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Ülkemiz topraklarının önemli bir bölümü ve nüfusun yaklaşık %95'i yüksek deprem tehlikesi altında bulunmaktadır. Benzer şekilde büyük sanayi merkezlerinin %98’i ve barajların %93’ünün deprem riski altındadır. Ülkemize ait son yüz yıllık deprem kayıtları incelendiğinde, 22 büyük depremin meydana geldiği, bu depremlerde yaklaşık 500 bin binanın hasar gördüğü ve 80 bin insanın, hayatını kaybettiği kayıtlara geçmiştir. Bu çalışmada depremden korunmak amaçlı olarak deprem algısının sağlıklı bir şekilde oluşturulabilmesi hedeflenmiştir. Bu amaçla, Tokat İl merkezinde bir okul öncesi eğitim kurumunda eğitimlerine devam eden 3-5 yaş grubunda toplam 40 çocuğun deprem algıları araştırılmış ve etkin korunma yöntemlerine dair Deprem Bilincini Arttırma Programı (DEBAP) kapsamında eğitimler verilmiştir. Ayrıca eğitim kurumunda güvenli okul kapsamında alınması gereken yapısal önlemler çalışmada değerlendirilip uygulanmıştır. DEBAP programından önce ve sonra ön test ve son test olarak Deprem Bilgi Düzeyi Anketi uygulanmıştır. Eğitimcilere, personele ve ailelere AKUT tarafından güvenli yaşam ve ilk yardım eğitim programları ve çocuklara özel olmak üzere AKUT tarafından deprem güvenliği eğitimleri verilmiştir. Yapılan analizlerde eğitimlerin çocukların deprem bilgi düzeylerinde ve farkındalıklarını artırmada etkili olduğu sonucuna varılmıştır.

Рассматривается состояние современного предшкольного образования в России и Монголии. Указано, что в обеих странах предшкольное образование детей – полноправное и полноценное звено государственной системы общего образования. Отмечается важность понимания современных задач дошкольного детства не с позиции подготовки пяти-, шестилетних детей к систематическому обучению именно в школе, а с точки зрения формирования жизнеспособной личности и самоценности дошкольного возраста. Сделан вывод о том, что система предшкольного образования в дошкольных учреждениях Монголии находится на этапе развития, в то время как в России имеется достаточный опыт для распространения и обогащения образовательной системы в целом.

In this study, it was aimed to reveal classroom teachers' expectations from pre-school education within the context of literacy teaching and to develop a measurement tool depending on these expectations. The study was conducted with 682 classroom teachers in accordance with the exploratory sequential design, one of the mixed method designs. The expectations of classroom teachers within the context of literacy teaching were first determined by qualitative data collection methods, then, the validity and reliability analyses of the draft measurement tool created with these data were performed and the measurement tool was developed, and finally, this measurement tool was applied on a different sample and the expectations of classroom teachers from preschool education within the context of literacy were determined. According to the qualitative data, classroom teachers' expectations were evaluated under the themes of listening, speaking, reading, writing and school adjustment. In the scale development process, the reliability was ensured by Cronbach's Alpha coefficient, the content validity was ensured by expert opinions, and the construct validity was ensured by exploratory and confirmatory factor analysis. As a result of the analyses, a valid and reliable scale consisting of 24 items and three factors as listening-speaking, reading-writing and school adjustment was developed. It was recommended that classroom teachers should evaluate their expectations from pre-school education with pre-school teachers during their professional working periods. [ABSTRACT FROM AUTHOR]

Various studies show that teaching beliefs are an important explanatory factor of teaching practices. However, in Latin American countries, there is a lack of studies on the educational concepts regarding emergent literacy and the factors that influence it. This research thus analyzes the beliefs of a group of teachers about emergent literacy and its relationship with the learning environment in the classroom and with one of the least-studied influencing factors: the socio-family context. The research was qualitative with a psycho phenomenological approach and was conducted through in-depth interviews. The analysis revealed that the predominant type of belief is unsophisticated, with non-cognitive characteristics that emerge from knowledge derived from a discourse based mainly on the co-constructivist model of literacy. In addition, using NVivo software, it was determined that the participants’ discourse did not exceed 13% consistency with the theory in each analysis category. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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 Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo 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.)

