scholarly journals The Relationship between the Factors and Conditions of the Autonomy of Preschool Teachers and Fostering the Autonomy of Preschool Children in Kindergarten

2020 ◽  
Author(s):  
Tatjana Devjak ◽  
Irena Janžekovič Žmauc ◽  
Jože Benčina
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Professional Autonomy ◽  
Actual State ◽  
Preschool Teacher ◽  
Positive Effects ◽  
Teaching Aids ◽  
The Relationship ◽  
Research Show ◽  
Stimulation Of

In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual’s autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child’s autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.

scholarly journals Natura, architektura i zabawa jako źródła przeżyć estetycznych i odkryć geometrycznych dzieci – badania w działaniu

2015 ◽  
Vol 31 (4) ◽  
pp. 101-121 ◽  
Author(s):  
Barbara Bilewicz-Kuźnia ◽  
Małgorzata Centner-Guz
Keyword(s):  
Spatial Thinking ◽  
Educational Materials ◽  
Mathematical Concepts ◽  
Passive Listening ◽  
Teaching Aids ◽  
Maria Montessori ◽  
New Phenomena ◽  
The Relationship ◽  
Stimulation Of ◽  
Child Learning

Every child has an innate sense of rhythm, beauty and harmony, enjoys observing nature and architecture, plays with the gifts of nature and decorates. As a matter of fact, in the course of such activities the child not only experiences pleasure, but also discovers new phenomena, refines visual perception and aesthetic sensitivity, constructs mathematical concepts, enters the world of geometry. The relationship between nature and art, play and culture, as well as the educational significance of observation and activity have been stressed by a number of researchers into child development, including Maria Montessori. She claimed that for a child, learning is a natural process, occurring spontaneously not thanks to passive listening, but thanks to active contact with the environment. The didactic materials she devised are characterized by purposefulness, isolated difficulty, stimulation of the child, visual beauty and order. The source of their beauty lies, above all, in their simplicity and transparency. M. Montessori’s and F. Froebel’s educational materials were the inspiration for devising original teaching aids, Esy floresy blocks. The current paper presents the methods of using them for playing, observing nature and architecture, that were validated in action research. The aim of the methodological solutions described here is to sensitize children to discovering beauty and geometrical dependencies in their surroundings, as well as to develop their spatial thinking.

scholarly journals Motivation for occupation and socio-demographic characteristics of students - future preschool teachers

2018 ◽  
pp. 95-110
Author(s):  
Sasa Dubljanin ◽  
Aleksandra Maksimovic
Keyword(s):  
Secondary School ◽  
Preschool Teachers ◽  
Personal Characteristics ◽  
Demographic Characteristics ◽  
First Year ◽  
Preschool Teacher ◽  
First Choice ◽  
The Relationship ◽  
Significant Support

Researching the motivation of students - future preschool teachers for their professional choice is important for several reasons. Relevant studies indicate that the motivation of students who have an interest for teaching is one of the most important determinants of the quality of their work and that is closely related to their later dedication to vocation and professionalism. The aim of this research was to examine the relationship between the motivation of students, future preschool teachers, for this occupation and their socio-demographic characteristics. We investigated the most important reasons that guided students in choosing a future occupation, whether they had previous experience in working with children and whether the selected studies were their first choice. Also, it was examined whether there are statistically significant differences among students in the motivation for a future call with respect to certain socio-demographic characteristics. The research involved 241 students of the first year, of which 130 students of the Faculty of Applied Studies for Preschool Teachers in Sabac and 111 students of the Faculty of Teacher Training in Belgrade, the study course for preschool teachers. The obtained results show that students who completed secondary medical school had more experience in working with children than respondents who attended another secondary school. It was also noticed that the largest number of students in the cause think that the working time of the educator is appropriate, while the smallest number of respondents agree with the perception of preschool teacher occupation as ?permanent?. The paper also concludes that a detailed introduction of socio-demographic and personal characteristics that influenced the choice of the vocation can be a significant support for the creation of programmes of initial education of preschool teachers.

scholarly journals Examination of the Relationship between the Preschool Teachers’ Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children

2017 ◽  
Vol 6 (4) ◽  
pp. 49
Author(s):  
Meryem ÇELIK
Keyword(s):  
Preschool Children ◽  
Mathematics Education ◽  
Preschool Teachers ◽  
Mathematical Development ◽  
Preschool Classrooms ◽  
Attitudes Towards Mathematics ◽  
Mathematics Development ◽  
Teachers Attitudes ◽  
Early Mathematics Education ◽  
The Relationship

