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 Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

2019 ◽  
Vol 8 (5) ◽  
pp. 193
Author(s):  
Fatma Ozkur ◽  
Gokhan Duman
Keyword(s):  
Preschool Children ◽  
Social Relations ◽  
Education Program ◽  
Motor Coordination ◽  
Self Regulation ◽  
Preschool Education ◽  
Control Group ◽  
Movement Education ◽  
Visual Motor Coordination ◽  
Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

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.

Psychosomatic symptoms in preschool children and how to treat them (Preprint)

2021 ◽  
Author(s):  
Natalya Voronova ◽  
Sergey Pershikov ◽  
Evgeniya Garina ◽  
Nikolay Pronkin
Keyword(s):  
Preschool Children ◽  
Education Program ◽  
Preschool Teachers ◽  
Emotional Problems ◽  
Fold Increase ◽  
Well Being ◽  
Treatment Method ◽  
Control Group ◽  
Psychosomatic Symptoms ◽  
The World

BACKGROUND Recent years saw an increase in children with emotional problems. There are many socioeconomic, political, and other processes going on in the world right now, which change how we live and what is surrounding us OBJECTIVE Recent years saw an increase in children with emotional problems. There are many socioeconomic, political, and other processes going on in the world right now, which change how we live and what is surrounding us. These changes may negatively affect the health of children, both somatic and mental sides. The current study aims to determine the structure of psychosomatic symptoms in preschool children and develop an effective treatment method for preschool teachers to deploy. METHODS A total of 259 children aged 4 to 5 years from Moscow preschools were divided into two groups: children (n = 92) exposed to a standard education program and children (n = 167) enrolled in the proposed education program for psychosomatic enhancement. The experiment lasted 6 months. RESULTS Using the proposed education program led to substantial improvements in the following KiddyKINDL subscales from baseline: Physical Well-being (1.19-fold increase, p <0.05), Emotional Well-being (1.24-fold increase, p <0.05), Self-esteem (1.21-fold increase, p <0.05), Family (1.17-fold increase, p <0.05), and Kiddy Parents (1.2-fold increase, p <0.05). The control group demonstrated slight but not significant improvements (p> 0.05). CONCLUSIONS Therefore, the preschool teachers can use the proposed education program to enhance the psychosomatic health of preschool-aged children.

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.

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 Socio-Pedagogical Characteristics of the Readiness of Children 6-7 Years Old to Study at School in a Preschool Institution

2021 ◽  
Vol 1 (6 (344)) ◽  
pp. 93-102
Author(s):  
Nataliia Otroshchenko ◽  
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Psychological Adaptation ◽  
Mental Development ◽  
Preschool Age ◽  
Harmonious Development ◽  
The Future ◽  
Children's Development ◽  
Selection Of ◽  
Children’S Development

The article emphasizes that the child's readiness for school is one of the most important tasks of education and upbringing of preschool children, its solution in conjunction with other tasks of preschool education allows to ensure the holistic harmonious development of children of this age. Older preschool age is characterized as a stage of mental development of children from 5 to 7 years. The leading type of activity is play, and the central formation is the acceptance of the inner position of the student. The indicators of preparation for school of older preschool children are generalized, we classify them into the main types of components of readiness for school, which include physical, intellectual and psychological (personal) readiness, the latter is also divided into communicative, emotional and motivational. It is summarized that these indicators are the main ones during the selection of children for school, their psychodiagnostic examination; determine the level of readiness of the child and allow to plan the prospects of children's development in the future, as well as opportunities for their socio-psychological adaptation in school.

scholarly journals Impact of Political Violence in the Lives of Sri Lankan Preschool Children as Perceived by Their Preschool Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Buddhiprabha D D Pathirana
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Preschool Children ◽  
Political Violence ◽  
Student Teacher ◽  
Preschool Teachers ◽  
Educational Goals ◽  
Sri Lankan

Academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement generally refers to how well a student is accomplishing his or her tasks and studies. The most well-known indicator of academic achievement is the student’s ‘score’ for their classes and overall tenure. Many variables affect the academic achievement of the student i.e. Meta cognition, executive function, intelligence etc. The present study will investigate the relation between Meta cognition, executive function, intelligence and academic achievement. For this purpose a sample of 100 students (6th to 8th) was selected and data was collected.

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.

scholarly journals Comparison of Sudoku Solving Skills of Preschool Children Enrolled in the Montessori Approach and the National Education Programs Yıldız Güven1, Cihat Gültekin1, A. Beyzanur Dedeoğlu1

2020 ◽  
Vol 8 (3) ◽  
pp. 32
Author(s):  
Yildiz Guven ◽  
Cihat Gültekin ◽  
A. Beyzanur Dedeoğlu
Keyword(s):  
Preschool Children ◽  
Education Program ◽  
Preschool Education ◽  
Education Level ◽  
Previous Experience ◽  
Measurement Tool ◽  
Ministry Of Education ◽  
Preschool Attendance ◽  
National Education ◽  
Significant Difference

According to Johnson-Laird (2010), sudoku, a mind game, is based on a pure deduction and reasoning processes. This study analyzed sudoku solving skills of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of Education preschool education program and the Montessori approach. Sudoku skills of children were analyzed by gender, age, duration of preschool attendance, mother’s and father’s education level and previous experience of playing sudoku using a 12-question Sudoku Skills Measurement Tool developed for this research study.The study sample of the study consisted of 118 children (57 girls, 61 boys) aged between 54-77 months. The findings showed that there was no significant difference in sudoku skills by gender. However, sudoku skills varied with age (54-65 months and 66-77 months) in favor of older groups. Children's sudoku skills were more developed with an increase in education level of either parent. Children who had been in preschool for longer had higher sudoku scores. A previous experience of playing sudoku did not impact sudoku scores. Sudoku skills of children who were educated according to the Montessori program were more developed compared to those of children educated according to Ministry of National Education program.

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