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kindergarten</title> <meta name="description" content="Search results for: kindergarten"> <meta name="keywords" content="kindergarten"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="kindergarten"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 18</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: kindergarten</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Employing QR Code as an Effective Educational Tool for Quick Access to Sources of Kindergarten Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=M.%20Abd%20El-Salam"> M. Abd El-Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study discusses a simple solution for the problem of shortage in learning resources for kindergarten teachers. Occasionally, kindergarten teachers cannot access proper resources by usual search methods as libraries or search engines. Furthermore, these methods require a long time and efforts for preparing. The study is expected to facilitate accessing learning resources. Moreover, it suggests a potential direction for using QR code inside the classroom. The present work proposes that QR code can be used for digitizing kindergarten curriculums and accessing various learning resources. It investigates using QR code for saving information related to the concepts which kindergarten teachers use in the current educational situation. The researchers have established a guide for kindergarten teachers based on the Egyptian official curriculum. The guide provides different learning resources for each scientific and mathematical concept in the curriculum, and each learning resource is represented as a QR code image that contains its URL. Therefore, kindergarten teachers can use smartphone applications for reading QR codes and displaying the related learning resources for students immediately. The guide has been provided to a group of 108 teachers for using inside their classrooms. The results showed that the teachers approved the guide, and gave a good response.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Kindergarten" title="Kindergarten">Kindergarten</a>, <a href="https://publications.waset.org/search?q=child" title=" child"> child</a>, <a href="https://publications.waset.org/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/search?q=QR%20code" title=" QR code"> QR code</a>, <a href="https://publications.waset.org/search?q=smart%20phone" title=" smart phone"> smart phone</a>, <a href="https://publications.waset.org/search?q=mobile." title=" mobile."> mobile.</a> </p> <a href="https://publications.waset.org/10004953/employing-qr-code-as-an-effective-educational-tool-for-quick-access-to-sources-of-kindergarten-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004953/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004953/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004953/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004953/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004953/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004953/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004953/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004953/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004953/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004953/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1555</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> Developing Artistic Concepts for Kindergarten Children in Egypt Using Graphic Activities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mona%20Yacoub">Mona Yacoub</a>, <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa"> Ahmed Amin Mousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The current work presents a program for children in Egypt. This program involved a collection of artistic activities that purposes to improve some language, artistic skills of kindergarten children. The researchers have prepared a questionnaire for the link between the target group and the content. The questionnaire has been presented to experts for adjudicating. The program was applied to a group of 30 children. Another questionnaire has been prepared by the researchers for measuring the activities’ effect on the children. The second questionnaire was considered as the pre-test and post-test. Finally, after applying the activities and the questionnaire, the researchers detected a significant difference in favor of the post-test results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Developing" title="Developing">Developing</a>, <a href="https://publications.waset.org/search?q=concepts" title=" concepts"> concepts</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=graphic%20activities." title=" graphic activities."> graphic activities.</a> </p> <a href="https://publications.waset.org/10011156/developing-artistic-concepts-for-kindergarten-children-in-egypt-using-graphic-activities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011156/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011156/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011156/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011156/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011156/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011156/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011156/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011156/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011156/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011156/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">807</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> A Program Based on Artistic and Musical Activities to Acquire Educational Concepts for Children with Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=Huda%20Mazeed"> Huda Mazeed</a>, <a href="https://publications.waset.org/search?q=Eman%20Saad"> Eman Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study aims to identify the extent of effectiveness of the artistic formation program using some types of pastes to reduce the hyperactivity of the kindergarten children with learning difficulties. The researchers have discussed the aforesaid topic, where the research sample included 120 children of ages between 5 to 6 years, from five schools for special needs, learning disability section, Cairo Governorate. The study used the quasi-empirical method, which depends on designing one group using the pre& post application measurements