scholarly journals Beyond Autonomy? Moral Socialization Goals of German and Indonesian Preschool Teachers

2020 ◽  
Vol 51 (6) ◽  
pp. 456-474
Author(s):  
Melanie Schwarz ◽  
Sri Indah Pujiastuti ◽  
Manfred Holodynski
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Religious Affiliation ◽  
Contextual Influences ◽  
Confirmatory Factor Analyses ◽  
Cultural Contexts ◽  
Moral Socialization ◽  
Socialization Goals ◽  
Values Assessment ◽  
Socialization Agents

The moral socialization of preschool children has so far mostly been investigated in the informal context of family, but with an increasing institutionalization of early childhood education worldwide, preschool teachers now play a prominent role as moral socialization agents. Accordingly, we investigated the institutional moral socialization of the three ethics of Autonomy, Community, and Divinity in two different cultural contexts. Preschool teachers (PTs) from urban German ( n = 73) and Indonesian ( n = 135) contexts completed a paper–pencil survey assessing their moral socialization goals for preschool children concerning the three ethics via the Ethical Values Assessment (EVA_S). Confirmatory factor analyses were carried out separately for the German and Indonesian samples and confirmed the proposed three-factor structure. Measurement invariance tests for the EVA_S indicated metric, but not scalar invariance. Thus, subsequent intra- and cross-cultural analyses were conducted with centered values. The results indicate that German PTs emphasized the ethic of Autonomy for moral socialization, while Indonesian PTs promoted the ethic of Divinity. Across cultures, Autonomy and Divinity socialization goals correlated with the PTs’ preference of the ethics in their moral reasoning. Furthermore, Divinity socialization goals were related to the PTs’ religiosity and their preschools having a religious affiliation in both cultural contexts. These findings contribute to our understanding of institutional moral socialization and cultural as well as subcultural contextual influences.

scholarly journals Mindful parenting and behavioural problems in preschool children

2020 ◽  
Vol 56 (1) ◽  
pp. 44-57 ◽  
Author(s):  
Toni Maglica ◽  
Ina Reić Ercegovac ◽  
Maja Ljubetić
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Preschool Teachers ◽  
Mindful Parenting ◽  
Behavioural Problems ◽  
Mothers And Fathers ◽  
Parental Awareness ◽  
Empathic Understanding ◽  
Externalising Problems ◽  
Development Outcomes

The aim of this research was to find out if mindful parenting contributes to internalised and externalised problems in preschool children. A total of 168 mothers, fathers and preschool teachers took part in the research, which assesses the extent of internalised and externalised problems in 76 preschool children. Additionally, both parents completed the Mindfulness in Parenting Questionnaire. Results showed that internalised and externalised problems were significantly correlated, with externalised problems being more prominent in boys. Mothers and fathers differed only in one aspect of mindful parenting, empathic understanding for the child, which was higher in mothers. When analysing differences in mindful parenting of boys/girls, the results showed that fathers of boys have higher parental awareness than fathers of girls, while there were no other significant differences. Mindful parenting did not prove significant in predicting internalised problems of preschool children. In contrast, the results showed that 30% of externalised problems in children can be explained by the child’s gender and by mindful parenting from both parents. These findings point to some differences between mothers and fathers contributing to externalised problems. Specifically, the father’s focusing attention on the child with acceptance and the mother’s self-efficacy were related to lower externalising problems, while the father’s empathic understanding of the child and mother’s non-reactivity were related to more externalising problems in children. The results are discussed in the context of existing knowledge about implicit parenting and child development outcomes.

scholarly journals Studentsko planiranje situacija učenja likovnog vaspitanja: uticaj tematskog okvira na ispravnost definisanja likovnog problema i likovne teme za likovnu aktivnost

2021 ◽  
Vol 18 (1) ◽  
pp. 287-301
Author(s):  
Jovana Đorđević ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Pedagogical Practice ◽  
Fall Semester ◽  
Factors Affecting ◽  
Art Activities ◽  
Faculty Of Education ◽  
Pedagogical Research ◽  
Art Course ◽  
Performing Art

