Pub Date : 2022-11-03DOI: 10.1080/09669760.2022.2140647
Yuli Kurniawati Sugiyo Pranoto, B. Pupala
ABSTRACT This study analyzes Indonesian children’s happiness feeling and preferences toward school-from-home activities and setting during the COVID-19 pandemic. Online interviews and drawing-telling activities were used to obtain the data from 334 children aged four to six years. The findings revealed that more than half of the children were happy with the school-from-home policy. They stated that they were allowed to conduct unstructured free play at home besides completing the assignments from the teachers. Older children, 6 years old, preferred the school setting, as they could get themselves engaged in social interaction with their surroundings. In conclusion, adults should consider children’s voices, as part of an effort in enhancing their academic well-being during the COVID-19 pandemic.
{"title":"Indonesian children’s voices of the school-from-home policy","authors":"Yuli Kurniawati Sugiyo Pranoto, B. Pupala","doi":"10.1080/09669760.2022.2140647","DOIUrl":"https://doi.org/10.1080/09669760.2022.2140647","url":null,"abstract":"ABSTRACT This study analyzes Indonesian children’s happiness feeling and preferences toward school-from-home activities and setting during the COVID-19 pandemic. Online interviews and drawing-telling activities were used to obtain the data from 334 children aged four to six years. The findings revealed that more than half of the children were happy with the school-from-home policy. They stated that they were allowed to conduct unstructured free play at home besides completing the assignments from the teachers. Older children, 6 years old, preferred the school setting, as they could get themselves engaged in social interaction with their surroundings. In conclusion, adults should consider children’s voices, as part of an effort in enhancing their academic well-being during the COVID-19 pandemic.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45555338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-26DOI: 10.1080/09669760.2022.2137782
Huda Alenezi, F. Ihmeideh, Y. M. Alshaboul
ABSTRACT Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that kindergarten teachers face when teaching English as a foreign language at kindergarten schools in Kuwait. There is high demand for teaching English as a second language in most countries in the world at early stages, and stakeholders could take responsibility for overcoming these challenges that are related to many aspects of this field. The researchers interviewed 16 kindergarten teachers and then conducted classroom observations. Lack of teacher preparation and training, English curriculum deficiencies, and teachers’ English proficiency level emerged as key challenges faced by kindergarten teachers. Other localized challenges were also identified. This paper concludes by highlighting several implications for decision makers to further enhance teaching English as a foreign language in kindergarten schools.
{"title":"Kindergarten teachers’ challenges in teaching English as a foreign language to children","authors":"Huda Alenezi, F. Ihmeideh, Y. M. Alshaboul","doi":"10.1080/09669760.2022.2137782","DOIUrl":"https://doi.org/10.1080/09669760.2022.2137782","url":null,"abstract":"ABSTRACT Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that kindergarten teachers face when teaching English as a foreign language at kindergarten schools in Kuwait. There is high demand for teaching English as a second language in most countries in the world at early stages, and stakeholders could take responsibility for overcoming these challenges that are related to many aspects of this field. The researchers interviewed 16 kindergarten teachers and then conducted classroom observations. Lack of teacher preparation and training, English curriculum deficiencies, and teachers’ English proficiency level emerged as key challenges faced by kindergarten teachers. Other localized challenges were also identified. This paper concludes by highlighting several implications for decision makers to further enhance teaching English as a foreign language in kindergarten schools.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44568752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Early arithmetic skills, and in particular the understanding of the part-whole relationship, are currently considered crucial for future arithmetic achievement. They are complex skills extending far beyond the mastery of counting procedures. In order to develop these arithmetic skills in kindergarten children, we developed a game-based approach using conventional card and board games adapted to the targeted mathematical objectives. The present study examines the effects on the arithmetic skills of this game-based approach. Individual pre-and post-tests were administered to 194 children (5–6 years old) from four countries (play-based group n = 104 and control group n = 90). Our findings show that the learning outcomes of the game-based group were significantly higher than those of the control group after the intervention. The game-based group showed improvements in arithmetic skills, and in particular those relating to the part-part-whole relation. The intervention also resulted in all pupils, regardless of their initial proficiency level and including those regarded as ‘at risk’, making more progress than those in the control group. These results demonstrate the possibility of developing complex mathematical learning effectively in preschool in a manner consistent with the needs and interests of young children.
