scholarly journals Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs Yıldız Güven1, Cihat Gültekin1, A. Beyzanur Dedeoğlu1

2020 ◽  
Vol 8 (3) ◽  
pp. 32
Author(s):  
Yildiz Guven ◽  
Cihat Gültekin ◽  
A. Beyzanur Dedeoğlu
Keyword(s):  
Preschool Children ◽  
Education Program ◽  
Preschool Education ◽  
Education Level ◽  
Previous Experience ◽  
Measurement Tool ◽  
Ministry Of Education ◽  
Preschool Attendance ◽  
National Education ◽  
Significant Difference

According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study.The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

scholarly journals Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

2019 ◽  
Vol 8 (5) ◽  
pp. 193
Author(s):  
Fatma Ozkur ◽  
Gokhan Duman
Keyword(s):  
Preschool Children ◽  
Social Relations ◽  
Education Program ◽  
Motor Coordination ◽  
Self Regulation ◽  
Preschool Education ◽  
Control Group ◽  
Movement Education ◽  
Visual Motor Coordination ◽  
Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

scholarly journals Challenges Of Creativity And Competence Of Children In Early Childhood Education

2020 ◽  
Vol 02 (10) ◽  
pp. 205-212
Author(s):  
Rizaeva Munisaxon Mahkamovna ◽  
◽  
◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Creative Thinking ◽  
Positive Impact ◽  
Learning Experience ◽  
Preschool Education ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Post Test

Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

scholarly journals Preschool teachers and the selection of lyllabies in activities with preschool children

2020 ◽  
Vol 33 (4) ◽  
pp. 48-60
Author(s):  
Ljiljana Kostić ◽  
Daliborka Purić
Keyword(s):  
Preschool Children ◽  
Speech Perception ◽  
Social Development ◽  
Education Program ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Literary Form ◽  
Educational Policies ◽  
Educational Goals ◽  
Selection Of

Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

scholarly journals Effectiveness of a Physical Education Program on the Motor and Pre-literacy Skills of Preschoolers From the Training-To-Health Project: A Focus on Weight Status

2020 ◽  
Vol 2 ◽  
Author(s):  
Giuseppe Battaglia ◽  
Valerio Giustino ◽  
Garden Tabacchi ◽  
Marianna Alesi ◽  
Claudia Galassi ◽  
...  
Keyword(s):  
Preschool Children ◽  
Physical Education ◽  
Education Program ◽  
Cognitive Functions ◽  
Weight Status ◽  
Body Awareness ◽  
Literacy Skills ◽  
Object Control ◽  
Significant Difference ◽  
Health Project

Many studies reported a positive relationship between motor skills, cognitive functions, and school performance in school-age children; however, little is known in preschool children. The aim of the present study was to demonstrate the effectiveness of a physical education program (PEP) on locomotor, object control skills, and pre-literacy cognitive functions in a wide population of preschoolers and verify whether weight status could influence these abilities. In the context of the Training-to-Health Project, a sample of 1,029 preschoolers was recruited in kindergartens from the urban area of Palermo (Italy). Their gross motor and pre-literacy skills were tested before (PRE) and after (POST) following 16 weeks (2 h/week) of a PEP, which included ludic-motor activities aimed at developing body awareness and fundamental motor and perceptual-sensory skills. Analyses of variance (ANOVA) were performed to assess the skills before and after the intervention and to evaluate the effect of different categories of weight status on the examined variables. Regression analyses were conducted to confirm the hypothesized interrelationship between motor and pre-literacy skills in the considered sample. Both locomotor/object control and pre-literacy skills were significantly higher in children after the PEP (p < 0.05). We found 23% of overweight children and no significant difference between weight status classes in both PRE and POST PEP groups. In the POST group, higher locomotor and object control skills were mostly associated with better pre-literacy skills. This study shows that PEP was effective in improving both motor and pre-literacy skills in preschoolers independently from age and gender, while weight status did not affect these skills suggesting that this program can be administrated indifferently in children with different categories of weight status. Therefore, PEP could be a decisive education strategy to enhance motor and cognitive learning in preschool children and to achieve successful academic outcomes.

