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Reports the results of a longitudinal study of interests among 12 kindergarten children. Investigated the development and maintenance of person-object interests. (Author/JDH)

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This research examines how design-based STEM (Science, Technology, Engineering, and Mathematics) activities in early childhood affect the development of critical thinking skills in preschool children aged 60-72 months. The research was conducted using an action research design. The participants of the study were determined according to the purposeful sampling method. The researcher's participants consist of 15 children attending preschool education. In the study, the Critical Thinking Skill Rubric was used as a data collection tool. With this scoring key, the students' weekly work based on STEM activities was evaluated and their developments were monitored. The study was conducted with the implementation of 8 STEM scenarios. The data of the research were scored by two different scorers. Descriptive statistics were used in the analysis of the data. In the first week, it was determined that critical thinking skills were insufficient, but a significant improvement was observed in these skills during the application process. The research results show that the students enjoyed the STEM applications, their interest levels increased, and the problems experienced during the activity process decreased. Various suggestions have been presented based on the research results.

The existence of social inequality and the intergenerational transmission of social status stands in stark contrast to the supposedly prevailing principle of achievement in society. The causes of this can be found above all in the family, which has a significant influence on children’s development and future prospects through the capital available to them as well as their habitus and lifestyle. Another decisive factor is the school, which, through primary and secondary factors, contributes to the fact that educational success is still largely dependent on social background. At the same time, however, it also offers great potential to counteract the cycle of reproducing social disadvantage. Possible approaches include the expansion of early childhood education programmes, pedagogical practice and dealing with cultural and habitual differences through inclusive teaching, grading as well as structural changes regarding transitions and all-day school models. [ABSTRACT FROM AUTHOR]

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

Classes taught at school should be a space where students have the opportunity to fully develop, discover themselves, awaken and develop their potential and passions, as well as to acquire the knowledge necessary for effective functioning in the world. The use of properly selected methods during classes is essential to create an environment in which children can study and develop. Pedagogy of play incorporates a wealth of methods that offer a number of benefits and advantages that come with learning through play. Play triggers joy in children, creates space where they can be themselves, explore and be creative while improving the competencies necessary for life. Pedagogy of play also creates a favorable environment for working with children in music classes. The freedom and dynamics of play perfectly match the child’s musical activities. The main purpose of the study was to investigate how children function and perform during classes that incorporate musical pedagogy of play. The study was conducted using qualitative field research conducted at Bogdan Jański Elementary School in Kraków, Poland. The results of the study suggest that pedagogy of play creates a friendly environment for the development and formation of various competencies in children during a music class.

The text is theoretical in its nature and deals with the subject of the influence of literature on the child in early school age in terms of affecting the sensitivity of the recipient. The author considers the phenomenon of (de)sensitization as a process that would help the modern child to accept taboo phenomena on the example of the subject of war. The article refers to the theory of the Highly Sensitive Child and the “bitter-sweet” impact of art, recalling the works of Elaine Aron and Susan Cain. It was emphasized that the child’s hypersensitivity to certain images or sounds is related not only to natural stages of development, but also, or perhaps mainly, to individual predispositions to sensitivity to stimuli. The considerations included in the article also refer to war-themed texts for children published in Poland. The researcher provides a list of reading materials that may be interesting for contemporary child readers, but are not part of the school canon. The text is supplemented by a practical example of working with Liliana Bardijewska’s work entitled Karim’s Cat and Pictures with the use of a board game as a form of work with text at the level of grades I–III of primary school.

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Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This study investigated parents’ practices in helping pre-primary school children with homework in Dodoma City, Tanzania. The study was guided by two specific objectives: to investigate the learning opportunities perceived by parents and the perceived challenges. The study involved 23 respondents from 15 families in Dodoma City, Tanzania. A convenience sampling technique was used to obtain families and parents. A phenomenology design was used, and semi-structured interviews were conducted to obtain data from the respondents. Thematic analysis was employed to analyse the collected data. The study revealed several learning opportunities among children, such as fostering child-parent relationships, knowing and monitoring children’s academic progress, and reinforcing learning and discipline among children. Also, several challenges were revealed from the study findings, including time-consuming, stressful and tedious activities for parents and children. The study concludes that parents’ involvement in children’s homework is vital for improving child-parent relationships and monitoring children’s academic progress. Therefore, the study recommends that teachers provide clear guidance to parents on assisting children with homework. Further, school administrators should encourage parents to participate in their children's education to improve their learning.