{"title":"Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers","authors":"Joëlle Vlassis, Ariane Baye, Amélie Auquière, Anne-Françoise de Chambrier, Christophe Dierendonck, Nadine Giauque, Sylvie Kerger, Christophe Luxembourger, D. Poncelet, Mélanie Tinnes-Vigne, Youssef Tazouti, Annick Fagnant","doi":"10.1080/09669760.2022.2138740","DOIUrl":"https://doi.org/10.1080/09669760.2022.2138740","url":null,"abstract":"ABSTRACT Early arithmetic skills, and in particular the understanding of the part-whole relationship, are currently considered crucial for future arithmetic achievement. They are complex skills extending far beyond the mastery of counting procedures. In order to develop these arithmetic skills in kindergarten children, we developed a game-based approach using conventional card and board games adapted to the targeted mathematical objectives. The present study examines the effects on the arithmetic skills of this game-based approach. Individual pre-and post-tests were administered to 194 children (5–6 years old) from four countries (play-based group n = 104 and control group n = 90). Our findings show that the learning outcomes of the game-based group were significantly higher than those of the control group after the intervention. The game-based group showed improvements in arithmetic skills, and in particular those relating to the part-part-whole relation. The intervention also resulted in all pupils, regardless of their initial proficiency level and including those regarded as ‘at risk’, making more progress than those in the control group. These results demonstrate the possibility of developing complex mathematical learning effectively in preschool in a manner consistent with the needs and interests of young children.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48335071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1080/09669760.2022.2137783
K. Taniguchi
{"title":"The impact of pre-primary education on primary student achievement: evidence from SACMEQ III","authors":"K. Taniguchi","doi":"10.1080/09669760.2022.2137783","DOIUrl":"https://doi.org/10.1080/09669760.2022.2137783","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49222297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-04DOI: 10.1080/09669760.2022.2128308
Arifur Rahman, S. Islam, W. Boyd
ABSTRACT Across the world COVID-19 has impacted teachers’ lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children’s education and care is provided. However some countries have not responded adequately to support kindergarten teachers’ ongoing employment. Bangladesh is one such country. The aim of this study was to understand the experiences of 16 Bangaldeshi kindergarten teachers during the COVID-19 pandemic. The study used an interpretive social constructionist approach, with semi-structured interviews of the 16 kindergarten teachers. Findings revealed the 16 participants experienced significant disruption to their professional and personal lives during COVID-19. With the long-term closures of schools and early childhood services, the teachers were found to be significantly impacted resulting in hardship to their personal, physical, human and social lives. Governments are called on to demonstrate value and support kindergarten teachers at all times, not only during the pandemic. Such support will sustain the early childhood profession, and ensure the rights of young children to access consistent education and care are met.
{"title":"Kindergarten teachers' experiences during the COVID-19 pandemic in Bangladesh","authors":"Arifur Rahman, S. Islam, W. Boyd","doi":"10.1080/09669760.2022.2128308","DOIUrl":"https://doi.org/10.1080/09669760.2022.2128308","url":null,"abstract":"ABSTRACT Across the world COVID-19 has impacted teachers’ lives both professionally and personally. In many parts of the world kindergarten teachers have been able to adapt practices to ensure that children’s education and care is provided. However some countries have not responded adequately to support kindergarten teachers’ ongoing employment. Bangladesh is one such country. The aim of this study was to understand the experiences of 16 Bangaldeshi kindergarten teachers during the COVID-19 pandemic. The study used an interpretive social constructionist approach, with semi-structured interviews of the 16 kindergarten teachers. Findings revealed the 16 participants experienced significant disruption to their professional and personal lives during COVID-19. With the long-term closures of schools and early childhood services, the teachers were found to be significantly impacted resulting in hardship to their personal, physical, human and social lives. Governments are called on to demonstrate value and support kindergarten teachers at all times, not only during the pandemic. Such support will sustain the early childhood profession, and ensure the rights of young children to access consistent education and care are met.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45889729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09669760.2022.2149093
E. Coates
ABSTRACT
摘要
{"title":"Ijeye 30(4): Era Abstracts","authors":"E. Coates","doi":"10.1080/09669760.2022.2149093","DOIUrl":"https://doi.org/10.1080/09669760.2022.2149093","url":null,"abstract":"ABSTRACT","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41548786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09669760.2022.2037077
Iskender Gelir
ABSTRACT This study investigates children’s science learning in a nursery in Turkey. The participating children (aged 5 and 6) are from a socio-economically disadvantaged community. This is an ethnographic study that includes participant observations and audio recordings of classroom interactions based on a long-term basis. It takes a socio-cultural approach and uses the concept of speech genre [Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press] to examine children’s science learning. The findings highlight the role of the teacher in learning scientific concepts. It shows that the experiments enable the children to test and investigate scientific concepts. It also problematises the role of the teacher in structuring science activities and classroom talk by suggesting that teachers need to be explicit when they introduce children to concepts, rather than leaving technical knowledge for children to make inferences.
