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Online professional development (PD) can be a sustainable and easily scalable alternative to provide early childhood teachers with training opportunities. However, there is limited research on teachers' levels of satisfaction and engagement in online PD initiatives. Understanding teachers' levels of satisfaction and engagement is crucial, as these may influence the effectiveness of online PD in benefiting teachers and ultimately young children. This study aimed to examine Hong Kong kindergarten teachers' satisfaction and engagement in a music-and-movement (M&M) online PD course. This study involved 56 participants who received an 11-week online PD course. Questionnaires were administered after course completion. Data were analyzed using descriptive statistics and t-tests. Participants had high levels of satisfaction with the course, particularly those with no or some M&M background, who were more satisfied with the course content and instruction. Participants had moderate-to-high levels of engagement in the course, particularly those with no or some M&M background, who were more emotionally engaged. We conclude that sustainable and easily scalable online PD initiatives can result in high levels of satisfaction and engagement among kindergarten teachers, especially those with limited M&M background. This study supports the idea that online PD can be responsive to teachers' needs and preferences. [ABSTRACT FROM AUTHOR]

Denne artikkelen studerer kvalitetsskilnadar – målt som brukartilfredsheit – mellom norske barnehagar med ideelt, kommersielt og kommunalt eigarskap. Barnehagesektoren er prega av både utstrekt bruk og eit sterkt innslag av private aktørar. Spesielt innslaget av kommersielle tenestetilbydarar er politisk konfliktfylt. Lite forsking er gjort på kvalitetsskilnadar i barnehagar med ulike eigarar, men det som er gjort, indikerer at barnehagar med ideelle eigarar skårar best. Eit rikt datasett som dekkjer åra 2016 til 2021 gjer at me kan nytta ulike empiriske strategiar for å undersøke desse skilnadane. Me kan både kontrollera for relevante trekk ved tenesta og utnytta at enkelte barnehagar skiftar mellom dei tre eigarformene. Resultata våre syner at ideelle barnehagar har dei mest fornøgde foreldra; dette er stabilt over fleire år også når analysen inkluderer relevante kontrollvariablar. Når me samanliknar tilfredsheita i barnehagar som skiftar eigar (t.d. frå kommersiell til kommunal), med elles like barnehagar (t.d. kommersielle barnehagar som ikkje skiftar eigar), finn me ingen sterke effektar av eigarskap.

Public procurement of food is crucial for ensuring proper nutrition and the provision of high-quality products in public institutions like schools and kindergartens. It should be seen as an investment in health promotion, particularly for young children. Notably, when no quality criteria are specified, the cheapest and often lowest-quality products are typically selected. This study analyzed 1126 public procurement orders processed by schools and kindergartens in Poland between November 2022 and March 2023, with a focus on cereal products and their derivatives. Of these orders, 197 met the inclusion criteria, yielding a total of 5084 cereal products for detailed analysis. The study assessed the quantities ordered and the quality characteristics specified in the procurement documents. The results revealed that the most commonly described criteria pertained to product composition, especially typical characteristics and the absence of additives. Sensorial characteristics such as consistency and color were also frequently specified, while sustainable public procurement criteria were mentioned the least, indicating their marginal importance in current procurement practices. This underscores the critical importance of establishing minimum standards for describing cereal products in terms of sensorial characteristics, composition, and sustainability. Such standards are essential for improving the quality of grain products supplied to public institutions and ensuring that these institutions actively contribute to promoting healthy eating habits among children. [ABSTRACT FROM AUTHOR]

The present study aimed to explore parents' attitudes towards including children with disabilities (CWDs) in public kindergartens (KGs) in Jordan. A questionnaire was developed and distributed to 250 parents of CWDs and others without disabilities at the kindergarten stage. The results revealed that most respondents had neutral attitudes towards including CWD issues in public KG, and about 36.4% of parents held negative attitudes. The results of multiple regression analysis also indicated that the parent's gender, age, having a CWD, and degree of disability, were considered statistically significant predictors of the parents' attitudes towards including CWDs in public kindergartens. Implications of the findings and recommendations are provided. [ABSTRACT FROM AUTHOR]