This article is devoted to the problem of organizing the educational process in pre-school educational institutions during martial law, the introduction of which in Ukraine has affected all spheres of human life. Changes are in the educational sphere, especially the pre-school one. The author has analyzed the current state of the problems of organization of the educational process, an analysis of the current regulatory documents, characterized the conceptual apparatus of the investigated problems, focusing on the strategies of organization of the educational process in pre-school educational institutions. The relevance and lack of elaboration of these issues is presented. In the war children of preschool age belong to the most vulnerable category of the population. Being in trouble, in a constant state of stress, the child is deprived of normal conditions for development and education. Through the feeling of anxiety, tension, fear, and unrecognizability the process of full socialization of the child is hampered. Children who are forced to be displaced from the zone of active fighting face the problem of social adaptation while staying in a new social environment. The author characterized organizational and methodological principles of pre-school education functioning in the new realities of peculiarities of psychological support of children and parents, paid attention to the key aspects of children's socialization. The article offers effective solutions for organizing the educational process in children's homes during military and military time; providing psychological support to children, teachers, and parents; and organizing the educational process. Analyzed the types and channels of communication with participants in the educational process during the state of war resources to ensure the educational process, including distance, mixed and full-time, gave a detailed description. Valuable for the research is the author's forecast of the priority areas of Ukraine's preschool education development during the war and post-war period. The material presented in the article is intended for pedagogical workers, scientists, as it contains useful information about the educational process organization in pre-school educational institutions during the war period. [ABSTRACT FROM AUTHOR]

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute 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 Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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 this study, our objective was to examine the relationship between the self-perception and sexual development of children aged between five and six. The study group of the study included 110 children in the five–six age group attending pre-primary education institutions in Erzincan city center and their mothers. As part of this research, the DeMoulin Self-Concept Scale for Children was used to evaluate the children's self-perceptions, and the Family Form of the Selcuk Sexual Development Scale-Sexual Identity and Gender-Related Behavior Subscale for mothers was used to evaluate the children's sexual development. As a result of the research, we found that, in fact, there is a relationship between sexual identity and self-efficacy and self-esteem, which are the sub-dimensions of self-perception. We found that self-efficacy is a significant predictor of sexual identity; however, we could not establish unequivocally that there was a significant relationship between gender-related behavior and self-efficacy and self-esteem. [ABSTRACT FROM AUTHOR]

Comparison with a literary article on the shaping and shaping of patriotic science education in children. Representations in terms of representations, which also show parenthood about the kindergarten profile in terms of cultivating kids to the family, homeland and nature, as well as shaping a patriotic attitude, cultivating family, regional, national and natural traditions. The teacher and preschoolers notice the enormity of activities for the development of values in a small child. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal 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.)

This theoretical study analyses interpretation of quality in pre-school education with regard to the position of the children’s parents. This text is supported by research papers, mostly from the last two decades, and is based on three main sub-topics. The importance and benefits of systematic pre-school education for the child and the economic development of society is initially discussed. High-quality pre-school education for children gives them a strong start in their educational career and investment into effective education during the pre-school age provides a social and economic return to the whole of society. The following section defines the term quality and its interpretation in relation to education. Quality is interpreted through structure and process, the multi-dimensionality of quality and the objectiveness and subjectiveness of the interpretation of the quality of pre-school education are reflected. The interesting but undervalued position of parents, the perspectives of which are elaborated on in subsequent passages, appear in these concepts. This paper comes to two main conclusions. The first is that the quality of education is a multi-dimensional, variable and difficult to define concept. The second is that, although the status of parents in relation to pre-school education is strong, it is not adequately taken into consideration during definition of quality. When evaluating quality the perspective of the parents is only utilised to a limited degree, because it usually has different semantics to evaluation by experts.

