Academic discourses regarding teacher motivation have been on-going for decades for those who teach in ethnic minority areas. Yet research findings failed to provide a consistent conclusion regarding if kindergarten teachers’ motivation pattern would vary based on a case-to-case scenario. Therefore, further studies are needed to probe the motivation patterns among this population. The study firstly examined kindergarten teachers’ motivational profiles based on Expectancy Value Theory, and then examined how teachers’ motivation related to outcome variables. Participants included (...) 1,199 kindergarten teachers from ethnic minority areas in China. Latent profile analysis identified three motivation profiles for teachers: low value-high cost, moderate all, and high value-low cost. Teacher with different motivation profiles had significant differences in work engagement, workplace wellbeing, and retention intention. In addition, chain mediation analysis revealed that work engagement and workplace wellbeing mediated the relationship between motivation profiles and retention intention. The implications of the findings for study are discussed. (shrink)

Grounded on the social exchange theory (SET), social cognitive theory (SCT), and self-determination theory (SDT), this study aims to explore the mediating role of self-efficacy (SE) and work engagement (WE) on the effect of social support (SS) on job satisfaction (JS) among Chinese ethnic minority kindergarten teachers (KTs). The results show that: (1) SS has a directly significant effect on JS; (2) WE mediates the relationship between SS and JS; and (3) SE mediates the relationship between SS and WE. (...) Although the mediation of SE on the relationship between SS and JS is not found, the posited multiple mediations of SE and WE on the relationship between SS and JS are totally accepted. The results reveal that SS mainland Chinese ethnic minority KTs received can not only have a direct effect on JS but also have an indirect impact through the one-path mediating role of WE and the chain mediating role of SE and WE. The results suggest that governments, supervisors, and sponsors should work together to provide ethnic minority KTs with more prioritized SS from both cultural psychology and financial material and opportunities for facilitating professional knowledge and skills in order to enhance their SE, inspire their WE, and eventually accumulate their JS. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of (...) learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

Objective: To investigate the relationship between psychological empowerment, psychological capital, job involvement, and the retention intention of kindergarten teachers in mainland China and the internal mechanism of action.Methods: A total of 554 kindergarten teachers were investigated by scales for psychological empowerment, psychological capital, job involvement, and retention intention.Results: Psychological empowerment was positively correlated with psychological capital and job involvement. Psychological capital was positively correlated with job involvement. Psychological empowerment, psychological capital, and job involvement were significantly and positively correlated (...) with retention intention. Psychological empowerment influences kindergarten teachers' retention intention mainly through three indirect effects: the single intermediary effects of psychological capital and job involvement and the chain intermediary effect of psychological capital → job involvement.Conclusion: Psychological empowerment can not only indirectly predict the retention intention of kindergarten teachers through the single intermediary effects of psychological capital and job involvement, but also indirectly predict the retention intention of kindergarten teachers through the chain intermediary effect of psychological capital and job involvement. (shrink)

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of (...) learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. (shrink)

Studies have documented that career exploration is significantly associated with CDSE, but how this association occurred is not clear yet. This study committed to clarifying the mechanism underlying the relationship between career exploration and CDSE by investigating the mediation effect of work volition and career adaptability among 586 pre-service kindergarten teachers. The participants are recruited from Ningxia Hui Autonomous Region in northwest China, covering Han, Hui, and other minorities. They took part in a two-wave longitudinal survey and reported on (...) their career exploration at T1, work volition, career adaptability, and career decision self-efficacy at T2. Results showed that T1 career exploration is directly related to the T2 CDSE. Further, career exploration contributed to the CDSE through both the separated mediation path and the chained mediation path of T2 work volition and T2 career adaptability. The results suggest that individuals who engage in more career exploration activities are likely to have more confidence in their abilities to make career decisions over time, which was partially and serially explained by individuals’ perception of capacity despite constraints and greater self-regulatory strength. This study is a first attempt to deeply clarify the link between career exploration and CDSE, and the findings shed light on the independent and serial mediating effects of work volition and career adaptability. The implications and limitations are discussed. (shrink)

Kindergarten teachers’ professional commitment affects their emotional input and turnover intention, and it is affected by the spiritual and material factors of teachers’ families, kindergartens, and society. Therefore, this study aimed to investigate the mediating effect of the dimensions of subjective well-being in the relationship between social support and professional commitment. The study is grounded in human ecology theory and social exchange theory. We surveyed 778 kindergarten teachers from different educational systems in Guangdong Province in China. We used (...) the “Appreciative Social Support” and “Subjective Well-being” Scales and the “Professional Commitment Questionnaire.” The results showed that the four variables of social support, positive affect, life satisfaction, and professional commitment of kindergarten teachers were significantly and positively correlated with each other: social support positively predicted positive affect and life satisfaction, positive affect and life satisfaction positively predicted professional commitment, and social support indirectly influenced professional commitment through the parallel and chain path of positive affect and life satisfaction. This represents a compound multiple mediating effects on professional commitment. (shrink)

Kindergarten teachers' engagement in work is influenced by many factors. Total rewards perceptions, as an individual's evaluation of the rewards provided by the organization, may promote work engagement when it can meet their intrinsic and extrinsic work demands. To explore the relationship between kindergarten teachers' total rewards perceptions and work engagement, and the mediating role of organizational identification, a survey was conducted among 1,014 kindergarten teachers applying the Chinese versions of the Total Rewards Perceptions Scale for (...) class='Hi'>Kindergarten Teacher, Kindergarten Teacher Organizational Identification Scale, and Kindergarten Teacher Work Engagement Scale. The results showed that kindergarten teachers' total rewards perceptions and its four factors were positively correlated with organizational identification and work engagement. Organizational identification was positively related to work engagement. Organizational identification partially mediated the relationship between total rewards perception and work engagement among kindergarten teachers. We discussed the result of the relationship between total rewards perceptions, organizational identification, and work engagement among Chinese kindergarten teachers. (shrink)

