scholarly journals Learning Activities in Preschool Classrooms: Preferences of Preschool Teachers and Views of Parents

2021 ◽  
Vol 8 (4) ◽  
pp. 186-197
Author(s):  
Ahmet Sami KONCA ◽  
Seden DEMİRTAŞ İLHAN
Keyword(s):  
Preschool Teachers ◽  
Learning Activities ◽  
Preschool Classrooms

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.

Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool

2020 ◽  
Author(s):  
Heidi M Gansen
Keyword(s):  
Middle Class ◽  
Behavior Management ◽  
Preschool Teachers ◽  
School Level ◽  
Black Boys ◽  
Low Ses ◽  
Positive Discipline ◽  
Preschool Classrooms ◽  
Punitive Discipline ◽  
Management Approaches

Abstract This article offers an expansive conceptualization and examination of young children’s experiences of school discipline inequalities, which includes the variety of behavior management approaches (i.e., punitive discipline and positive discipline) that preschool teachers differentially use in response to students’ behavior (e.g., noncompliance). I draw on data from ethnographic observations in three preschools (nine classrooms total) with different racial and socioeconomic classroom compositions. I find that teachers’ varying approaches to behavior management for students from particular racial, gender, and socioeconomic backgrounds (i.e., low-SES girls and middle-class black boys) contributes to children’s hierarchical identity groups within preschool classrooms: “good kids” vs. “troublemaking kids.” Specifically, the messages children at Imagination Center received from teachers’ differential disciplinary responses to low-SES girls’ behaviors, and the messages children at Kids Company received from teachers’ differential disciplinary responses to middle-class black boys’ behaviors, shaped their understandings of whom they should or should not associate with. The findings reveal how school-level disciplinary practices/cultures (e.g., positive discipline rather than punitive discipline) can help to alleviate disciplinary inequalities apparent in some preschool classrooms. Additionally, these data illuminate how preschool teachers’ differential approaches to behavior management affect some marginalized students’ experiences of discipline inequalities as early as preschool.

scholarly journals Preschool Children’s Learning Opportunities Using Natural Numbers in Number Row Activities

2020 ◽  
Author(s):  
Maria Alkhede ◽  
Mona Holmqvist
Keyword(s):  
Preschool Teachers ◽  
Learning Opportunities ◽  
Learning Activities ◽  
Variation Theory ◽  
Mathematical Activity ◽  
Children’S Learning ◽  
Video Recordings ◽  
Nominal Form ◽  
Limited Variation ◽  
Children's Learning

Abstract This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children’s learning opportunities during the activity. The analysis was based on variation theory and Chi’s taxonomy of learning activities. Two Swedish preschool teachers’ enactment of the same mathematical activity for 27 children aged 4–6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children’s learning differently, which is important when planning learning-based preschool activities.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

scholarly journals Teacher – Facilitator of Meaningful Learning in Preschool

2016 ◽  
Vol 8 (1) ◽  
pp. 76-81
Author(s):  
Ligita Priede ◽  
Dagnija Vigule
Keyword(s):  
Preschool Teachers ◽  
Cognitive Activity ◽  
Meaningful Learning ◽  
Theoretical Background ◽  
Learning Activities ◽  
Structural Elements ◽  
Freedom Of Choice ◽  
Development Level ◽  
It Planning ◽  
The Many

AbstractActivity is one of the key structural elements of free, independent and creative personality. Independence of child is closely related to cognitive activity and the need to satisfy it. Planning of pedagogical process in pre-school should be based on the fact, understanding that child is learning via voluntary investigating, doing and solving issues of a cognitive character. While in the middle of a learning process, child is not learning to remember certain facts, but cognises oneself and own abilities. By keeping the balance between promotion of child’s own discoveries and direct teaching, the teacher helps in finding answers to the many questions child has, thus promoting cognition and creative activity thereof. If an adult tells pre-schooler what he should or should not do and makes him to accomplish certain tasks, cognition activity of child is not satisfied and learning has not taken place. Moreover, if the tasks are the same and given to all children in the same time, child’s individuality, development level of each particular child and freedom of choice are disregarded. This research is aimed at theoretical and empirical study of preconditions for meaningful learning in preschool. The theoretical background of the research consists of findings about learning activities of pre-schoolers published by pedagogues and psychologists known both in Latvia and abroad. Within the framework of the issue to be researched, the following was analysed: experience of preschool teachers in divided into frequency and interpretation (by using descriptive and inferential statistics (IBM SPSS Statistics-v19.0)), and experience of pre-schoolers at older age when working with worksheets.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2022 ◽  
pp. 807-823
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

The Effects of Interactive Multimedia iPad E-Books on Preschoolers' Literacy

2015 ◽  
pp. 139-155
Author(s):  
Marisol Estevez-Menendez ◽  
Heejung An ◽  
Janis Strasser
Keyword(s):  
Early Childhood ◽  
New Jersey ◽  
Early Childhood Education ◽  
Interactive Multimedia ◽  
Preschool Teachers ◽  
Story Comprehension ◽  
Electronic Books ◽  
Childhood Education ◽  
Preschool Classrooms ◽  
Reading Activities

As tablet technology becomes more widely available for preschoolers at home and at school, it is necessary to examine the effects of these tools in early childhood education classrooms. This chapter focuses on the use of iPad electronic books (e-books) and their effects on preschoolers' understanding of vocabulary and story comprehension as well as engagement during reading activities in an urban New Jersey school. The results of this study highlight the positive ways in which iPad e-books can be used to support literacy in preschool classrooms. This chapter also includes recommendations for preschool teachers who may be considering using e-books in their classrooms.

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