Children’s Verbal Play in a Korean Preschool Classroom

2021 ◽  
Vol 27 (2) ◽  
pp. 105-142
Author(s):  
Junehui Ahn
Keyword(s):  
Preschool Classroom

“It’s Everyone’s iPad”: Tablet use in a play-based preschool classroom

2021 ◽  
pp. 1476718X2098383
Author(s):  
Victoria B Fantozzi
Keyword(s):  
Preschool Classroom ◽  
Preschool Setting

Although existing literature has established that technologies are utilized in play and can be supportive of learning, utilization of technologies in play-based classrooms is not commonplace. This study is an holistic examination of a successful 2-year process of integrating an iPad into a play-based preschool setting. Each year the use of the iPad increased, demonstrating its applicability in a play-based environment. This study adds to the existing research base by examining the confluence of actors in a play-based setting. As the iPad became a part of the classroom, new practices began to emerge as the children, teachers, and families began using it for their own purposes.

Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment

2015 ◽  
Vol 39 ◽  
pp. 1-13 ◽  
Author(s):  
Katherine W. Paschall ◽  
Henry Gonzalez ◽  
Jennifer A. Mortensen ◽  
Melissa A. Barnett ◽  
Ann M. Mastergeorge
Keyword(s):  
Parenting Styles ◽  
Negative Emotionality ◽  
Preschool Classroom ◽  
Classroom Adjustment

Influence of Communicative Competence on Peer Preferences in a Preschool Classroom

1994 ◽  
Vol 37 (4) ◽  
pp. 913-923 ◽  
Author(s):  
Bethany L. Gertner ◽  
Mabel L. Rice ◽  
Pamela A. Hadley
Keyword(s):  
Peer Relationships ◽  
Social Acceptance ◽  
Communicative Competence ◽  
Language Skills ◽  
Social Consequences ◽  
Linguistic Competence ◽  
Single Word ◽  
Preschool Classroom ◽  
Communication Ability ◽  
Peer Popularity

Recent research suggests that children’s linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children’s peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children’s positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the Disliked or Low Impact cells. In addition, the PPVT-R, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.

The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes

2018 ◽  
Vol 39 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Ragan H. McLeod ◽  
Ann P. Kaiser ◽  
Jessica K. Hardy
Keyword(s):  
Head Start ◽  
Vocabulary Instruction ◽  
Vocabulary Development ◽  
Book Reading ◽  
Descriptive Data ◽  
Teacher Strategies ◽  
Preschool Classroom ◽  
Milieu Teaching ◽  
Head Start Teacher ◽  
Enhanced Milieu Teaching

Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and the relation between teachers’ vocabulary use and children’s vocabulary outcomes. One Enhanced Milieu Teaching (EMT) session for each of 53 teacher–child dyads was transcribed and coded for teacher use of target and sophisticated vocabulary, use of teacher strategies to support vocabulary development, and child use of vocabulary. Descriptive data indicate variability for both teacher and child vocabulary use in the play sessions. Both teacher total number of vocabulary words and vocabulary supports were significantly related to child vocabulary use within sessions. Implications for practice are discussed.

scholarly journals KEBOLEHGUNAAN MODEL PENGURUSAN BILIK DARJAH PRASEKOLAH BERASASKAN EMPAT DIMENSI PENGURUSAN BILIK DARJAH [THE USABILITY OF PRESCHOOL CLASSROOM MANAGEMENT MODEL BASED ON FOUR DIMENSIONS OF CLASSROOM MANAGEMENT]

2020 ◽  
pp. 90-98
Author(s):  
Noor Azman Hanif ◽  
Mazlina Che Mustafa ◽  
Hamidah Yusof
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Preschool Teachers ◽  
Management Model ◽  
Research Approach ◽  
Preschool Classroom ◽  
Four Dimensions ◽  
Preschool Classrooms ◽  
Usability Assessment ◽  
Evaluation Phase

The study was conducted to obtain the respondents' agreement via the usability assesment toward the preschool classroom management model that has been developed.. The focus of the main components of the preschool classroom management model are dimension of the physical management of the classroom environment, dimension of the planning management and program/activitiy implementation, dimension of the child behaviour management in the classroom and dimension of the interaction and relationship management. The preschool classrooms managed by preschool teachers such as furniture layout, activities and learning materials provided by them are still inadequate and do not encourage children's learning. Therefore, the study conducted is to ensure that the model developed is appropriate and able to be used by the preschool teachers in managing preschool classroom. This study uses a design and development research approach that involves the evaluation phase of model usability. During the evaluation phase of model usability, the researcher uses modified nominal technique to identify the suitability as well as customer’s satisfaction and their perception toward the developing model. The results of the usability assessment shows that all of the 30 respondents agreed that the model developed in this study could be used as a guide for preschool teachers. The respondents also agreed that the model is very practical for preschool teachers to be implemented in the preschool classroom because the content of the model covers aspects that teachers need to take into account in order to manage the preschool classroom more effectively.

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