Given the current shortage of kindergarten teachers, this study examines the relationship between empowering leadership and job satisfaction among kindergarten teachers in China from the perspective of their job characteristics and the Chinese cultural context. The participants were 557 Chinese kindergarten female teachers whose average number of years of experience was 2.82. They completed a self-report survey regarding empowering leadership, vigor, affective commitment, and job satisfaction. The study results show that vigor and affective commitment could mediate the (...) relationship between empowering leadership and job satisfaction. Finally, we discuss the findings of this study in depth. At the same time, we suggest that administrators should focus on the empowering leadership of Chinese kindergarten teachers, strive to increase their level of dynamism, and finally, strengthen the emotional connection between the organization and the Chinese kindergarten teachers. Thus, we suggest that educational administrators should empower kindergarten teachers more, rather than allowing them to be mere enforcers. In addition, how to enhance the individual dynamics of early childhood teachers and their emotional connection to the organization may also be something for educational administrators to consider. (shrink)

Kindergarten climate has been reported to be closely associated with teachers' retention intention, yet the underlying mechanism of this association remains unclear in some ethnic minority areas in China. Based on the Personal-Environment Fit Theory and Organizational Support Theory, the research aims to examine the correlation between kindergarten climate and retention intention of Chinese kindergarten teachers in ethnic minority areas and the chain mediating role of perceived organizational support, as well as the psychological empowerment. In total, 1,199 (...) Chinese kindergarten teachers were recruited from ethnic minority areas to complete the questionnaires. Based on their responses, the main findings of the study were listed as follows: A supportive kindergarten climate has a positive correlation with perceived organizational support, psychological empowerment, and retention intention. A positive kindergarten climate would increase the retention intention only through the indirect path of perceived organizational support, psychological empowerment, as well as the chain mediating path between these two variables. Taken together, these results further explained the interplay between kindergarten climate and teachers' retention intention. Implications for research on retention intention were discussed. Theoretically, it enriches the theoretical basis related to the external environmental resources and individual cognition. Practically, it means that educational policymakers will need to issue new guidelines to ensure that more kindergarten teachers are retained in China's ethnic minority areas. (shrink)

This study explored the relationship between emotional intelligence and self-efficacy in trait mindfulness and subjective wellbeing. In this study, 323 Chinese kindergarten teachers were measured using the Five Facet Mindfulness Questionnaire, Emotional Intelligence Scale, General Self-efficacy Scale, and Subjective Wellbeing Scale. The study found that subjective wellbeing can be predicted directly from trait mindfulness. Emotional intelligence could mediate the relationship between trait mindfulness and subjective wellbeing. Self-efficacy could mediate the relationship between trait mindfulness and subjective wellbeing. In addition, emotional (...) intelligence and self-efficacy played a sequential mediating role between trait mindfulness and subjective wellbeing. This study revealed the relationship between kindergarten teachers’ trait mindfulness and subjective wellbeing through structural equation modeling and understood its role path, enriching the research on the Chinese preschool teachers in the field, and providing a literature reference for the international community to understand the Chinese kindergarten teachers. At the same time, the study also has some limitations, such as the use of a cross-sectional design method, a relatively single method, and the impact of COVID-19. However, we believe that this study will further enrich the research literature on the relationship between trait mindfulness and subjective wellbeing of Chinese kindergarten teachers. (shrink)

This paper investigated the variation in the multidimensional competencies and professional development needs of kindergarten teachers using a cross-sectional research design. It involved 54 purposively selected kindergarten teachers and collected the data using the self-assessment tool adopted by the Department of Education from the National Research Center for Teacher Quality in the Philippines. These data were analyzed using both descriptive and inferential statistics. As found, kindergarten teachers have a high level of competencies across dimensions. Also, they (...) have a very high extent of professional development needs in content knowledge and pedagogy and the learning environment and diversity of learners. Moreover, they have a high extent of professional needs in two dimensions. The reported high priorities for training imply more emphasis on providing them professional development activities. Results found no significant difference in the competencies of kindergarten teachers in terms of age, position, civil status, degree, and years of teaching. On the contrary, significant differences revealed in their competencies in content knowledge and pedagogy, learning environment and learners’ diversity, and curriculum and planning between those with masters and without a master’s degree. Lastly, results show no significant difference in their professional development needs. These results have implications for future research and planning for a more responsive and cost-effective professional development initiatives in the locale. (shrink)

This study explored the relationship between social support and job satisfaction in kindergarten teachers, and the mediating role of coping styles in this relationship. A sample of 617 kindergarten teachers from kindergartens in mainland China completed questionnaires measuring social support, job satisfaction, and coping style. The results showed that social support was positively related to job satisfaction and positive coping style was positively associated with social support and job satisfaction. Furthermore, the results revealed that positive coping style, but (...) not negative coping style, had a mediating effect on the relationship between kindergarten teachers’ social support and job satisfaction. This study provides initial evidence that coping style mediates the link between social support and job satisfaction in kindergarten teachers, and suggests that increasing social support and encouraging positive coping style could improve kindergarten teachers’ job satisfaction. (shrink)