The role of school directors is crucial for the successful functioning of schools and kindergartens. In Bulgaria, the process for selecting directors has undergone significant changes to modernize the system and focus on leadership based on competencies rather than merely reproducing knowledge mechanically. Until 2022, the only requirement for selection was a competitive exam that focused on knowledge of the legal framework. Following a complaint and a decision by the Supreme Administrative Court, the exams were temporarily suspended, but with changes to Regulation 16 on July 1, 2022, the process was revised, allowing for competitions to be conducted again in early 2024. These competitions, announced in 276 schools, attracted 400 candidates. Nearly 300 passed the first stage by demonstrating their knowledge through a test. They then had to present concepts for the development of specific schools, which raised criticisms because external candidates could be disadvantaged due to a lack of familiarity with the specific needs of each school. Ultimately, 249 candidates successfully passed the oral exam and were appointed, Following the competition, criticisms emerged, especially in the Plovdiv region, where some candidates expressed dissatisfaction with the focus on personal qualities rather than on expertise and legal knowledge. This raised questions about the effectiveness of the new selection process. Despite the criticisms, the new approach is seen as a significant step toward changing the educational paradigm in Bulgaria. It promotes leadership focused on skills, innovative thinking, and community engagement. It is expected that the new directors will bring fresh perspectives and contribute to building a stronger educational system in Bulgaria. [ABSTRACT FROM AUTHOR]

Introduction: Radon exposure in buildings is a major risk factor for the development of lung cancer according to the WHO and a key indicator of indoor air quality in kindergartens and children‘s exposure. Aim: The aim of the present study is an analysis of the results of the measured indoor radon concentration (CRn) in kindergartens in 9 Bulgarian districts, as a key indicator of the exposure of children and an evaluation of the factors influencing the variation of these concentrations. Material and methods: The research was conducted in 3596 premises of all state kindergartens in 9 regions of Bulgaria with passive RSKS detectors, which stayed from 3 to 6 months in the premises, necessarily including autumn and winter months. The detectors were processed and evaluated with the RADOSYS system for integrated average CRn measurement. Results and Discussion: The average arithmetic means of CRn are in the range of 125.3 – 218.8 Bq/m³, with the highest value found in the Vratsa district, followed by that of the Dobrich and Lovech districts. The percentage of premises in kindergartens with values above the reference level of 300 Bq/m³ varies from 2 for Vidin districts to 23 for Vratsa districts. Among the studied factors that influence the values of indoor radon, essential for its increase are the repairs carried out for energy-efficient measures. Lower values are found in the presence of a basement and ventilation system in the building. Conclusion: In the buildings of kindergartens with high indoor radon concentration, corrective measures should be carried out to reduce the levels, in order to reduce the exposure of the children and improve the air quality [ABSTRACT FROM AUTHOR]

Online professional development (PD) can be a sustainable and easily scalable alternative to provide early childhood teachers with training opportunities. However, there is limited research on teachers’ levels of satisfaction and engagement in online PD initiatives. Understanding teachers’ levels of satisfaction and engagement is crucial, as these may influence the effectiveness of online PD in benefiting teachers and ultimately young children. This study aimed to examine Hong Kong kindergarten teachers’ satisfaction and engagement in a music-and-movement (M&M) online PD course. This study involved 56 participants who received an 11-week online PD course. Questionnaires were administered after course completion. Data were analyzed using descriptive statistics and t-tests. Participants had high levels of satisfaction with the course, particularly those with no or some M&M background, who were more satisfied with the course content and instruction. Participants had moderate-to-high levels of engagement in the course, particularly those with no or some M&M background, who were more emotionally engaged. We conclude that sustainable and easily scalable online PD initiatives can result in high levels of satisfaction and engagement among kindergarten teachers, especially those with limited M&M background. This study supports the idea that online PD can be responsive to teachers’ needs and preferences.

