Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives

Hellblom-Thibblin, Tina; Sandberg, Gunilla; Garpelin, Anders

doi:10.1007/978-3-319-43118-5_4

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Another concern is how to cope with gifted kids who begin school earlier than typical peers. Gifted children generally thrive in academics, but as a whole person, they must also develop other abilities in order to operate as a balanced person (Hellblom-Thibblin et al, 2017). According to Wellisch's (2019) findings, early childhood educators are baffled by gifted children's academic, social, and emotional needs, which are not understood or provided by their parents.…”

Section: The Concept Of School Readinessmentioning

confidence: 99%

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

Chesang,

Chebet,

Magut

2024

JRIIE

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Transitioning to school is a significant developmental milestone for young children, and it is seen as a crucial "sensitive period" for future academic success. Despite the potential for such programs to have broad effects, little is known about the effects of intervention tactics in early childhood education programs on school preparation. This paper aimed at finding out the influence of social interaction interventions used by teachers on school readiness among pre-primary learners in Konoin Sub-County, Kenya. The study used descriptive survey design and targeted 312 pre-primary school teachers and 5 Ward Education Coordinators. A sample size of 172 teachers and 5 Ward Education Coordinators was used. Questionnaires and interview guides were used to collect data. Expert judgement was used to ascertain the validity while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages and Pearson Correlation analysis. Qualitative data were thematically analyzed. The analyzed information was presented in tables and Figures. The study found out that there was a significant correlation between social interaction interventions (r = .278; p = .000), and school readiness. The study concluded that social interaction interventions influenced learners’ school readiness. For effective pre-school readiness, instructional support needs to be tailored to the needs of each child by the teachers, considering their strengths, interests, and learning styles. The study findings would enable early childhood education teachers to learn how to introduce learners to the school learning process by assisting them to adjust to a different environment from home.

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Section: The Concept Of School Readinessmentioning

confidence: 99%

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

Chesang,

Chebet,

Magut

2024

JRIIE

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“…The concept of school readiness, in general, has been widely understood at the level of pedagogy and practice of pre-school teacher education and early childhood education (Amerijckx & Humblet, 2015;Hamerslag et al, 2018;Hellblom-Thibblin et al, 2017;Van Laere & Vandenbroeck, 2017). As a formal form to facilitate readiness to enter primary school, early childhood education including pre-school education is, of course, more dominant on needs compared to care.…”

Section: Introductionmentioning

confidence: 99%

School readiness assessment: Study of early childhood educator experience

Putranta¹

2021

ilkonline

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The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.

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Transition in the context of inclusive education: Opinions of preschool teachers and professional associates

Nikolić¹,

Korać²,

Lazarević³

2020

Inovacije u nastavi

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Висока школа струковних студија за васпитаче и пословне информатичаре-Сирмијум, Сремска Митровица, Република Србија Милијана Б. Лазаревић Висока школа струковних студија за васпитаче "Михаило Палов", Вршац, Република Србија Оригинални научни рад Остваривање транзиције у контексту инклузивног образовања: перспектива васпитача и стручних сарадника Резиме: Будући да прелазак са једног нивоа образовања на други може бити посебно осетљив за децу са сметњама у развоју, циљ истраживања је да се утврди мишљење васпитача и стручних сарадника (чланова Стручног тима за инклузивно образовање) о актуелној пракси остваривања транзиције између предшколске установе и основне школе у раду са овом децом. Узорку од двеста тридесет четири васпитача из осам предшколских установа у четири града у првој фази истраживања задат је наменски конструисан упитник затвореног типа. У другој фази спроведени су фокус групни интервјуи са члановима Стручног тима за инклузивно образовање у две предшколске установе. Највећи број испитаника сматра да се транзиција између предшколске установе и основне школе у раду са децом са сметњама у развоју не остварује, а као главне препреке виде: недовољну укљученост и подршку стручних сарадника, неусаглашеност метода рада васпитача и учитеља, незаинтересованост школе за претходни развој детета са сметњама у развоју, непостојање обавезујућег законодавног акта који дефинише процес транзиције и недовољне компетенције васпитача за вођење педагошке документације. Предлаже се доношење законодавног акта о транзицији којим би се јасно дефинисале улоге и задаци свих учесника у овом процесу. Кључне речи: деца са сметњама у развоју, инклузивно образовање, предшколска установа, основна школа, транзиција.

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Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives

Cited by 3 publications

References 25 publications

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya

School readiness assessment: Study of early childhood educator experience

Transition in the context of inclusive education: Opinions of preschool teachers and professional associates

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