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In the Republic of Ireland, the Department of Children and Youth Affairs recommends implementing play-based learning in early education curricula. This research study set out to explore the following research question: What are pre-school teachers' beliefs, understandings and uses of play-based approaches to develop language and literacy skills in their classrooms? For this study, the term pre-school refers to the age category of children from 2 years and 8 months to 5 years of age. This age cohort is the age of eligibility for the Early Childhood Care and Education (ECCE) scheme in Ireland which provides financial support for 2 years of early childhood care and education for children aged 2.5 to 5 years of age. This study aimed to explore the tools pre-school teachers used to implement play-based approaches in their classrooms; the challenges and facilitators they perceived when implementing play-based approaches, and to understand how play-based approaches were implemented specifically for language and literacy development. The study design was qualitative and nine semi-structured interviews were completed with pre-school teachers. Results from the thematic analysis highlighted the three themes: (1) Learning Through Play, (2) What Influences Play and (3) Making Sense of Play Through Reflective Practice. These three themes consist of several sub-themes which are evident throughout each theme. The results of this study showed that pre-school teachers have a positive view towards play-based approaches for children's language and literacy development. However, they were unsure about implementing play-based approaches with other curriculum models. Challenges such as settings' philosophies and parents' expectations emerged as key elements of pre-school teachers' experiences of using play-based approaches. [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.)

Pre-school education is a crucial time in the formation of children’s individual personalities and values. In the context of growing concerns about climate change and environmental sustainability, integrating GREEN education into the pre-school system is becoming an essential choice for preparing new generations for global environmental challenges. In this sense, the proposed research focuses on teachers’ attitudes towards the implementation and involvement in GREEN activities at pre-school level. A key aspect of this research is to identify the underlying motivations behind the adoption of GREEN education in pre-school settings. Exploring these reasons will shed light not only on the theoretical and normative aspects that support the need for GREEN education, but also on the practical aspects related to the benefits observed in children’s development in terms of environmental awareness, social responsibility and the formation of sustainable behaviours.The research will also focus on the level of teachers’ interest in the application of GREEN education in the preschool learning process. Assessing this aspect will contribute to understanding the degree of teachers’ receptiveness and willingness to integrate specific GREEN education themes and activities into the curriculum.The research will also explore ways of implementing GREEN education in the pre-school environment, highlighting effective practices and obstacles encountered by teachers in the process. This approach will provide useful information for the development of educational strategies and resources to facilitate the effective integration of GREEN themes into pre-school curricula.

In the current stage of rapid informationization, the widespread application of information technology in education has become a crucial indicator of a country's educational level. Singapore stands out as a pioneer in leveraging information technology extensively in educational practices, having initiated educational informatization strategies relatively early and consistently maintaining a leading position globally. During the 2010s, to promote the development of pre-school education and achieve the goal of nurturing "holistic development of the child", Singapore formulated a series of educational reform policies based on thorough research and the actual needs of pre-school education. These policies ranged from the framework for kindergarten accreditation to the certification standards for pre-school teacher training institutions, as well as curriculum frameworks and parent-school collaboration, among others, leading to effective reform and practical exploration. Through these reforms, Singapore's pre-school education sector made significant progress, garnering widespread international attention. This paper examines the integration of educational informatization into educational reform, the enhancement of teaching standards, and the cultivation of high-quality pre-school education teachers across four dimensions: improving the quality of kindergarten management, establishing platforms for teacher growth, strengthening training systems, optimizing teachers' comprehensive abilities, innovating curriculum frameworks, supporting teachers in better teaching, providing guidance for parents, and recognizing the importance of parents as the primary educators. By analyzing and evaluating the core policies of pre-school education in Singapore, this paper aims to provide insights into their content, strengths, weaknesses, and implications for the development of pre-school education in China. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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 Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca 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.)

Copyright of Turkish Journal of Sport & Exercise / Türk Spor ve Egzersiz Dergisi is the property of Turkish Journal of Sport & Exercise 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.)