Kindergartens are important community facilities that introduce children to a classroom learning environment. The research aimed to examine current practices in kindergarten heating, cooling, and ventilation and investigate how IAQ and thermal comfort interact with each other at five selected kindergartens in Melbourne. This research used field measurements to investigate indoor air quality (IAQ) and thermal conditions during the COVID-19 pandemic and used CO2 concentration levels as an indicator of IAQ. The research found that high CO2 levels above recommended maximums were reached in operational kindergartens. The highest level identified during class time was 1908 ppm. Conditions outside recommended levels for thermal comfort were also recorded. A kindergarten operating with the use of both mechanical and natural ventilation was found to have lower CO2 levels than the kindergartens relying solely on mechanical ventilation. However, thermal comfort was compromised in this kindergarten. The data collected in kindergartens in their natural settings offered insights into the actual ventilation conditions in these facilities and provided baseline data for developing pandemic-resilient kindergartens. The findings are relevant to kindergartens in other countries that have dynamic window/door-opening behavior. [ABSTRACT FROM AUTHOR]

The subject-spatial environment of kindergarten children is an integral part of the educational environment. The child's development depends on the subject environment to the same extent to which it does on the adults who are raising them. Storage furniture is part of the object-spatial environment. The present article discusses the functional requirements for cabinet furniture, emphasizing the anthropometric parameters and the figure of the child; the peculiarities of the child's perception; the amount of dimensions and total volume of storage furniture. The most typical storage furniture in the group room is rivet rack shelving along the walls, classified in terms of the objects of storage - from clothes to toys. The functions, types, shapes, sizes and colors of the furniture are analyzed. Emphasis is placed on their advantages. Another focus is placed on the wardrobe as a piece of furniture for storing children's toys. The advantages of this storage method are the ability to store a large number of things due to the variety of niches, compartments, cabinets and shelves. Attention is paid to the toy storage box. The main advantage of this piece of furniture is that it makes play items accessible to children. Any child can reach them, regardless of age, height or individual physical capabilities. The nursery toy rack is another variety of storage. This option is ideal as storage space for a small number of entertainment items. A dresser is an attribute that contains drawers that store toys. Its main advantage is its small size and compactness with a relatively high level of capacity. Children's furniture must be safe, made of harmless materials. All structural elements must be securely fastened and aesthetically pleasing. Auxiliary furniture must be ergonomic, functional and correspond to the anthropometry of the children. They need to have free access to their toys and books, so in the play area it is necessary to use open cabinets and shelves without swinging or lifting doors. It is good to use furniture of mostly light colors with a matte surface, preferably without shine. The materials used to cover children's furniture must have low thermal conductivity, as well as resistance to hot water, detergents and disinfectants. The conclusions drawn are useful in the training of industrial design students. [ABSTRACT FROM AUTHOR]

Copyright of Al-Academy is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

In the Caribbean, young boys are not receiving a wholesome education that is beneficial for their psychological, social and emotional development. Their freedom to choose, to speak and play are restricted. These statements are based on my observations during 2018- 2020 in selected preschools and kindergartens in Trinidad & Tobago. Teachers with distorted beliefs and skewed views on masculinity are playing a crucial role in influencing the masculinity of boys. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities 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 Movement Assessment Battery for Children - Second Edition (MABC-2) is a standardized test used to assess movement skills in children aged between 3-16 years old and to diagnose developmental coordination disorders (DCDs). Monitoring movement skills in children's is crucial to ensuring their proper physical development, as movement difficulties affect other areas of learning. In particular, it was interesting to investigate the role of gender and age in relation to different movement skills, as their development is influenced by genetic potential, in order which variables can help teachers to predict movement difficulties. The aim of the present study was to quantify the children's movement performance and to analyze the influence of gender, age and the gender x age interaction on movement performance. Methods: The sample consisted of 102 children aged between 5-6 years old from kindergartens. The MABC-2 was used to assess the children's movement performance, which comprised three sub-sections: manual skills, ball skills and balance skills. MANOVA was performed to assess the impact of gender, age and gender x age on performance. Chi Square was used to test differences in movement difficulties among gender. Results: The results showed a significant impact of both gender and age on performance individually, with a significant interaction effect of gender and age on performance. Conclusions: 12 children had several movement difficulties, while only 9 were at risk of DCDs, requiring ecological intervention. [ABSTRACT FROM AUTHOR]

