Teaching writing in Qatari early years education: the perceptions of early childhood teachers

The present study aimed at 1) exploring early childhood teachers' perceptions about teaching writing in Qatari early years settings, and 2) identifying the impact of several social-demographics variables on these views. To achieve the objectives of the study, a reliable and validated self-administrated questionnaire was utilized. Early Childhood teachers from private and independent schools in Doha voluntarily participated in the study. Results indicated that early childhood teachers expressed positive views regarding teaching writing in Qatari early years' settings and their views were in line with recent theories and practices in teaching writing in early years' education. Moreover, the results showed statistical significant differences due to a number of study variables. These results were discussed and implications for supporting teaching writing in early years' settings were presented accordingly.هدفت هذه الدراسة إلى 1 )استكشاف تصورات معلمي مرحلة الطفولة المبكرة حول تدريس الكتابة في إعدادات السنوات المبكرة القطرية، و2 )تحديد تأثير عدة متغيرات الدميوغرافية الاجتماعية على هذه الآراء. لتحقيق أهداف الدراسة، تم استخدام استبيان موثوق،محقق من صحته ومدار ذاتياً. شارك في الدراسة طوعاً معلمين مرحلة الطفولة المبكرة من مدارس خاصة ومستقلة في الدوحة. وأشارت النتائج إلى إعراب معلمي مرحلة الطفولة المبكرة عن آراء إيجابية بشأن تعليم الكتابة في سنوات التعليم المبكر القطري، وقد تماشت آرائهم مع النظريات والممارسات الحديثة في تعليم الكتابة في السنوات المبكرة. وعلاوة على ذلك، أظهرت النتائج فروق ذات دلالة إحصائية نتيجة لعدد من المتغريات في الدراسة. وقد نوقشت هذه النتائج وتم تقديم الآثار المترتبة على دعم تعليم الكتابة في إعدادات السنوات المبكرة وفقا لذلك.qscienc

Attitudes toward Communication Skills among Students’-Teachers’ in Jordanian Public Universities

The present study was carried out to determine the positive and negative attitudes among 289 students of class teachers and childhood teachers\u27 disciplines using the communication skills attitude scale (CSAS) in Jordanian public universities. GPA, year level of students were recorded. Overall results of study revealed that the mean of positive attitude score was 4.03. The mean of negative attitude scale score was 3.63. There were no significant differences between class teachers and childhood teachers students in their positive and negative attitudes toward communication skills. Students with grade point averages 2 and more have positive attitudes toward communication skills than students with grade point average less than 2. Senior students have high positive and less negative attitudes toward communication skills than sophomore and junior students

The effectiveness of family literacy programs in Qatari preschool settings

There is an increased recognition that family literacy programs can play a fundamental role in enhancing young children's literacy learning. Research in early literacy development stresses the importance of a partnership between home and school in promoting literacy skills among children (Nutbrown, Hannon, & Morgan, 2005). The concept of family literacy was used to refer to the interrelated literacy practices used by parents and/or family members and children in homes (Hannon, 2000; Teale, 1986). Although family literacy programs are a relatively new phenomenon within the educational context in Qatar, the effectiveness of these programs and the attitudes of those who are involved in these programs remain unknown. Therefore, this study was designed to assess the effectiveness of family literacy programs on children's literacy development implemented in Qatari preschool settings. It also explored the main areas of family literacy programs. Moreover, it examined the attitudes of teachers and parents towards their involvement in literacy learning after the implementation of the family literacy programs. A multi-method approach was utilized, including questionnaires, interviews, and observations. To achieve the objectives of the study, family literacy programs were established in Qatari preschool settings where teachers and parents worked together to facilitate preschoolers' emergent literacy learning and development. The effectiveness of family literacy programs were assessed based on ORIM framework (Hannon, 1998), which conceptualizes families as supporting their children's literacy learning through providing "opportunities" for learning, showing "recognition" of children's activities, "interaction" with children in terms of literacy activities and providing a "model" of a literacy user. Results indicated that family literacy programs implemented in Qatari preschool settings supported children's literacy learning. Furthermore, the results revealed that both kindergarten teachers and parents of preschoolers expressed positive attitudes towards their involvement in the family literacy programs. In addition, it has been found that literacy practices advocated by ORIM framework were ranged from high to moderate, with "recognition of children's activities" receiving the highest rate, followed by providing "opportunities" for learning. Finally, the study revealed that parents addressed all four strands of literacy with "books" and "oral language" receiving the highest rate. The study suggested developing strategies and policies regarding family literacy programs within Qatari kindergarten and primary schools. The study also identified practices needed for parents to promote children's literacy learning and development. Future directions for research and practical implications are also discussed.qscienc

Getting parents involved in children's play: Qatari parents' perceptions of and engagement with their children's play

The study investigates parents' perceptions of and engagement with their children's play in the context of Qatar. Quantitative data were collected using a questionnaire that was administered to parents of children aged 4-7 years old in Doha. A total sample of 240 parents responded to the questionnaire. Findings indicated that Qatari parents valued the importance of play to their children's development and learning. In addition, parents showed a moderate level of engagement with their children's play. The findings also indicated that physical play was the most common type of play in which parents are engaged with their children, followed by discovery play. Moreover, significant correlations were found between parents' perceptions of children's play and their engagement with all play types. In addition, significant differences were observed in parents' perceptions of and engagement with children's play based on parents' socio-demographic variables. These findings highlight the importance of extending children's play in all children's educational levels, and getting parents involved in children's play activities. 2017, 2017 ASPE.children agedScopu