Cooperation between educators and speech therapists represents an important element in the care of a child with speech disorders, including speech impediments. Teachers should also have the minimum of knowledge on speech therapy which will allow them to notice abnormalities in speech development in children as well as identify activities which promote the development of language communication disorders. The paper presents the findings of the research whose main aim was to present the level of knowledge of teachers and students of pre-school and early school education on abnormalities of the orofacial complex and their impact on the development of articulation disorders. In addition, the aim of the research was to get acquainted with the opinions of respondents on the need to educate teachers in this respect.

This article is the result of research project that aimed to know and understand the perceptions of pre-school children about Covid-19. To this end, a project was implemented that aimed, through artistic education, to give children a voice. This work privileged a qualitative investigation that involves a naturalistic and interpretive approach, where the participant observation and the visual narratives of the children were used as data collection. The results showed that children are aware and knowledgeable about the pandemic and its consequences. Of note is the interest of children in becoming transforming agents in the community in which they live, presenting innovative solutions contributing to help solve Covid-19. / Este artigo resulta de um projeto de investigação que teve como objetivo conhecer e compreender as perceções das crianças em idade pré-escolar sobre a Covid-19. Para tal foi implementado um projeto que pretendeu dar voz às crianças através da educação artística. Este trabalho privilegiou uma investigação qualitativa, que envolve uma abordagem naturalista e interpretativa, onde se utilizou como recolha de dados a observação participante e as narrativas visuais das crianças. Os resultados demostraram que as crianças têm consciência e conhecimento sobre a pandemia e as suas consequências. De salientar o interesse das crianças em tornarem-se agentes transformadores na comunidade em que vivem, apresentando soluções inovadoras e contribuindo para ajudar a solucionar a Covid-19.

Modern education increasingly focuses on interweaving drama as an integral part of pre-school education. Given that teachers’ self-efficacy in meeting expected tasks tends to stabilize over time and is grounded in their success and failure experiences as tertiary students, addressing self-efficacy among prospective teachers before starting their profession is strategic. This study assessed self-efficacy in using drama activities for kindergarten and its determinants among prospective teachers in Jordan. The study also discussed the potential risks associated with using drama activities within the Jordanian education system. The study utilized a cross-sectional design with a sample of undergraduate university students majoring in kindergarten education (N = 234). All universities that offer kindergarten education baccalaureate degrees in Jordan were targeted (N = 6). An online survey was used to collect data from students aged 18 to 21 regarding their academic characteristics, self-efficacy, attitudes toward the teaching profession, and communication skills. The results showed high levels of perceived self-efficacy in utilizing drama with children. The reports were high in all domains, including perceived self-efficacy in classroom planning, classroom management, and preparing and evaluating learning and teaching environments for drama activities. Almost 30% of the variability in prospective teachers’ self-efficacy could be explained by their attitudes toward the teaching profession, communication skills, as well as some academic characteristics. Kindergarten education curricula should foster students’ interest and attitudes toward teaching and help them improve, learn, and use communication skills effectively. Measuring and managing the risk of using drama activities in Jordanian schools and similar contexts is also warranted.

The article aims to describe the situation in kindergartens in the period of coronavirus quarantine, focusing on distance learning as a form of education. The research aimed to find out the experiences of kindergarten teachers with distance learning of children implemented during the period of coronavirus quarantine and how these experiences influenced their opinions on distance learning of children in the future. The study is based on survey methodology. The research group consisted of 93 teachers who are formally trained at various levels, but all are qualified. Distance learning was carried out via e-mail, websites, mobile phones, providing materials to through their parents. The results revealed a number of issues: the need for Internet connection in kindergartens, IT technology, ideas for distance learning, as well as for training teachers to manage distance learning with IT technology. The respondents did not agree on the age group the pre-school distance learning should start from. They did not question the age limit for compulsory distance education.

