An Investigation of Teachers\u27 Beliefs and Practices Regarding a Quality Preschool Classroom

This research study surveyed preschool teachers and aids at one public PK-5th grade elementary school. The administered survey included questions informed by both the Early Childhood Environment Rating Scale (ECERS) and Classroom Assessment Scoring System (CLASS). Additional data collected consisted of classroom observations of current preschool teachers at work during a 25-35-minute time period. The research lasted one month and consisted of multiple components including surveys and observations. The data from the study suggests that preschool teachers and aids possessed a mastery of knowledge surrounding factors important for quality early childhood classrooms. Specifically, the teachers and aids excelled in their physical environment, classroom environment, and instructional supports. The presence of these classroom factors were more evident through utilization of the observation protocol instrument, than with the survey, as these factors were implemented in the classroom. The data within this study suggests that the teachers met the standards outlined within ECERS and CLASS

The Research on the Present Situation of the Preschool Teachers’ Achievement Motivation in Shandong Province

This study is to investigate the present situation of preschool teachers’ achievement motivation in Shandong province, so as to provide a reference for preschool teachers’ professional development. This article uses the achievement motivation scale, with 170 preschool teachers in Shandong have carried on the questionnaire survey. The results show that preschool teachers pursuit success motivation scored above to avoid failure motivation; different gender and teaching age preschool teacher significant differences in the pursuit of success; different degree of preschool teacher exists significant differences in terms of achievement motivation. Conclusion: preschool teachers’ achievement motivation in Shandong province as a whole is given priority to the pursuit of success, there is the difference between gender, teaching age, educational background

On the Benevolence Heart of the Preschool Teacher

Early childhood education is a meaningful activity for the enlightenment and cultivation of young children’s minds. The benevolence heart of preschool teachers should be the necessary prerequisites and core character for preschool teachers to engage in educational and teaching activities. It is not only the lofty expectation of society and kindergarten education for preschool teachers’ professional quality, but also the “unique” virtue of preschool teachers’ profession, emphasizing the harmony of material and spiritual, perceptual and rational qualities. Which is manifested in love with oneself, children and the cause of early childhood education, etc. The benevolence heart of the preschool teacher’s which have the characteristics of empathy, tolerance, caring and alertness. The formation of the benevolent heart of preschool teachers is of great significance to the development of children’s physical and mental health and the professional development of the self. The cultivation path includes preschool teachers’ self-cultivation of morality, the harmonious guidance of the social public opinion environment, the creation of scientific kindergarten culture of benevolence, and the construction of a perfect preschool teacher professional development system

A pre-service teacher-child interactive learning approach for “mathematics education in early childhood”: An example model with play and movement-based activities

The purpose of this study is to research the effects of a pre-service teacher-child interactive learning approach for mathematics education in early childhood on pre-service preschool teachers and preschool children. This study is conducted in phenomenological research design based on qualitative paradigm. The study groups consist of second grade 62 pre-service preschool teachers, 12 children in the age group of four to five, and 2 preschool teachers. Interview technique was used to collect the study data and descriptive analysis technique was used to analyze the obtained data. In this context, 12 weeks play and movement-based activities, containing concepts and learning outcomes for mathematics education (in the course of mathematics education in early childhood) with pre-service teacher-child interactive learning approach, were implemented. As a result of the study, it was stated by the pre-service preschool teachers that the course carried out in this way has many contributions in terms of providing classroom management, communicating effectively with the children, preparing and applying interesting activities for mathematics education, preparing for teaching profession, and raising awareness for themselves. In this context, pre-service preschool teachers’ opinions indicated that there are some challenges faced by pre-preschool teachers with regard to finding suitable activities and applying them effectively, as well as challenges based on environment-material opportunities and time management. The opinions of preschool teachers also emphasized that these processes carried out within the scope of the course have remarkable contributions both to the pre-service preschool teachers and preschool children and to the preschool teachers themselves in their development-learning dimensions. It is considered necessary to achieve sustainable contributions in the context of pre-service teacher–child–teacher, organizing courses in preschool teaching undergraduate program so that cooperation between university and school is ensured

Does group size matter in preschool teacher’s work? The skills teachers emphasise for children in preschool groups of different size

In recent years there has been a debate in the Nordic countries about group size in preschool and how it affects preschool teachers’ work and children’s wellbeing and learning. The aim of this article is to analyse and discuss how preschool teachers’ working with child groups of different sizes view the conditions for children’s learning and development related to different abilities and skills. The survey data consists of preschool teachers’ (N=698) responses to a questionnaire. The results indicated no statistically significant differences between preschool teachers’ views and emphases in groups of different sizes as regards the type of abilities in children’s learning. In all group categories, preschool teachers seem to emphasise a similar set of characteristics and social skills in children’s personal development; to be collaborative, to have respect, to have empathy and a good self-esteem or understanding of oneself

PROFESSIONAL DEVELOPMENT OF TURKISH PRESCHOOL TEACHERS DURING SUMMER HOLIDAYS

The purpose of this study is to examine the professional development of preschool teachers during summer holidays, and to develop recommendations for professional development between teaching semesters. The study is built on the basic interpretive design, with a study group of 24 preschool teachers. The data were collected through semi-structured interviews and were analyzed through content analysis. The content analysis revealed that summer holidays are basically seen as getting away from the profession and relaxation for preschool teachers, not as an opportunity for professional development. Preschool teachers found summer holidays unproductive in terms of their professional development. While the preschool teachers think that professional development activities should exist during the summer holidays, they believe that the current professional development system in Turkey does not make the idea very attractive and is considered to be efficient. The preschool teachers recommended that all professional development activities should fit with the needs of teachers, that both their personal and professional development should be supported, that holistic content should be created, that instructors specialized should be recruited, that learning methods fostering active participation and alternative assessment methods should be preferred, and that the expertise gained through professional development should be recognized, and rewarded

A study on structuring ways of preschool teachers learning mindsets through on-site training session : Focusing on remarks “remained in your mind” and “deepened your understanding of practices”

In order to depict a mechanism of preschool teachers’ ways of learning at their on-site training session, this study consists of two research projects: project 1 is to clarify preschool teachers and directors overall learning experiences through on-site training session, and project 2 is to examine ways of preschool teachers’ and directors’ learning process at their actual on-site training session. As results, the feel-secured atmosphere of on-site training session facilitates preschool teachers learning process and making practice visible and being aware of its importance through exchanging their minds and thoughts with each other are considered as what they learnt at the session. In order to give on-site training sessions a structure, it is implied that examining its phase, each teachers learning process, and their interweaving mindsets emerged between within inner-self and interaction with others is crucial

Group Formation Processes of Five-year-old Children after Trouble

This research is conducted through monitoring 27 5-years-old children and interviewing 3 preschool teachers to find out when confronting peer group trouble, preschool teachers would resort “Intervention After trouble” under which condition; if so, what’s kind of “Intervention After trouble” and the influence of the intervention behavior on the formation of peer group after the trouble. The result shows that when preschool teachers realize after they intervened once but the relationship between the parties did not return to what it was before, they would adopt “Intervention After trouble”. The “Intervention After trouble” can be divided as early stage direct intervention and latter indirect intervention. The intervention behavior act as a bridge for communication needed for formation of peer relationship. The result implies “Intervention After trouble” is an indispensable part if preschool teachers want to establish peer group respecting the children’s spontaneity