scholarly journals Kindergarten Teachers’ Views About Outdoor Activities

2018 ◽  
Vol 7 (3) ◽  
pp. 203
Author(s):  
Devrim Erdem
Keyword(s):  
Preschool Children ◽  
Local Community ◽  
Developmental Psychology ◽  
Preschool Teachers ◽  
Extended Family ◽  
Sense Of Self ◽  
Great Part ◽  
Preschool Education ◽  
Formal Schooling ◽  
Structured Interviews

Preschool years constitute a vital developmental period during which foundations of later development are formed. It is during this period that essential developments such as establishing attachment bonds, forming a basic sense of autonomy and sense of self (ego), language acquisition and attaining life and social skills. Studies in developmental psychology and in a variety of other disciplines have established that the optimal growth at this stage will prepare the child for later developmental tasks and challenges. For a great part of human history care and education of children at this period was done by extended family and the immediate local community. However, as demands of recent centuries and decades have necessitated longer and more intensive periods of formal schooling, preparation of preschool children for later development has evolved accordingly. Therefore, preschool education has been added to traditional family education and socialization of children. The accumulated literature and experience in preschool education has reached to a point where not only the classroom learning experiences but also the surrounding school and neighborhood settings have been receiving attention. One of the significant aspects of these contextual factors has been the playground. A growing body of research has addressed importance of incorporating the playground into educational activities for preschool children. Studies focusing on the playground activities for preschool in Turkey have been limited. Therefore, this study aimed at examining preschool teachers’ use of playground. Fifty-four preschool teachers from three different cities were recruited for this qualitative study. Semi-structured interviews were conducted with each participant. Results of the study showed that although the preschool teachers reported overall positive attitudes toward educational use of the playground, they underutilized the playground due to concerns about children’s safety and a lack of equipment and quality playground arrangements. Furthermore, they reported playing certain typically outdoors games indoors for these reasons. Results, limitations of the study and implications the results for both educations and researchers were discussed.

THE CONDITION OF WORK OF PRESCHOOL EDUCATION ESTABLISHMENTS FORMING VALUE ORIENTATIONS OF SENIOR PRESCHOOL AGED CHILDREN THROUGH THE ACTIVE GAMES

2019 ◽  
pp. 92-97
Author(s):  
О. Puyo
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Value Orientations ◽  
Educational Process ◽  
Team Interaction ◽  
Analytical Review ◽  
To Receive ◽  
Comprehensive Study

The article covers the results of analysis of annual plans of preschool establishments in order to ascertain the role of active games in the process of formation of value orientations of senior preschool children. An analytical review of the curricula of senior preschool education educators has been made concerning the problem of forming the values of communication of preschoolers, such as interaction, empathy, responsibility. The existence of a description of the manual of the preschool children’s play game is developed in order to create value orientations. The peculiarities of the use of active games by educators in the educational process are revealed. Conclusions about the importance of active games in the life of senior preschool children are made. Identify the favorite types of active games for preschoolers and individual games that are most popular. The ability of children to express sympathy, team interaction, responsibility in a playing situation during an active game contributing to the formation of these values are analyzed. The ability of senior preschool children to receive help from a friend during an active game is highlighted. The reflection regularity preschool teachers as a result of an active game and the main tasks that educators decide through the reflection is revealed. The level of formation of communication values of senior preschool children according to the results of the survey of educators has been determined. Features of the manifestation of value orientations of senior preschool children during game situations are considered. On the basis of a comprehensive study: annual plans of preschool establishments, calendar plans of educators of senior preschool children, questionnaires of teachers, the state of work of preschool establishments is determined in relation to the formation of value orientations of senior preschool children through the active games.

scholarly journals Problems and Practices Experienced by Preschool Education Teachers in Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 287-308
Author(s):  
Derya Vural ◽  
Nur Banu Pişkin ◽  
Mine Canan Durmuşoğlu
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Undergraduate Education ◽  
Preschool Teachers ◽  
Relevant Literature ◽  
Preschool Education ◽  
Structured Interview ◽  
Practical Training ◽  
Structured Interviews ◽  
Learning And Teaching

This research was conducted in order to determine the problems that preschool teachers experience in the inclusive education process and to determine the educational practices of teachers for students who benefit from inclusive education. The study was designed in a qualitative design and purposeful sampling method was used. In the study, semi-structured interviews were conducted with 20 preschool teachers working with disadvantaged children in different provinces of Turkey. In forming the questions in the semi-structured interview form, the relevant literature was scanned and the opinions of field experts were consulted. The research data were analyzed by content analysis technique. As a result of the study, it was determined that pre-school teachers do not feel professionally competent in inclusive education and do not receive enough practical training in undergraduate education. It has been observed that teachers have some problems with children, families, administrators and legislation in the learning and teaching process regarding inclusive education. In addition, it has been observed that teachers make various practices for children, families and the educational environment in order to create an inclusive education environment. It is thought that teachers should be supported in terms of knowledge and practice in inclusive education through in-service trainings, and prospective teachers should be offered opportunities to work with children from different disadvantaged groups during undergraduate education.