The period of early education is the time when a child goes through the process of development from childhood to the beginning of adolescence. This stage is the foundation on which to build education preparing the student to participate in social life. Thanks to the acquired knowledge and skills, he has the opportunity to achieve his goals in the future. The many tasks facing early school education include awakening intellectual interests as the basis for cognitive activity, as well as developing the ability to express one’s thoughts and understand others. Early childhood education teachers are assigned a special role in shaping the personality of pupils. They must ensure safety among students starting their education and develop the child’s motivation to continue learning. Their role is also to observe the student’s development, as well as to support the child’s extracurricular life environment so that he or she achieves the greatest possible educational achievements. Based on research, the article presents the teacher’s competences necessary in his or her work and attempts to show the most important personal characteristics necessary in performing this profession. In addition, factors conducive to the creation of social bonds between the teacher and students, as well as the activities of the educator which most strongly affect the education and upbringing of students, are indicated.

This research aims to determine how the implementation of music in early childhood differs by the types of preschool institutions. The sample of the study, which was conducted with the qualitative research approaches, consists of 22 participants, 18 preschool teachers, and 4 school administrators working in four different types of public preschools. Research data were collected through semi-structured interviews. The school types in the study are 1 independent kindergarten, 1 primary school with preschool classes, 1 girls’ vocational high school with practice preschool classes, and 1 special education kindergarten. According to the research findings, music is used in all types of preschool institutions, and similar musical activities are carried out. However, while richer musical activities are carried out in independent kindergartens, the use of music in special education kindergartens is more limited. Independent kindergartens seem more advantageous than other school types in terms of implementing musical activities. Individual efforts of preschool teachers and their interest in music are more important in implementing musical activities. Although the participants highlight the importance of music in special education, the low skills of preschool teachers regarding the use of music in early childhood special education and the special needs of children make it difficult to use music in special education kindergartens.

The article argues for the inevitability of General Educational Science and emphasizes its importance for a reflective educational science. It is pointed out that a quarter of all educational science programs do not require General Educational Science or basic education. General Educational Science provides fundamental, guiding, and reflective knowledge that is essential for analyzing problems arising from new developments and changes. Topics such as power, gender, and generational relations are mentioned as important aspects of educational science. General Educational Science is relevant for political education, the prevention of sexual violence, and early childhood education. Openness, reflexivity, and historicity are emphasized as important principles of General Educational Science. [Extracted from the article]

The study traces the origins and formation of the curriculum of the Institute of Early Childhood Education, which in 1946-1950 at the Faculty of Education of Palacký University in Olomouc educated students of early childhood education for their profession as kindergarten teachers. The four newly established pedagogical faculties in Czechoslovakia were created at the universities of Prague, Brno, Olomouc and Bratislava in 1946 by the adoption of a special law. Their task was to prepare students - future teachers in all types of schools except universities. According to the statute issued by the Ministry of Education, the study of pre-school education was to last two years, i.e. four semesters. However, due to a shortage of kindergarten teachers, it was shortened indefinitely to one year, i.e. two semesters. The study analyses the curriculum of the Institute of Early Childhood Education at the Faculty of Education in Olomouc and compares it with the content of teaching at the Faculties of Education in Prague and Brno. The study of preschool education at all pedagogical faculties ceased in 1950 and was entrusted to the so-called pedagogical gymnasiums. [ABSTRACT FROM AUTHOR]

This article explores howAdult Learning and Education (ALE) fits into the international Lifelong Learning (LLL) discussion. The shift in understanding LLL, now encompassing early childhood and school education since 2015, challenges ALE's role. Strong evidence, mostly from longitudinal surveys, supports ALE's importance, demonstrating positive labour market effects and wider learning benefits. The article aims to contribute to ALE advocacy by collecting evidence for practitioners and policymakers. This has been undertaken as part of the study on ALE within the concept of LLL (Grotlüschen / Belzer / Ertner / Yasukawa 2023). [ABSTRACT FROM AUTHOR]