for the group to validate both, hypothesis and effectiveness of the program. The variables of the study were specified as follows; artistic formation program using Paper Mache as an independent variable, and its effect on the skills of kindergarten child with learning disabilities, as a dependent variable. The researchers utilized the application of an artistic formation program consisting of artistic and musical skills for kindergarten children with learning disabilities. The tools of the study, designed by the researchers, included: observation card used for recording the culling paper using pulp molding skills for kindergarten children with learning difficulties during practicing the artistic formation activity. Additionally, there was a program utilizing Artistic and Musical Activities for kindergarten children with learning disabilities to acquire educational concepts. The study was composed of 20 lessons for fine art activities and 20 lessons for musical activities, with obligation of giving the musical lesson with art lesson in one session to cast on the kindergarten child some educational concepts.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=musical%20activities" title="musical activities">musical activities</a>, <a href="https://publications.waset.org/search?q=developing%20skills" title=" developing skills"> developing skills</a>, <a href="https://publications.waset.org/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/search?q=educational%20concepts" title=" educational concepts"> educational concepts</a>, <a href="https://publications.waset.org/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/10012325/a-program-based-on-artistic-and-musical-activities-to-acquire-educational-concepts-for-children-with-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012325/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012325/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012325/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012325/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012325/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012325/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012325/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012325/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012325/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012325/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012325.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">544</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> The Impact of Scientific Content of National Geographic Channel on Drawing Style of Kindergarten Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=Mona%20Yacoub"> Mona Yacoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study depends on tracking children style through what they have drawn after being introduced to 16 visual content through National Geographic Abu Dhabi Channel programs and the study of the changing features in their drawings before applying the visual act with them. The researchers used Goodenough-Harris Test to analyse children drawings and to extract the features which changed in their drawing before and after the visual content. The results showed a positive change especially in the shapes of animals and their properties. Children become more aware of animals’ shapes. The study sample was 220 kindergarten children divided into 130 girls and 90 boys at the Orman Experimental Language School in Dokki, Giza, Egypt. The study results showed an improvement in children drawing with 85% than they were before watching videos.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=National%20Geographic" title="National Geographic">National Geographic</a>, <a href="https://publications.waset.org/search?q=children%20drawing" title=" children drawing"> children drawing</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=Goodenough-Harris%20Test." title=" Goodenough-Harris Test."> Goodenough-Harris Test.</a> </p> <a href="https://publications.waset.org/10011165/the-impact-of-scientific-content-of-national-geographic-channel-on-drawing-style-of-kindergarten-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011165/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011165/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011165/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011165/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011165/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011165/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011165/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011165/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011165/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011165/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">745</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> A Blueprint for an Educational Trajectory: The Power of Discourse in Constructing “Naughty” and “Adorable” Kindergarten Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fernanda%20T.%20Orsati">Fernanda T. Orsati</a>, <a href="https://publications.waset.org/search?q=Julie%20Causton"> Julie Causton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discursive practices enacted by educators in kindergarten create a blueprint for how the educational trajectories of students with disabilities are constructed. This two-year ethnographic case study critically examines educators’ relationships with students considered to present challenging behaviors in one kindergarten classroom located in a predominantly White middle class school district in the Northeast of the United States. Focusing on the language and practices used by one special education teacher and three teaching assistants, this paper analyzes how teacher responses to students’ behaviors constructs and positions students over one year of kindergarten education. Using a critical discourse analysis it shows that educators understand students’ behaviors as deficit and needing consequences. This study highlights how educators’ responses reflect students' individual characteristics including family background, socioeconomics and ability status. This paper offers in depth analysis of two students’ stories, which evidenced that the language used by educators amplifies the social positioning of students within the classroom and creates a foundation for who they are constructed to be. Through exploring routine language and practices, this paper demonstrates that educators outlined a blueprint of kindergartners, which positioned students as learners in ways that became the ground for either a limited or a promising educational pathway for them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavior" title="Behavior">Behavior</a>, <a href="https://publications.waset.org/search?q=early%20education" title=" early education"> early education</a>, <a href="https://publications.waset.org/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/search?q=critical%0D%0Adiscourse%20analysis." title=" critical discourse analysis."