Are Preschool Teachers Committed to Implement Objectives of the Federal State Educational Standard of Preschool Education? (As exemplified by the “Cognitive development” educational field)

10.12737/5979 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 38-43
Author(s):  
Румянцева ◽  
Irina Rumyantseva
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Activities ◽  
Educational Standard ◽  
State Educational ◽  
Educational Field ◽  
Qualitative Analyses

The paper summarizes the findings of surveys among teachers of preschool educational institutions on issues concerning the arrangement of integrated educational activities of preschool children. The author provides quantitative and qualitative analyses of the teachers’ level of readiness to practice integrated teaching; assesses the degree of teachers’ commitment to practice this kind of teaching; reveals the main obstacles, the teachers encounter in the course of integrated educational activities.

The Construction of “Self” in Individuals With Congenital Facial Palsy

2021 ◽  
pp. 104973232098378
Author(s):  
Laura Davies ◽  
Andrea Halewood ◽  
Elizabeth Jenkinson
Keyword(s):  
Facial Palsy ◽  
Developmental Psychology ◽  
Medical Condition ◽  
Sense Of Self ◽  
Structured Interviews ◽  
Emotional Challenges ◽  
Social And Emotional ◽  
Theoretical Sampling ◽  
Construction Of Self ◽  
The Face

Congenital facial palsy is a rare medical condition that causes paralysis of the facial muscles, lack of facial expression, and an unusual appearance. Findings from developmental psychology suggest that the face plays a central role in the construction of self. Semi-structured interviews were conducted with 14 adults born with congenital facial palsy. Participant’s constructions of self across the life span were explored and a grounded theory of this process was constructed. Theoretical sampling was conducted with two parents of children born with the condition. All participants reported “struggling to make connections,” “experiencing invalidation,” and “struggling to regulate affect,” which lead to “constructing a defective sense of self.” Alternatively, “making validating connections” facilitated the process of “constructing a validated sense of self.” This study provides insight into the unique social and emotional challenges often experienced by those born with congenital facial palsy and highlights the need for early psychosocial intervention.

scholarly journals COLLABORATIVE EDUCATIONAL ACTIVITIES IN PRE-SCHOOL EDUCATION: VALUE-ORIENTED ASPECTS

2020 ◽  
Vol 14 (4) ◽  
pp. 545-555
Author(s):  
O. Yu. Zaytseva ◽  
◽  
N. Yu. Yablontseva ◽  
O. N. Babitinskaya ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Teachers ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Activity ◽  
Diagnostic Study ◽  
Educational Activities ◽  
Cooperative Action ◽  
Collaborative Activities

Abstract. Introduction. Cooperative activity of an educator and preschool children is a priority form of education in the modern preschool organization. The purpose of the article is to conceptualize the definition of “Collaborative Educational Activity” and a humanitarian diagnostics of the preschool teachers’ readiness for designing this activity and its realization. Study materials and methods. The components of preschool teachers’ readiness to design and to realize variable forms of collaborative activities with children were subjected to diagnostic study. Purpose of the research is to determine the problems of FSES practical realization in the point of the requirements to the organization of collaborative educational activities in the context of a holistic preschool educational process. As well as to define the role of methodological support in preschool educational institution from the senior educator’s position in the development of educator’s readiness for open cooperation in educational activities. Results. In the process of analyzing theoretical and methodological positions in the field of collaborative activity of educators and children, the authors conclude that the importance of humanitarian methodological support in understanding this phenomenon. The results of educators’ self-analysis of organizing collaborative activities with children are presented for discussion. It turned out that most of educators have difficulties in selecting the content of collaborative activities; difficulties in designing the technological component, difficulties in implementing reflection of collaborative activities. Conclusion. The significance of the presented research materials is determined by the importance of increasing the readiness of educators for productive collaborative activities with children. In the future, these studies can serve as a basis for further research on the problems of educator and child’s collaborative activities. Keywords: holistic educational process, a collaborative educational activity of an educator and preschool children, an open cooperative action, social constructive didactic model, the educational situation, preschool education.