In this study, we examine the mother tongue proficiency of pre-school children from high-income and highly educated families in Antalya, Turkey. The study used the Turkish version of the Hamburger Instrument for the Analysis of the Language Level of 5-year olds (HAVAS 5) linguistic-level diagnostic tool that is originally employed to form the basis of individually customized language support programs. The study group of this research was made up of 41 pre-school children (n= 41; 29 boys, 12 girls). Furthermore, a semi-structured interview (SSI) form was developed by the authors and finally conducted with 3 mothers and their husbands (n=6). Our study results show that the majority of the children (33/41) from high-income and highly educated families showed an advanced level of language proficiency especially in the realm of vocabulary acquisition. In particular, the children were observed to be self-confident when using their mother tongue and that they did not hesitate to take initiatives during the HAVAS 5 storytellings. Our qualitative results suggest also that a small group of children who are either introverts or having lower level language proficiency may have a specific trait, condition or characteristic. Based on the data from interviews, emotional atmosphere of the family, parenting styles, speech sound disorder (SSD) or excessive screen-based media use might reasonably be suspected of having some influence on mother tongue proficiency. [ABSTRACT FROM AUTHOR]

The authors present the results of a survey revealing the specificity of public claims regarding compulsory preschool education in the institution of kindergarten and specifically - the compulsory inclusion of 4-year-olds in it. Agreements and disagreements, polar opinions and alternative proposals for upbringing and educating the preschool child are an indicator of the lack of sustainable and irrefutable "evidence" of the importance of "compulsory" preschool education, as well as of the qualities of the socio-pedagogical environment in the children group and kindergarten. The paper is the second part of the authors' research on issues related to compulsory preschool education for children. [ABSTRACT FROM AUTHOR]

The article presents the issue of the development of educational systems in modern European countries. On the basis of the dynamics of our time, provoking the search for and formation of adequate strategies in the educational policy of Europe, the modernization of education in Europe is traced. The factors that significantly determine the priorities of modern education policy, as well as the priority development of one or another aspect of the educational system, aimed at ensuring quality education and sustainable social development, are specified. The article examines various educational initiatives that are being taken in the single European space. Emphasis is placed on the initiatives for: compulsory pre-school education; increasing the duration and quality of the secondary school education; making “higher education equally accessible to all” one of the principles of state strategies; introduction of the practice of adult education; developing criteria for recognizing the results of non-formal and informal education. The article seeks projections of these initiatives in the Bulgarian educational system. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists 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 Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education 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 Acta Silvae et Ligni is the property of Biotechnical Faculty, Slovenian Forestry Institute 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 Western societies, death is a social and educational taboo. Poor education about death and mourning processes and overprotective family and social attitudes move children away from death to avoid “unnecessary suffering.” The COVID-19 outbreak highlighted these shortcomings and the difficult management of grief's complexity under sudden and unexpected scenarios. The need for immediate and constant updates related to COVID-19 benefited from social media coverage's immediacy. The use of YouTube as a digital platform to disseminate/search for knowledge exploded, raising the need to conduct ethnographic studies to describe this community's people and culture and improve the booming social media's educational capacity and quality. The present virtual ethnography studied 255,862 YouTube views/users and their behavior related to “Vuela Mariposa, Vuela,” a children's story available online since 2009 (not monetized) about the cycle of life, death, and disenfranchised grief (not acknowledged by society) that went viral (+>999%) on May. To our knowledge, this case study is the first original research that explores the ethnography of (i) a viral video, (ii) on death and grief taboo topics, (iii) for prescholars, and (iv) before and during the COVID pandemic. The quantitative and qualitative analyses identified a change in the users' profiles, engagement, and feedback. During the previous 11 years, the users were 35–44 years old Mexican and Spanish women. Those in grief used narrative comments to explain their vital crisis and express their sorrow. In the pandemic, the analysis pointed to Ecuador as the virality geographical niche in a moment when the tragic scenarios in its streets were yet unknown. The timeline match with the official records confirmed the severity of their pandemic scenario. The viral video reached a broad population, with normal distribution for age, and including male gender. Engagement by non-subscribers, direct search (traffic sources), and mean visualization times suggested educational purposes as confirmed by the users' feedback with critical thinking referring to the cycle of life's meaning and societal mourning. For the youngest users, the video was part of academic assignments. The ethnography pointed at YouTube as a flexible education resource, immediately reaching diverse users, and being highly sensitive to critical events.