While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers' viewpoints, particularly within Science Education. Given that uncovering teachers' viewpoints is crucial for leveraging AR technology's potential in education since teachers decide whether to integrate it into their classrooms, the research question guiding this exploratory study is as follows: How do primary and pre-school teacher students perceive the integration of AR into Science teaching and learning following their engagement with pertinent university courses? Following a mixed-method approach, the data were collected via written questionnaires from 69 teacher students and focus group discussions involving 12 participants. Subsequent descriptive statistical and thematic analyses revealed that teacher students hold positive stances towards the integration of AR in Science Education. They emphasized that AR could significantly enhance motivational and cognitive outcomes for their future students while also improving accessibility and inclusion. Furthermore, their involvement in creating AR-enhanced materials not only increased course engagement and interest but also broadened their knowledge and fostered a sense of innovation, with the AR platform and application used being perceived as easy to use. Finally, challenges associated with classroom implementation were also highlighted. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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 relationships between museums and schools have been strengthened in recent years but little previous research has studied the activities that museums offer for children from 0 to 6. The present article analyses the role of early childhood education in museums' programs in Catalonia. A total of 118 museums and 296 activities have been analyzed and categorized. Results show that the activities that museums offer for early childhood education schools are limited. Guided visits and workshops are the most representative activities, and the majority of them are focused on the age range from 3 to 6. Future studies can deep in the age range from 0 to 3 in order to improve the relationships between early childhood education and museums. [ABSTRACT FROM AUTHOR]

Modern teacher training is driven by computerisation and the intensification of educational content in general. A prerequisite for the computerisation of education is the readiness of educators to use computer technologies for teaching preschool children, which means continuous self-training of future teachers. The pre-school teacher's computer literacy is a component of his/her general pedagogical culture, the most important indicator of his/her professional competence. The use of computers as a means of teaching children in the pedagogical process of a pre-school institution leads to changes in other elements such as purpose, content, methods, forms. Therefore, an important issue is not only to study the specifics of the implementation of information technologies in the professional training of teachers in all educational sectors, but also to continuously monitor their use in professional activities and in the educational process in general. The article presents the results of the preliminary stage of the study: a survey aimed at determining the state of use of information technologies by teachers in pre-school institutions in their work with pre-school children. The results of the investigation revealed that the vast majority of pre-school teachers are at a satisfactory level of information and communication literacy training for pre-school specialists. The study revealed that correction requires both teaching content and organizational and pedagogical support for the process of training and improving the information and communication competence of preschool teachers. [ABSTRACT FROM AUTHOR]

The pre-school period is a developmental stage in children aged 3-6 years where children learn to interact with other people. At this time game tools are needed that can support children's motor development. Educational Game Tools (APE) are all forms of games designed to provide educational experiences or learning experiences to the players, especially children. TA Pesan Ibu is one of the schools that provides a stimulus for the development of preschool-aged children, such as motor, cognitive, and other developments. APE given to children is in the form of a Sensory Path. This game is still not optimal for children so the solution that can be done is to provide sensory path games so that they can provide a stimulus for children's motor development. Thus, the teacher can introduce educational game tools that are in accordance with the themes and sub-themes of learning so that children feel happy when they are in class. Masa Pra Sekolah adalah tahap perkembangan pada anak usia 3-6 tahun dimana anak belajar berinteraksi dengan orang lain. Pada masa ini diperlukan alat permainan yang dapat mendukung perkembangan motorik anak. Alat Permainan Edukatif (APE) merupakan semua bentuk permainan yang dirancang untuk memberikan pengalaman pendidikan atau pengalaman belajar kepada para pemainnya, terutama pada anak. TA Pesan Ibu merupakan salah satu sekolah yang memberikan stimulus perkembangan anak usia prasekolah, seperti perkembangan motorik, kognitif dan lainnya. APE yang diberikan pada anak berupa Sensory Path, Permainan ini masih belum optimal diberikan pada anak sehingga solusi yang dapat dilakukan adalah memberikan permainan sensory path sehingga dapat memberikan stimulus pada perkembangan motorik anak. Dengan demikian, guru dapat mengenalkan alat permainan edukasi yang sesuai dengan tema dan sub tema pembelajaran sehingga anak merasa senang saat berada di dalam kelas.