> critical discourse analysis.</a> </p> <a href="https://publications.waset.org/10002235/a-blueprint-for-an-educational-trajectory-the-power-of-discourse-in-constructing-naughty-and-adorable-kindergarten-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1557</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Parents’ Opinions on Compulsory Pre-school Attendance in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Hornickova">Beata Hornickova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the presentation of the results of qualitatively oriented research, which was carried out in the scope of determining the attitudes of parents to preschool education in the Czech Republic. The research is conceived as an entry into the field of the researched issue and aimed to support the effectiveness of the items of the questionnaire, which was subsequently created based on the parents’ statements from interviews. The research method was interview with 15 parents of preschool children. The main aim of the interviews was to find out their views on the compulsory attendance of their children in kindergarten. Compulsory pre-school attendance has been introduced in the Czech Republic since 2017/18 with the aim of reducing delays in the entry of children into primary school and eliminating subsequent school failures. The findings offered a look at the differing views on compulsory kindergarten school influenced by the different socio-economic status of parents. Parents with a higher socio-economic status attached greater importance to the educational component of compulsory preschool attendance as a preparation for primary school, while parents with a lower socio-economic status emphasized the educational component. An interesting finding is also a statement from interviews of a parent who does not find benefits in compulsory preschool attendance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Compulsory%20pre-school%20education" title="Compulsory pre-school education">Compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents%E2%80%99%20opinions%20on%20pre-school%20education." title=" parents’ opinions on pre-school education."> parents’ opinions on pre-school education.</a> </p> <a href="https://publications.waset.org/10011883/parents-opinions-on-compulsory-pre-school-attendance-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011883/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011883/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011883/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011883/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011883/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011883/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011883/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011883/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011883/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011883/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">592</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Enhancing Children’s English Vocabulary Acquisition through Digital Storytelling at Happy Kids Kindergarten, Palembang, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Gaya%20Tridinanti">Gaya Tridinanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Enhanching English vocabulary in early childhood is the main problem often faced by teachers. Thus, the purpose of this study was to determine the enhancement of children’s English vocabulary acquisition by using digital storytelling. This type of research was an action research. It consisted of a series of four activities done in repeated cycles: planning, implementation, observation, and reflection. The subject of the study consisted of 30 students of B group (5-6 years old) attending Happy Kids Kindergarten Palembang, Indonesia. This research was conducted in three cycles. The methods used for data collection were observation and documentation. Descriptive qualitative and quantitative methods were also used to analyse the data. The research showed that the digital storytelling learning activities could enhance the children’s English vocabulary acquisition. It is based on the data in which the enhancement in pre-cycle was 37% and 51% in Cycle I. In Cycle II it was 71% and in Cycle III it was 89.3%. The results showed an enhancement of about 14% from the pre-cycle to Cycle I, 20% from Cycle I to Cycle II, and enhancement of about 18.3% from Cycle II to Cycle III. The conclusion of this study suggests that digital storytelling learning method could enhance the English vocabulary acquisition of B group children at the Happy Kids Kindergarten Palembang. Therefore, digital storytelling can be considered as an alternative to improve English language learning in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acquisition" title="Acquisition">Acquisition</a>, <a href="https://publications.waset.org/search?q=enhancing" title=" enhancing"> enhancing</a>, <a href="https://publications.waset.org/search?q=digital%20storytelling" title=" digital storytelling"> digital storytelling</a>, <a href="https://publications.waset.org/search?q=English%20vocabulary." title=" English vocabulary."> English vocabulary.</a> </p> <a href="https://publications.waset.org/10008242/enhancing-childrens-english-vocabulary-acquisition-through-digital-storytelling-at-happy-kids-kindergarten-palembang-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008242/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008242/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008242/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008242/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008242/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008242/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008242/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008242/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008242/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008242/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1655</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> A Proposed Program for Postgraduates in Egypt to Acquire the Skills and Techniques for Producing Concept Cartoons for Kindergarten Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/search?q=M.