This paper presents the results of an action pedagogical research, conducted within the course Methodical practicum of teaching art with students, future preschool teachers, at the Faculty of Education in Jagodina. The aim of the research is to enhance pedagogical practice regarding practical preparation of students for planning and performing art activities with preschool children. The main focus was on students’ compe- tencies for defining art theme and pedagogical art problem of the activity. The research was based on the assumption that students find it difficult to imagine and extract an art theme from the generalized thematic scope, given by preschool teachers ‒ mentors. By changing this variable, the research tested correctness of the assumption by analyzing quality and correctness of students’ work developed on the basis of art-themed scope, instead of generalized ones. The research took three months of the fall semester in 2020/2021 and included 73 students’ written plans for art activities. Based on this sample, supported with an additional survey students took part in, the analysis resulted in conclusion that imply different factors affecting students’ efficiency regarding their work within Methodical practicum of teaching art course, but evidently supporting primary thesis that art-themed scope of tasks results with significant number of correctly defined art activity themes and problems. The results of the research can be utilized in order to reevaluate and improve methods and approaches to developing students’ competencies to work in the field of art educa- tion with preschool children efficiently by understanding difficult points in students’ learning proces

scholarly journals FEATURES OF READINESS OF TEACHERS OF PRESCHOOL ORGANIZATIONS FOR THE DEVELOPMENT OF LOGICAL THINKING OF PRESCHOOL CHILDREN

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.A SHINKAREVA ◽  
◽  
T.V DROBYAZGIN ◽  
Keyword(s):  
Professional Development ◽  
Preschool Children ◽  
Preschool Teachers ◽  
Logical Thinking ◽  
Surrounding World ◽  
The Subject ◽  
Teacher Readiness ◽  
Flow Of Information ◽  
Content Characteristics

The article deals with the problem of professional development of preschool teachers in modern conditions, the relevance of improving competence in the development of logical thinking of preschool children. The need for teachers to master the skills associated with the development of logical thinking of preschool children is due to many factors: preparation for school, the sensitivity of the period, the importance of developing the ability to process the increasing flow of information coming from the surrounding world. When determining the content characteristics of the problem, the concept of "teacher readiness" is highlighted and the analysis of positions relative to this concept is presented. The article describes the subject content of the components of teachers 'readiness to develop logical thinking, defines the structure and criteria of teachers' readiness to develop logical thinking in preschool children, and selects methods for evaluating them.

scholarly journals USING THE POTENTIAL OF A TOY BOOK IN THE PREPARATION OF BACHELOR STUDENTS IN THE FIELD OF MATHEMATICAL EDUCATION OF PRESCHOOL CHILDREN

2021 ◽  
Vol 2 ◽  
pp. 671-686
Author(s):  
Tatiana Alekseeva ◽  
Irina Mikhailova
Keyword(s):  
Preschool Children ◽  
Creative Thinking ◽  
Statistical Data ◽  
Preschool Teachers ◽  
Theoretical Description ◽  
Mathematical Education ◽  
Mathematical Concepts ◽  
Mathematical Content ◽  
Internet Resources ◽  
Literary Sources

The article outlines the problem of using the potential of toy books in preparing bachelor students for purposeful work on the formation of mathematical concepts in preschool children and suggests the idea of organizing the creative activity of students to design toy books with mathematical content.The article contains an overview of classifications of toy books, pedagogically characterized and methodically described examples-constructs of various types of toy books created by bachelor students. The pedagogical potential of these constructs allows us in this work to consider a toy book as a means of mathematical education for preschool children.The purpose of the study is a theoretical description and empirical understanding of the advantages of using the potential of a toy book with mathematical content in the educational activities of a university for the development of creative thinking of future preschool teachers. To achieve the goal, the following methods were used: theoretical analysis of literary sources, Internet resources, analysis of statistical data and a pedagogical experiment.The results of the study showed difficulties in mastering the method of designing a toy book with mathematical content, revealed the preferences of future educators-educators in choosing one or another type of toy book that dominates in its content a mathematical topic and methodological features of its implementation in the presented design form.The conducted research and analysis of the results allowed us to obtain data on the importance of including in the process of training future teachers-educators a creative technique - the design of toy books with mathematical content. 

scholarly journals Measuring Preschool Children Temperament: Implications for Preschool Care and Education Practice

2015 ◽  
Vol 4 (3) ◽  
pp. 280 ◽  
Author(s):  
Sanja Tatalović Vorkapić ◽  
Darko Lončarić
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Educational Process ◽  
Education Practice ◽  
Gender And Age ◽  
Oblimin Rotation ◽  
Gender And Age Differences ◽  
And Gender ◽  
Age Range