摘要本研究调查了土耳其一家幼儿园儿童的科学学习情况。参与的儿童(5岁和6岁)来自社会经济弱势社区。这是一项民族志研究，包括参与者的观察和基于长期基础的课堂互动录音。它采用社会文化方法，并使用言语类型的概念[巴赫金，M. M. 1986]。演讲体裁和其他后期论文。奥斯汀:德克萨斯大学出版社]研究儿童的科学学习。研究结果强调了教师在学习科学概念中的作用。这表明，实验使孩子们能够测试和研究科学概念。它还提出了教师在组织科学活动和课堂谈话中的角色问题，建议教师在向儿童介绍概念时需要明确，而不是把技术知识留给儿童进行推理。
{"title":"Preschool children learn physics, biology, chemistry and forensic science knowledge with integrated teaching approaches","authors":"Iskender Gelir","doi":"10.1080/09669760.2022.2037077","DOIUrl":"https://doi.org/10.1080/09669760.2022.2037077","url":null,"abstract":"ABSTRACT This study investigates children’s science learning in a nursery in Turkey. The participating children (aged 5 and 6) are from a socio-economically disadvantaged community. This is an ethnographic study that includes participant observations and audio recordings of classroom interactions based on a long-term basis. It takes a socio-cultural approach and uses the concept of speech genre [Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press] to examine children’s science learning. The findings highlight the role of the teacher in learning scientific concepts. It shows that the experiments enable the children to test and investigate scientific concepts. It also problematises the role of the teacher in structuring science activities and classroom talk by suggesting that teachers need to be explicit when they introduce children to concepts, rather than leaving technical knowledge for children to make inferences.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42620209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09669760.2022.2149092
J. Murray
Previously, I have written about early childhood pedagogies (Murray 2018). In introducing this exciting extended issue of International Journal of Early Years Education, I focus on another key feature of early education, regarded as ‘a foundational fulcrum on which quality pedagogy rests’ (Kagan, Kauerz, and Junus 2022): curriculum. The wide range of manuscripts focused on curriculum that we receive at International Journal of Early Years Education are testament to the prominence of curriculum in the work of those who research in our field; alongside this focus in recent years, we have seen an exponential rise in centralised curriculum frameworks. In this paper, however, I argue that the key actors in any early childhood curriculum that secures learning most likely to be meaningful to young children are those who are directly engaged in its implementation: the learners and their teachers. In building this argument, I consider some definitions and components of curriculum, the potential of curriculum for reproducing or reducing inequalities, its role in an uncertain and dynamic global landscape, merits of an holistic approach, children’s agency in curriculum, and the teacher’s role in reifying a curriculum with value and relevance for young learners whose lives as adults we cannot yet imagine (Wiliam 2011). When the term ‘curriculum’ was originally linked to education in the C16th Europe, it denoted an ordered systematic framework for what is taught and learned (Hamilton 1989). Four hundred years later, curriculum was still being defined as ‘All the learning which is planned and guided’ (Kerr 1968, 16). However, it is important to note that these descriptions refer to the explicit curriculum, as distinct from the ‘hidden curriculum’, which is instrumental in the implicit reproduction of values and behaviours in schools (Jackson 1968). In C21st early childhood provision, the explicit curriculum may be described at its most prescriptive as the ‘organised framework that delineates the content children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals, and the context in which teaching and learning occur’ (NAEYC&NAECS/SDE 2009). YetUNESCOproposes amore holistic view of curriculum that encompasses formal and informal curricula: the ‘totality of what children learn while at school – including what they learn through classroom activities; in interdisciplinary tasks; across the school, for example, in the playground, at lunch timewhen eating (civic responsibilities, etc.)’ (Stabback 2016: 9).Moreover, the early childhood curriculum has been defined as ‘everything children do, see, hear or feel in their setting, both planned and unplanned’ (Qualifications and Curriculum Authority and Department for Education and Employment (QCA and DfEE) 2000:1).
