Chinese Kindergarten Teachers’ Perceived Changes in Their Teaching Philosophies and Practices: A Case Study in a University-Affiliated Program

2014 ◽  
Vol 46 (2) ◽  
pp. 231-252 ◽  
Author(s):  
Bronwyn S. Fees ◽  
LuAnn Hoover ◽  
Fuming Zheng
Keyword(s):  
Kindergarten Teachers ◽  
Teaching Philosophies ◽  
Chinese Kindergarten

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.

Chinese kindergarten teachers’ beliefs about young children’s classroom social behavior

2016 ◽  
Vol 36 ◽  
pp. 122-132 ◽  
Author(s):  
Yan Li ◽  
Robert J. Coplan ◽  
Kristen A. Archbell ◽  
Amanda Bullock ◽  
Lu Chen
Keyword(s):  
Social Behavior ◽  
Kindergarten Teachers ◽  
Teachers Beliefs ◽  
Chinese Kindergarten

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.

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