In Western societies, death is a social and educational taboo. Poor education about death and mourning processes and overprotective family and social attitudes move children away from death to avoid "unnecessary suffering." The COVID-19 outbreak highlighted these shortcomings and the difficult management of grief's complexity under sudden and unexpected scenarios. The need for immediate and constant updates related to COVID-19 benefited from social media coverage's immediacy. The use of YouTube as a digital platform to disseminate/search for knowledge exploded, raising the need to conduct ethnographic studies to describe this community's people and culture and improve the booming social media's educational capacity and quality. The present virtual ethnography studied 255,862 YouTube views/users and their behavior related to "Vuela Mariposa, Vuela," a children's story available online since 2009 (not monetized) about the cycle of life, death, and disenfranchised grief (not acknowledged by society) that went viral (+>999%) on May. To our knowledge, this case study is the first original research that explores the ethnography of (i) a viral video, (ii) on death and grief taboo topics, (iii) for prescholars, and (iv) before and during the COVID pandemic. The quantitative and qualitative analyses identified a change in the users' profiles, engagement, and feedback. During the previous 11 years, the users were 35–44 years old Mexican and Spanish women. Those in grief used narrative comments to explain their vital crisis and express their sorrow. In the pandemic, the analysis pointed to Ecuador as the virality geographical niche in a moment when the tragic scenarios in its streets were yet unknown. The timeline match with the official records confirmed the severity of their pandemic scenario. The viral video reached a broad population, with normal distribution for age, and including male gender. Engagement by non-subscribers, direct search (traffic sources), and mean visualization times suggested educational purposes as confirmed by the users' feedback with critical thinking referring to the cycle of life's meaning and societal mourning. For the youngest users, the video was part of academic assignments. The ethnography pointed at YouTube as a flexible education resource, immediately reaching diverse users, and being highly sensitive to critical events. [ABSTRACT FROM AUTHOR]

This article reflects the trajectory of pre-school education in Portugal since the implementation of the Basic Law of the Educational System. The main objective is to discuss the Basic Law of the Educational System, in articulation with the Framework Law on Pre-School Education and the Curricular Guidelines for Pre-School Education, questioning the perspectives of equality and equity that are outlined there for children in Portugal. Altogether, this legal documentation considers the perspective of equality of opportunities in the access to pre-school education. However, the guarantee of the quality of the educational contexts and the children's learning, in the name of equity, is of greater uncertainty, although it is a concern of the legislation. [ABSTRACT FROM AUTHOR]

While preschool education contributes to children being more successful individuals with high quality of life in the continuation of their education life, it also emerges as an important factor in women's (mother's) participation in the labor force. In this respect, preschool education is considered a social policy tool in our country and in the world. This study examines the accessibility of preschools to the neighborhoods in Konak District of İzmir Province in terms of physical and social accessibility at two geographical levels (district and neighborhood) and by using various tools of Geographic Information Systems. In the first stage, the Konak District scale, physical accessibility was evaluated with the geographical location and opportunities of preschools, age groups of the neighborhoods, educational-based features, and purchasing power, the general topographic slope of the area, and service areas of the preschools by network analysis. In the second stage of the study, the social and physical accessibility of preschools is evaluated in terms of educational and spatial opportunities offered by schools, monthly fees, cost of accessing schools by public transportation, and travel time. The study was concluded with evaluations and suggestions for the location of preschools in terms of physical and social accessibility. [ABSTRACT FROM AUTHOR]

