scholarly journals The literacy preparation in Turkish preschool education

2022 ◽  
Vol 5 (1) ◽  
pp. 5-36
Author(s):  
Semra Tican Başaran ◽  
◽  
Sabri Sidekli ◽  
Keyword(s):  
Primary School ◽  
Preschool Teachers ◽  
First Graders ◽  
Preschool Education ◽  
Education Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Imperfect Knowledge ◽  
Literacy Preparation

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals ОСОБЛИВОСТІ МОНОЛОГІЧНОГО МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ ІЗ ІНТЕЛЕКТУАЛЬНИМИ ПОРУШЕННЯМИ

2020 ◽  
pp. 3-11
Author(s):  
Світлана Миронова ◽  
◽  
Наталія Бахмат
Keyword(s):  
Primary School ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
First Graders ◽  
Speech Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inclusive Schools ◽  
The Impact ◽  
Difficult Transition

One of the key competences of the New Ukrainian School is communication in native and state languages, in particular, the ability to freely express one’s own opinion, the ability to use language in the field of culture. Since the New Ukrainian School provides inclusive education for students with intellectual disabilities, teachers must have knowledge about the level of speech development of such students, its specifics. Junior schoolchildren with intellectual disabilities have a difficult transition to self-expression; own speech is insufficiently developed, fragmentary; the monologue often consists of logically unconnected parts; existing vocabulary poverty, undifferentiated understanding and use of familiar words; the construction of a coherent statement is disturbed. Underdevelopment of coherent speech affects the entire mental development of such children, the effectiveness of their learning, communication. The monologue speech of first-graders with mild intellectual disabilities was investigated, which showed their ability to perform tasks related to reliance on plot drawings or suggested words; assignments to compose one sentence than to compose stories based on a plot drawing or a series of plot drawings. Primary school teachers of inclusive schools assessed the monologue speech of their students and highlighted difficulties in their speech, not being sufficiently aware of the impact of correctional tasks in the children being taught on the development of coherent speech. Consequently, speech development of children with intellectual disabilities requires special interrelated correctional work of primary school teachers and speech therapists.

scholarly journals Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers

2021 ◽  
Vol 11 (4) ◽  
pp. 14
Author(s):  
Eusébio José Martins de Sousa ◽  
Ana Isabel Santos
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
Preschool Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Autonomous Region ◽  
Educational Transition ◽  
School Career ◽  
Preschool Educators ◽  
Educational Path

This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth.   Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

scholarly journals Strategies to Facilitate the Transition of Preschoolers from Kindergarten to School

Educatia 21 ◽  
2021 ◽  
pp. 168-174
Author(s):  
Diana-Crina Marin ◽  
◽  
Mușata Bocoș ◽  
Liliana-Camelia Mărginean ◽  
Ionela-Lucia Șeulean ◽  
...  
Keyword(s):  
Primary School ◽  
School Counselors ◽  
Preschool Education ◽  
School Experiences ◽  
Educational Institutions ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Educational Field

The purpose of this study was to establish the main strategies that teachers could apply during preschool education in order to facilitate the transition from kindergarten to school. Data were collected using an online questionnaire designed by us. 238 preschool education teachers have filled in the questionnaire. The main strategies used in order to facilitate the preschoolers’ adaptation to the school demands are visits to other educational institutions from their hometown, organizing workshops, in collaboration with primary school teachers, organizing meetings with pupils and primary school teachers, organizing didactic activities or educational workshops for parents and preschoolers, as a context for parents to present various school experiences or reading stories about school and the pupils’ life. We have also discovered that in the opinion of most of the teachers, school adaption is an easy process for most preschoolers. For some of the preschoolers, this process could be difficult, and the actions of parents, teachers, and school counselors could be very helpful. The results of this study are useful for primary school teachers, teachers for preschool education, or researchers in the educational field interested in optimizing the transition of children from kindergarten to school.

Ensuring the Continuity of Preschool and Primary School Education: Organizing Work with Children Experiencing Learning Difficulties

2021 ◽  
pp. 32-40
Author(s):  
Galina Novikova
Keyword(s):  
Primary School ◽  
First Graders ◽  
Social Groups ◽  
Learning Difficulties ◽  
Educational Programs ◽  
School Failure ◽  
School Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Teaching

The article analyzes the works of domestic teachers and psychologists, devoted to the organization of work with children experiencing difficulties in the process of mastering educational programs. On the basis of the ideas put forward by the researchers, the authors formulated and characterize the actual way of preventing the failure of first-graders - the implementation in practice of the principle of continuity of education during preschool childhood and at the first stage of school education. The urgent need for the manifestation of greater attention of primary school teachers to the analysis of the psychological and pedagogical reasons for school failure, as well as the organization of a differentiated approach to teaching children of special social groups is revealed.