The function of preparing the internal environment for kindergartens is to provide a stable, organized, and rich internal space that encourages learning, kindergartens must achieve the needs of childhood. All its parts must be planned so that the child can learn and discover his abilities and tendencies. At the age of 4-6 years, the child is full of energy and curious; He has a strong desire to test his environment and explore his surroundings with no regard for safety.When choosing interior design materials and components for kindergartens, it is essential to pay attention to the physical integrity and safety of the child in this stage. Which requires the provision of materials characterized by durability and reliability to suit the activities carried out, and in a manner that does not conflict with the achievement of other economic and environmental aspects.The research problem was that all the materials and components of the interior design deteriorate over time, which requires checks and detection of defects to treatment or maintenance, a process that may be difficult and expensive. The maintenance process consumes a lot of time, effort, money, resources, and it may need to stop the activities that are performed in the place until it is completed. Also, delaying or neglecting the place maintenance negatively affects the child physically and morally.scientists began to search for materials that can sense the defect, work to stop it and then start the process of self-healing or repairing itself as quickly as possible, which is called self-healing materials.This research aims to raise the efficiency of kindergartens by using self- healing materials to achieve educational, aesthetic, health, environmental, and economic aspects.The research follows the descriptive and analytical approach, as it presents some of the reasons for the deterioration of materials in kindergartens, along with analyzing the damages resulting from the deterioration of materials, then the concept of self-healing materials, their mechanisms, some possible examples for use self-healing materials instead of traditional materials and analyze the benefit of their use in kindergartens.

The study aims to stimulating educational creativity among kindergarten teachers. The researcher used the descriptive approach, and she collected data by using the scale of stimulating educational creativity and prepared by (Boufin (2012). The apparent validity of the scales was performed by presenting them to the experts, where some sections were deleted and others modified. Likewise, the reliability of scale shown by the test- retest method, according to the Pearson correlation equation, which reached (0.80). The sample was 100 teachers among the population of (130) teachers from kindergartens of Mosul city which is the center of Ninawa governorate. After applying the final scale, the researcher concluded that kindergarten principals have good skills, which in turn contributed to stimulating the educational creativity of kindergarten teachers in general. It also demonstrated the impact of years of experience in the field of contributing to stimulating the educational creativity of kindergarten teachers in favor of more experienced principals. In light of findings, the researcher presented some recommendations, including: focusing on supporting female teachers to use creativity in their work in order to achieve better performance for them and improve their work in implementing educational plans, while highlighting the role of distinguished female teachers as role models for female colleagues to follow. Finally, it is suggested to build a training program to improve educational creativity among kindergarten teachers. [ABSTRACT FROM AUTHOR]

Background At-home COVID-19 tests became available in the USA in April 2021 with widespread use by January 2022; however, the lack of infrastructure to report test results to public health agencies created a gap in public health data. Kindergarten through grade 12 (K-12) schools often tracked COVID-19 cases among students and staff; leveraging school data may have helped bridge data gaps. Methods We examined infection rates reported by school districts to ABC Science Collaborative with corresponding community rates from March 15, 2021 to June 3, 2022. We computed weekly ratios of community-to-district-reported rates (reporting ratios) across 3 study periods (spring 2021, fall 2021, and spring 2022) and estimated the difference and 95% confidence intervals (CIs) in the average reporting ratio between study periods. Results In spring 2021, before approval or widespread use of at-home testing, the community-reported infection rate was higher than the school-reported infection rate (reporting ratio: 1.40). In fall 2021 and spring 2022, as at-home testing rapidly increased, school-reported rates were higher than community-reported rates (reporting ratios: 0.82 and 0.66). Average reporting ratios decreased between spring 2021 and fall 2021 (−0.58, 95% CI −0.84, −0.32) and spring 2021 and spring 2022 (−0.73, 95% CI −0.96, −0.48); there was no significant change between fall 2021 and spring 2022 (−0.15, 95% CI −0.36, 0.06). Conclusions At-home COVID-19 testing resulted in significant data gaps; K-12 data could have supplemented community data. In future public health emergencies, reporting of school data could minimize data gaps, but requires additional resources including funding to track infections and standardized data reporting methods. [ABSTRACT FROM AUTHOR]