Copyright of EDUKACJA Quarterly is the property of Educational Research Institute 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 Campo Abierto REvista de Educacion is the property of Universidad de Extremadura 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 study aimed at examining the effects of drama-based activities on environmental sustainability behaviors of preschool children aged 5-6. The participants of the study were composed of 20 volunteer children selected via convenience sampling model at a kindergarten in Kütahya in 2018-2019 school year. Out of 20 participating children, 10 were in the experimental group, and the other 10 were in the control group. The activities for the experimental group were prepared by the researcher, and implemented through drama method 2 days in a week. In the control group, the activities were also prepared by the researcher in accordance with the Preschool Curriculum introduced by the Ministry of Education (MoNE) in 2013. Both activities in both groups lasted 8 weeks in total, and 16 activities were conducted in the experimental group. The data were collected via the "Environmental Sustainable Behaviors Evaluation Scale for 60-72 Months Old Children" developed by Özkan, Tuğluk and Yiğitalp (2018), and analyzed using Mann Whitney U test, Wilcoxon test, and Kolmogorov Smirnov test. The results revealed that, there was a significant difference between the experimental group's pre-test and post-test scores, and between the post-test scores of the experimental and the control groups on behalf of the experimental group. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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 Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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 article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional.

Okul öncesi eğitimi, çok yönlü ve yeteneklibireylerin geliştirilmesinde önemli bir rol oynar. Okul öncesi eğitiminçocukların kişisel gelişiminde edindiği öneme dair yaygınlıkla kabul gören birkanı mevcuttur. Bu görüşe göre okul öncesi eğitimin kendisinden beklenen etkiyiyaratması için bir takım ön koşullar gereklidir. Bu ön koşulların en önemlileriarasında sınıf mevcudu ve öğrenci başına düşen fiziksel alan bulunmaktadır. Buçalışmada sınıf mevcudu ve dolayısı ile öğrenciye ayrılabilen alan üzerinde durulmuşve sınıf mevcudunun okul öncesi eğitim etkinliklerine etkisi incelenmiştir. Araştırmadanitel çalışma desenlerinden durum çalışması kullanılmıştır. Bu çalışma,öğretmenlerin konu ile ilgili görüşlerinden ve deneyimlerindenyararlanmaktadır. Araştırma grubunu 2018-2019 yılında İstanbul ili Küçükçekmeceilçesinde görev yapan 18 okul öncesi öğretmeni oluşturmuştur. Birebir yarıyapılandırılmış bir görüşme formu ile toplanan verilerden hareketle, sınıf mevcudunun kalabalık olması, eğitim etkinliklerininniteliğini düşürdüğü ve sınıf yönetiminde problemlere sebep olduğu bulunmuştur.

The article is a reflection on implementing drama methods in pre-school education. The specificity of a child development and the integrated teaching model in education in Poland creates a wide range of drama applications for working with the youngest children. The data cited in the article confirms that active participation in drama classes (based on the example of a 13–16-year-old group) significantly enhances functioning at school, at home, develops imagination, brings better learning results, develops entrepreneurial attitudes, influences the development of empathy, commitment, participation in culture, etc. The presented model of work with drama methods in the kindergarten curriculum indicates the supporting and stimulating aspects of child development selected from a large pool. Drama as a pre-school project is a spectrum of activities related to artistic, musical, literary, social, physical, cognitive activities, etc. The last part of the article focuses on the character of a pre-school education teacher. The results of a pilot diagnostic survey were presented, which may become a basis for further exploratory research.