scholarly journals "Læring er bare å ta trinn for trinn, det er et langt steg fra begynnelse til slutt": Noen førskolelæreres og grunnskolelæreres beskrivelser av læring og læringsprosesser i barnehage og skole

2012 ◽  
Vol 5 ◽  
Author(s):  
Anita Berge
Keyword(s):  
Primary School ◽  
Empirical Data ◽  
Preschool Teachers ◽  
Learning Processes ◽  
School Teachers ◽  
Primary School Teachers ◽  
Shed Light

Title: Learning is to take it step by step it’s a big step from beginning to the end: Teachers’ descriptions of learningand learning processes in kindergarten and primary schoolAbstract: The purpose of this article is to shed light on how teachers describe learning and the processes of learning in kindergarten and school, by metaphors. How can the metaphors contribute to understand the teachers’ interpretations and constructions of learning? Empirical data are of five preschool teachers and four primary school teachers describing how they understand and experience learning and the learning processes in kindergarten and school. Three main metaphors were identified: metaphor of craft, metaphor of movement and metaphor of balance.

scholarly journals DEVELOPING CHILD’S COMPETENCES: CONTINUITY OF PRESCHOOL AND PRIMARY EDUCATION

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Olha Kosenchuk
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Preschool Education ◽  
State Standards ◽  
School Teachers ◽  
Educational Work ◽  
Primary School Teachers ◽  
Joint Approach ◽  
Teachers And Parents ◽  
Primary School Age

The report focuses on the problem of continuity between preschool and primary education in developing a child’s competences. Modern approaches to solving the outlined issue in research and educational practices are characterised. An analysis of the content of regulatory documents, particularly the state standards of preschool and primary education, is presented to identify common approaches, values, principles, and cross-cutting competences in children’s development. It was found that for development of a competent personality in preschool and primary school age is essential not only balanced content of regulations of the mentioned levels, but also awareness of teachers and parents of the child’s age peculiarities, joint approach in selecting methods, forms, and means of educational work. The results of the research of modern practice of preschool education institutions on ensuring continuity and establishing a partnership with the primary school are given. Educators solve the problem of continuity by getting acquainted with the content of the New Ukrainian School programmes, using modern pedagogical technologies, educational work among parents, and cooperation with primary school teachers. Several organizational and pedagogical conditions are outlined, under which the continuity between preschool and primary education will be practically ensured.

Ensuring the Continuity of Preschool and Primary School Education: Organizing Work with Children Experiencing Learning Difficulties

2021 ◽  
pp. 49-52
Author(s):  
Galina Novikova
Keyword(s):  
Primary School ◽  
First Graders ◽  
Social Groups ◽  
Learning Difficulties ◽  
Educational Programs ◽  
School Failure ◽  
School Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Teaching

The article analyzes the works of domestic teachers and psychologists, devoted to the organization of work with children experiencing difficulties in the process of mastering educational programs. On the basis of the ideas put forward by the researchers, the authors formulated and characterize the actual way of preventing the failure of first-graders - the implementation in practice of the principle of continuity of education during preschool childhood and at the first stage of school education. The urgent need for the manifestation of greater attention of primary school teachers to the analysis of the psychological and pedagogical reasons for school failure, as well as the organization of a differentiated approach to teaching children of special social groups is revealed.

scholarly journals VIEWS AND ATTITUDES OF PRIMARY SCHOOL TEACHERS TOWARDS LIFE STUDIES TEACHING

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Aslı Gündoğan
Keyword(s):  
Primary School ◽  
Role Model ◽  
Attitude Scale ◽  
Mixed Design ◽  
Structured Interviews ◽  
School Teachers ◽  
Or Education ◽  
Primary School Teachers ◽  
Face To Face ◽  
Teachers Attitudes

This study aimed to determine the primary school teachers’ attitudes towards life studies teaching and their views about the teaching process. The study was conducted using the convergent parallel mixed design. The participants were 209 primary school teachers working in the central district of Uşak. In the study, the quantitative data were collected via the Life Studies Teaching Attitude Scale developed by Sarıkaya, Özgöl and Yılar (2017). The scale was administered online (Google forms). The qualitative data were collected through face-to-face semi-structured interviews. The findings obtained via the scale showed that the primary school teachers had high levels of attitudes towards the life studies course. Similarly, the qualitative findings demonstrated that the teachers expressed positive opinions about life studies teaching. From the gender perspective, the male teachers’ attitudes towards life studies teaching were higher than those of the female teachers. The teachers working in schools with low socio-economic level had lower attitudes towards life studies teaching than those working in schools with medium and high socio-economic levels. The interviews revealed that the scope of the course was very wide, which caused the teachers to have difficulty in presenting the subject. Lastly, the study highlighted problems arising from parents such as being a wrong role-model, ignoring the course, and not paying attention to values or education at home.

Sign in / Sign up

Export Citation Format

Share Document