During the preschool years, the socio-emotional responses children receive from interactions with teachers are incorporated into their own social behaviors. This is one of the key ways in which children acquire social and emotional skills. Based on field studies, it can be found that this learning process is not simple imitation of children, but of a more complex context of group interaction. To further clarify the impact of kindergarten teachers’ emotion on the sociometric status and behavior of 3–5 year-old (...) children in their classes, the researchers chose a Montessori mixed-age kindergarten in Beijing as the field site and observed five classes within the kindergarten over a 2-month period in this ethnographic case study. The study found that the power gap between teacher and pupil spreads rapidly to all children in the classroom as a result of the teacher’s emotions, and even stimulates power stratification within the children. In addition, there are differences in the social behaviors between the children of different levels of power. As preschool children are in a critical developmental window when social knowledge is being accumulated and social skills are being acquired, using power relations within the kindergarten classroom as an entry point to analyze the impact of teachers’ emotions on children’s social behavior provides a new breakthrough for the professional development of early childhood education and the better achievement of educational goals. (shrink)

Fundamental motor skills of children can be affected by different variables, such as executive functions, gender and relative age. However, the effects of these variables on FMS have been scarce studied, especially in early childhood, and show inconsistent results. To clarify these relationships, this study was carried out. Its aim was to analyze whether EF, gender and relative age influenced FMS in 43 Spanish kindergarteners. A multimethod and mixed methods approach was used. Kindergarteners’ teachers completed the Childhood Executive Functioning Inventory (...) to know the children level of EF. Kindergarteners’ parents complimented ad hoc questionnaire reporting the children gender and birth data. A Nomothetic/Punctual/Multidimensional observational design was used to observe children FMS in their habitual motor sessions at school. Two-way ANOVAs were performed to know the independent and interactive effects of working memory level, inhibition control level, gender and relative age on FMS. Results showed these variables have independent and interactive effects on some FMS, but not on others. FMS influenced by these variables vary depending what independent variable is/are considered. Therefore, it can be concluded that the influences of teacher-rated EF, gender and relative age on observed FMS in kindergarteners are complex and specific. Results obtained must be taken into to design and implement instructional and intervention strategies, as well as educational and sport policy changes, especially in early childhood, when FMS are more malleable. (shrink)

Outdoor Education (OE) refers to organized experiential education that takes place in the outdoor, characterized by action-centered and thematic learning processes. Literature shows how OE may have beneficial effects on different areas of child development, including cognitive abilities, social skills and motor development. This relationship is not necessarily linear, but moderated by different variables. Until now, few studies have examined, using rigorous methods, the role of OE in children’s development and studies of preschool aged children remain lacking. The current study (...) aimed to explore teachers’ perceptions of children’s developmental trajectories over 2 school years, investigating whether teachers’ perceptions differed between two kindergartens, one characterized by a consolidated OE approach and the other one characterized by a more traditional method of education. The sample was composed of 20 teachers, evaluating 93 children aged 3-5 (M= 46.95 months, SD= 6.73; 42 males): 13 teachers were from a traditional kindergarten (Traditional Group- TG) and evaluated 52 children; 7 teachers were from an OE kindergarten (Outdoor Group – OE) and observed 41 children. All the teachers completed the Kuno Beller Developmental Tables (Beller, 1995), in order to describe specific child developmental areas in 4 consecutive moments during 2 school years (T1-T2: January-May 2014; T3-T4: October 2014-May 2015). The 20 teachers also completed the “Outdoor Activities/Trips Diary”, an instrument created for this study to collect qualitative data on the characteristics of outdoor activities. Results showed that, in all the developmental areas, OE teachers perceived higher scores over time were found for the Outdoor Group compared to the Traditional one. Specifically, GLM ANOVAs Repeated Measures revealed a significant interaction of the 2 variables Time and Groups (p<0.001): contrast analyses showed that OE children, compared to the TG children, were perceived by their teachers with higher levels in all developmental areas at T1 and T2, but not at T3 and T4. The findings suggest that the OE activites, compared to indoor ones and according to teachers' perceptions, offer greater opportunities to promote the child’s development at different levels. especially when children are younger. Future studies are recommended analyzing possible moderating variables and long term effects of OE. (shrink)

Cilj ovog istraživanja, koje je uključivalo odgojitelje u vrtiću, bio je istražiti područje rada s glazbeno nadarenom djecom. Posebno smo se usredotočili na otkrivanje glazbeno nadarene djece i praćenje njihovog glazbenog napretka, kompetencije odgojitelja za rad s djecom i procjenom čimbenika važnih za razvoj glazbeno nadarene djece. Rezultati istraživanja pokazali su da je većina odgojitelja: uspjela otkriti glazbeno nadarenu djecu; rijetko su sustavno pratili i dokumentirali glazbeni napredak djece i nisu stekli dovoljno znanja za rad s glazbeno nadarenom djecom tijekom (...) svog formalnog i neformalnog obrazovanja. Među važnim čimbenicima koji utječu na razvoj glazbeno nadarene djece odgojitelji su istaknuli motivaciju za rad s glazbeno nadarenom djecom, otkrivanje glazbeno nadarene djece, suradnju s glazbenim stručnjacima i roditeljima te provedbu dodatnih glazbenih aktivnosti. (shrink)

