scholarly journals Computer games in preschool education: Potential risks from the teachers' perspective

2021 ◽  
Vol 70 (1) ◽  
pp. 37-53
Author(s):  
Anastasija Mamutović ◽  
Zorica Stanisavljević-Petrović ◽  
Marija Marković
Keyword(s):  
Computer Games ◽  
Educational Level ◽  
Preschool Teachers ◽  
Technological Development ◽  
Preschool Education ◽  
Digital Learning ◽  
Educational Work ◽  
Potential Risks ◽  
Years Of Service ◽  
Teachers Attitudes

Today's society is characterized by the expansion of scientific and technological development, leading to changes in the conception of educational work at all levels of education. The integration of digital technology is aimed at modernizing the education system. In practice, however, even the best designed media tools can quite often prove to have numerous drawbacks. Consequently, there is a need for empirical research into the educational value of digital learning tools. In view of the fact that, apart from parents, preschool teachers are the most important mediators between children and contemporary ICT devices, the aim of our study was to explore preschool teachers' perceptions of the risks and potential negative influences of computer games on children's development, behavior and learning. Teachers' attitudes were analyzed in relation to their educational level, place of work, age, and years of service, in order to identify tendencies linked to changes in the research sample structure. A quantitative approach to result analysis was employed, with a tabular and graphical presentation of the obtained data. Research results suggest teachers believe that excessive use of computer games at preschool level is accompanied by addiction, aggressive thoughts, feelings and insensitivity to scenes of violence in the real world. In contrast, teachers believe that social isolation, passivity, a decline in children's creativity and adverse effects on their physical health are not an inevitable consequence of the excessive use of computer games. As regards statistically significant differences in teachers' attitudes, the results indicate that an increase in the number of years of service and educational level is linked to increased perceptions of the drawbacks relative to the benefits of using computer games. Teachers' place of work is not statistically significant in determining their attitudes to the potential risks of using computer games.

scholarly journals How Students of Preschool Education Perceive Their Play Competences – An Analysis of Their Involvement in Children’s Play

2015 ◽  
Vol 5 (1) ◽  
pp. 111-130
Author(s):  
Sanja Tatalović Vorkapić ◽  
Vesna Katić
Keyword(s):  
Teacher Education ◽  
Qualitative Analysis ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Well Being ◽  
Educational Work ◽  
Children's Play ◽  
Highly Sensitive ◽  
Children’S Play

Preschool teachers play a very important but highly sensitive role in preschool children’s play. It is therefore very important to build their play competences in a quality way. As this is not easily achieved, the main objective of the present study was to analyse the roles of students of preschool education in children’s play. The study included 36 students enrolled at the Faculty of Teacher Education in Rijeka, Croatia. Through a qualitative analysis of the students’ preparations for their practice, it was determined that the majority of students use didactic play and play with rules with children. Although the students demonstrated the expected role in children’s play, which positively influenced the educational work and the overall well-being of the children, some of the students were not decisive. Thus, the question arises as to how to improve the acquisition of play competences in students of preschool education.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Stavovi budućih vaspitača o integrativnom pristupu razvoju matematičkog mišljenja

2021 ◽  
Vol 34 (3) ◽  
pp. 124-134
Author(s):  
Jasmina Milinković ◽  
Marija Vorkapić
Keyword(s):  
Professional Competence ◽  
Preschool Teachers ◽  
Mathematical Reasoning ◽  
Preschool Education ◽  
Integrative Approach ◽  
Initial Development ◽  
Teachers Attitudes

The research deals with integrative approach in preschool education. The integrative approach is based on the hollistic perception of the preschool children's world. This approach is one of the key elements of the new concept of preschool education set out in a document entitled "Years of Ascent". The paper looks at the place of mathematical contents in the curriculum as well as the characteristics of the integrative approach which provide the conditions for the initial development of mathematical reasoning. The empirical section of the paper offers the results of the research related to pre-service preschool teachers' attitudes towards the integrative approach. The aim of the paper is to contribute, both theoretically and empirically, to a better understanding of the importance of the preschool teachers' professional competence to implement integrated activities.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2020 ◽  
pp. 339-355
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

Exploring Preservice Teachers' Attitudes About the Usage of Educational Robotics in Preschool Education

2022 ◽  
pp. 807-823
Author(s):  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Preschool Teachers ◽  
Great Influence ◽  
Preschool Education ◽  
Educational Robotics ◽  
Teachers Perceptions ◽  
Preschool Classrooms ◽  
Teachers Attitudes ◽  
The Impact

Educational robotics have become popular worldwide with a broad range of students, including preschoolers. Although the impact of robotics technology in classrooms has been extensively studied, less is known about preschool teachers' perceptions of how robotics technology impacts learning and its relation to use in the classroom. This is problematic since we know that teachers' perceptions have a great influence on their teaching practices. This study used survey data gathered from 102 students of the Department of Preschool Education in a University in Greece. A questionnaire developed by the researchers were used as data collection tool. At the end of the study, it was determined that preservice preschool teachers' attitudes about educational robotics usage in preschool classrooms were positive although they lack in relevant knowledge. These findings are discussed with respect to their educational implications.

