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Download full textDevi Pratami; Nor Hasrul Akhmal; Muhd Ikmal Isyraf Mohd Maulana; Syed Ahmad Helmi Syed Hassan – Journal of Technology and Science Education, 2024
The Merdeka Belajar curriculum is the current curriculum developed by the Indonesian Ministry of Education, which should be implemented thoroughly in 2024. Project-based learning is identically engaged with this curriculum, which offers many advantages to enrich the quality of education. This method has been promoted and implemented in several…
Descriptors: Foreign Countries, Active Learning, Student Projects, Preschool Education
Direct linkJoanne Wong; Alfredo Bautista; Yan Lam Ho; Siu Hang Kong – Research Studies in Music Education, 2024
The purpose of this study was to investigate Hong Kong preschool teachers' music-specific professional development (PD) preferences and analyze the potential differences among teachers with varying levels of teaching experience (beginning, experienced, and advanced). A survey was developed to assess four music-specific PD preferences: content,…
Descriptors: Preschool Teachers, Faculty Development, Teacher Attitudes, Preferences
Sandy Dellalonga – ProQuest LLC, 2024
The purpose of this qualitative, phenomenological study was to understand early childhood teachers' perceptions surrounding the topic of childhood scribbles as they relate to emergent literacy. Sociocultural theory provided a foundation for this research because of its focus on relationships between children, other children, and teachers to foster…
Descriptors: Emergent Literacy, Early Childhood Teachers, Freehand Drawing, Teacher Attitudes
Justin J. West; Amy N. Melton – Texas Music Education Research, 2024
The purpose of this study was to examine how conference clinics are designed and delivered to facilitate music teacher professional development (PD). We selected three clinics from the 2023 Texas Music Educators Association Clinic/Convention (TMEA), the largest music teacher PD conference in the United States. Using multiple-case study methods,…
Descriptors: Music Teachers, Music Education, Faculty Development, Audio Equipment
Joana Cadima; Tiago Ferreira; Carolina Guedes; Diana Alves; Catarina Grande; Teresa Leal; Filipe Piedade; Ana Lemos; Andri Agathokleous; Vicky Charalambous; Charalambos Vrasidas; Demos Michael; Manuela Ciucurel; Georgeta Chirlesan; Bogdan Marinescu; Delia Duminica; Anastasia Vatou; Maria Tsitiridou-Evangelou; Evridiki Zachopoulou; Vasilis Grammatikopoulos – Early Childhood Education Journal, 2025
Professional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers' feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to…
Descriptors: Foreign Countries, Professional Development, Preschool Education, Preschool Teachers
Nouf Salem Almarzouq; Bader Jassem Alqallaf; Abdulaziz Sadeq Alawadh – Journal of Education and Learning, 2025
Understanding the challenges of inclusive education is essential for evaluating its effectiveness. By identifying these obstacles, stakeholders, policymakers, and educators can systematically address the issues. This study investigates the barriers to including children with Down syndrome in kindergartens in Kuwait, focusing on teachers'…
Descriptors: Inclusion, Down Syndrome, Barriers, Kindergarten
Shahin Hossain; Patricia A. Young – AERA Online Paper Repository, 2024
This research introduces a culture-inclusive, systematic approach aimed at enhancing computational thinking (CT) skills among urban early childhood educators. The methodology includes pre- and post-intervention surveys, e-learning modules, and professional development workshops. Twelve urban early childhood educators from Baltimore participated in…
Descriptors: Thinking Skills, Computer Science Education, Urban Schools, Preschool Teachers
Alfred S. Y. Lee; Wing Kai Fung; Kevin Kien Hoa Chung; Jesus Alfonso Daep Datu; Ryan Yat Ming Cheung – Psychology in the Schools, 2025
Limited research has examined the well-being of international preschool teachers, while intervention targeting their well-being is even rarer. The objective of this study was to examine the effectiveness of a 2-month EASP (i.e., Early Advancement in Social-Emotional Health and Positivity) positive psychological intervention program based on the…