Metacognition, otherwise known as ‘thinking about one’s thinking,’ leads to greater academic success and is foundational. Given this importance, metacognitive behaviors need to be developed within early years contexts to provide young children the opportunity to practice these behaviors and receive feedback. However, literature continues to focus on the development of metacognition in later grades. This mixed methods study explored metacognition in eight Kindergarten classrooms. Participants included eight Kindergarten teachers, six early childhood educators (ECEs), and 80 students. Data (...) collection was conducted at two time periods separated by 12 weeks. Data collection included the Children’s Independent Learning Development (CHILD) measure, semi-structured interviews, and classroom observations. The quantitative data from the CHILD were analyzed using a paired samplest-test in SPSS. All qualitative data were analyzed thematically. Qualitatively, three themes were identified: (1) Conceptualization of metacognition, (2) Barriers to developing metacognition, and (3) Operationalization of strategies to facilitate metacognitive development. Evidence demonstrated that participants had incomplete conceptualizations of metacognition. Some articulated simple understandings by reporting the literal translation and were unable to articulate more fulsome conceptions. However, some teachers had more developed conceptions of metacognition that included different facets such as planning and reflective thinking. All participants were forthcoming with identifying ways in which they struggled with implementing metacognitive practices or encouraging the development of metacognition. These barriers included large classroom sizes, developmental readiness, and wide student ability. Despite having an incomplete understanding of metacognition, early years educators were trying a variety of different strategies to help promote metacognitive thinking within their Kindergarten classrooms. Surprisingly, teacher ratings using the CHILD did not change significantly from Time 1 (M= 1.88, SD = 0.744) to Time 2 (M= 1.85, SD = 0.66),t(72) = 0.72,p> 0.05. A similar trend was observed for ECE ratings using the CHILD as they did not change significantly from Time 1 (M= 1.89, SD = 0.70) to Time 2 (M= 1.80, SD = 0.79),t(52) = 1.36,p> 0.05. This research highlights empirical practices that Kindergarten educators can use to help facilitate metacognitive thinking. Furthermore, it identifies a need to better support Kindergarten educators by integrating practices aimed at developing metacognitive thinking in their students through explicit examples of strategies. (shrink)

Robots are versatile devices that are promising tools for supporting teaching and learning in the classroom or at home. In fact, robots can be engaging and motivating, especially for young children. This paper presents an experimental study with 81 kindergarten children on memorizations of two tales narrated by a humanoid robot. The variables of the study are the content of the tales (knowledge or emotional) and the different social behaviour of the narrators: static human, static robot, expressive human, and (...) expressive robot. Results suggest a positive effect of the expressive behaviour in robot storytelling, whose effectiveness is comparable to a human with the same behaviour and better when compared with a static inexpressive human. Higher efficacy is achieved by the robot in the tale with knowledge content, while the limited capability to express emotions made the robot less effective in the tale with emotional content. (shrink)

Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning. This study examined an instructional method rarely used as a form of integration at the primary-grade level—interactive read-alouds of informational text—in order to determine the degree that this intervention might simultaneously build kindergarten students’ knowledge of economic concepts and content literacy in low-SES settings. As evidenced by students’ responses during one-on-one assessments (...) before and following the interactive read-alouds, students made statistically significant learning gains in both social studies and content literacy. Implications of the findings and areas for further research are discussed. (shrink)

This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area ‘Basic concepts (...) to promote equality and participation in Elementary Education’; the other two areas are: ‘Learning to participate at Elementary School’ and ‘Building a civil school that promotes equality and participation at Elementary School’. It is a one semester subject with 3 h of teaching per week. The main hypothesis is that a specific training on human rights will lead to an important improvement not only in student’s level of knowledge but also in the way they categorize this specific content. We have administered a questionnaire designed for the study. In general, our results show that students of both groups have a basic and limited knowledge about human rights. The group with specific training shows a higher level of knowledge than the other group and a different way of organizing it. This would go in the direction of other studies of supporting and reinforcing the inclusion of specific training on human rights during the initial teacher training programmes at the university. (shrink)

This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort in the US and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest that (...) teachers may serve as a significant source of weight bias, especially for girls. (shrink)

This text provides a comprehensive analysis of historical archives, letters, and primary sources to offer unique insight into how Fröbel's pedagogy of kindergarten and play has been understood, interpreted, and modified throughout history and in particular, as a consequence of it's adoption in the US. Tracing the development, modification, and global spread of the kindergarten movement, this volume demonstrates the far-reaching impacts of Fröbel's work, and asks how far contemporary understandings of the kindergarten pedagogy reflect the educationalist's (...) original intentions. Recognizing that Fröbel's pedagogy has at times been simplified or misunderstood, the book tackles issues caused by translation, or transfer to non-German speaking countries such as the US, and so demonstrates how and why contemporary research and Froebelian practice is in the danger of diverging from the original ideas expressed in Fröbel's work. By returning to original documents produced by Fröbel, Wasmuth traces various interpretations, and explains how and why some of these understandings established themselves in the context of US Early Childhood Education, whilst others did not. This insightful text will be of great interest to graduate and postgraduate students, researchers, academics, professionals and policy makers in the fields of early childhood education, history of education, Philosophy of Education and Teacher Education. (shrink)

Kindergartens in Norway are looked upon as the first step in children’s education. There is a discussion in the early childhood field about how to best prepare children for lifelong education. In this paper we want to discuss critical thinking in relation to children’s everyday life in kindergarten. We want to focus on how kindergarten teachers can practice critical thinking together with children by using documentation as a starting point. We wish to emphasized children’s active participation in relation (...) to critical thinking, and further on we points out some aspects that we find important in doing critical thinking in kindergarten. We would argue that critical thinking must take into account the social practice of the thinking; both the power relations in the dialogue and children’s movement, experimentation and way of being. It seems to be important to fight for children’s rights when political goals seems to reduce children’s active participation, and it is in relation to this we find it interesting to discuss critical thinking, and how early childhood teacher’s best can arrange and prepare for such thinking in kindergarten. (shrink)