Milli Eğitim Bakanlığı ile Diyanet İşleri Başkanlığının ortaklaşa yaptıkları protokole bağlı olarak Kur’an kursu öğreticileri okul öncesi eğitim veren kurumlarda görevlendirilmektedir. Öğrencilerin din eğitimi ihtiyaçlarını karşılamak üzere yürütülen bu faaliyeti yeterince araştıran bir çalışmanın olmayışı bu araştırmanın gerekçesini oluşturmaktadır. Bu çalışmanın amacı Milli Eğitim Bakanlığına bağlı okul öncesi eğitimde görevlendirilen Kur’an kursu öğreticilerinin gerçekleştirdikleri etkinliklerin mahiyetini ortaya koymaktır. Bu amaçla, Muş il merkezinde D grubu Kur’an kursu programı kapsamında okul öncesi eğitim kurumlarında görevlendirilen 12 Kur’an kursu öğreticisi ile mülakat yapılmıştır. Nitel araştırma deseninde hazırlanan çalışmanın verileri yarı yapılandırılmış soruların olduğu görüşme formu aracılığı ile toplanmıştır. Forma nihai şekil verilmeden önce alan yazın incelenmiş ve verilen eğitim yerinde gözlemlenmiştir. Araştırma sonucunda, Kur’an kursu öğreticilerinin öğrencilerin gelişim özelliklerini bilme ve konuyu öğrencilerin seviyesine uyarlama konularında eksiklikleri olduğu tespit edilmiştir. Bunun yanı sıra öğretim programında yer alan kazanımların bir kısmının öğrenci seviyesinin üzerinde olduğu ve daha çok Kur’an-i Kerim’in yüzünden okunmasına öncelik verildiği görülmüştür.

Resumen: El currículo que regula la ordenación de la Educación Infantil destaca cómo el acercamiento desde edades tempranas a una lengua extranjera permite desarrollar capacidades afectivas, intelectivas y sociales y contribuye, asimismo, a fomentar actitudes positivas ante las lenguas. Por otra parte, la inclusión de las nuevas tecnologías en Educación Infantil es uno de los asuntos principales del propio currículo, donde se destina un bloque de contenido, el II, exclusivamente a su aproximación, exploración y uso moderado, crítico y significativo. Se insta a propiciar experiencias de iniciación temprana en las tecnologías de la información y la comunicación haciendo especial hincapié en el uso de producciones audiovisuales y de las tecnologías de la información y la comunicación para el acercamiento al idioma extranjero. En el presente trabajo abordaremos determinadas metodologías, propias de la enseñanza de lenguas en el aula de infantil, que posibilitan la mediación de las TIC en la enseñanzaaprendizaje del idioma extranjero. Mostraremos además un grupo de herramientas y aplicaciones destinadas ex profeso a promover el contacto del niño con otras lenguas. Abstract: The curriculum that regulates the management of Early Childhood Education emphasizes how learning a foreign language from a young age can develop affective, intellectual and social skills. Furthermore, it stipulates that contributes to foster positive attitudes towards languages. On the other hand, the inclusion of new technologies in Pre-school Education is one of the main issues that concerns the curriculum itself, where a block of content -block number II, to be precise- is exclusively dedicated to its approximation, exploration as well as moderate, critical and significant use. It is recommended to promote experiences of early initiation in information and communication technologies (ICT), and special emphasis is placed on the use of audio-visual productions and information and communication technologies in the process of teaching and learning foreign languages. In the present work we will address to some methodologies, commonly used in the teaching of languages in the preschool classroom, which enable the mediation of ICT in the teachinglearning of the foreign language. We will also show a group of tools and applications designed specifically to promote the child's contact with other languages.

Preserving and improving human health potential is fostered by a healthy lifestyle, in particular a rational diet, recreational physical activity, effective coping with psychological stress, avoidance of psychoactive substances and risky sexual contacts, and the use of preventive examinations. The aim of the study was to assess health-related behaviours and professional burnout of pre-school teachers from Kraków. Anonymous research, by means of diagnostic survey, was conducted in 2018 among a randomly selected group of teachers from public (n = 139) and non-public (n = 43) preschools in Kraków. The Occupational Burnout Questionnaire (MBI) based on the concept of Ch. Maslach was used to assess the structure of professional burnout (emotional depletion, depersonalisation and sense of professional achievement). Using the Inventory of Pro-health Behaviours (IZZ) by Z. Juczyński, four categories of pro-health behaviours were assessed: correct eating habits, preventive behaviours, positive mental attitude and health practices. The results of correlation analysis using Pearson’s r showed a relationship between three out of four scales of the Inventory of Pro-health Behaviours (preventive behaviours, positive mental attitude, health practices) and a general indicator of health behaviours and the results of the MBI questionnaire. The obtained data suggest that people who present health-related behaviours to a lesser extent are characterised by a higher level of burnout components.

