IS THERE A NEED FOR HANDICRAFT IN PRESCHOOL? ATTITUDES OF PRESCHOOL TEACHERS AND PARENTS ON INCLUDING HANDICRAFT ACTIVITIES IN THE REGULAR PRESCHOOL PROGRAM

2020 ◽  
Author(s):  
Marijana Zupanic Benic ◽  
Ivna Jambresic
Keyword(s):  
Preschool Teachers ◽  
Preschool Program ◽  
Teachers And Parents

scholarly journals What Do Preschool Teachers and Parents Think about the Influence of Screen-Time Exposure on Children’s Development? Challenges and Opportunities

2022 ◽  
Vol 12 (1) ◽  
pp. 52
Author(s):  
Rita Monteiro ◽  
Sandra Fernandes ◽  
Nuno Rocha
Keyword(s):  
Language Development ◽  
Screen Time ◽  
Preschool Teachers ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Time Exposure ◽  
Teachers And Parents ◽  
Children's Development ◽  
Children’S Development ◽  
At Home

Children’s exposure to screens has been increasing in recent years and so has the concern about its impact on children’s development. This study aims to analyze preschool teachers’ and parents’ views on the influence of screen-time exposure on children’s development. Semi-structured interviews with preschool teachers (n = 9), as well as data from a previous quantitative study, based on an online questionnaire applied to parents of children in preschool (n = 266) were used for data collection. For this study, eminently of qualitative nature, the following dimensions were analyzed: children’s habits of exposure to screens at home, changes in children’s play habits at school, strategies/methodologies used by preschool teachers, use of technologies at school and children’s language development. The results from the study with parents show that screen-time exposure of children is between 1 h to 2 h of television per day, mostly to watch cartoons. Parents also report that most of the children use vocabulary in other languages at home. Most preschool teachers agreed that children are changing their play habits and mainly their behaviors and attitudes, influenced by screen-time exposure. They believe that language development is also changing, mentioning more language problems in children. Changes in pedagogic strategies and specialized training on educational technology are needed to get closer to children’s interests.

scholarly journals The perspective of pre-school teachers and parents on the development of initiative, cooperation and creativity at preschool age

2017 ◽  
Vol 49 (2) ◽  
pp. 213-233
Author(s):  
Nada Polovina ◽  
Dragan Vesic
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Practice ◽  
Preschool Age ◽  
Balanced Development ◽  
Starting Point ◽  
Creative Behaviour ◽  
Personal Contribution ◽  
Teachers And Parents ◽  
Developmental Significance

The starting point of the paper is a conceptual model which unites the concepts of initiative, cooperation and creativity (the ICC model) in the context of the postmodern visions of the desirable changes in educational practice at preschool institutions. Considering the immediate relevance of the opinion of preschool teachers and parents for the affirmation and support of the changes in educational practice, we examined their beliefs and assessments of the meaning, significance and possible personal contribution to the development of initiative, readiness for cooperation and creative behaviour in children. Preschool teachers (N=86) and parents (N=108) of the children who attend the preschool facilities of Belgrade municipality filled in the questionnaire containing open-ended and close-ended questions. The obtained data were analysed both quantitatively and qualitatively. Research results indicate that preschool teachers and parents hold the widely accepted traditional notions of indicative aspects of initiative, cooperation and creativity. Preschool teachers ascribe the greatest developmental significance to the development of cooperation among children, which is assessed as a field in which they can provide the greatest personal contribution. This is an important difference compared to parents, who ascribe greater developmental significance to developing initiative in children. A slightly larger number of parents than preschool teachers assessed as significant the balanced development and support to initiative, readiness for cooperation and creative behaviour. The concluding part of the paper discusses the implications of the match/mismatch between the conceptualisations of the ICC model and the beliefs of preschool teachers and parents, as well as the potential of the ICC model to enhance the quality of practice in preschool education.

