, etc.) from its collaborating bodies. The main findings show the importance and impact of the cooperation between kindergarten teachers and music teachers during the preparatory stages, making music a part of daily life in kindergarten.

scholarly journals INCREASING CAPACITY OF KINDERGARTEN TEACHERS IN THE LEARNING OF PRESERVATION BUTTERFLY

2020 ◽  
Vol 2 (1) ◽  
pp. 94-99
Author(s):  
Astrid Sri Wahyuni Sumah ◽  
Ali Alamsyah Kusumadinata
Keyword(s):  
School Environment ◽  
Kindergarten Teachers ◽  
Learning Objectives ◽  
Kindergarten Children ◽  
Learning Activities ◽  
Research Approach ◽  
Transfer Of Knowledge ◽  
Participation Research ◽  
Interest And Motivation

Butterflies are animals that are attractive to humans because they have the beauty of their bodies. In addition, beautiful and unique butterflies are also sought after by collectors for trade. Butterflies that are used as collections, must be preserved first. Preserving butterflies as part of environment-based learning can be supported by good preservation techniques that will improve teachers' understanding of butterflies and make insect recognition to kindergarten children more enjoyable. Therefore, learning about butterfly preservation accompanied by identification of butterflies needs to be conveyed in kindergarten. This research was carried out in TK Khalifah 7 Poligon, Palembang City. The purpose of the research is to describe the abality of kindergarten teachers to preserve butterflies. The method used in this research is a case study with a participation research approach. The results of the research showed; (1) The practice of butterfly preservation practice was responded well by the participants, and felt as valuable knowledge and skills in supporting learning activities on insect recognition material in the school environment; (2) The high interest and motivation of the training participants greatly supports the transfer of knowledge, can be absorbed by all and the resulting learning products meet scientific criteria; (3) The results of training in the form of dry butterflies in a storage box that have been identified in the home or school environment can be used as a learning device that supports the learning objectives of insect recognition in the school environment.

scholarly journals «Her var det to sauer» Om barnehagelæreres matematikkfokuserte kompetanse

2018 ◽  
Vol 12 (1) ◽  
pp. 13 ◽  
Author(s):  
Per-Einar Sæbbe
Keyword(s):  
Professional Practice ◽  
Mathematics Teaching ◽  
Kindergarten Teachers ◽  
Mathematical Work ◽  
Practice Research ◽  
Childhood Education ◽  
Everyday Activities ◽  
National Framework ◽  
Mathematics And Science

Barnehagelærernes kompetanse blir ofte trukket fram som barnehagens viktigste ressurs, men likevel har norsk barnehageforskning i liten grad undersøkt hva barnehagelærerne i barnehagen gjør og hvilken kompetanse de bruker når de jobber med matematikk. Det blir ofte tatt for gitt at det er sammenheng mellom lærerens kompetanse og barnas læring, men få studier har undersøkt hvorfor og hvordan disse sammenhengene viser seg i praksis. Forskningen har i all hovedsak konsentrert seg om hvilken kompetanse lærerne har eller trenger – uten å undersøke empirisk hvilken kompetanse de bruker i sin profesjonelle praksis. Den økende satsingen på realfag i barnehagen aktualiserer behovet for forskning som kan bidra til å utvikle ny kunnskap om hvordan matematikkarbeid i barnehagen gjennomføres og hvilke kompetansekrav dette stiller til barnehagelærerne. Slik forskningsbasert kunnskap kan bidra til mer bevisst arbeid med matematikk i barnehagen, og til å utvikle innholdet i matematikkundervisningen i barnehagelærerutdanningen til bedre å møte de kravene norsk barnehage stiller til barnehagelærernes kompetanse. Resultatene fra en kvalitativ casestudie av fem barnehagelærere indikerer og bekrefter at barnehagelærernes kompetanse i matematikk består av fagkompetanse og didaktisk kompetanse. I tillegg ser det ut til at barnehagelærernes kompetanse til å skape felles oppmerksomhet er essensiell for arbeidet med matematikk i barnehagen. I den nordiske barnehagetradisjonen, der arbeidet preges av lek og hverdagsaktiviteter, skal det i alle barnehager arbeides målrettet med matematikk. Rammeplan for barnehagens innhold og oppgaver gir barnehagelærerne ansvaret for dette arbeidet og kaller fagområdet for Antall, rom og form.Nøkkelord: barnehagelærere, matematisk kompetanse, matematikkundervisning"There are two sheep here"On kindergarten teachers' mathematical competenceAbstractKindergarten teachers’ competence is often considered to be the most important asset of kindergarten, but Norwegian early childhood education researchers have still paid little attention to investigating what kindergarten teachers are doing and what competence they use when working with mathematics in kindergarten. It is often taken for granted that there is a connection between teachers’ competence and children’s learning, but few studies attempt to understand why and how these connections appear in practice. Research has primarily concentrated on what competence teachers have or need – without empirically examining what competence they use in their professional practice. The increasing focus on mathematics and science in kindergarten highlights the need for research that might contribute to generating new knowledge about how mathematical work is implemented in kindergarten and what competence demands this poses for the kindergarten teachers. This kind of research based knowledge might lead to more intentional mathematical work in kindergarten, and to development of the content of mathematics teaching in kindergarten teacher education in order to better face the demands that Norwegian kindergarten poses in terms of kindergarten teachers’ competence. The results from a qualitative case study of five kindergarten teachers indicate that kindergarten teachers’ competence in mathematics consists of content knowledge as well as didactical competence in mathematics. In addition, it appears that kindergarten teachers’ competence in reaching joint attention is essential to the work of teaching mathematics in kindergarten. In the Nordic kindergarten tradition, where the main focus is on play and everyday activities, every kindergarten is still required to carry out intentional mathematical work. The national framework for kindergarten places the responsibility for this work with the kindergarten teachers — in the framework, this learning area is called Quantities, spaces and shapes.Keywords: kindergarten teachers, mathematical competence, mathematics teaching

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