scholarly journals Pengetahuan Guru Pendidikan Islam Prasekolah dalam Rangka Pembangunan Tamadun Ummah

2016 ◽  
Vol 8 (3-2) ◽  
Author(s):  
Sofiah Mohamed ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Preschool Children ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Analysis Data ◽  
Observation Data ◽  
Ministry Of Education ◽  
Study Approach ◽  
State Education ◽  
School Teaching ◽  
Study Participants

This aim of the research to explore the knowledge of Islamic education preschool teacher’s about the development of preschool children and to determine the implementation of that knowledge in teaching and learning. This study is a qualitative case study approach with the main instrument is observation methods. These observation data triangulate with interviews and document analysis data. Selection of study participants using purposeful sampling aimed those who experienced the pre-school teaching for more than three years, have participated in courses and training of the Ministry of Education (MOE) and volunteered to participate in the study. The results found that teachers who participated in the study had a source of knowledge about the development of preschool children through courses, training and experience. Study participants have been practicing existing knowledge in the implementation of teaching and learning in the classroom. Teachers can also perform knowledge coincide with the objectives of preschool education. Insights data generating Preschool Teacher’s Knowledge Model proposed to the District Education Office (PPD), the State Education Department (JPN), Ministry of Education (MOE), the private sector, teachers, and parents in order to attempt the education of children in preschool.

MOTIVATION IN PRESCHOOL CHILDREN: THE EFFECT OF THE SUPPORTIVE EDUCATION PROGRAM

2021 ◽  
Vol 8 (21) ◽  
pp. 68-87
Author(s):  
Mehlika KÖYCEĞİZ GÖZELER ◽  
Saide ÖZBEY
Keyword(s):  
Preschool Children ◽  
Intrinsic Motivation ◽  
Training Program ◽  
Education Program ◽  
Mixed Model ◽  
Work Group ◽  
City Centre ◽  
Control Group ◽  
National Education ◽  
Experimental Group

The aim of the study is to examine the effect of the Intrinsic Motivation Supportive Education Program on the motivation levels of preschool children. The study model has been planned as a mixed model. Quantitative dimension included the use of pretest-posttest experimental design with control group; qualitative dimension included the use of basic qualitative study design. The work group of the study consists of f 48-72 months old children the kindergartens of the schools affiliated to the Ministry of National Education, selected by random sampling method, located in a district with a low socioeconomic level in the city centre of Erzurum. Data were obtained by using "Motivation Scale for Preschool Children (DMQ18)" and Teacher Interview Form. Intrinsic Motivation Supportive Education Program consists of 4 subscales Attention and Problem Solving, Self Perception and Association, Independence and Self Discipline and Emotion Regulation and 72 integrated activities, with six activities from each dimension. Program was implemented 5 days a week and for 5 weeks. As a result of the analysis of the posttests taken after the program, the difference between the posttest scores of the experimental and control groups was statistically significant in favor of the experimental group (p <0.05); In the retention test regarding the permanence of the training program, it was determined that the effect of the training program increased in the experimental group (p <0.05).

scholarly journals Analysis of the Effect of Scamper Education Program on five-year-old children’s creativity

2016 ◽  
Vol 13 (3) ◽  
pp. 5968
Author(s):  
Nazan Kaytez ◽  
Abide Güngör Aytar
Keyword(s):  
Education Program ◽  
Personal Information ◽  
Control Group ◽  
National Education ◽  
Creative Behavior ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

