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2021 ◽  
Vol 13 (2) ◽  
pp. 468-479
Author(s):  
Luisa Fernández-Collazos ◽  
Luis Alberto Núñez-Lira ◽  
José Néstor Sánchez Morales ◽  
July Rivera-Zamudio

Curricular changes and their implementation in educational institutions represent a great responsibility for educational managers, where their leadership must ensure educational achievements in the processes. This situation poses a great challenge that requires preparation, permanent updating sessions and working days for teacher empowerment. The objective of this research is to establish the effect of the training intervention program for curriculum management in public preschool institutions. We undertook an applied research and the design was experimental. We developed three non-face-to-face processes or treatments for a one year period. Observation cards with rubrics were used, validated by experts and with a very high level of reliability. The study population consisted of principals of public educational institutions who belonged to the Local Educational Management Unit 07-Lima Metropolitan, Peru. The results showed progressive and positive effects in each curriculum management treatment, strengthening the principals’ competencies regarding planning, assessment, pedagogical accompaniment and learning communities.


2021 ◽  
Vol 111 (12) ◽  
pp. 3963-4001
Author(s):  
Martha J. Bailey ◽  
Shuqiao Sun ◽  
Brenden Timpe

This paper evaluates the long-run effects of Head Start using large-scale, restricted administrative data. Using the county roll-out of Head Start between 1965 and 1980 and age-eligibility cutoffs for school entry, we find that Head Start generated large increases in adult human capital and economic self-sufficiency, including a 0. 65-year increase in schooling, a 2.7 percent increase in high school completion, an 8.5 percent increase in college enrollment, and a 39 percent increase in college completion. These estimates imply sizable, long-term returns to investments in means-tested, public preschool programs. (JEL I21, I26, I28, I38, J24)


Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Valentina Carbonara

Abstract This paper focuses on the integration of translanguaging practices in a public preschool situated in a small village in North-West of Italy. Mobility processes and local Italian families’ school choices have led to the raise of the number of students with an immigrant background enrolled at the studied preschool up to 85%. After a brief overview regarding mobility and translanguaging in education, particularly in relation to preschool domain, I describe the macro and micro contexts of this ethnographic case study. I then focus on the analysis of the main learning activities designed by teachers to engage children’s multilingual repertoires. Later, applying qualitative content analysis, I outline the main patterns and categories emerging from interviews and focus groups conducted with teachers and parents to investigate how they experienced the marginalization of immigrant minority children in their preschool and how they received the introduction of multilingual education approach. The results shows that the adoption of a translanguaging lens contributed to the educational legitimation of language diversity and to the acknowledgment of immigrant families. Finally, I discuss the results in terms of democratic language education and social justice, underlining their implications and relevance for preschools teachers’ professional development and agency.


Author(s):  
Nebojša M. Jurišević ◽  
◽  
Dušan R. Gordić ◽  
Vladimir Vukašinović ◽  
Arso M. Vukicevic ◽  
...  

Preschool buildings are among the biggest water consumers in the public buildings sector, which efficient management of water consumption could make considerable savings in city budgets. The aim of this study was twofold: 1) to assess prognostic performances of 21 parameters that influence the water consumption and 2) to assess performances of two different approaches (statistical and machine learning-based) with 6 various predictive models for the estimation of water consumption by using the observed parameters. The considered data set was collected from the total share of public preschool buildings in the city of Kragujevac, Serbia, over a three-year period. Top-performing statistical-based model was Multiple Linear Regression, while the best machine learning method was Random Forest. Particularly, Random Forest gained the best overall performances while the Multiple linear regression showed the same precision as the Random Forest when dealing with buildings that consume more than 200 m3/month. It is found that both methods provide satisfying estimates, leaving for potential users to choose between better performances (Random Forest) or usability (Multiple Linear Regression).


2021 ◽  
Vol 6 ◽  
Author(s):  
Mengna Li ◽  
Suiqing Chen ◽  
Shaomin Wu

The present study investigated the development of Chinese preschool children’s awareness of semantic radicals in Chinese characters. The two specific areas of focus were the development of awareness of the category consistency of the semantic radical and awareness of the semantic radical. A sample of 55 four-year-old children and 61 five-year-old children were randomly selected from a public preschool that did not include formal literacy education in its curriculum. Experiment 1 found that the children’s awareness of the category consistency of semantic radicals had not yet developed, regardless of the configuration of characters. Experiment 2 found that the children showed no obvious awareness of the semantic radical and had a strong bias toward using phonetic radicals rather than semantic radicals to classify characters, with the bias being significant for characters of left-right configuration. The current findings suggest that Chinese preschool children have an awareness of radicals in Chinese characters and they are more sensitive to the phonetic radical than to the semantic radical and, consequently, prioritize the former.


Author(s):  
Zaynab Khan ◽  
Allison Friedman-Krauss

Each state in the US has different compensation parity policies for their early childhood education programs. Currently, public preschool teachers often have similar qualifications to K-3 teachers but earn significantly lower salaries. Compensation parity policies ensure that equivalent work and qualifications are compensated with equivalent pay and benefits. Using data collected by the National Institute of Early Education Research (NIEER), I organized and analyzed policy data from all state-funded preschool programs in the U.S., with a focus on state compensation parity policies for lead preschool teachers. Ultimately, my purpose was to understand state-funded preschool compensation parity for lead teachers in order to identify areas of improvement for the workforce within early education programs. I initially hypothesized that Pre-K programs that required pay parity did not cost states more per child than Pre-K programs that did not require pay parity. Literature from NIEER and other early education research institutions has shown that quality early education programs are critical in a child’s formative years and suggests that a more satisfied workforce yields more positive outcomes for children. Parity policies in state-funded Pre-K programs are not highly correlated to spending per child or program quality. Moreover, parity policies improve workforce well-being and should still be incorporated into state-funded Pre-K. Results show that there are only six programs across four states that require full salary parity for lead preschool teachers and no states require benefit parity for lead preschool teachers in both public and private settings. No clear pattern has emerged between compensation parity policies and state preschool spending or program quality.