This paper presents a single case-study of a longitudinal shared reading programme that took place in Dutch kindergartens with first language speakers of 4 to 6 years old. As will be shown, children participate both in a traditional instructional structure and in a participation framework characterised by a more or less free discussion. These structures establish an optimal learning environment both together and in relationship to each other. Our case study demonstrates how the teacher and the pupils participate in (...) these successive frameworks and how this supports the construction of conceptual knowledge. It will be shown that participation during shared reading of picture books at kindergarten is directly linked to interactional learning opportunities. (shrink)

Glazbenim aktivnostima u vrtiću pripada značajna uloga, s obzirom da bavljenje takvim aktivnostima pridonosi razvoju glazbenih sposobnosti, ali i intelektualnom, socijalnom, emocionalnom i tjelesnom razvoju djeteta. U radu su istraženi stavovi odgojitelja predškolske djece prema glazbenim aktivnostima u vrtiću te samoprocjena kompetentnosti za njihovu realizaciju. Rezultati potvrđuju da slušanje glazbe predstavlja značajnu aktivnost slobodnog vremena odgojitelja predškolske djece. Potvrđeno je da odgojitelji kojima se sviđa klasična glazba imaju pozitivnije stavove prema glazbenim aktivnostima u vrtiću. Nije uočena povezanost odlazaka na koncerte (...) klasične glazbe, pohađanja dodatne glazbene poduke, pjevanja u zboru ili klapi te godina radnoga staža sa stavovima prema glazbenim aktivnostima. Rezultati istraživanja ne potvrđuju ni povezanost godina radnoga staža sa samoprocjenom kompetencije za realizaciju glazbenih aktivnosti. I, konačno, većina odgojitelja zadovoljna je opremljenošću vrtića instrumentima za djecu te računalima i projektorima, ali ne i instrumentima za odgojitelje. Musical activities in kindergarten play an important role, especially since engaging in such activities contributes to the development of musical capabilities and intellectual, social, emotional, and physical child development. This research examines the opinions of kindergarten teachers towards musical activities, as well as a self-assessment of their competencies to perform them. The results affirm that listening to music is a significant free time activity for kindergarten teachers. It has also been affirmed that teachers who enjoy classical music have more positive opinions towards musical activities in kindergarten. No connection was noted between opinions towards musical activities and attending classical concerts, additional musical education, singing in choirs or traditional a cappella groups, or years of work experience. The results of this research also did not affirm a connection between years of work experience and self-assessments of competencies to perform musical activities. Finally, the majority of teachers were satisfied with their schools’ stock of children’s instruments, computers, and projectors, but not with instruments for teachers. (shrink)

Steiner schools have helped carry the flag of liberal, creative, humanistic education through these dark ages and can now act as a beacon. Professor Peter Woods, formerly of the Open University.Contributors to this accessible book will show how Steiner kindergarten practice can offer an understanding of observation and assessment which is strikingly different from approaches found in many nursery and reception classes, and yet it's this understanding that can encourage deep reflection on practitioners' and students' values and principles. Drawing (...) on their extensive research in the field, the contributors, who include experienced Steiner educators and early childhood experts from other traditions, have worked together to explore and understand what is distinctive about Steiner kindergarten practice. Whilst observation and assessment are not the appropriate terms to describe the more relaxed, intuitive and trusting ways in which Steiner teachers aim to meet with children, the researchers used these techniques to present and explore the variety of perspectives on Steiner kindergarten practice. Key aspects of the Steiner philosophy, such as caring for the physical environment, respecting the rhythms and routines in what children do, and creating an environment that allows teachers and children to properly get to know each other are explored. In these chapters, readers will meet with aspects of the Steiner philosophy which will help to inform and expand on their own practice as early years professionals"-- Provided by publisher. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went (...) from two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

This article focuses on the long-term impacts and effects of developmental work that began as an arts education project in Helsinki in 2000. Ten years later, five kindergarten leaders were interviewed to gather information about the impacts of the project. The aim was to determine the long-term effects of the project and examine in which ways the impact could still be seen in the daily work in kindergartens. We also explored the reasons and prerequisites for the impacts still showing, (...) and tried to discover which obstacles prevent the ongoing impact of the developmental work. The interviews showed that the sustainability of the impacts was connected to the organizational changes and the longevity of the personnel in the kindergarten. The developmental work could be better taken advantage of when the kindergarten leaders felt the tasks developed in the project were important and offered them new ideas in their pedagogical leadership. A long-lasting developmental project was seen as part of the process of updating education, which confirmed the participants’ consciousness about being a teacher and the nature of the educational practices as well as a reflective manner of working. Participating also increased general developmental skills and interest in other developmental themes. (shrink)

The famous Brazilian educator Paulo Freire has influenced educators, teachers and students in a broad tapestry of contexts and countries, as he challenged conventional thinking on how teachers ought to teach and learners ought to learn. By making his ideas accessible and relevant, this insightful and thought-provoking text draws out the relevance and topicality of Freire's work and applies this to a wide range of educational settings, from adult education, through schools, to early years settings. Themes covered include: the lasting (...) impact of illiteracy; the benefits and potential in becoming literate; literacy, language and power; the differences between banking and dialogic education; the social and political nature of learning. what kind of teaching and learning do we want? Using a variety of practical examples and case studies, Introducing Freire is an essential guide to the work of one of the most significant figures in education in the last century. Fascinating and accessible, this book is for anyone interested in teaching and learning, poverty and affluence, power and powerlessness, and society and change. (shrink)