This study is conducted with a view to examine the effect of Scamper Education Program on five-year-old children’s creativity. Study group of the research consists of a total of 40 children including an experimental group of 20 five-year-old children and a control group of 20 children attending kindergarten affiliated to Directorate of National Education in Çankırı city center. In the research, an experimental model with pretest, posttest, follow-up test control group was used. Children in the experimental group were applied with Scamper Education Program two days a week for a period of eight weeks. The children in the control group continued their own training programs. As the data collection tool in the study, “Personal Information Form” and “Creative Behavior and Personality Traits Scale were used.  Single factor covariance analysis (ANCOVA) and t test were used for data analysis. As a result of the research, it has been determined that there is a significant difference between creativity score averages of children in the experiment and control group (p<0.001), there is no significant differences between post-test and follow-up test score averages of children in the experiment group (p>0.05). This result shows that Scamper Education Program provided to the experimental group is effective in creativity of children.

scholarly journals The Effect of Psycho-Education Program Developed for Sexual Abuse on Counseling Teachers’ Reporting Sexual Abuse and Information and Risk Recognition Attitudes

2020 ◽  
Vol 8 (4) ◽  
pp. 74
Author(s):  
Adem Peker ◽  
Serkan Cengiz ◽  
Aynur Karabacak Çelik
Keyword(s):  
Sexual Abuse ◽  
Education Program ◽  
Control Group ◽  
Emotional Symptoms ◽  
Risk Recognition ◽  
National Education ◽  
Significant Difference ◽  
Teachers Attitudes ◽  
Dependent Samples ◽  
Experimental Group

This study aimed to analyze the effect of the psycho-education program for sexual abuse on counseling teachers’ attitudes towards reporting sexual abuse and their knowledge and risk recognition levels. The research was by using the embedded design, one of the mixed method approaches. In the quantitative dimension of the studyquasiexperimental designwith pretest-posttest groups was performed, while in the qualitative dimension, the opinions of counselors were included. The study group of the research consisted of eight counselors in the experimental group and eight counselors in the control group, working in schools affiliated to the Ministry of National Education. A two-Factor ANOVA model for mixed measurements was utilized to analyze the experimental study. Paired t-test for dependent samples was used to analyze the pretest and posttest scores of the participants. Content analysis was used in the analysis of qualitative data. The quantitative findings of the study showed that the psycho-education program applied to the experimental group displayed a significant difference between the counseling teachers’ attitudes towards reporting sexual abuse and their knowledge and risk recognition levels compared to the control group. In the qualitative results of the study, it was observed that the counselors classified the characteristics of children at risk in terms of exposure to sexual abuse under the two themes of family factors and lack of social skills. In another result, it was discovered that children exposed to sexual abuse displayed behavioral and emotional symptoms. It is thought that the training that counselors will receive in schools on sexual abuse will be beneficial for the protection of the mental health of children and young people.

EXAMİNİNG TEACHERS’ LİFELONG LEARNİNG TENDENCİES

2021 ◽  
Vol 6 (11) ◽  
pp. 98-106
Author(s):  
Gözde Sezen GÜLTEKİN ◽  
Fatma Betül YAZAR
Keyword(s):  
Lifelong Learning ◽  
Research Method ◽  
Education Level ◽  
Ministry Of Education ◽  
Data Collection Tool ◽  
Descriptive Research ◽  
Explanatory Factor Analysis ◽  
Significant Difference ◽  
Package Program ◽  
Sample Method

Having the ability of lifelong learning is essential for teachers in the manner of guidance of the society. The aim of this research is examining the ability of lifelong learning of teachers. The set of this research consists 124 teachers who is elected by random sample method and works in schools of Ministry of Education. Quantitative approaches based on this study is descriptive research method of survery model. the "Lifelong Learning Tendencies Scale" was used by Coskun Diker (2009) as the data collection tool in the study,. It was determined that the scale consists of four sub-dimensions: motivation, persistence, lack of regulation of learning, and lack of curiosity, as the results of the explanatory factor analysis. The Cronbach alpha internal consistency coefficient of the scale which consists of 27 items was found as 0.89. The data were analyzed on the basis of gender, age, education level and seniority. SPSS 18. Package program was used to analyze the data. It was revealed that the teachers do not show a significant difference in all sub-dimensions in the Lifelong Learning Scale at the end of the study.

Sign in / Sign up

Export Citation Format

Share Document