%20Abd%20El%20Salam"> M. Abd El Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The current study presents a proposed program for acquisition the skills and techniques needed to produce concept cartoon. The proposed program has been prepared for non-specialist students who have never used neither graphics nor animating software. It was presented to postgraduates in Faculty of Education for Early Childhood, Cairo University, during the spring term of the 2014-2015 academic year. The program works in three different aspects: Drawing and images editing, sound manipulation, and creating animation. In addition, the researchers have prepared a questionnaire for measuring the quality of the concept cartoons produced by the students. The questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of post-test results.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cartoon" title="Cartoon">Cartoon</a>, <a href="https://publications.waset.org/search?q=concept%20cartoon" title=" concept cartoon"> concept cartoon</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=animation." title=" animation."> animation.</a> </p> <a href="https://publications.waset.org/10004760/a-proposed-program-for-postgraduates-in-egypt-to-acquire-the-skills-and-techniques-for-producing-concept-cartoons-for-kindergarten-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004760/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004760/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004760/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004760/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004760/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004760/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004760/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004760/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004760/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004760/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004760.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1743</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Etiquette Learning and Public Speaking: Early Etiquette Learning and Its Impact on Higher Education and Working Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Simran%20Ballani">Simran Ballani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to call education professionals to implement etiquette and public speaking skills for preschoolers, primary, middle and higher school students. In this paper the author aims to present importance of etiquette learning and public speaking curriculum for preschoolers, reflect on experiences from implementation of the curriculum and discuss the effect of the said implementation on higher education/global job market. Author’s aim to introduce this curriculum was to provide children with innovative learning and all around development. This training of soft skills at kindergarten level can have a long term effect on their social behaviors which in turn can contribute to professional success once they are ready for campus recruitment/global job markets. Additionally, if preschoolers learn polite, appropriate behavior at early age, it will enable them to become more socially attentive and display good manners as an adult. It is easier to nurture these skills in a child rather than changing bad manners at adulthood. Preschool/Kindergarten education can provide the platform for children to learn these crucial soft skills irrespective of the ethnicity, economic or social background they come from. These skills developed at such early years can go a long way to shape them into better and confident individuals. Unfortunately, accessibility of the etiquette learning and public speaking skill education is not standardized in pre-primary or primary level and most of the time embedding into the kindergarten curriculum is next to nil. All young children should be provided with equal opportunity to learn these soft skills which are essential for finding their place in job market.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Etiquette%20learning" title="Etiquette learning">Etiquette learning</a>, <a href="https://publications.waset.org/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/search?q=overall%20child%20development" title=" overall child development"> overall child development</a>, <a href="https://publications.waset.org/search?q=early%20childhood%20interventions" title=" early childhood interventions"> early childhood interventions</a>, <a href="https://publications.waset.org/search?q=soft%20skills." title=" soft skills."> soft skills.</a> </p> <a href="https://publications.waset.org/10011315/etiquette-learning-and-public-speaking-early-etiquette-learning-and-its-impact-on-higher-education-and-working-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011315/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011315/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011315/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011315/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011315/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011315/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011315/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011315/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011315/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011315/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">996</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Needs of Omani Children in First Grade during Their Transition from Kindergarten to Primary School: An Ethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zainab%20Algharibi">Zainab Algharibi</a>, <a href="https://publications.waset.org/search?q=Julie%20McAdam"> Julie McAdam</a>, <a href="https://publications.waset.org/search?q=Catherine%20Fagan"> Catherine Fagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to shed light on how Omani children in the first grade experience their needs during their transition to primary school. Theoretically, the paper was built on two perspectives: Dewey's concept of continuity