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2021, Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020)
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5 pages
1 file
This study discusses the perceptions and opinions of the primary school teachers about whether or not for primary students go to the kindergarten first. Respondents of this study are the primary school teacher who have immeasurable teaching experience. The data were collected by interviewing 40 primary school teachers who are selected randomly. The teachers especially have had been teaching for about 11 to 18 yearsteaching experience. Based on the data collection and results of the study, it can be concluded that 85% of the teachers admitted that they did not encounter any obstacles in teaching students who are not go to kindergarten before they go to the primary school. In other words, kindergarten education did not give any significance to the primary school teacher in their teaching process to the students. Keywords—Primary School, Teahers, Preschool, education
The aim of this study was to investigate primary school teachers' opinions regarding the importance and functions of preschool education, the transition process from preschool education to primary education, and children's problems related to school transition processes. First, teachers were asked to complete the Primary School Teachers' Views about Early Childhood Education Scale (N=200). In addition, 15 primary school teachers were interviewed. The results showed that there was a significant mean difference in teachers' opinions in terms of age and the department that they graduated from whereas there was not a significant mean difference regarding gender. The interview findings revealed that primary school teachers supported the efforts to expand early childhood education. They mentioned the importance of early childhood education on children's development. In addition, primary school teachers' expectations and comments related to early childhood education and applications were presented SUMMARY Purpose and significance: Information and skills gained by children in preschool education are the basis of their primary education. However, they may have some adaptation problems while they are transitioning into primary education from the education environment to which they have been accustomed. The importance of harmony and integrity between preschool and primary school is vital in order to accommodate an easy transition from the preschool education to primary education . In order to realize an effective transition for students, preschool and primary school teachers need to interact with one another and share information (CDE, 1997). The interaction between the primary school teacher and preschool teacher ensures the integrity and harmony between the two programs on the one hand and, on the other, allows the tracing of child development and learning process. In this regard, it is thought that knowing the opinions and expectations of primary teachers about the preschool education and primary education programs would be useful to facilitate this transition. The main purpose of this study is to investigate primary teachers' opinions on early childhood education and then present primary teachers' expectations and comments regarding preschool education and applications in Turkey. Method: The study was conducted by using survey research design. There were two different participant groups. The first group of the primary teachers (N= 200) participated in the pilot study of the scale. The second group of the primary teachers (N=200) responded to the final version of the scale. In addition, 15 teachers were interviewed. Results: The findings revealed that there was a significant mean difference in teachers' opinions in terms of age and the department that they graduated from whereas there was not a significant mean difference regarding gender. The interview findings revealed that primary teachers indicated the importance of preschool education on children's development and school readiness. According to teachers' responses, children who had enrolled in preschool had different school transition problems than those who had not attended preschool.
Procedia - Social and Behavioral Sciences, 2009
This investigation has been carried out for the aim of determining the thoughts of the primary education inspectors, the directors and teachers of the institutions giving preschool education about the Preschool Education Programme prepared for the children between 36-72 months old which was put into effect in 2006 by Ministry of Education. 29 primary education inspectors, 38 directors of the institutions giving preschool education and 114 preschool teachers have formed the target population of the study.The investigation data was collected by means of questionnaires’ prepared for primary school inspectors, the directors of the institutions of giving preschool education and the preschool teacher's separately. In the analysis of the collected data, the statistics of range of frequency and percentage, arithmetic average and chi square test were used.The answers of the primary education inspectors, the directors of the institutions of giving preschool education and the preschool teachers have not been taken into consideration, for they could not be able to give healthy answers to the subject.Upon asked about the posivite ways of the programme, it has been discovered that occupational groups have come to an agreement on the fact that the programme is Student-based and flexible. Giving importance to the family attendance and suitability for primary school programme are other positive sides of the program.
This research aims to analyze the opinions of the parents concerning preschool education whose children are currently being educated in center-based institutions. In the research, individual survey was conducted in 4 different preschool education institution during 2012-13 education year, in the province of Bolu for the parents whose children were currently being educated in those four different education centers and the outcome was analysed via quantitative research model. The workgroup of the research is made up of 211 parents having children in 3 independent kindergartens managed by Ministry of National Education and a primary school in Bolu. Percent (%) and the frequency (f) of the data collected were analyzed. The relationship between independent variables and some questions were analyzed using ANOVA test. Post-hoc Scheffe test was applied to determine in which subgroups of the independent variables those correlations existed. According to research findings, in general, parents of the children who are currently in preschool education do have positive opinions about preschool institutions.
Procedia - Social and Behavioral Sciences, 2014
The aim of this research is to evaluate Preschool Teacher Education Program (PSTEP) according to the views of prospective teachers. Study group of the research consists of eight senior prospect ive teachers in the preschool teaching department. The participants were asked to express their views on specific questions regarding P STEP. Semi structured interview was chosen to obtain participants' views on specific questions regarding PSTEP. The dat a was analyzed with content analysis technique. According to the results of the study, prospective teachers are not satisfied with the rate of the content categories in gene ral. Considering the content of the courses, it is recommended that some courses should be removed; some of them should be combined; the content category of some courses needs to be revised; some new compulsory and elective courses should be added; and some elective courses should be compulsory. In addition, it is stated that most of the courses in the program are not appropriate for preschool teaching subject area; thus the content of these courses should be reorganized. M oreover, credit hours of the practice of the courses should be increased so that prospective teachers can transfer t heir theoretical knowledge into practice effectively. Results of the study suggest that PSTEP needs to be reorganized in some aspects to be more beneficial f or the students.