Constructionism has different meanings for what the learner is constructing, a concrete object or an idea, and whether this construction is done through the use of digital technology. In the embodied‐based environment created in this study, children carry out or "construct" a series of actions, a performance, which allows them to solve the task of directing an already programmed robot to a particular target. The activity was based on an adaptation of the Little Red Riding Hood narrative. Children played the role of rangers (instead of hunters) who had to coordinate their actions in order to help a robot (an mBot characterized as a Robot‐Wolf) find Grandma's laboratory, so she could fix its GPS. The children wore boots, which were used to interact with the Robot‐Wolf. The main question we addressed was how to create this embodied‐based environment for kindergarten children, and how to identify the actions children performed and the concepts they used in this construction. The research was based on the Socially‐Aware Design, and the study was conducted in a school setting for kindergarten students. 26 children (11F, 15 M), between 4 and 5 years old, participated in this study. The children's activities were recorded and analysed using the Grounded Theory methodology. The results show that the children's performative sequence of actions is distinct from the hands‐on, heads‐in processes that are part of classical constructionist environments. For the children, the process and the product of their (body) "dance" were underlying their movement (perceiving and acting), working together so as to accomplish the given task in the environment. Practitioner notesWhat is already known about this topic Constructionism has shown as a way for learning via materialization of tangible objects or construction of ideas.There are very few examples of constructionist learning environments for kindergarten children to interact with digital technology.What this paper adds The creation of the constructionist embodied‐based environment for supporting kindergarten children interacting with digital technologies.The constructionist embodied‐based environment created was effective in supporting kindergarten children interacting with an already programmed robot.Children's performative sequence of actions reveals no separation of the hands‐on, heads‐in processes as in classical constructionist environments.The creation of a constructionist environment in which children can act and collaborate to construct a series of actions which allow them to solve a specific challenge.Implications for practice and/or policy Concepts like leadership and anticipation which were embodied are expressed by the children help to understand how the robot‐based activity can help children to construct knowledge related to, for example, computational thinking. [ABSTRACT FROM AUTHOR]

The aim of the research is investigating the early years education policy documents during the COVID-19 pandemic process in England. In this perspective the research reviewed the protection procedures in early childhood education during the pandemic using by qualitative method within documentary analysis. The main data comes from Early Years Foundation Stage (EYFS) as a part of regulations about coronavirus disapplication. The data retrieved from the official web page of EYFS. Content analysis used to understand the raw data. As a result of the research, it has been found that there were in-depth updates and recommendations about coronavirus disapplication in classifications of children, parents, practitioners, and local government to support manage early years settings to manage the pandemic process. [ABSTRACT FROM AUTHOR]

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This study aims to identify pre-service pre-school teachers' metaphoric perceptions about a course process that was instructed based on Orff Approach and their views about its use in educational activities. The study group consisted of forty-three junior pre-service pre-school teachers studying in the Department of Preschool Education and attending the 'Music Education II' course. This research was designed as phenomenology research, as one of qualitative research methods. Content analysis technique was used to analyze the data. When the data obtained for the metaphors were analyzed, it appeared that 10 sub-categories emerged under a single theme as "general characteristics of the Orff Approach". The sub-categories with the highest frequency of metaphors included 'useful, providing a multidimensional learning environment and relaxing'. When the data obtained through structured forms were analyzed, 14 subcategories existed under the main categories of "contribution to psycho-motor development, contribution to cognitive development and contribution to social-emotional development" regarding the use of Orff Approach in educational activities. The sub-categories with the highest frequency related to education and training were "being entertaining, providing permanent learning and improving hand-eye coordination". Pre-service pre-school teachers' metaphoric perceptions about Orff Approach principles-based instruction support their views on the use of the Orff Approach in educational activities, and there is consistency between literature and research findings of this study. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Educational Research Journal / Akdeniz Eğitim Araştırmaları Dergisi is the property of Turkish Educational Research Association (TERA) 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.)