In Desa Tumbang Randang, a significant number of children struggled to distinguish and correctly color pictures or sketches. Recognizing coloring as a crucial skill for kindergarten children, a Community Engagement (PkM) initiative was launched. This program aimed to enhance children's coloring abilities, focusing on image texture sensitivity, finger adaptation, sensory awareness, and vocabulary expansion through the introduction of colors and image types. The research assessed children's development before and after participating in guided coloring activities. Initial observations noted that some children were rarely involved in such activities. The project's dream was to enable children to competently apply color combinations. During the design phase, mentors physically guided the children's hands, teaching them to color within boundaries. The define phase involved observing each child's color combination skills and their ability to express these on paper. This initiative, running from August 7 to 11, 2023, also aimed to benefit parents, locals, and village officials. It was conducted by IAKN Palangka Raya students through a cross-program educational approach. The results indicated improvements in the children's abilities to color pictures, compare and combine colors, and articulate color names using colored pencils. Additionally, the children exhibited increased independence and selfconfidence, as evidenced by their artwork displayed on walls, celebrating their creative achievements. [ABSTRACT FROM AUTHOR]

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]

Copyright of Revija Šport is the property of Sport: Revija Za Teoreticna in Praticna Vprasanja Sporta 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.)

Aim: The aim of this study was to determine whether children enrolled in rural outdoor kindergartens had a lower risk of redeeming at least one prescription for antibiotics compared with children enrolled in urban conventional kindergartens, and if type of antibiotics prescribed differed according to kindergarten type. Methods: Two Danish municipalities provided data including civil registration numbers from children enrolled in a rural outdoor kindergarten in 2011–2019, and a subsample of all children enrolled in urban conventional kindergartens in the same period. Civil registration numbers were linked to individual‐level information on redeemed prescriptions for antibiotics from the Danish National Prescription Registry. Regression models were performed on 2132 children enrolled in outdoor kindergartens, and 2208 children enrolled in conventional kindergartens. Results: There was no difference between groups in risk of redeeming at least one prescription for all types of antibiotics (adjusted risk ratio: 0.97 [95% confidence intervals 0.93, 1.02, p = 0.26]). Similarly, there were no differences between kindergarten type and risk of redeeming at least one prescription for systemic, narrow‐spectrum systemic antibacterial, broad‐spectrum systemic antibacterial or topical antibiotics. Conclusion: Compared with children who were enrolled in conventional kindergartens, children who were enrolled in outdoor kindergartens did not have a lower risk of redeeming prescriptions for any type of antibiotics. [ABSTRACT FROM AUTHOR]

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza 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 Japanese Journal of Learning Disabilities / LD Kenkyu is the property of Japan Academy of Learning Disabilities 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.)

Pediculosis capitis predominantly affects child populations. During the COVID-19 pandemic, various types of social limitations such as social isolation and limitations on educational facilities' functionalities were introduced worldwide, including in Poland. The impact of these pandemic restrictions on the prevalence of pediculosis capitis has not been extensively investigated so far. Existing data on this topic are limited mainly to indirect evaluation methods, such as online surveys or Internet analysis. In this study, we directly examined a cohort of over five thousand children to assess the influence of COVID-19 pandemic restrictions on the prevalence of head lice infestation among school and kindergarten attendees in Poland. Our findings demonstrate that the restrictions imposed during the COVID-19 pandemic led to a decrease in the number of children infested with head lice compared to pre-pandemic data. These results confirm that head lice infestations remain an ongoing epidemiological concern and warrant continued monitoring. [ABSTRACT FROM AUTHOR]