Background: Digital media consumption is prevalent among pre-schoolers, but its impact on language development remains unclear. Aims and Objectives: This study investigates the effects of different types of digital media on pre-school children's language outcomes. Materials and Methods: A total of 100 pre-school-aged children (mean age 4.2±0.5 years; 51% male) were observed for 12 months. Digital media exposure was categorized into educational interactive, educational passive, and non-educational content, with average screen time being 1.5±0.45 h daily. Language development was assessed using the Preschool Language Scale-5 (PLS-5) at baseline and 12-month follow-up. Results: At the 12-month follow-up, the study participants exhibited an average Total Language Score (TLS) increase from 100±10 to 107±12. Interactive educational app users showed significant language improvements (TLS: 112±10; P<0.05), exceeding gains seen in passive educational (TLS: 104±10) and non-educational content users (TLS: 102±12). Vocabulary size, expressive language, and receptive language improvements were highest in the interactive group (20%, 15%, and 10%, respectively). Behavioral assessments indicated enhanced use of complex sentences and turn-taking skills in the interactive group. Parental co-viewing correlated with higher TLS gains across all groups, with the most pronounced benefit in the interactive group (9 points vs. 6 without co-viewing). Interactive app users also exhibited higher cognitive (40%) and emotional engagement. Conclusion: Our study emphasizes the positive influence of interactive educational apps on pre-schoolers' language development, with notable gains and augmented outcomes through parental involvement. This highlights the value of guided media use in early childhood education. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal 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 Scientific Journal of the Institute for Women's Studies / Studiów Kobiece is the property of Humanica Publishing House 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 Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School 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 Science of Gymnastics Journal is the property of Science of Gymnastics 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.)

Copyright of Anatolian Journal of Educational Leadership & Instruction / Anadolu Eğitim Liderliği ve Öğretim Dergisi is the property of Anatolian Journal of Educational Leadership & Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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This descriptive survey study was conducted to determine the attitudes of pre-service pre-school teachers towards distance education. 181 pre-service teachers studying at Sinop University and Nigde Omer Halisdemir University Preschool Education Program in the 2020-2021 academic year participated in the study. The Personal Information Form and the Attitudes Towards Distance Education Scale were used as the data collection tools. The pre-service teachers to be included in the study were selected using the convenience sampling method. Descriptive statistics was used to analyze the data on personal characteristics and pre-service pre-school teachers’ attitudes towards distance education. The t-test was used to determine whether the attitudes of the pre-service teachers towards distance education differ according to the university they study at, technological tool with which students follow the online lessons, and convenience of the environment in which students follow the online lessons; Mann Whitney U test to determine whether it differs according to gender and having internet connection at home; the ANOVA was used to determine whether it differs according to grade level. The results revealed that the attitudes of the pre-service pre-school teachers towards distance education were at a moderate level. As a result of the research, it was found that the technological tool with which students follow the online lessons, and the convenience of the environment in which students follow the online lessons showed a significant difference in the total attitude scores of the pre-service teachers towards distance education; ıt was found that the university they study at, gender, grade level and having an internet connection at home did not show a significant difference.

The article presents the results of the psycho-pedagogical experiment carried out in two kindergartens in Galati, on a sample comprising 4 teachers, 12 preschool children with autism and 74 inclusive preschool children. The study aimed to investigate the development process of the integrative system in early education by ensuring the interdependence between material resources, human resources and methodological resources existing in institutions implementing this type of training. The research is of value because it was carried out on an age segment that is little researched and explored, but which is of overwhelming importance in the development of preschool children with ASD in all aspects: psychological, social and emotional. It has been scientifically and practically demonstrated that a thorough training of teachers in mainstream education is required to ensure a successful integrated approach through a rigorous, well-founded intervention in accordance with the specific characteristics of children with ASD and their educational needs.