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Bu çalışmada erken çocukluk eğitimi (ECE) alanında yapılan eylem araştırmalarının incelenmesi amaçlanmıştır. Çalışma kapsamında 33 tez ve 14 makale olmak üzere toplam 47 yayına ulaşılmıştır. Dökümler sistematik inceleme yöntemi ile incelenmiştir. Araştırmanın verileri, araştırmacılar tarafından araştırma sorularından yola çıkarak geliştirilen bir form aracılığı ile toplanmıştır ve nitel tematik analize tabi tutulmuştur. Araştırma sonucunda incelenen veri tabanlarında ECE alanında yapılmış ilk yayının 2011 yılında olduğu görülmektedir. Araştırmalarda en sık konu ve / veya içerik bilgisini kapsayan anahtar kelimeler kullanılmaktadır. Ayrıca en fazla kullanılan eylem araştırması yöntemi “teknik/işbirlikçi/bilimsel eylem araştırmasıdır.” Bunun yanında neredeyse incelenen tüm eylem araştırmalarında gözlem ve görüşme tekniklerinden faydalanılmıştır. Araştırmaların örneklemi, genellikle amaçlı örneklem yöntemi ile belirlenmektedir. Ayrıca incelenen araştırmalarda çoğunlukla çocuklar ile çalışıldığı görülmektedir. Çalışmaların veri analiz yöntemi genellikle içerik analizi ve betimsel analizdir. Diğer yandan araştırma döngüsünü belirten eylem araştırmalarının azınlıkta olduğu görülmektedir. İncelenen araştırmalarda yapılan geçerlilik ve güvenilirlik çalışmaları çok ve çeşitlidir. Araştırmalar “uygulamanın, programın süreçlerinden elde edilen bilgi ve deneyimleri paylaşmak / incelemek / ortaya koymak”, “programın / uygulamanın etkililiğini ve uygulanabilirliğini araştırmak / incelemek”, “davranış bozukluklarını azaltmak” gibi var olan bir durumu iyileştirmeyi hedefleyen amaçlar benimsemektedir. Çalışmaların sonuçları amaçlarına göre değerlendirildiğinde ise çalışmaların neredeyse tamamının sonucu, çalışma kapsamında hedeflenen amaca ulaşıldığını göstermektedir.

In her book "Pedagogical Rhythm in Early Childhood Education," Barbara Fageth analyzes the relationship between theory and practice in pedagogy. She refers to the concepts of Aristotelian prudence, Immanuel Kant's judgment, and Johann Friedrich Herbart's pedagogical rhythm. The author also incorporates empirical findings and raises questions about pedagogical professionalization. In her book "Encounter," Evi Agostini examines the compatibility of professionalization and tact in pedagogy. She emphasizes the ethical-moral obligation of educators and their responsibility to act appropriately in specific situations. Agostini concludes that a tactful person should systematically examine and, if necessary, change their own actions. The book offers a comprehensive analysis of pedagogical tact and is of interest to all individuals working in the field of education. [Extracted from the article]

Introduction: The text presents the results of a diagnostic survey conducted in the first quarter of 2022 among teachers of early childhood education. It was conducted in order to collect teachers' opinions on the change made in the reading list, effective from 01/09/2021. The text is set in an interpretative paradigm, in the spirit of critical and creative education focused on the subjectivity of participants in the educational process, that perceives teaching as a creative process. I base the theoretical assumptions on such key categories as change in education (Klus-Stańska), open and closed school culture changes (Zamorska, Krzychała), invisible change (Bober), apparent change (Dudzikowa), I draw attention to the importance of teachers' participatory participation in the change as well as emphasizing the reading from the perspective of the text of culture, the medium and the linguistic transmitter of the world image. Research Aim: Interviews with teachers present the position of early school education teachers towards the change made, their orientation in the latest reading offer addressed to the child, their beliefs, needs and possibilities of its implementation. Method: The data collection method used was a diagnostic survey. The technique used was a qualitative in-depth interview, partially structured, focused on the problem of the perceived change in reading and the organization of work with reading. The study included 17 teachers of early childhood education from 17 primary schools in the Białystok town. Conclusion: The results of the survey are aimed at drawing attention to the problem of shaping educational policy in the above-mentioned scope.