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Public Education was an essential feature of nation-building throughout Europe during the 19th century. Nationalizing states designed school policies to transform peasants into nationals and citizens. However, kindergartens were primarily urban institutions. One of their goals was to teach young children modern languages. At the beginning of the 20th century, Romanian elites started to create and adjust them to nationalise Dobruja and Cadrilater, the two provinces integrated into the Old Kingdom. Both regions were ethnically diverse. In localities primarily inhabited by a minority population, the purpose of kindergartens was to spread the Romanian language and national culture. This article focuses on the national integration of South Dobruja through public kindergartens. It also examines the professional path of teachers serving in these regions until the end of the 1940s. Finally, the paper follows teachers’ interaction with the locals and their efforts to mediate between the pedagogical and national aims of Greater Romania and the local interests that sometimes collided with the state school policies.

This article reports a local study of the presence of history as a subject in the kindergartens of Kristiansand, a municipality in southern Norway. There is no syllabus for history in the national curriculum; nevertheless, the research sought to find historical content in the kindergartens. The research method was informed by a precept of history didactics, namely that history is everywhere. Using this observation, tentative categories for content likely to feature history were formulated, and then searched for in the individual yearly plans of the kindergartens. This was supplemented by interviews. It is concluded that, in accordance with the national curriculum, history in the kindergartens is a local affair. It emerges especially through local history, visits to museums, and projects with historical features. This research was not designed to determine whether learning outcomes in history are achieved, nor to consider kindergartens outside Kristiansand. However, it references a corpus of literature on history in Norwegian kindergartens, and interacts with it. The conclusion about the presence of the subject is the same as was found for another city, Trondheim, in research by others. For international readers, the article also argues that in principle it is possible for young children to learn history orally and informally. [ABSTRACT FROM AUTHOR]

Inclusive kindergarten provision remains relatively rare in Indonesia. This article indicates factors that contribute to this situation (stigmatisation, lack of resources and training) and reports on an approach to begin to address it. Sign Supported Big Books were evaluated in mainstream kindergartens (i.e. classes without children with special educational needs) as a way of enhancing their inclusive affordances. These books used Signalong Indonesia, a keyword signing approach, to support whole class stories with 76 children in five kindergarten classes. Four classes used books with signs and one used a book without signs as part of their everyday activities. Five teacher interviews suggested that the approach enhanced pupils' engagement and was enjoyable and fun for pupils and teachers alike. There were also positive effects for children's story comprehension and sign learning. The findings of this study support the novel position that having a disabled child in a class is not necessary in order to justify using an inclusive keyword signing approach. The implications of these findings are discussed for developing a proactive approach to facilitate inclusive practices in Indonesian kindergartens. [ABSTRACT FROM AUTHOR]

This article undertakes a physical assessment of the outdoor environment of Israeli-administered kindergartens in East Jerusalem. It investigates their suitability to accommodate the proper development and growth of the Palestinian children who use them. Due to Israeli-imposed policies and laws and the lack of proper urban planning, scope for Palestinian growth and expansion in East Jerusalem is limited. This has resulted in a shortage of spaces, poor living conditions, and a lack of adequate facilities, including kindergartens. This assessment of 47 kindergartens' outdoor environments, along with interviews with 9 teachers, shows that the spaces allocated for children in kindergarten playgrounds are small and do not meet the standards required to allow free play. Although the kindergartens studied are administered and licensed by Israeli laws and standards, the results show that the conditions in them do not provide safety, privacy, diverse types of play equipment, and the natural surroundings important for an outdoor play environment conducive to children's development and learning. [ABSTRACT FROM AUTHOR]

We investigated the role of physical characteristics of kindergartens' outdoor play areas in teacher-rated physical aggression (PAgg) among 423 children followed annually from ages two to four years. We used data from the Behaviour Outlook Norwegian Developmental Study which follows children from southeast Norway, a country where almost all two- to four-year-old children attend kindergartens. Nesting children in kindergartens, we found two significant associations after adjustment for family selection. First, children in kindergartens with more 'secret places' in their outdoor play areas (where they could play undisturbed) had more PAgg at baseline. Second, children in kindergartens with more adult supervision of their use of outdoor play material showed a less steep decrease in PAgg over time. If causal, these associations would suggest that children in kindergartens should not play completely unmonitored but also that teachers should not control children's outdoor play excessively. [ABSTRACT FROM AUTHOR]