Starting primary education is one of the most important changes that children encounter in early childhood. Moreover, especially within the last twenty years, as an outcome of the idea that children are active learners, listening to children’s ideas about their learning, lives, and experiences has gained importance. In this sense, this study is thought to be significant in terms of its aim to analyze the transition to primary school according to the thoughts of children and to offer suggestions for preschool education. For this purpose, the study was conducted with 55 children who were attending 7 independent kindergarten schools in Aydın city center. The participants were selected by a systematic sampling method. The study was conducted using a phenomenological design. For the data collection, a mosaic approach including different verbal and visual techniques that allowed the children to express themselves comfortably was used. The data were analyzed by descriptive analysis using the NVivo Qualitative Analysis program. According to the findings of the study, preschool age children described primary school as big, crowded, complex, and distant. They referred to their family, teachers, and television as information sources. Further, they thought that there were many rules in primary school and they could never play. When the dialogues were considered in general, nearly all of the interviews included negative thoughts. It is thought that this case stems from the lack of right information about primary school.
2017
In this research, the proposals of prospective teachers in pre-school training about the problems of pre-school education which are defined by the literature analysis have been put forward. 700 solution proposals are gathered from 140 prospective teachers who are included in the research by providing 5 solution proposals each. When analyzing the gathered proposals, 140 prospective teachers concluded on highly important 5 solution proposals out of 40 solution proposals which they have already specified. These are in order ‘arranging the pre-school buildings and classrooms conditions according to the characteristics of childrens’ development’, ‘reducing the classroom size’, ‘explaining the importance of pre-school education to the parents and improving the cooperation and communication with them’, ‘enlarging the classroom space’, ‘mainstreaming inclusive education’. These prospective teachers concluded on the least important 5 solution proposals as follow: ‘electing the pre-school pro...
Procedia - Social and Behavioral Sciences, 2010
Preschool educational institutions assist children in their physical, psycho-motor, social, emotional, mental, and linguistic development and prepare them for primary schools and for their social life in the future; they do this with the support of parents, and when necessary, educate the parents as well. The teachers as well as the educational institutions involved in this field are performing their functions. However, for optimally fulfilling their duties, preschool educational institutions require qualified personnel and physical equipment to implement education programs. Children acquire their basic knowledge, skills, attitude, and habits pertaining to their development at home. Therefore, the family becomes the primary institute responsible for the care, development, and education of the child. After the family, preschool institutions take their place in the system as institutions that support the family in preparing children for their social life. This study aims to examine the effect of the relations between parents and the teachers on the children at Ordu Centrum Preschool. The main purpose of this study is to determine and evaluate parents' approach to preschool teachers. This study focused on parents of children at preschool institutions in Ordu Centrum in the spring of the academic year 2009-2010. A total of 150 persons randomly selected from 500 parents whose children studied at one of the 10 preschool institutions in Ordu Centrum were chosen as the sample for this study.
The study aimed to determine the status on the implementation of Kindergarten Program. The areas of concern included the following: the status of the kindergarten program in terms of enrollment for the last three (3) years, participation rate, teachers’ qualifications, instructional materials, budgetary allocation and advocacy formation; the perceptions of the stakeholders in the implementation of the kindergarten program; challenges encountered by the teachers and parents and measures to be taken to improve the implementation of the kindergarten program. The study employed descriptive and numerical data on the perceptions of the teachers and parents served as research design. The instrument used to elicit information from the respondents was a structured questionnaire which validity and reliability were obtained through a percentage and weighted mean. The key findings of this study revealed that Inopacan Central School has the highest enrolment considering that it is strategic, accessible and has the needed equipment and facilities. Majority of the teachers have an educational attainment with Master’s Degree Units only. Instructional materials used included visual, printed, audio and audiovisual. It was found out that majority of the teachers used printed materials. These are vital tool in teaching. Budget allocations were determined by the enrolment of the school. The activities obtained shown a very good showing on the advocacy activities of the school which extend beyond the reach up to the community in promoting the welfare of the pupils and building closer relationship with the community. Both teachers and parents perceived the program strongly agree. Proposed measures were envisioned in the enhancement of the implementation of Kindergarten Program in Inopacan District. From the findings, a conclusion was drawn that both teachers and parents highly perceived the importance of the implementation of the Kindergarten Program in Inopacan District. The implementation of the Kindergarten Program was affected by the following factors: the status of the kindergarten program in terms of enrollment for the last three (3) years, participation rate, teachers’ qualifications, instructional materials, budgetary allocation and advocacy formation. Recommendations were being articulated such as implementation of the proposed measures for enhancement on the implementation of the kindergarten program. Increase the budgetary allocation for the kindergarten program in order to meet the educational needs and foster quality learning among the children. Ensure that the availability of the materials should be to the fullest extent. Enrich the advocacy formation to enhance school and community relationship in promoting the welfare of the pupils and building closer relationship with the community. Keywords: Status, Implementation, Kindergarten Program, Perception, Enhancement
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