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.

scholarly journals Preschool teachers and the selection of lyllabies in activities with preschool children

2020 ◽  
Vol 33 (4) ◽  
pp. 48-60
Author(s):  
Ljiljana Kostić ◽  
Daliborka Purić
Keyword(s):  
Preschool Children ◽  
Speech Perception ◽  
Social Development ◽  
Education Program ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Literary Form ◽  
Educational Policies ◽  
Educational Goals ◽  
Selection Of

Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

scholarly journals PRESCHOOL EDUCATION TEACHERS’ EVALUATIONS ABOUT THE PROBLEMS EXPERIENCED IN THE EDUCATION PROCESS AND THEIR SOURCES

2021 ◽  
Author(s):  
Bahadır Erişti ◽  
Fatma Avcı
Keyword(s):  
Public Schools ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
Primary Data ◽  
Structured Interviews ◽  
Public And Private ◽  
The Troubles ◽  
Education Process

The aim of this research is to reveal the evaluations of preschool teachers’ about the problems experienced in the education process and the sources of the problems. The study was carried out based on the basic qualitative research design. The research participants consist of 19 preschool teachers working in public and private schools providing preschool education in Eskişehir city center. The primary data of the research were obtained through semi-structured interviews with teachers. In addition, the parent demographic information collection forms and the researcher diaries were used. Descriptive analysis and content analysis were used in the analysis of the data. According to the main findings obtained within the scope of the research, the most frequent and common problems experienced by students in the education process are related to attention and maintaining attention, and exhibiting behaviors in accordance with the rules in the classroom. In addition, the problems experienced are observed much more intensely in male students compared to female students. When teachers compare their students from past years with their current students, they are of the opinion that there is a significant increase in the problems experienced in the education process compared to years. Problems experienced in the preschool education process occur more frequently and are more common in public schools compared to private preschool education institutions. The most important sources of problems behind the troubles that arise in the education process; students’ parents, common technology usage habits of students, quality of teachers, quality of educational environments, preschool education program, student characteristics and changing daily life habits of students.

scholarly journals ‘I would describe myself as a deformed troll’: Using interpretative phenomenological analysis to explore body image struggles among palliative care patients

2018 ◽  
Vol 33 (2) ◽  
pp. 232-240
Author(s):  
Szilvia Vas ◽  
Rachel Povey ◽  
David Clark-Carter
Keyword(s):  
Palliative Care ◽  
Body Image ◽  
Interpretative Phenomenological Analysis ◽  
Terminal Illness ◽  
Local Community ◽  
Sense Of Self ◽  
Phenomenological Analysis ◽  
Structured Interviews ◽  
Illness Adjustment ◽  
Self Discrepancy

Background: Illness adjustment is a widely studied area in the palliative care context. However, research focussing on how altered body image can affect men and women in palliative care is limited and unclear. Aim: To explore the links between palliative care patients’ affected sense of self, altered body image and terminal illness adjustment. Design: Semi-structured interviews were conducted, and the Interpretative Phenomenological Analysis approach was used to analyse patients’ experiences. Setting/participants: English-speaking, adult palliative care outpatients were interviewed at a local community hospice in the United Kingdom. The mean age was 55 years (ranging from 35–65 years). Results: Analysis of accounts indicated three superordinate themes: (1) ‘Not being me’: self-discrepancy, (2) existing in the landscape of loss, (3) living and thriving in the landscape of loss. The most disturbing issues, such as appearance-focussed struggles and low body-confidence, were stemming from participants’ frustration over their lack of control and their attachment to their former self-image. Conclusions: The patients’ insights demonstrated that body image distress was prevalent among all respondents regardless of gender or diagnosis. A spiral model is described showing how discrepancy-based processing (i.e. ‘not being me’) and rigid attachment to former self can have harmful consequences on palliative patients’ abilities to cope. In order to facilitate adjustment to a self-identity crisis resulting from a terminal diagnosis, it is necessary for professionals to recognise and address body image changes among palliative care outpatients.

scholarly journals Vplivi na obisk gozda v splošnih in gozdnih vrtcih

2021 ◽  
Vol 126 ◽  
pp. 1-10
Author(s):  
Aleš Golob ◽  
Mojca Nastran
Keyword(s):  
Preschool Children ◽  
Everyday Life ◽  
Natural Environment ◽  
General Public ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Bad Weather ◽  
Forest Visitation ◽  
Preschool Childcare ◽  
Childcare Programs

Preschool children spend a large part of their everyday life in kindergartens, so it is necessary to include visits to the forest, which is the most extensive natural environment in Slovenia, in preschool childcare programs. Based on surveys with preschool teachers of public kindergartens in Slovenia (N = 133), we analysed the habits, purposes, barriers and concerns associated with visiting the forest. The frequency and duration of forest visits largely depend on the distance of the forest from the kindergarten. The habits of forest visits among forest kindergartens which are included in the Network of Forest Kindergartens organized by the Institute of Forest Pedagogy do not differ significantly from that of general public kindergartens. They differ mainly with respect to the frequency of visitation in bad weather and the purpose of visitation. The main concerns when visiting the forest are ticks, fear of injury, and the children having inappropriate equipment. The reasons for less frequent forest visitation include different pedagogical priorities of the kindergartens and lack of support from the management and parents, which highlight the need for the strategic promotion and implementation of forest visitation in preschool education.

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