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The economic and political changes of the last dozen years meant that Polish schools had to deal with the actual organization of education for children of different nationalities. The idea of intercultural education is implemented in various aspects; one of them is the correct process of adaptation to a new environment. This article shows the process of adaptation of children of different nationalities to the school environment of a Polish school in the opinion of parents and primary school principals. The presented research results show the described problem from the perspective of two time periods: before and after Russia's attack on Ukraine. The results of the analysis of the collected research material show the attitudes of students before starting education in a new place, problems related to the adaptation process, actions taken to implement the idea of intercultural education, and differences in the organization of education for students of different nationalities before and after Russia's attack on Ukraine. The presented article shows the current picture of the adaptation process of children of different nationalities in the developing intercultural education in Polish schools.

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Eğitim kalitesine ilişkin beklentileri karşılamada öğretmen mesleki gelişiminin önemi dikkate alındığında, öğretmen mesleki gelişiminin etkililiğine ilişkin yaklaşımların ve gelişimi destekleyecek araçların irdelenmesinin gerekli olduğu düşünülmektedir. Erken çocukluk eğitiminde mesleki gelişim, öğretmenlerin çocuk gelişimi bilgisi, çocuklar ve ebeveynlerle etkili iletişim kurma gibi alana özgü yeterlilikleri geliştirmelerini gerektirir. Erken çocukluk eğitiminin kalitesi, eğitimcilerinin mesleki yeterliliklerini geliştirmek üzere etkili mesleki gelişim çalışmaları gerçekleştirmelerine bağlıdır. Alanyazın geleneksel mesleki gelişim çalışmalarını etkililikten uzak olarak değerlendirirken, öğretmenlerin ihtiyaçlarına hitap eden ve sınıflarında değişikliklere yol açacak etkili mesleki gelişim çalışmalarının niteliklerine odaklanmıştır. Bu doğrultuda, etkili mesleki gelişim çalışmalarının araştırma temelli olması, öğrenen çıktılarına odaklanması, iş birliği fırsatları sunması, okul temelli uygulamalar içermesi, öğretmenlerin karar verme süreçlerine dahil olması, kişiye ve bağlama özgü içeriğe sahip olması ve yetişkin eğitimi prensiplerine dayanması gerektiği belirtilmektedir. Etkili mesleki gelişim çalışmaları, öğretmenlerin üstbilişsel bilgi geliştirmelerini destekler ve kendi mesleki ilerlemelerine ilişkin sorumluluk almalarını sağlayarak onları aktif bir rolde konumlandırır. Öğretmen portfolyosu, etkili mesleki gelişimin belirtilen boyutlarına zemin oluşturan bir mesleki gelişim aracı olarak karşımıza çıkmaktadır ve mesleki gelişim sürecini tanımlama ve yönetme, öğretimi geliştirme, performans değerlendirmesi, eylem araştırmaları yürütme ve mesleki yeterlikleri karşılama düzeyini gösterme için olanaklar sunar. Erken çocukluk eğitimcilerinin kendi mesleki gelişimlerinde aktif bir rol almalarını destekleyecek etkili bir araç olarak öğretmen portfolyosu geliştirmeleri, mesleki mesleki yeterliliklerini güçlendirecektir. Bu çalışmanın amacı, erken çocukluk eğitiminde öğretmen mesleki gelişimini, etkili mesleki gelişim bağlamında ele almak ve bir mesleki gelişim aracı olarak öğretmen portfolyosunu incelemektir. Bu çalışma, ilgili alanyazına başvurularak ve öğretmen mesleki gelişimi ile dokümantasyonuna ilişkin alanyazın ve bu konuda yapılan çalışmalar taranarak derleme türünde hazırlanmıştır. Bu derleme çalışmasında, erken çocukluk eğitiminde öğretmen mesleki gelişimi için etkili mesleki gelişim ilkeleri incelenmiş, söz konusu ilkeler doğrultusunda mesleki gelişim aracı olarak öğretmen portfolyosunun rolü değerlendirilmiştir. Ayrıca erken çocukluk eğitimcileri için öğretmen portfolyosu geliştirme süreci ile hizmet öncesi ve hizmet içi mesleki gelişimde kullanımı açıklanmıştır.

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