This study was carried out to determine whether there is a relationship between the preschool teachers’ attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers’ attitudes towards mathematics education were measured using the “Preschool Teachers’ Attitudes towards Early Mathematics Education Determination Tool” and the levels of mathematical development in children were measured using the “Progress in Math 6 Test”. Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers’ attitudes towards mathematics and the mathematics development in 6-year-old preschool children. Furthermore, the preschool teachers’ attitudes towards mathematics were also determined to have an effect on the selection of mathematics skill areas included in the programs. According to these results, it can be said that teachers’ attitudes towards mathematics directly affect the mathematical development in children.

scholarly journals Kemampuan Orangtua dalam Melakukan Stimulasi Perkembangan Psikososial Anak Usia Prasekolah

2019 ◽  
Vol 2 (3) ◽  
pp. 123
Author(s):  
Siti Lestari ◽  
Livana PH
Keyword(s):  
Preschool Children ◽  
Psychosocial Development ◽  
Quantitative Research ◽  
City District ◽  
Study Population ◽  
Role Of Parents ◽  
Relationship Of ◽  
The Relationship ◽  
Stimulation Of

Perkembangan psikososial anak usia prasekolah perlu dilakukan stimulasi agar anak mencapai perkembangan psikososial yang normal. Pelaksanaan stimulasi perkembangan psikososial anak usia prasekolah tidak terlepas dari peran orangtua. Penelitian bertujuan untuk mengetahui kemampuan orangtua dalam melakukan stimulasi pada anak usia prasekolah. Penelitian ini merupakan penelitian kuantitatif dengan metode deskriptif analitik. Populasi peelitian ini adalah orangtua anak usia prasekolah  di TK Kecamatan Kota Kendal dengan sampel berjumlah 72 orang. Data hasil penelitian dianalisis menggunakan distribusi frekuensi. Hasil penelitian menunjukkan bahwa mayoritas orangtua mampu melakukan stimulasi perkembangan psikososial berupa melibatkan anak membantu pekerjaan rumah ibu/ ayah, memotivasi anak  bermain dengan teman sebaya dengan permainan sesuai jenis kelamin, dan memotivasi anak membantu pekerjaan sederhana di rumah (merapikan mainan, meletakkan mainan pada tempatnya). Kata kunci: kemampuan orangtua, anak usia prasekolah, perkembangan psikososial  THE RELATIONSHIP OF PSYCHOSOCIAL DEVELOPMENT WITH SCHOOL-AGE LEARNING ACHIEVEMENT ABSTRACTPsychosocial development of preschool children needs to be stimulated so that children achieve normal psychosocial development. The implementation of stimulation of the psychosocial development of preschoolers is inseparable from the role of parents. The study aims to determine the ability of parents to do stimulation in preschool children. This research is a quantitative research with descriptive analytic method. The study population was parents of preschoolers in Kendal City District Kindergarten with a sample of 72 people. Research data were analyzed using frequency distribution. The results showed that the majority of parents were able to stimulate psychosocial development in the form of involving children helping homework mom / dad, motivating children to play with peers with games according to sex, and motivating children to help simple work at home (tidying toys, putting toys in place) . Keywords: parental abilities, preschool children, psychosocial development

scholarly journals The Diffusion Mechanism of Megaproject Citizenship Behavior: The Role of Institutional Isomorphism

2021 ◽  
Vol 13 (15) ◽  
pp. 8123
Author(s):  
Delei Yang ◽  
Jun Zhu ◽  
Qingbin Cui ◽  
Qinghua He ◽  
Xian Zheng
Keyword(s):  
Structural Equation ◽  
Diffusion Mechanism ◽  
Vital Role ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Positive Effects ◽  
Diffusion Limited ◽  
The Relationship ◽  
Mimetic Isomorphism

Megaproject citizenship behavior (MCB) has been confirmed to a play vital role on megaproject performance. Although current research has argued that institution elements have had an impact on MCB diffusion, limited studies have empirically investigated the distinct effectiveness of various institution elements on driving MCB’s widespread diffusion in construction megaprojects. Based on institution theory, this study proposes a theoretical model comprising institutional elements (i.e., normative and mimetic isomorphism), owner’s support, relationship-based trust, and their effect or impact on MCB’s diffusion. Based on 171 industrial questionnaires collected from managers of contractors and designers in megaprojects. Partial least squares structural equation modeling (PLS-SEM) was used to validate the established model. The results indicated that both normative and mimetic isomorphism have positive effects on facilitating MCB diffusion, and owner’s support has shown partial mediation in promoting MCB diffusion through normative isomorphism, as well as full mediation in the promoting of MCB diffusion through mimetic isomorphism. Meanwhile, relationship-based trust exerts a positive moderating effect on the relationship between mimetic isomorphism and MCB. This study extends current literature on driving MCB diffusion from the perspective of institutional theory, contributing by providing four implications for megaprojects managers to “buy in” more extensive MCB.

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