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2019 ◽  
pp. 1428-1453
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

A Framework of Childhood Obesity Prevention Through Game-Based Learning

2019 ◽  
pp. 154-183 ◽  
Author(s):  
Yanzhen Wang ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Childhood Obesity ◽  
Obesity Prevention ◽  
Preschool Teachers ◽  
Ecological Validity ◽  
Treatment Algorithm ◽  
Game Based Learning ◽  
Childhood Obesity Prevention ◽  
Mobile Game ◽  
Global Health Issue ◽  
Teachers And Parents

Childhood obesity is a global health issue that should be resolved in order to prevent obesity prolonged into adulthood. This chapter presents a framework of childhood obesity prevention through game-based learning among preschool children. A provisional framework was developed by adopting to the obesity treatment algorithm set by the National Institutes of Health. A mobile game titled Fight Obesity 2.0 was created to examine the validity of this provisional framework. The technical validity of the framework was checked through the International Age Rating Coalition, while the ecological validity was endorsed through interview conducted with pediatricians. The framework was revised based on the input of the validation processes. A set of guiding principles was prepared for medical professionals, game designers, preschool teachers, and parents who intend to use the revised framework of game-based childhood obesity prevention.

scholarly journals Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

2013 ◽  
Vol 6 ◽  
Author(s):  
Maria Simonsson ◽  
Ann-Marie Markström
Keyword(s):  
Social Practice ◽  
Preschool Teachers ◽  
Complete Picture ◽  
Parental Role ◽  
Professional Relationship ◽  
Assessment Practice ◽  
Collaboration And Communication ◽  
Teachers And Parents

Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an   assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

scholarly journals ANALYSIS OF THE PROBLEMS AND TYPES OF THE PRESCHOOLER SEXUALITY EDUCATIONAL SKILL FROM PARENT AND TEACHER VIEW

2020 ◽  
Vol 5 (35) ◽  
pp. 152-166
Author(s):  
Zarina Eshak ◽  
Azizah Zain ◽  
Mazlina Che Mustafa
Keyword(s):  
Preschool Children ◽  
Sex Education ◽  
School Safety ◽  
Sexuality Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Sexual Crime ◽  
Root Cause ◽  
Teachers And Parents ◽  
Home And School

The purpose of this study is to examine the issue of sexuality education in the areas of the home and school safety and to identify the types of sexuality education skills that preschool children need to learn from the perspective of teachers and parents. This study uses a quantitative approach to analyzing the questionnaire. The study sample consisted of 126 preschool teachers and parents. The findings of the study show that respondents agree that the root cause of the problem of sexual crime is the lack of exposure to sexuality education at home and at school. While the skills that are most important are the skills of taking care of yourself and others. Therefore, those involved in Preschool Education should take the initiative to provide a special sex education module for pre-schoolers to safeguard themselves.

An Investigation of the Relationship Between Preschool Teachers' Picture Story Book Reading Activities and Children's Language Development

2018 ◽  
pp. 188-220 ◽  
Author(s):  
Gülüzar Şule Tepetaş Cengiz ◽  
Mübeccel Gönen
Keyword(s):  
Language Development ◽  
Significant Relationship ◽  
Preschool Teachers ◽  
Book Reading ◽  
Study Results ◽  
Picture Story ◽  
Parents Involvement ◽  
Teachers And Parents ◽  
Reading Activities ◽  
The Relationship

This chapter examines the relationship between teachers' picture story book reading activities and 48- to 60-month-old children's language development and to identify the effect of different variables on this relationship. The study sample was composed of 208 children in classrooms for 48- to 60-month-old children and 10 teachers in five independent pre-schools in the province of Kırşehir. The data obtained in the study were analyzed by using appropriate statistical methods. Based on the study results, a significant relationship was identified between pre-school teachers' picture story book reading activities during their daily programs and language development of children. The result of the study presents the importance of picture story book reading activities for language development. Longitudinal studies that will investigate teachers' and parents' involvement in picture story book reading activities in detail and development of programs that will support children's language development are suggested in the chapter.

The Future is Created by and within Children

2007 ◽  
Vol 32 (2) ◽  
pp. 1-7 ◽  
Author(s):  
Anette Sandberg ◽  
Tuula Vuorinen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Preschool Teachers ◽  
After School ◽  
Play Intervention ◽  
Childhood Education ◽  
Research Areas ◽  
Increasing Demand ◽  
Group Interviews ◽  
Teachers And Parents

THE OVERALL AIM OF THIS STUDY was to present research areas within early childhood education in a dialogue between municipality and university. The purpose was to produce ideas and develop research in teacher education, with the hope of increasing the understanding of what kind of research is needed into early childhood education. The data collection comprised 10 focus group interviews with politicians, managers, principals, lecturers, preschool teachers and parents, as well as children in after-school recreation centres and preschools, in all a total of 46 participants. The preschool teachers and parents also answered a questionnaire. From the results, different research areas appear; those especially highlighted were play, intervention, cooperation between preschool and home, the position of preschools in relation to schools, and child group research. There was also an increasing demand for children's perspective in gender, class and ethnicity research.

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