{"title":"Young children's curriculum experiences","authors":"J. Murray","doi":"10.1080/09669760.2022.2149092","DOIUrl":"https://doi.org/10.1080/09669760.2022.2149092","url":null,"abstract":"Previously, I have written about early childhood pedagogies (Murray 2018). In introducing this exciting extended issue of International Journal of Early Years Education, I focus on another key feature of early education, regarded as ‘a foundational fulcrum on which quality pedagogy rests’ (Kagan, Kauerz, and Junus 2022): curriculum. The wide range of manuscripts focused on curriculum that we receive at International Journal of Early Years Education are testament to the prominence of curriculum in the work of those who research in our field; alongside this focus in recent years, we have seen an exponential rise in centralised curriculum frameworks. In this paper, however, I argue that the key actors in any early childhood curriculum that secures learning most likely to be meaningful to young children are those who are directly engaged in its implementation: the learners and their teachers. In building this argument, I consider some definitions and components of curriculum, the potential of curriculum for reproducing or reducing inequalities, its role in an uncertain and dynamic global landscape, merits of an holistic approach, children’s agency in curriculum, and the teacher’s role in reifying a curriculum with value and relevance for young learners whose lives as adults we cannot yet imagine (Wiliam 2011). When the term ‘curriculum’ was originally linked to education in the C16th Europe, it denoted an ordered systematic framework for what is taught and learned (Hamilton 1989). Four hundred years later, curriculum was still being defined as ‘All the learning which is planned and guided’ (Kerr 1968, 16). However, it is important to note that these descriptions refer to the explicit curriculum, as distinct from the ‘hidden curriculum’, which is instrumental in the implicit reproduction of values and behaviours in schools (Jackson 1968). In C21st early childhood provision, the explicit curriculum may be described at its most prescriptive as the ‘organised framework that delineates the content children are to learn, the processes through which children achieve the identified curricular goals, what teachers do to help children achieve these goals, and the context in which teaching and learning occur’ (NAEYC&NAECS/SDE 2009). YetUNESCOproposes amore holistic view of curriculum that encompasses formal and informal curricula: the ‘totality of what children learn while at school – including what they learn through classroom activities; in interdisciplinary tasks; across the school, for example, in the playground, at lunch timewhen eating (civic responsibilities, etc.)’ (Stabback 2016: 9).Moreover, the early childhood curriculum has been defined as ‘everything children do, see, hear or feel in their setting, both planned and unplanned’ (Qualifications and Curriculum Authority and Department for Education and Employment (QCA and DfEE) 2000:1).","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43319233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.1080/09669760.2022.2128304
Iryna Nadyukova, Antje von Suchodoletz
{"title":"Exploring Ukrainian ECE principals’ views about their role and approach to work: a case study","authors":"Iryna Nadyukova, Antje von Suchodoletz","doi":"10.1080/09669760.2022.2128304","DOIUrl":"https://doi.org/10.1080/09669760.2022.2128304","url":null,"abstract":"","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-29DOI: 10.1080/09669760.2022.2128994
K. Nikolopoulou
ABSTRACT The purpose of this study is to investigate teachers’ practices and views of STEM activities for children aged 4–7 years old. The participants are 18 Greek teachers and data is collected via interviews. Commonly reported reasons for the importance of STEM education are the development of skills, knowledge, and children’s interest for learning, while the skills children develop, include collaboration, communication, socialisation, problem-solving, experimentation, critical thinking, programming, creativity, and language/literacy. STEM activities implemented in class are programming, robotics and interdisciplinary activities, as well as experiments and exploration of materials. The primary factors considered when preparing STEM activities are children’s interest-motivation, their cognitive level or age, and the learning outcomes. Teachers’ perceived challenges mainly regard experiential learning, children’s interest and active participation, while main problems include limited time, infrastructure, and teacher training. Implications for educational policy-practice and teacher training are discussed.
{"title":"STEM activities for children aged 4–7 years: teachers’ practices and views","authors":"K. Nikolopoulou","doi":"10.1080/09669760.2022.2128994","DOIUrl":"https://doi.org/10.1080/09669760.2022.2128994","url":null,"abstract":"ABSTRACT The purpose of this study is to investigate teachers’ practices and views of STEM activities for children aged 4–7 years old. The participants are 18 Greek teachers and data is collected via interviews. Commonly reported reasons for the importance of STEM education are the development of skills, knowledge, and children’s interest for learning, while the skills children develop, include collaboration, communication, socialisation, problem-solving, experimentation, critical thinking, programming, creativity, and language/literacy. STEM activities implemented in class are programming, robotics and interdisciplinary activities, as well as experiments and exploration of materials. The primary factors considered when preparing STEM activities are children’s interest-motivation, their cognitive level or age, and the learning outcomes. Teachers’ perceived challenges mainly regard experiential learning, children’s interest and active participation, while main problems include limited time, infrastructure, and teacher training. Implications for educational policy-practice and teacher training are discussed.","PeriodicalId":46866,"journal":{"name":"International Journal of Early Years Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43555709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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