According to international longitudinal studies, the quality of preschool education is of great importance for children’s further development. The modern research’s greatest interest in the field of studying the quality of preschool education is precisely the assessment of the relationship between the teacher and children as well as the teaching quality in kindergarten groups. In this regard, the Classroom Assessment Scoring System (CLASS) seems to be the one of the most relevant for the educational environment quality evaluation. The (...) CLASS methodology (which includes emotional support, classroom organization, and instrumental support) is based on the cultural-historical approach, which shows the interaction between students and adults as the main mechanism for child’s development. The aim of this study is to investigate the relationships between different aspects of the classroom organization quality in kindergarten groups and executive functions components (such as cognitive flexibility, inhibitory control, and working memory) in 5–6-year-old children. The quality of classroom interaction was measured by the CLASS. The study used the Dimensional Change Card Sort (DCCS) method to assess cognitive flexibility and the NEPSY-II subtests “Inhibition” to assess inhibitory control and “Memory for Designs” and “Sentences Repetition” to assess visuo-spatial and verbal working memory, respectively. The study was approved by the Ethics Committee of the Faculty of Psychology at Lomonosov Moscow State University. The study involved 26 kindergarten groups in Moscow. While conducting the research, extreme groups were identified (5 with low quality and 10 with high-quality levels of classroom interaction). Then, three kindergarten groups with low level (65 children) and three groups with high level (68 children) of interaction within classroom were selected and compared. The results revealed that children from groups with low level of classroom interaction have higher results in cognitive flexibility tasks when compared with children from groups with high level of interaction. Also, children from groups with high-quality classroom interaction demonstrated higher results in visuo-spatial working memory tasks and inhibitory control tasks as contrasted with children from low-quality groups. These findings attest to the importance of classroom interaction quality for the executive functions development in the preschool age. (shrink)

The theoretical formulations, analyzed in the study, and the proposed applied model for game technology in the implementation of the educational process in kindergarten, are presupposed by the concept of lifelong learning as a platform of modern educational environment and as a factor promoting the professional development of children’s teachers. Classical theories on the specifics of the psychosocial development of the child’s personality in preschool age are analytically discussed in view of the process of individual growth, and of the (...) influence of emotional and behavioural manifestations in 3–7-year-old children.Special emphasis is placed on the topic of the game mechanism as a form and means of educational policy in building key competencies in preschool children. The causal relationships between the child’s natural needs for self-realization, self- expression, and self-determination, as well as the game and cognitive educational space in the kindergarten stand out, caused by the ten psychological components characteristic of the game mechanism. (shrink)

This paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology. The principle of corporeality is further used as a means (...) of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions. (shrink)

Research has found that academic dishonesty is common among college and university undergraduate students worldwide. Two variables found to have a significant effect on student cheating were students’ attitudes toward AD and perceptions of peer engagement in AD. This quantitative research study examined preservice teachers’ attitudes and behaviors related to academic dishonesty. Utilizing three parts of the Academic Integrity Survey, this study analyzed data from 62 preservice teachers enrolled at a university in the Mid-Atlantic Region of the United States that (...) were preparing to teach students in pre-kindergarten through twelfth grades in both public and private schools. Data analyses examined the frequency rates at which preservice teachers self-reported engaging in academic dishonesty, as well as the relationships that existed between preservice teachers’ attitudes toward academic dishonesty, perceptions of peer engagement in AD, and self-reported engagement in AD. Results showed that rates for self-reported engagement in academic dishonesty among preservice teachers were similar to those found for undergraduates in other majors, with attitude toward behavior found to be significantly associated with and predictive of self-reported engagement in academic cheating among this group of preservice teachers. (shrink)

Children who live on the margins of society are disadvantaged in achieving their developmental potential because of the lack of a necessary stable environment and nurturing care. Many early prevention programs aim at mitigating such effects, but often the evaluation of their long-term effect is missing. The aim of the study presented here was to evaluate such long-term effects in two prevention programs for children-at-risk growing up in deprived social environments focusing on child attachment representation as the primary outcome as (...) well as on self-reflective capacities of teachers taking care of these children. The latter was a key component for promoting resilient behavior in children. Five hundred and twenty-six children aged 36 to 60 months at risk due to immigration status, low family socio-economic status and child behavior were examined in a cluster-randomized study comparing two preventions, the psychodynamic, attachment-based holistic approach EARLY STEPS (ES) with the classroom based FAUSTLOS (FA) for their efficacy. Primary outcome was the child attachment representation measured by the Manchester Child Attachment Story Task (MCAST). Secondary outcomes were derived from (a) the Caregiver-Teacher Report Form (C-TRF: problem behaviors, including anxiety/depressive symptoms, emotional-reactive and somatic problems, social withdrawal, aggressive behavior, and attention deficit), from (b) the Strength and Difficulties Questionnaire (SDQ, parent version: resilience and wellbeing) and (c) Self-Reflective Scales for teachers (SRS: self-reflective capacities of teachers). Compared to baseline, attachment and behavioral problems improved in both programs. ES led to more secure and more organized attachment representations (medium effect sizes). Aggressive behavior and externalizing problems were reduced in the FA group compared with ES, particularly in boys (medium effect sizes). Self-reflective capacities of the teachers increased only in the ES group. High correlation between children’s attachment type with the number of social risk factors and the increase of problematic social behavior strongly indicate that an increase in teachers’ self-reflective capacities helps to change children’s attachment patterns which thus strengthens the resilience of these children-at-risk [An ethical vote from LPPKJP 2009-02-25 was obtained and the trial registered; Clinical trial registration information: The trial was registered 14.02.2012 (DRKS00003500;https://www.drks.de)]. (shrink)