of experience and the boundary objects introduced by Vygotsky (CHAT). The methodology of the study is based on the crucial role of children’s agency which is a very important activity as an educational tool to enhance the child’s participation in the learning process and develop their ability to face various issues in their life. Thus, the data were obtained from 45 children in grade one from four different primary schools using drawing and visual narrative activities, in addition to researcher observations during the start of the first weeks of the academic year for the first grade. As the study dealt with children, all of the necessary ethical laws were followed. This paper is considered original since it seeks to deal with the issue of children's transition from kindergarten to primary school not only in Oman, but in the Arab region. Therefore, it is expected to fill an important gap in this field and present a proposal that will be a door for researchers to enter this research field later. The analysis of drawing and visual narrative was performed according to the social semiotics approach in two phases. The first is to read out the surface message “denotation,” while the second is to go in-depth via the symbolism obtained from children while they talked and drew letters and signs. This stage is known as “signified”; a video was recorded of each child talking about their drawing and expressing themself. Then, the data were organised and classified according to a cross-data network. Regarding the researcher observation analyses, the collected data were analysed according to the "grounded theory". It is based on comparing the recent data collected from observations with data previously encoded by other methods in which children were drawing alongside the visual narrative in the current study, in order to identify the similarities and differences, and also to clarify the meaning of the accessed categories and to identify sub-categories of them with a description of possible links between them. This is a kind of triangulation in data collection. The study came up with a set of findings, the most vital being that the children's greatest interest goes to their social and psychological needs, such as friends, their teacher, and playing. Also, their biggest fears are a new place, a new teacher, and not having friends, while they showed less concern for their need for educational knowledge and skills. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Children%E2%80%99s%20academic%20needs" title="Children’s academic needs">Children’s academic needs</a>, <a href="https://publications.waset.org/search?q=children%E2%80%99s%20social%20needs" title=" children’s social needs"> children’s social needs</a>, <a href="https://publications.waset.org/search?q=children%20transition" title=" children transition"> children transition</a>, <a href="https://publications.waset.org/search?q=primary%20school." title=" primary school."> primary school.</a> </p> <a href="https://publications.waset.org/10013333/needs-of-omani-children-in-first-grade-during-their-transition-from-kindergarten-to-primary-school-an-ethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013333/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013333/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013333/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013333/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013333/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013333/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013333/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013333/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013333/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013333/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> The Use of Methods and Techniques of Drama Education with Kindergarten Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vladimira%20Hornackova">Vladimira Hornackova</a>, <a href="https://publications.waset.org/search?q=Jana%20Kottasova"> Jana Kottasova</a>, <a href="https://publications.waset.org/search?q=Zuzana%20Vanova"> Zuzana Vanova</a>, <a href="https://publications.waset.org/search?q=Anna%20Jungrova"> Anna Jungrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present study deals with drama education in preschool education. The research made in this field brings a qualitative comparative survey with the aim to find out the use of methods and techniques of drama education in preschool education at university or secondary school graduate preschool teachers. The research uses a content analysis and an unstandardized questionnaire for preschool teachers and obtained data are processed with the help of descriptive methods and correlations. The results allow a comparison of aspects applied through drama in preschool education. The research brings impulses for education improvement in kindergartens and inspiration for university study programs of drama education in the professional training of preschool teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Drama%20education" title="Drama education">Drama education</a>, <a href="https://publications.waset.org/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/search?q=preschool%20teacher" title=" preschool teacher"> preschool teacher</a>, <a href="https://publications.waset.org/search?q=research." title=" research."> research.</a> </p> <a href="https://publications.waset.org/10005390/the-use-of-methods-and-techniques-of-drama-education-with-kindergarten-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005390/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005390/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005390/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005390/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005390/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005390/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005390/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005390/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005390/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005390/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1380</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> An Integrated Approach to Child Care Earthquake Preparedness through “Telemachus” Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Kourou">A. Kourou</a>, <a href="https://publications.waset.org/search?q=S.