The study aimed at investigating the degree of children practice of moral education from the point of view of kindergartens teachers in Al-Kora District; and its relationship to supervision, religion, age and scientific qualification variables. The sample of the study consisted of (120) female teachers from kindergarten teachers in Al-Kora District. The study depended on descriptive method selected through random sampling. The researcher administrated a questionnaire to measure children practice of moral education consisting of (34) items distributed into four domains. Further, suitable statistical measures were used to conclude the results. The findings of the study showed that the degree of children practice of moral education is with an average level in the relationship with the teacher, relationship with normal environment, relationship with peers and relationship with local community with means of 3.85, 3.82, 3.72 respectively. Moreover, there were no significant statistical differences attributed to religion and scientific qualifications. Meanwhile, the findings showed that there were significant statistical differences attributed to supervision side. Based on the findings, the researcher recommended the need to find techniques helping students to support moral values through developing the curricula and taking care of teachers as they are considered as a model for their students. [ABSTRACT FROM AUTHOR]

Preschool it is the optimal time to introduce environmental education in order to form positive behaviors of preschoolers regarding the environment. A systematic literature review of studies published from the last two decades was carried out, by using the following combinations of search keywords "environmental education programs in preschoolers", "ecological culture in kindergartens", "ecological attitudes and knowledge in preschoolers". A number of 273 studies were initially identified. Among these, 8 scientific studies fulfilled the criteria. The results showed that the educational programs were efficient in terms of increasing the following variables: awareness towards the existence of specific components of the environment, towards the current environmental problems and the level of procedural knowledge regarding the capacity of the preschoolers to find solutions to solve environmental problems. [ABSTRACT FROM AUTHOR]

Aim/Purpose The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel. Background The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely. Methodology The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach. Contribution The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique. Findings The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting. Recommendations for Practitioners The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers' and may be helpful for pedagogical coaching teams. Recommendations for Researchers Preservice teachers' awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication. Impact on Society Face-to-face training based on interpersonal relationship, allows to develop better during the training period. [ABSTRACT FROM AUTHOR]

Copyright of Public Money & Management is the property of Routledge 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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Intergenerational programs have benefits for both children and older adults; however, the ongoing pandemic has changed social situations across the globe. The focus of this article is on exploring transitions and transformations due to societal conditions and demands that drive the implementation of intergenerational programs during a time of a global crisis that is the COVID-19 pandemic. Through an online survey form and focus group discussion, a total of 64 kindergarten practitioners shared their perspectives on intergenerational programs between young children and older adults in kindergartens in Norway. Kindergarten practitioners identified challenges that hinder intergenerational programs in kindergarten settings during the pandemic, as well as conditions that facilitate its implementation. Implications from this research indicate the need to think differently to be able to provide children with intergenerational experiences in kindergarten settings in Norway even during the pandemic and beyond. [ABSTRACT FROM AUTHOR]

COVID-19 disrupted almost all pedagogical activities in Danish kindergartens. Basic principles were challenged because of new demands for hygiene and social and physical distance. More activities were moved outdoors, group sizes were minimized, parents had to stay outside the grounds and kindergarten teachers had to deal with a lot of insecurity. However, after a challenging period, new potentials emerged, and new, promising pedagogical principles were identified. In this article, we present examples of COVID-19 disruption in Danish kindergartens with children aged 2-5, based on a mixed-methods study using survey data as background material for qualitative field observations and interviews. The research questions are: What characterizes the learning environments and pedagogical approaches in kindergartens, and how are they redefined over time in response to the two-phase disruption during COVID-19? The article provides four answers concerning: rethinking play activities; rethinking food and meals; rethinking handover and parent relations; and handling insecurity. In addition, two short sections deal with the consequences for management and the kindergarten teachers' professional identity. [ABSTRACT FROM AUTHOR]