The feeling thinking talking intervention was designed because early childhood seems to be a prime time for fostering young children's language skills. This intervention involved teaching teachers from N = 28 kindergarten groups in N = 13 German kindergartens language support strategies to be used in everyday conversations with the children in their care. The FTT intervention was evaluated in a business-as-usual control group design with N = 281 children who were individually tested using objective tests on grammar, vocabulary (...) and working memory before and after the FTT intervention, and in a follow-up about one year after T1. After propensity matching was applied, multilevel models demonstrated that the children taught by the intervention group teachers made faster progress in their understanding of sentences, their application of morphological rules, and their memory for sentences when numerous covariates were controlled. Results suggest that complex language processing abilities in young children can be promoted by a teacher-led intervention in early childhood education. Improved language skills will further all children's academic and social success in school. (shrink)

This study intended to explore the current status of psychological problems of preschool teachers in Southwest China 1 year after the COVID-19 pandemic and to assess the association between mental health education and psychological problems and symptoms of psychopathology. A total of 614 preschool teachers from Southwest China were enrolled to complete the questionnaires of the Chinese Symptom Checklist. Notably, 60% of the respondents reported psychological distress with GSI T-scores ≥ 63, especially the high score was reported on obsessive-compulsive disorder, (...) interpersonal sensitivity, and phobic anxiety. Although less than half of the respondents have received mental health education last year, the teachers who received the mental health education reported lower GSI T-scores. The results demonstrated the significance of constructing the education of promoting mental health of preschool teachers, and enlightening government or managers of kindergartens to relieve the psychological problems of preschool teachers through mental health education, especially for those with the pressure of overtime. It is recommended that local governments or kindergartens should organize more mental health education for kindergarten teachers to improve their mental health as well as their teaching professionalism. (shrink)

Implementing new school reforms in school practice is extremely challenging mostly because of teacher resistance to change, or uncertainty, fear, or nostalgia for the previous curriculum. Since 2016 a new preschool curriculum including a new early literacy curriculum has been in force in Slovakia. The aim of the study is to assess how well teachers follow the requirement to use a variety of texts in the classroom to promote early literacy development. The analysis is performed on 138 observations out (...) of a total of 215 structured observations, in which teachers used a text as part of an educational activity. The predominant use of narrative texts is linked to more traditional early literacy activities; however, the employment of different text genres relates to the use of different sources of text presentation, engagement with different ways of working with the text and is accompanied by different reading activities. (shrink)

Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers’ grouping strategies on changes in young children’s social experiences with peers across an academic year. A total of 1,463 children and 79 teachers from kindergarten to third-grade classrooms participated in this study. (...) Teachers rated children’s behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children’s friendships and yet also a decrease in girls’ experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children. (shrink)

It is vital that social studies be an integral part of the elementary (Kindergarten-6) curriculum to prepare all children to participate in increasingly diverse democracies. This study's purpose was to investigate how nine planned and implemented social studies professional development activities, outside traditional classrooms, could impact five volunteer K-6 pre-service teachers’ beliefs about their emergent professional identities as social studies educators. This case study explored research questions primarily through qualitative methods. Research implications contribute to possible solutions for (1) helping (...) pre-service teachers understand how professional educators, outside their local areas, create and learn public scholarship to educate diverse democracies, (2) helping pre-service teachers recognize relationships between high quality professional development, networking, organization membership, and professional identity, and (3) sense of belonging as one treatment for U.S. novice teacher attrition rates. (shrink)

Teachers face significant stressors in relation to their work, placing them at increased risk for burnout and attrition. The COVID-19 pandemic has brought about additional challenges, resulting in an even greater burden. Thus, strategies for reducing stress that can be delivered virtually are likely to benefit this population. Mental and Physical Training combines meditation with aerobic exercise and has resulted in positive mental and physical health outcomes in both clinical and subclinical populations. The aim of this pilot study was to (...) evaluate the feasibility and potential effectiveness of virtual MAP Training on reducing stress and improving mood and well-being in teachers. Participants were from recruited online from kindergarten to grade twelve schools in the Northeastern region of the United States and randomly assigned to a 6-week program of virtual MAP Training or no training. Primary outcomes included pre-intervention and post-intervention ratings on self-report measures of social and emotional health. Changes in cognitive functioning and physical health were also examined in secondary analyses. By intervention end, participants in the MAP Training group reported less anxiety and work-related stress compared to those who received no training. Additionally, MAP Training participants reported improvements in depressive symptoms, rumination, work-related quality of life, perceived stress, and self-compassion, whereas no changes were observed in the no training group. Participants also reported increased subjective ratings of executive functioning, working memory, cognitive flexibility, and fewer sleep disturbances. Together, these results suggest that the combination of meditation and aerobic exercise is an effective virtual intervention for improving mental health and well-being among K-12 teachers and may enhance resilience to stressful life events such as occurred during the coronavirus pandemic. (shrink)

The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers can access to (...) learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers. (shrink)