Descriptors: Foreign Countries, Preschool Teachers, International Schools, Foreign Nationals
Cortina, José Luis; Visnovská, Jana; Peña, Jesica; Zúñiga, Claudia – Mathematics Education Research Group of Australasia, 2022
This paper discusses the design modifications of a sequence of specified learning goals for teaching early number, which characterise an instructional resource developed in a design research collaboration with teachers in Mexican preschools. Highlighted are the types of research involvement that appear to be necessary in designing resources for…
Descriptors: Sequential Approach, Teaching Methods, Instructional Design, Preschool Teachers
Masashi Watanabe; Naoko Aoyagi; Naomi Kaminaga – Journal of Motor Learning and Development, 2024
This study examines the effectiveness of a simultaneous intervention in kindergarten and home to improve ball skills in children. Two kindergartens in Ibaraki, Japan, were divided into intervention (N = 98, mean age = 5.5 [0.6] years) and control groups (N = 88, mean age = 5.6 [0.6] years). The intervention was for 4 weeks. Parents received emails…
Descriptors: Foreign Countries, Kindergarten, Psychomotor Skills, Early Intervention
Jacqueline A. Towson; Marisa Macy; Diana L. Abarca; Kara Myers; Erin FitzPatrick – Early Childhood Education Journal, 2024
As an initial step of a larger grant-funded project, this pilot study examined how providing preschool teachers in low socio-economic urban areas with a traditional professional development workshop and subsequent coaching on dialogic reading (DR) strategies affected their storybook reading. Effects on children's receptive and expressive language…
Descriptors: Reading Strategies, Dialogs (Language), Faculty Development, Intervention
Zoupidis, Anastasios; Tselfes, Vasilis; Papadopoulou, Penelope; Kariotoglou, Petros – Education Sciences, 2022
In this paper, we investigate the intentions of kindergarten teachers to use the content and to apply the teaching methods that they acquired in a one-day teacher training seminar. According to the theory of planned behavior, the answer to this research question is directly related to a series of social-psychological personal criteria assessments,…
Descriptors: Preschool Teachers, Kindergarten, Intention, Teaching Methods
Garner, Rosemarie; Nicholas, Maria; Rouse, Elizabeth – European Early Childhood Education Research Journal, 2021
In Victoria, Australia, the transition from preschool to compulsory school education is impacted by systemic disconnections in organisation, pedagogical thinking and curricula. These disconnections can create discontinuities in children's experiences, and continuity of learning. At a policy level, attempts have been made to build cooperative…
Descriptors: Preschool Teachers, Teacher Collaboration, Faculty Development, Teacher Workshops
Anti-Colonial Orientations to Place: Unsettling Encounters with South African Educational Landscapes
Murris, Karin; Francis, Sieraaj; Babamia, Sumaya; Nxumalo, Fikile; Bozalek, Vivienne; Giorza, Theresa – Equity & Excellence in Education, 2020
The authors bring together decolonial, place attuned, and critical posthumanist orientations to analyze an event during a residential workshop organized as part of a state-funded research project on decolonizing early childhood discourses in South Africa. An invitation during the workshop to grapple with what might be unsettling by attending to…
Descriptors: Foreign Policy, Early Childhood Education, Teacher Workshops, Preschool Teachers
Ekeh, Martin C.; Venketsamy, Roy; Thuketana, Nkhensani S.; Joubert, Ina – South African Journal of Childhood Education, 2022
Background: Teachers are responsible for developing and enhancing communication skills amongst young learners. Unfortunately, the overly structured pedagogy which many teachers adopt inhibits the optimal development of oral communication skills. Hence, the researchers investigated ways of strengthening group-work play-based pedagogy to stimulate…
Descriptors: Play, Teaching Methods, Speech Communication, Preschool Education