This paper explores how kindergarten teachers relate to the concept of safety in the integration of refugee children. My research findings reveal that the concept of safety, or trygghet in Norwegian, is understood as emotional support and comfort accorded to children. The notion of trygghet emerges as an important value-laden concept that shapes and largely influences teachers’ everyday work, and how they relate to children and their parents. The idea of safety is traceable within an institutional discourse mediated by social technology, such as the International Child Development Programme and the Resource Centre for Violence and Trauma programmes, which have their roots in psy-discourses. My findings indicate that the construction of a potentially ‘traumatized’ refugee child is interconnected with the assumed need for safety. When using this discourse in their daily work, the kindergarten staff contribute to constructing and reproducing a specific category that I refer to as the ‘traumatized’ refugee child in need of safety. This standardized understanding risks categorizing refugee children, and highlights how professionals can get caught up in dominant discourses that universalize their routine practices.

This paper explores how kindergarten teachers relate to the concept of safety in the integration of refugee children. My research findings reveal that the concept of safety, or trygghet in Norwegian, is understood as emotional support and comfort accorded to children. The notion of trygghet emerges as an important value-laden concept that shapes and largely influences teachers' everyday work, and how they relate to children and their parents. The idea of safety is traceable within an institutional discourse mediated by social technology, such as the International Child Development Programme and the Resource Centre for Violence and Trauma programmes, which have their roots in psy-discourses. My findings indicate that the construction of a potentially 'traumatized' refugee child is interconnected with the assumed need for safety. When using this discourse in their daily work, the kindergarten staff contribute to constructing and reproducing a specific category that I refer to as the 'traumatized' refugee child in need of safety. This standardized understanding risks categorizing refugee children, and highlights how professionals can get caught up in dominant discourses that universalize their routine practices. [ABSTRACT FROM AUTHOR]

This article presents measurements of air quality in school and kindergarten facilities, which were carried out in 311 spaces throughout the Republic of Slovenia, before taking measures to improve energy efficiency of measured buildings. During the measurements, the internal dimensions of the spaces were also measured, as well as data on the energy efficiency of buildings and weather data at the time of the measurements. The measurements focused on indoor carbon dioxide concentration levels and air temperature and relative humidity of indoor air. The performed statistical analysis of measurements shows a large dispersion of measured parameters in buildings, which cannot be statistically significantly related to the analyzed quantities. During the occupancy of the spaces, a statistically significant difference in the concentration of carbon dioxide in the indoor air between the spaces of schools and kindergartens was found. The results of the measurements were also evaluated from the point of view of the Corona virus disease (COVID-19) pandemic. The average value of measured carbon dioxide value during occupancy of the spaces was compared with the results of a model that predicts an airborne transmission risk. The measured average value of relative humidity in kindergartens shows that relative humidity was 37 %, where is the highest infection risk according to recent studies. The measured average carbon dioxide concentration in classrooms and playrooms significantly exceeds the safe concentration, predicted by the model, to prevent COVID-19 spread at the expected six-hour exposure. [ABSTRACT FROM AUTHOR]

During 2020, kindergartens in Slovenia were fully closed in the first and partially closed in the second wave of the COVID-19 pandemic. Therefore, the kindergarten practice of cooperation with the families changed. In order to obtain an insight into the new situation in this field, our research focused on the organization of the cooperation between kindergartens and families during the kindergarten closure. In November 2020, we developed an online questionnaire for parents who had at least one child enrolled in kindergarten. The questionnaire was filled in by 944 parents. More than half of the parents answered that contacts with preschool professionals had supported them during the full and/or partial closure of their kindergarten. About one half of parents answered that the kindergarten had contacted them once a week, mainly with proposals for activities and information in case the kindergarten remained closed. Most parents answered that the additional contact with the professionals had not represented an additional workload. Three quarters of parents believe that it is necessary to maintain contact even during the closure. Still, as the pandemic situation is completely new, it is still difficult to assess in what way it makes sense to maintain cooperation during the closure. With the study, we obtained insight into the importance of cooperation from the parents' perspective, which we need to consider in similar situations ahead.