The COVID-19 epidemic in the early 2020s is making a big difference for educators around the world. For the past 2 years, the curriculum and working patterns have been overturned in response to this epidemic, which has brought unprecedented challenges and physical and mental stress to preschool teachers. This situation can have a drastic impact on the acquisition of job well-being for preschool teachers. During this special time, the leader’s management style will also influence the psychological feelings of the organization’s (...) staff. For example, empowering leadership is an important management function that empowers subordinates, emphasizes the meaning of work, promotes participation in decision-making, and expresses confidence. Therefore, in the current COVID-19 pandemic context, it is worthwhile to explore the topic of empowering leadership to ensure preschool teachers’ well-being, by balancing work demands and work resources in a way that facilitates a sense of organizational support and reduces job stress, while relatively fewer studies have been conducted on the relationship between preschool teachers’ job well-being in the context of the COVID-19 pandemic. Based on this, this study proposed a research model from the theoretical perspective of the Job Demands-Resources Model to explore the influence of empowering leadership, sense of organizational support, and job stress on preschool teachers’ job well-being in the context of the COVID-19 pandemic. To achieve the purpose of this study, a convenience sampling method was used to invite 500 preschool teachers in China to complete a questionnaire survey, and after removing invalid samples and data with incomplete answers, reliability and validity analyses and model fit tests were conducted, followed by a structural equation modeling method for path analysis. The results of the study showed that in the kindergarten work context, empowering leadership showed a significant negative effect on job stress, but a significant positive effect on job well-being and a significant positive effect on sense of organizational support. Sense of organizational support had a significant negative effect on job stress but a significant positive effect on preschool teachers’ job well-being. Preschool teachers’ job stress and job well-being showed a significant negative effect. The contribution of this study was to explore the relationship between understanding leadership empowerment and preschool teachers’ job well-being in the context of the COVID-19 pandemic based on the Job Demands-Resources Model, which will facilitate educational organizational contexts to empower preschool teachers to work harder to reduce their job stress as well as enhance their sense of organizational support and promote the acquisition of job well-being. (shrink)

This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). However, there remain some (...) needs for consideration of Korean culture. I developed new eight picture books for young children and short manuals for parents and teachers to do ‘thinking experiments’ with children. The stories were created in the contexts of Korean young children’s daily lives and typical episodes. The community of inquiry, which Korean young children participate in, needs to consider general and special aspects, such as the relationship between peers, children-parents, and children-teachers, Confucius or new western customs, new and old generations, moral and cultural atmosphere of Korean kindergartens or childcare centers, etc. Various episodes and scenes in the picture books will revoke and encourage Korean children’s deeper or higher thinking, interesting and creative dialogues, vivid and harmonious discussions based on their own experiences and contexts of life in the community of inquiry. (shrink)

To understand the relationship between kindergarten school-based research and preschool teachers’ teaching ability and identify the mechanism by which SBR affects teachers’ teaching ability, a survey of randomly sampled preschool teachers in Sichuan Province was conducted online using three scales assessing community learning, teaching ability and teaching philosophy. The survey results showed that the level of SBR reached the upper-middle level. The level of SBR positively predicted the teaching beliefs and teaching ability of preschool teachers. SBR influenced teaching ability (...) through direct and indirect effects, with indirect effects accounting for 23.5% of the total effect; however, only constructivist teaching beliefs played a mediating role in the relationship between SBR and teaching ability via an indirect effect. SBR focused on improvement in teaching ability should not only examine the connection between SBR and practical problems to promote improvement in teachers’ teaching ability but also should examine the role of teachers’ beliefs and influence teachers’ teaching abilities by changing teachers’ teaching beliefs. (shrink)

This paper is a short report about a series of picture books and manuals designed for P4C (especially Philosophy for Korean Young Children). There were not proper educational reading materials or books to help Korean young children to think by (or for) themselves and dialogue with. Dr. Sharp’s is a very helpful guidebook for young children to think by themselves, dialogue with friends, and discuss with others (peers, older or younger children, teacher and parents, etc.). However, there remain some (...) needs for consideration of Korean culture. I developed new eight picture books for young children and short manuals for parents and teachers to do ‘thinking experiments’ with children. The stories were created in the contexts of Korean young children’s daily lives and typical episodes. The community of inquiry, which Korean young children participate in, needs to consider general and special aspects, such as the relationship between peers, children-parents, and children-teachers, Confucius or new western customs, new and old generations, moral and cultural atmosphere of Korean kindergartens or childcare centers, etc. Various episodes and scenes in the picture books will revoke and encourage Korean children’s deeper or higher thinking, interesting and creative dialogues, vivid and harmonious discussions based on their own experiences and contexts of life in the community of inquiry. (shrink)

A body of research documents teacher–child reading behaviors in educational settings. Few will disagree that the potential for word and narrative comprehension increases when children’s prior knowledge is activated and when children’s focus is fully on the reading session. Despite this, little is known about the potential for establishment of joint attention and activation of prior knowledge in an early childhood education and care setting and how early childhood educators prepare young children to participate in shared book reading sessions (...) before formal reading starts. Based on video data of teachers (N = 12) and small groups of children (N = 72) reading picture books and picture book apps in kindergarten, we sought to shed light on what behaviors occur before reading starts. The analyses were conducted in two phases. The first phase was based on 48 videotaped readings and followed a descriptive quantitative approach to investigate early childhood teachers’ time use before the reading session, with readings of both print books and picture book apps. The second phase was based on two app readings in which the pre-reading phases stood out for their long duration. A qualitative analytical approach was applied to describe the teacher–child behavior, establishment of joint attention, and activation of prior knowledge during the two specific pre-reading events. Even though the sample is small, we find clear examples of pre-reading strategies specific to app readings. In this s... (shrink)