scholarly journals ЗМІСТ, ФОРМИ ТА МЕТОДИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗДО ДО ПЕДАГОГІЧНОЇ ВЗАЄМОДІЇ З ВНУТРІШНЬО ПЕРЕМІЩЕНИМИ ДІТЬМИ ТА ЇХНІМИ БАТЬКАМИ

2020 ◽  
pp. 126-136
Author(s):  
Мар’яна Незамай ◽  
Keyword(s):  
Preschool Teachers ◽  
Preschool Education ◽  
Evaluation Study ◽  
Assessment Method ◽  
Diagnostic Methods ◽  
Preschool Teacher ◽  
Educational Work ◽  
Internally Displaced ◽  
The Family ◽  
The Future

The situation of development of society and education system in modern conditions of forced internal movement of a significant number of the population of Ukraine requires improvement and dissemination of pedagogical interaction of leading educational systems – families and education institutions. The need to change the educational practice in work with children from ID families, providing pedagogical assistance to parents in adapting to new living conditions, requires high quality professional activities of teachers. Therefore, pedagogical interaction is an important component of training future preschool teachers to work with children and their parents. It is based on active cooperation, without which the process of formation and development of the personality is impossible. The purpose of the article is to analyze and determine the content, forms and methods of forming future preschool teachers’ readiness for pedagogical interaction with internally displaced children and their parents. The effectiveness of this interaction lies in the understanding of the problems of internally displaced families and the prospects for their adaptation in the new territory. Therefore, the future educator should focus on the content of pedagogical interaction with the families of ID children, which is aimed at studying the current situation of the family; identification of potential educational opportunities of the family and the influence of external factors on it; social support for preschoolers and their parents; social and psychological diagnostics; to restore the lost and form new forms of interaction between family members and children with peers, adults. The method of multi-role structure of the family team was progressive in working with the families of ID children; diagnostic methods (interview, observation, expert evaluation, study of documents, questionnaires); needs assessment method; methods of mediation of the educator between the IDP family and various institutions. Classes, trainings, family clubs of interest, creation of photo albums, publication of a photo newspaper, thematic exhibitions of books for children’s reading and children’s own works, nature trips were powerful forms of pedagogical interaction between the preschool teacher and the preschooler’s family. Thus, the formation of the readiness of future teachers of preschool education institutions to work with the families of ID children requires their mastery of knowledge of socio-domestic, socio-medical, socio-pedagogical, socio-psychological and, in fact, educational work. The leading place in the formation of the readiness of the future preschool teacher is occupied by mastering the diagnostic and educational methods, forms and means, as well as ways to establish partnerships with parents, guardians and other professionals who work with this category of children

scholarly journals PRESCHOOL TEACHERS’ ATTITUDES TOWARDS CHILDREN’S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION

2020 ◽  
Vol 78 (3) ◽  
pp. 410-422
Author(s):  
Silvia Rogošić ◽  
Ana Maskalan ◽  
Tomislav Krznar
Keyword(s):  
Gender Roles ◽  
Gender Discrimination ◽  
Quantitative Research ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Demographic Characteristics ◽  
Factors Affecting ◽  
Unequal Treatment ◽  
Personal Experiences ◽  
Teachers Attitudes

In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual’s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children’s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children’s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. Keywords: children’s gender roles, gender equality, preschool education, preschool teachers’ attitudes.

Perancangan Kampanye Sosial Dampak Game Online Bagi Remaja Di Kota Palembang

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Sapar Junoko
Keyword(s):  
Computer Games ◽  
Technological Development ◽  
Online Games ◽  
Media Planning ◽  
Analysis And Design ◽  
Planning Methods ◽  
Negative Impacts ◽  
Identification Analysis ◽  
The Impact ◽  
The City

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Technological progress is something that can not be avoided in today's life. One of the results of technological development is the internet, one of its benefits is as a means of entertainment, for example to play online games. Online games themselves are not only played from computer games but can also be played on smartphones, online games are much loved by teenagers because online games themselves are a means of entertainment for them but most teenagers are addicted to playing online games. Online games themselves have positive and negative impacts, but if playing excessive online games can have positive impacts which are definitely addicted to playing continuously. The main study of this research focuses on the identification, analysis and design of Video Motion Graphic works and other supporting media. This design uses premedia media planning methods, playing media and media follow-up. Data collected through, observation, interviews, literature and website. The data is then identified, classified, selected, then analyzed using the 5W + 1H method and interpreted according to the text and context. The design of the social media campaign of the impact of online games for teens in the city of Palembang as a visual communication media which is part of the design discussion. This design aims to encourage adolescents to reduce and reduce the number of addictions due to online games especially teenagers in the city of Palembang in order to be able to balance between playing online games and learning to get achievements in education. </span></p></div></div></div>

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

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