Barriers to the Use of Games-Based Learning in Pre-School Settings

2022 ◽  
pp. 1639-1654
Author(s):  
Dionysios Manesis
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Digital Games ◽  
Early Childhood Classroom ◽  
School Teachers ◽  
Public And Private ◽  
Major Barrier ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Adoption And Implementation

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

Barriers to the Use of Games-Based Learning in Pre-School Settings

2020 ◽  
Vol 10 (3) ◽  
pp. 47-61
Author(s):  
Dionysios Manesis
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Digital Games ◽  
Early Childhood Classroom ◽  
School Teachers ◽  
Public And Private ◽  
Major Barrier ◽  
Positive Attitudes ◽  
Frequent Use ◽  
Adoption And Implementation

The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.

scholarly journals Relevant Work Factors Associated with Voice Disorders in Early Childhood Teachers: A Comparison between Kindergarten and Elementary School Teachers in Yancheng, China

2020 ◽  
Vol 17 (9) ◽  
pp. 3081
Author(s):  
Yaping Tao ◽  
Charles Tzu-Chi Lee ◽  
Yih-Jin Hu ◽  
Qiang Liu
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
Early Childhood Teachers ◽  
Voice Disorders ◽  
Kindergarten Teachers ◽  
School Type ◽  
School Teachers ◽  
The Voice

Background: Early childhood teachers consist of kindergarten and elementary school teachers in the lower grades. Young children at school may increase the vocal load of these teachers. Therefore, the objectives of this study were to determine the prevalence of voice disorders and the associated factors in early childhood teachers, and to determine if differences exist between kindergarten and elementary school teachers. Method: A cross-sectional survey was performed in July 2019 as a network questionnaire. Through cluster sampling, teachers (n = 414) from all five public kindergartens (n = 211) in the urban area of Yancheng, China, and four public elementary schools (n = 203) in the same school district participated in this study. Multivariate logistic regression models were used to analyze the associations among the prevalence of voice disorders in the teachers, school type, and relevant factors. Results: Our results indicated, based on the Voice Handicap Index scale (VHI-10, China), that the prevalence of voice disorders in early childhood teachers was 59.7%, while that in elementary school teachers (65.5%) was significantly higher than that in kindergarten teachers (54.0%) during the previous semester. Contributing factors included daily class hours, classroom air humidity, and speaking loudly during teaching. Additionally, certain types of voice usage in teaching such as falsetto speak, speaking more than other teachers, not using vocal techniques, and habitual voice clearing, were significantly associated with voice disorders. Conclusion: Most early childhood teachers have voice disorders. Compared with the kindergarten teachers, the elementary school teachers experienced a significantly higher prevalence of voice disorders. Several factors among work organization, work environment, and types of voice usage in teaching were associated with the voice disorders in early childhood teachers. The finding suggests that voice training should be provided for early childhood teachers, classroom teaching time should be decreased, and the number of teachers in basic subjects should be increased in the lower grades of elementary schools.

scholarly journals A Qualitative Study of Teachers’ Perceptions of Children’s Physical Activity and Learning in Preschool

2019 ◽  
Vol 14 (2) ◽  
pp. 141
Author(s):  
Waode Eti Hardiyanti ◽  
Muhammad Ilham
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Qualitative Study ◽  
Learning Process ◽  
Early Childhood Teachers ◽  
Physical Activities ◽  
Learning Materials ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Children’S Physical Activity

AbstractThe aimed of this research is to examine teachers’ perception of physical activity that can indicate the level of physical activities displayed in children’s classroom. Semi-formal interviews were conducted with six early childhood teachers. Results of the study indicated that early childhood teachers used physical activity to promote the learning materials. The teachers stated that through their physical activities, children might develop a better comprehension of academic concepts. The teachers also reported that children’s positive attitudes improved when physical activity was undertaken, particularly evidenced by an increase in children’s confidence and enthusiasm during the learning process. However, inadequate opportunity to include physical activity in preschool due to limited equipment, deterred teachers from truly facilitating the physical activities of children. The teachers were also concerned that their ability and understanding to accommodate physical activity may not be adequate for the children. Therefore, underpinning the teacher’s role with training may be required in order to cover the children’s needs to actively engage in physical activities as mentioned in curriculum.

Technology and its Role in Teacher Education

2010 ◽  
pp. 94-113 ◽  
Author(s):  
Zelda McMurtry ◽  
Candice Burkett
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Self Efficacy ◽  
Preschool Teachers ◽  
Early Childhood Teachers ◽  
Teacher Education Programs ◽  
Early Childhood Classroom ◽  
Education Programs ◽  
Technology Tools ◽  
Technology Teacher

This chapter discusses technology and its role in teacher education. In order for technology to reach the early childhood classroom, it must first reach the classroom of the teacher education programs. The effect of self-efficacy on preschool teachers use and understanding of technology may influence their instructional applications. Early childhood faculty come from the same career pool as early childhood teachers and may share the same beliefs that practitioners have concerning technology. Teacher education programs have a responsibility to produce professionals who are literate in technology tools and applications.

scholarly journals Psychological Burnout in Early Childhood Teachers: Levels and Reasons

2016 ◽  
Vol 10 (1) ◽  
pp. 179 ◽  
Author(s):  
Fatima Eid Zaid Al-Adwan ◽  
Majed Mohammad Al-Khayat
Keyword(s):  
Early Childhood ◽  
Social Status ◽  
Low Income ◽  
Early Childhood Teachers ◽  
Public And Private ◽  
Female Teachers ◽  
Work Pressure ◽  
Teachers Perspectives ◽  
Type Of School ◽  
Academic Specialization

The primary education plays an important role in the life of an individual as well as the nation as a whole. This study aims at investigating the level of psychological burnout in early childhood female teachers at public and private kindergarten schools. It also aims to prove whether these burnout levels differ according to the type of school, academic specialization, social status, and age. This study aims to identify the major causes of psychological burnouts from the teachers’ perspectives. The researchers used both qualitative and quantitative approaches. In addition, the study sample consisted of 96 female teachers from all the kindergarten schools in Al-Salt educational directorate. The researchers were applied Maslach quantitative scale. Consequently, 8 female private kindergarten school teachers were interviewed. The main results showed that moderate to high levels of psychological burnouts are present. Thus, this is accompanied with statistical differences according to the type of kindergarten school and social status. No statistical differences recorded regarding academic specialization and age. The results also showed that work pressure, low income, and the management relationship with the parents are some of the main causes of psychological burnouts. The researchers recommended conducting more studies in order to reduce the reasons leading to psychological burnouts among teachers in general.

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