Author(s):  
Liudmyla Melenets

It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined


2021 ◽  
Vol 1 (2) ◽  
pp. 202-214
Author(s):  
Iyanuoluwa Emmanuel Olalowo ◽  
Ishola Akindele Salami

Learning in the early years of life is not just an intra-personal effort of the child alone; rather, it involves the interplay of several social factors, which can affect a child’s development. However, literature that considered and presented these factors as obtainable within preschools mostly revealed their facts and figures in a single story of either urban or rural preschools, cheering an uneven intervention from developmental agencies afterward. This study sought to provide an empirical comparison of the state of preschool resources in Ibadan rural and urban communities. A descriptive survey research design was adopted. The population includes public preschool centers in Ibadan. A proportionate stratified sampling technique was used to select 20% of the preschools from two selected local governments of Ibadan which represent the urban and rural communities. A total sample of 33 preschools was used. Data was collected using Pre-primary School Resources Availability Checklist (PREPSRAC, r = 0.89). Findings were that classroom resources are more available in urban preschools compared to rural pre-primary schools of Ibadan contrary to generalized remarks. Equity rather than equality of resources distribution is therefore recommended as a way of discontinuing the danger of a single story in pre-primary education for promoting equal learning.


2021 ◽  
Vol 15 (1) ◽  
pp. 147-156
Author(s):  
Petr Pavlovich Kotov ◽  
Tatyana Aleksandrovna Martynchuk

The paper discusses the features of the phenomenon of "Preschool campaign" as part of the cultural revolution in Soviet Russia. General trends in the development of preschool education in Soviet Russia are described. The main attention is paid to the peculiarities of the "Preschool campaign" in the Komi-Zyryan Autonomous oblast. The problems of formation and development of the preschool system, their financing, material resources forming, training, organization of food, medical care and improving the methodology of working with preschoolers are analyzed. The authors point to ways to attract the population to the problems of public preschool education. It was revealed that the implementation of the "Preschool campaign" was accompanied by measures to promote a new, Marxist-Leninist ideology. The ideological component has become a mandatory component of all measures to expand the system of pre-school institutions and develop methods of pre-school education. The researchers believe that the implementation of the "Preschool campaign" in the Komi autonomy, even if various shortcomings were identified, contributed to large-scale changes in the system of upbringing of young children, and the activation of women workers in the social and production life of the region. It was identified that pioneer, Komsomol, Trade Union and party organizations played an important role in conducting the "Preschool campaign". The authors note the development of methods of working with preschoolers as a positive phenomenon. The improvement of methodological assistance consisted not only in practical assistance to teachers, but also in showing the best experience through the press. It is shown that in order to overcome the shortage of professional staff for preschool institutions in the Komi region, they went beyond the existing short-term pedagogical courses and sometimes attracted casual workers. In 1931, a pre-school Department of the Syktyvkar Pedagogical College was opened. During the "Preschool campaign" in the Komi-Zyryan Autonomous oblast, it was possible not only to open a significant number of new pre-school institutions, to diversify the measures of pre-school education in towns and rural areas, but also to force population to reconsider it views on raising children.


2021 ◽  
Vol 80 (1) ◽  
pp. 165-172
Author(s):  
С. О. Ткаченко ◽  
О. В. Головко

Historical and legal, historical and economic aspects of the process of formation and development of the system of public preschool education in Ukrainian SSR in 20s – early 30s of the XX century have been analyzed. It has been proved that the issue of preschool education with the victory of the Soviet government took its place in the general system of education’s development, which the Bolsheviks began to introduce first in the industrial regions in 1919, and then throughout Ukrainian SSR. The authors have the legal basis of the process of formation and development of the system of public preschool education in Soviet Ukraine in 1919–1933. The upbringing of children from the early age, according to the Program of the party and the decisions of the Soviet government, had to become the complete prerogative of public educational agencies. The main reasons for the rapid growth in the number of institutions of state and public education of children of preschool age have been analyzed. That process was caused by the economic devastation in Ukraine as a result of the First World and Civil Wars, which doomed more than one million children to starvation. State authorities were forced to make certain commitments to provide food and education for deprived children. There is a destruction of the old pre-revolutionary pedagogy, which considered preschool education only as a forced measure for working parents and orphans, by giving preference to family upbringing of children at an early stage of life. It has been proved that the system of legal regulation of financing of public preschool education in Ukrainian SSR at that time has passed three stages of development: – 1919–1922 – financing of preschool institutions was carried out in a centralized way by monthly allocations from the republican budget, as well as from the budget of central agencies; – 1923–1927 – financing of preschool institutions was transferred from the republican to local budgets; – 1928–1933 – attraction of state and local councils’ budgets, funds from trade unions, other institutions and enterprises, parental payment. There was the final consolidation of budgetary sources of maintenance of preschool education system in the legislation. There was the thesis that the legal consolidation of financing of preschool education in Ukraine should reflect the priority of public importance and state support of this field of educational activity from the standpoint of investing in the future of the state, forming the foundations of a harmonious personality as a prerequisite for successful secondary and later higher education. It has been emphasized that the financing of preschool education and its legal consolidation should be aimed at stimulating the work of educational and pedagogical staff, attracting highly qualified specialists to this field. Society and the state must realize that this category of professionals have the prerequisites for successful development, prosperity of future generations.


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