%20Kyriakopoulos"> S. Kyriakopoulos</a>, <a href="https://publications.waset.org/search?q=N.%20Anyfanti"> N. Anyfanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A lot of children under the age of five spend their daytime hours away from their home, in a kindergarten. Caring for children is a serious subject, and their safety in case of earthquake is the first priority. Being aware of earthquakes helps to prioritize the needs and take the appropriate actions to limit the effects. Earthquakes occurring anywhere at any time require emergency planning. Earthquake planning is a cooperative effort and childcare providers have unique roles and responsibilities. Greece has high seismicity and Ionian Islands Region has the highest seismic activity of the country. Earthquake Planning and Protection Organization (EPPO) is a national organization in Greece. The mission of EPPO is the seismic risk reduction by designing an earthquake management program of mitigation and preparedness. Among other actions EPPO has analyzed the needs and requirements of kindergartens on earthquake protection issues and has designed specific activities to familiarize the day care centers staff being prepared for earthquakes.  This research presents the results of a survey that detects the level of earthquake preparedness of kindergartens in all over the country and Ionian Islands too. A closed-form questionnaire of 20 main questions was developed for the survey in order to detect the aspects of participants concerning the earthquake preparedness actions at individual, family and day care environment level. 2668 questionnaires were gathered from March 2014 to May 2019, and analyzed by EPPO’s Department of Education. Moreover, this paper presents the EPPO’s educational activities targeted to the Ionian Islands Region that implemented in the framework of “Telemachus” Project. To provide safe environment for children to learn, and staff to work is the foremost goal of any State, community and kindergarten. This project is funded under the Priority Axis “Environmental Protection and Sustainable Development” of Operational Plan “Ionian Islands 2014-2020”. It is increasingly accepted that emergency preparedness should be thought of as an ongoing process rather than a one-time activity. Creating an earthquake safe daycare environment that facilitates learning is a challenging task. Training, drills, and update of emergency plan should take place throughout the year at kindergartens to identify any gaps and to ensure the emergency procedures. EPPO will continue to work closely with regional and local authorities to actively address the needs of children and kindergartens before, during and after earthquakes. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Child%20care%20centers" title="Child care centers">Child care centers</a>, <a href="https://publications.waset.org/search?q=education%20on%20earthquake%20issues" title=" education on earthquake issues"> education on earthquake issues</a>, <a href="https://publications.waset.org/search?q=emergency%20planning" title=" emergency planning"> emergency planning</a>, <a href="https://publications.waset.org/search?q=Ionian%20Islands%20Region%20of%20Greece" title=" Ionian Islands Region of Greece"> Ionian Islands Region of Greece</a>, <a href="https://publications.waset.org/search?q=kindergartens" title=" kindergartens"> kindergartens</a>, <a href="https://publications.waset.org/search?q=preparedness." title=" preparedness."> preparedness.</a> </p> <a href="https://publications.waset.org/10012181/an-integrated-approach-to-child-care-earthquake-preparedness-through-telemachus-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012181/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012181/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012181/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012181/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012181/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012181/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012181/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012181/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012181/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012181/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Worth A Thousand Words – How Drawings Provide Insight into Children-s Attitudes and Perceptions of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sandy%20Daley">Sandy Daley</a>, <a href="https://publications.waset.org/search?q=Sandra%20Jones"> Sandra Jones</a>, <a href="https://publications.waset.org/search?q=Don%20Iverson"> Don Iverson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The benefits of physical activity for children are promoted widely and well understood; however factors which impact on children-s beliefs and attitudes towards physical education need to be explored in more detail. The purpose of this study was to evaluate how primary school children value and perceive their involvement in physical education (PE) classes through the use of drawings. While this type of data collection has been used previously to determine a child-s response to specific health education classes, such as drug education, to the best of our knowledge it has not been used in the context of PE. Results from this study showed that kindergarten children found PE classes fun and engaging. Children in Year 4 and Year 6 were less satisfied with PE classes because of the activities offered, the lack of opportunity to play sport, and perception that teachers did not appear to value this area of the curriculum.