<div><p class="hppag28TextAbstract">With the aim of measuring preschool children temperament, EASI temperament Survey has been applied. Preschool teachers (N=192), all female, rated a total of N=3275 children (1612 girls and 1639 boys) with mean age M 4.368 (SD=1.482) within age range between 7 months and 7.7 years. Validation for the instrument was run. Factor analysis on principal components with Oblimin rotation and reliability analysis were performed on data based on preschool teachers’ ratings. Three-factor solution has been determined: Emotionality, Activity and Sociability, which have explained 57.427% variance. As it was expected, impulsivity component was not replicated. Subscales inter-correlations and gender and age differences confirmed results from prior research. Overall, the findings were discussed within the frame of preschool children temperament development and variables related to the characteristics of observers. Several significant implications for preschool teachers practice and the quality of educational process have been emphasized</p></div>

scholarly journals Storybook reading strategies to enhance English skills with preschool children in Honduras

2019 ◽  
Vol 26 (41) ◽  
pp. 46-68
Author(s):  
Milena Máximo
Keyword(s):  
Preschool Children ◽  
Reading Strategies ◽  
Preschool Teachers ◽  
Educational Experience ◽  
Storybook Reading ◽  
Bilingual Schools ◽  
Reading Activities ◽  
Productive Time

Storybook reading is an effective tool in the classroom. It goes beyond a time of enjoyment; it can also be an ideal strategy for working in various areas and contents. It is thinking on this input of storybook reading that preschool teachers must value the practice of reading stories as a productive time in the class. It is important for educators to know the strategies used for reading story books, and applying them appropriately in the classroom, to make it a fun and educational experience for the teacher and the students. This article introduces the use of reading strategies used by the preschool teachers in some bilingual schools in Tegucigalpa. Also, the article shows the results from the observation of these reading activities. The findings of this study show how some teachers in this country use storybooks to teach English.

scholarly journals Relevance of Social Studies Curriculum Content for Enhancing Responsibility among Preschool Children in Nairobi County, Kenya

2018 ◽  
Vol 5 (2) ◽  
pp. 205
Author(s):  
Ganira Khavugwi Lilian ◽  
Odundo Amollo Paul ◽  
Gatumu Jane C ◽  
Muasya Juliet Njeri
Keyword(s):  
Preschool Children ◽  
Social Studies ◽  
Sense Of Belonging ◽  
Social Issues ◽  
Preschool Teachers ◽  
Curriculum Content ◽  
Social Studies Curriculum ◽  
The Social ◽  
Civic Practice ◽  
Just Society

Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible citizens within a community. The target population was 98 preschool teachers purposely sampled from 211 preschools. Questionnaire for preschool teachers were used as the main data collection instrument. Quantitative data was summarized and organized according to research questions and arranged into themes for analysis. The findings indicated that social studies curriculum content is relevant in enhancing responsibility among preschool children. The study recommends that teachers should plan, design class environment and the social studies instruction in ways that cultivate effective civic practice of responsibility.

THE CONDITION OF WORK OF PRESCHOOL EDUCATION ESTABLISHMENTS FORMING VALUE ORIENTATIONS OF SENIOR PRESCHOOL AGED CHILDREN THROUGH THE ACTIVE GAMES

2019 ◽  
pp. 92-97
Author(s):  
О. Puyo
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Value Orientations ◽  
Educational Process ◽  
Team Interaction ◽  
Analytical Review ◽  
To Receive ◽  
Comprehensive Study

The article covers the results of analysis of annual plans of preschool establishments in order to ascertain the role of active games in the process of formation of value orientations of senior preschool children. An analytical review of the curricula of senior preschool education educators has been made concerning the problem of forming the values of communication of preschoolers, such as interaction, empathy, responsibility. The existence of a description of the manual of the preschool children’s play game is developed in order to create value orientations. The peculiarities of the use of active games by educators in the educational process are revealed. Conclusions about the importance of active games in the life of senior preschool children are made. Identify the favorite types of active games for preschoolers and individual games that are most popular. The ability of children to express sympathy, team interaction, responsibility in a playing situation during an active game contributing to the formation of these values are analyzed. The ability of senior preschool children to receive help from a friend during an active game is highlighted. The reflection regularity preschool teachers as a result of an active game and the main tasks that educators decide through the reflection is revealed. The level of formation of communication values of senior preschool children according to the results of the survey of educators has been determined. Features of the manifestation of value orientations of senior preschool children during game situations are considered. On the basis of a comprehensive study: annual plans of preschool establishments, calendar plans of educators of senior preschool children, questionnaires of teachers, the state of work of preschool establishments is determined in relation to the formation of value orientations of senior preschool children through the active games.

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