Evaluation of children’s educational websites based on the developmental perspective

In this digital era, educational websites have become one of the important learning resources which facilitate children’s learning experiences. Although the use of educational websites in supporting children’s learning has progressively increased in Qatari schools, these websites are used without being evaluated in terms of their appropriateness for children. The aim of this study is to evaluate children’s educational websites used in Qatari schools based on the developmental perspective. It also intends to describe what children think about these websites and what types of online activities they undertake. A developmental scale was designed to evaluate how developmentally appropriate these websites are for children. Later, semi-structured interviews were conducted with 50 children to achieve a better understanding of their perceptions about the educational websites used in their schools. Findings of this study revealed that children’s educational websites are moderately appropriate. The websites were the most developmentally appropriate in the domains of “easy to navigate” and “technical design”, while “accessibility” and “instructional design” were the least appropriate domains. Moreover, there were significant differences in the appropriateness of children’s websites due to websites source and school types. Most children involved in the study expressed their satisfaction with some elements of the websites they use. Finally, academic activities were found to be the most common type of activities children participate in while using these websites. Recommendations for developing children’s educational websites in Qatar are discussed.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was made possible by an Undergraduate Research Experience Program (UREP) grant #17-089-5-028 from the Qatar National Research Fund (QNRF: a member of The Qatar Foundation). The statements made herein are solely the responsibility of the author.Scopu

Giving fathers a voice: Towards father involvement in early years settings

It has been widely recognised that fathers can play a key role in the development and well-being of young children. In many cases, however, fathers still have limited involvement in the early years education of their children and their voices are as yet unheard. This study examined the beliefs and practices of Jordanian fathers of kindergarten children regarding their involvement in kindergarten-based activities (KBA). The sample included 258 fathers who had children enrolled in kindergartens. Results indicated that fathers exhibited a moderate level of beliefs regarding the involvement in KBA, whereas fathers' perceptions of their own practices in KBA were rather low. In addition, the results revealed that there was a significant and positive relationship between fathers' beliefs and their actual practices. Multiple regression analysis results demonstrated that fathers' educational level and income influenced their beliefs about involvement. Moreover, fathers' monthly income was a significant predictor of their practices. These results were discussed and implications for fatherhood research and practice were presented accordingly.Scopu

Towards Improving Kindergarten Teachers’ Practices Regarding the Integration of ICT into Early Years Settings

There is mounting evidence that information and communication technology (ICT) has the potential to support children's development and early learning when used effectively, appropriately, and intentionally. In an attempt to improve teachers' performance in integrating ICT into early learning, this study was designed to examine the effect of ICT training programmes on teachers' perceptions and practices by integrating ICT into early learning settings. It also explored the types of ICT practices that teachers implement in their classrooms. Additionally, it sought to identify the obstacles faced by teachers when they attempt to integrate ICT into their teaching practice. The study used a case study approach, comprising two sources of information: interviews and classroom observations utilised before and after the training programme. Results revealed that the ICT integration training programme had an impact on teachers' perceptions and practices as it increased teachers' awareness and understanding of the value and applications of ICT tools in children's learning. Teachers' practices have positively changed because of using ICTs and the training programme helped teachers improve the quality of their ICT practices. Finally, the training programme was beneficial in reducing the obstacles which were hindering the integration of ICT into teaching practices. The study highlights the need for more and better ICT training programmes for early childhood teachers so as to increase the successful integration of ICT within early years settings. 2018, De La Salle University.Acknowledgements This report was made possible by an Internal Grant # [QUUG-EDU-EDU-14/15-1] from the Office of Academic Research (OAR) at Qatar University. The statements made herein are solely the responsibility of the authors. We would like to thank the director of Erikson Institute�s Technology in Early Childhood (TEC) Center, Chicago, Illinois, USA, Dr. Chip Donohue, and his team for assisting with preparation of the ICT training programme and instruments implemented in this study.Scopu

Teachers' and parents' perceptions of the role of technology and digital media in developing child culture in the early years

The main purpose of this study was to examine the perceptions of preschool teachers and parents on the extent to which technology and digital media (TDM) contribute toward developing child culture in Jordanian early years education. A random sample of (170) preschool teachers and (310) parents of preschoolers participated in the study; 10 teachers and 15 parents were later interviewed. In order to achieve the aims of the study, the researchers developed a 26-item questionnaire covering seven aspects that measure the goals of child culture. Results revealed that teachers and parents considered the contribution of TDM to child culture as relatively high. However, there was a disagreement on the level of child culture aspects among study participants. Moreover, results of the independent t-test showed statistical differences between teachers' and parents' perceptions of the role that TDM play in developing child culture as parents responded more positively to the contributions of TDM than teachers. Within the context of the findings of the study, implications are outlined for expanding the use of TDM in early years education.Scopu

Early writing development: kindergarten teachers' beliefs about emergent writing in Qatari preschool settings

Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of children's emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children's emergent writing in Qatari preschool settings and similar contexts.Scopu