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/search?q=physical%20education" title=" physical education"> physical education</a>, <a href="https://publications.waset.org/search?q=primary%20school%0D%0Achildren" title=" primary school children"> primary school children</a>, <a href="https://publications.waset.org/search?q=write%20and%20draw" title=" write and draw"> write and draw</a> </p> <a href="https://publications.waset.org/2245/worth-a-thousand-words-how-drawings-provide-insight-into-children-s-attitudes-and-perceptions-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2245/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2245/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2245/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2245/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2245/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2245/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2245/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2245/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2245/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2245/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1689</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Development of Speaking Using Folk Tales Based On Performance Activities for Early Childhood Student </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yaowaluck%20Ruampol">Yaowaluck Ruampol</a>, <a href="https://publications.waset.org/search?q=Suthakorn%20Wasupokin"> Suthakorn Wasupokin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research on the development of speaking using folk tales based on performance activities aimed to (1) study the development of speaking skill for early- childhood students, and (2) evaluate the development of speaking skill before and after speaking activities. Ten students of Kindergarten level 2, who have enrolled in the subject of the research for speaking development of semester 2 in 2013 were purposively selected as the research cohort. The research tools were lesson plans for speaking activities and pre-post test for speaking development that were approved as content validity and reliability (IOC=.66-1.00,α=0.967). The research found that the development of speaking skill of the research samples before using performance activities on folk tales in developing speaking skill was in the normal high level. Additionally, the results appeared that the preschoolers after applying speaking skill on performance activities also imaginatively created their speaking skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Speaking%20development" title="Speaking development">Speaking development</a>, <a href="https://publications.waset.org/search?q=folk%20tales" title=" folk tales"> folk tales</a>, <a href="https://publications.waset.org/search?q=performance%20activities" title=" performance activities"> performance activities</a>, <a href="https://publications.waset.org/search?q=early-childhood%20students." title=" early-childhood students."> early-childhood students.</a> </p> <a href="https://publications.waset.org/9998937/the-development-of-speaking-using-folk-tales-based-on-performance-activities-for-early-childhood-student" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998937/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998937/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998937/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998937/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998937/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998937/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998937/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998937/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998937/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998937/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998937.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">3204</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Music Aptitude and School Readiness in Indonesian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Diella%20Gracia%20Martauli">Diella Gracia Martauli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationship between music aptitude and school readiness in Indonesian children. Music aptitude is described as children’s music potential, whereas school readiness is defined as a condition in which a child is deemed ready to enter the formal education system. This study presents a hypothesis that music aptitude is correlated with school readiness. This is a correlational research study of 17 children aged 5-6 years old (<em>M </em>= 6.10, <em>SD </em>= 0.33) who were enrolled in a kindergarten school in Jakarta, Indonesia. Music aptitude scores were obtained from Primary Measures of Music Audiation, whereas School readiness scores were obtained from Bracken School Readiness Assessment Third Edition. The analysis of the data was performed using Pearson Correlation. The result found no correlation between music aptitude and school readiness (<em>r </em>= 0.196, <em>p </em>= 0.452). Discussions regarding the results, perspective from the measures and cultures are presented. Further study is recommended to establish links between music aptitude and school readiness.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bracken%20school%20readiness%20assessment" title="Bracken school readiness assessment">Bracken school readiness assessment</a>, <a href="https://publications.waset.org/search?q=music%20aptitude" title=" music aptitude"> music aptitude</a>, <a href="https://publications.waset.org/search?q=primary%20measures%20of%20music%20audiation" title=" primary measures of music audiation"> primary measures of music audiation</a>, <a href="https://publications.waset.org/search?q=school%20readiness." title=" school readiness."> school readiness.</a> </p> <a href="https://publications.waset.org/10011214/music-aptitude-and-school-readiness-in-indonesian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011214/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011214/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011214/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011214/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011214/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011214/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011214/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011214/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011214/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011214/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011214.