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Copyright of International Journal of Innovation in Science & Mathematics Education is the property of Institute for Innovation in Science & Mathematics 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

Inclusion is recognized as an approach to education that respects the different needs and abilities of students. Many countries give great importance to inclusive education, recognizing that students have different abilities. This study aims to examine the various approaches to inclusion in preschool education in different countries around the world. The research methodology is based on document review and involves examining sources such as academic articles, official documents and reports to compare inclusion policies and practices in preschool education in different countries around the world. The results show that some countries, such as Scandinavian countries, focus on individualized education plans to include students with special needs in traditional classrooms. Other countries prefer to educate children with special needs in separate classes or schools. Furthermore, in some countries, inclusive education practices are supported by government regulations and funding, while in others a more autonomous approach is adopted. These results indicate that each country differs based on its own educational system and cultural context. Based on the results of this research, sharing research and experiences can help to improve good practices in this field and contribute to making inclusive preschool education more effective and inclusive. This can encourage the sharing of good practices in the field and promote more effective and inclusive inclusive education in pre-school education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences 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.)

While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research question guiding this exploratory study is as follows: How do primary and pre-school teacher students perceive the integration of AR into Science teaching and learning following their engagement with pertinent university courses? Following a mixed-method approach, the data were collected via written questionnaires from 69 teacher students and focus group discussions involving 12 participants. Subsequent descriptive statistical and thematic analyses revealed that teacher students hold positive stances towards the integration of AR in Science Education. They emphasized that AR could significantly enhance motivational and cognitive outcomes for their future students while also improving accessibility and inclusion. Furthermore, their involvement in creating AR-enhanced materials not only increased course engagement and interest but also broadened their knowledge and fostered a sense of innovation, with the AR platform and application used being perceived as easy to use. Finally, challenges associated with classroom implementation were also highlighted.

The purpose of this research is to examine the perceptions of transnational immigrant and local children attending pre-school education in Turkey regarding their right to participate in classroom life and their participation in classroom life according to teachers' views. In this research, sequential explanatory design merging model, which is one of the mixed research methods, was used. The study group consists of 41 children, 21 of whom are transnational immigrants, 20 of whom are local, attending a pre-school under the Directorate of National Education of Antalya, where immigrant children are dense and 9 teachers of these children. The Right to Participate in Preschool Classes Scale was applied to measure the perceptions of pre-school children in the study group about their right to participation. Semi-Structured Interviews were conducted with teachers to get information about children's participation in classroom life. In the analysis of the quantitative data of the research, Mann Whitney U-Test was used and qualitative data were analyzed with descriptive analysis. The results of the analysis showed that there was no significant difference between the scores of transnational immigrant children and local children on the Right to Participate in Preschool Classes Scale. According to the teachers' views, it was determined that transnational immigrant children participated in play activities in the classroom more than other activities. It has been found that the participation of transnational immigrant children who speak Turkish in classroom life is similar to that of local children. The research findings were discussed based on the relevant literature. The implications of research findings for future theoretical and applied research are presented. [ABSTRACT FROM AUTHOR]

The presented study focuses on children aged from 5 to 6.5 who attend Czech kindergartens. Its purpose is to explore a potential positive impact of an educational game application on malleability of children's spatial skills through the application usage. The research was conducted as a pedagogical experiment in which the pre-test and post-test phases were carried out with the Mosaics, Puzzles and Patterns subtests of the SON-R 2.5-7 test battery, which is suitable for measuring general non-verbal intelligence in children aged 2.5–7. The game application which was created in the initial phase of the research was applied in the treatment phase to the experimental group. The results showed a statistically significant difference in the preschool children's spatial ability test scores in favour of the experimental group and confirmed statistically significant benefits of the game application in each of the measured skills. The results have clearly shown that supporting the development of spatial skills through game applications is more effective than a mere use of toys and activities recommended in the current educational guidelines for pre-school children elaborated by the Ministry of Education of the Czech Republic. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches 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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Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi 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 Research in Elementary Education / Temel Eğitim Araştırmaları Dergisi (TEAD) is the property of Marmara University 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.)

Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends. [ABSTRACT FROM AUTHOR]

The article aims to present the views of teachers of English to young learners on their experiences of remote teaching during the pandemic. In this article, we present a selection of findings from two original qualitative studies conducted in July–August 2020 and February–March 2021. The authors of the article want to show how the respondents dealt with the situation of remote teaching English to young learners. In the results section, the authors considered, among other things, what aspects of online language teaching posed the greatest challenges for the teachers and children, and what elements of the remote education experience the teachers incorporated into their daily practice in the language classroom. The language teachers interviewed highlighted challenges in working with young learners that differ from lessons with older pupils, namely problems with switching on and operating equipment and a very short attention span. However, a noteworthy aspect emerging from the research is that all participants taking part in the interviews saw the positive sides of remote teaching. Most of them noted that there developed collaboration and mutual support among teachers during the pandemic, and that by exploring new materials, teachers explored a multitude of new sites, apps and tools that still accompany them in their classroom lessons. [ABSTRACT FROM AUTHOR]

In education, students can be provided with a particular discipline and behaviour. Emphasis is placed on shaping the individuals in the preschool education period and their mental and emotional development. Music has an impact on many areas, especially children's psycho-motor development, language development, emotional development, and social development. Therefore, they significantly contribute to children in the education process they start before primary school. For this reason, the research aims to draw attention to the importance of using music activities in preschool. In this study, which was carried out with the method of phenomenology, the views of 19 preschool teachers from various provinces on music activities were analyzed. In the semi-structured interview form prepared in line with expert opinions, there are opinions about music activities and information about teachers' self-efficacy perceptions about their music education. Two researchers coded the qualitative data from the teachers separately and analyzed them with themes. Consensus reliability analysis was used in the research. As a result of the study, it was concluded that preschool teachers found music activities beneficial. Despite this, preschool teachers said their music education proficiency should be better. Consequently, more emphasis should be placed on music education in preschool education. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to examine the effects of using Web 2.0 tools in environmental education on the attitudes of preschool children towards the environment. The research used a combination of quantitative and qualitative data. Quantitative data were collected through the “Attitudes Toward the Environment Scale: Children's Attitudes Toward the Environment Scale-Preschool Version (CATES-PV)”, and the qualitative data were collected through the "Interview Form" created by the researcher. A total of 38 children, 18 of them in the experimental group and 20 of them in the control group, aged between 60-72 month old attending a public day care center, participated in the study group of the research. One of the parents (mother or father) of the experimental group, which is the group where qualitative data were collected, participated in the research with 18 participants. Attitude towards the environment constitute dependent variable in the research. Independent variable is environments with and without Web 2.0 tools are used. In this research, two-factor ANOVA analysis for repeated measurements used for independent samples of the quantitative data obtained, descriptive analysis was applied to qualitative data. As a result of the research, a significant difference was determined between the average scores of children's attitudes towards the environment after the experimental procedure in the environment where Web 2.0 tools were used in environmental education. It was determined that the changes in the mean scores of attitudes towards the environment of the two groups before the experimental procedure were significantly higher in favor of the group in the environment where Web 2.0 tools were used in environmental education. In this study, it was concluded that the environment in which Web 2.0 tools are used in environmental education is effective in developing children's attitudes towards the environment. According to the qualitative findings, the parents in the experimental group stated that these tools made learning interesting, memorable and facilitating, provided continuity and permanence in learning, and were effective in developing correct attitudes.

The history of pre-education is quite recent. In fact, in order for this education to start, it was necessary to wait for the formal education to spread to the whole society. Pre-school education, which emerged and designed to meet the needs of post-industrial societies, gave importance to the cognitive, affective and psychomotor development of students. Especially the educational needs of post-war societies also required pre-school education. In this context, three different approaches to pre-school education have emerged. The common point of these approaches is that they adopt a democratic education model and reject the authoritarian teacher role in the traditional education model. Thus, a reflection of humanity’s democratization adventure in the modern age has also shown itself in education models.

Copyright of Journal of Research in Elementary Education / Temel Eğitim Araştırmaları Dergisi (TEAD) is the property of Marmara University 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.)