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">762</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> The Importance of Compulsory Pre-School Education from the Parents’ Perspective in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Beata%20Horn%C3%ADckova">Beata Horníckova</a>, <a href="https://publications.waset.org/search?q=Sona%20Lorencova"> Sona Lorencova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The study deals with the presentation of the results of quantitatively oriented research. The research was conducted as part of a questionnaire survey with the aim to find out what are the attitudes of parents to compulsory preschool education in the Czech Republic. This research presents results from the area of importance of compulsory pre-school education from the parents’ perspective. The research method was a questionnaire, which was distributed to respondents through an online platform. The research involved 107 parents, who answered a total of 36 questions that found out their attitudes to last year’s compulsory preschool attendance. The results show that compulsory pre-school attendance has increased the importance of pre-school education. However, the results also show that the compulsory last year of preschool education is not more important according to parents than in previous years. Most participants consider compulsory pre-school attendance to be important and are happy that their child attends it. The results reveal the fact that the introduction of compulsory pre-school attendance has contributed to the importance of parents’ perceptions of pre-primary education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=compulsory%20pre-school%20education" title="compulsory pre-school education">compulsory pre-school education</a>, <a href="https://publications.waset.org/search?q=education%20of%20preschool%20children" title=" education of preschool children"> education of preschool children</a>, <a href="https://publications.waset.org/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/10012233/the-importance-of-compulsory-pre-school-education-from-the-parents-perspective-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012233/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012233/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012233/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012233/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012233/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012233/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012233/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012233/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012233/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012233/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jana%20Ko%C5%BE%C3%A1rov%C3%A1">Jana Kožárová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Behavior%20problems" title="Behavior problems">Behavior problems</a>, <a href="https://publications.waset.org/search?q=child%20behavior%20checklist" title=" child behavior checklist"> child behavior checklist</a>, <a href="https://publications.waset.org/search?q=caregiver%2Fteacher%20form" title=" caregiver/teacher form"> caregiver/teacher form</a>, <a href="https://publications.waset.org/search?q=Pearson%20correlation%20coefficient" title=" Pearson correlation coefficient"> Pearson correlation coefficient</a>, <a href="https://publications.waset.org/search?q=pre-school%20age." title=" pre-school age."> pre-school age.</a> </p> <a href="https://publications.waset.org/10004197/differences-in-the-perception-of-behavior-problems-in-pre-school-children-among-the-teachers-and-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004197/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004197/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004197/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004197/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004197/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004197/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004197/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004197/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004197/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004197/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1660</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Investment of Islamic Education Values toward Children in the Early Age through Story-Telling Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abdul%20Rofiq%20Badril%20Rizal%20Muzammil">Abdul Rofiq Badril Rizal Muzammil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is an absolute necessity for human’s life that one must fulfill for the entire life. Without education it is impossible for human to develop her/himself well. The education process is an effort to maintain a good behavior within one’s life. Good behavior will be absolutely achieved if it is taught to early-aged children. This paper focuses on how the story telling method enables teachers to make the students have the construction of good behavior and obtain the goal of national education in Indonesia. The targeted students would involve students in As-Solihin kindergarten, Salafiyah-Syafi’iyah Mumbulsari, Jember, Indonesia. Story is what early-aged children like most. Thus, it is a gorgeous chance to make story telling activity as a method to invest Islamic education values to children. This paper, however, also focuses on some deliberately important aspects which of course teachers need to consider including objectives and strategies of the method’s implementation. The teachers will be in need of knowing each student’s characteristic in the classroom so that it would enable them to select appropriate stories that fit best to early aged students. The selected stories are taken from Islamic stories that tell the life of Prophet and heroes of Islam as well as well-known persons in Islam. In addition, there will be a number of activities done in the classroom after the delivery of the story is over on purpose of leading students to have the fundamental foundation of how to build self-awareness in order they could understand better about the importance of being a well-behaved person. After reviewing relevant theories, secondary research and scholars’ opinion involved in all aspects of early-aged children behavior, the author concludes that by leveraging trusted sources, a proactive, co-operative and creative strategy, the teacher can successfully build up children’s good behavior by instilling the Islamic value toward early-aged children through story telling method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Story" title="Story">Story</a>, <a href="https://publications.waset.org/search?q=Islam" title=" Islam"> Islam</a>, <a href="https://publications.waset.org/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/search?q=early%20age." title=" early age."> early age.</a> </p> <a href="https://publications.waset.org/10003716/the-investment-of-islamic-education-values-toward-children-in-the-early-age-through-story-telling-method" class="btn btn-primary btn-sm">Procedia</a> <a 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