Brief introduction of preschools and preschool teacher training in Hungary

Böddi, Zsófia; Serfőző, Mónika

doi:10.31074/201923187194

Cited by 3 publications

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“…Play (as the fundament of preschool education); Rhyming and Storytelling; Drawing, Painting, Making Patterns, Handwork; Singing, Music, Singing Games, Children's Dances; Becoming Actively Acquainted with the Outer World (content in environmental and content in mathematics); Movement (physical activity); activities of a work nature (e.g., taking care of animals, plants); activity based learning (as cited in Böddi and Serfozo, 2019 , p. 189).…”

Section: Introductionmentioning

confidence: 99%

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

2021

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The present study investigated the cross-cultural variations in parents' views on the role of play in child development and the primary purpose of preschool education from Ethiopia and Hungary. It also examined the cross-cultural variations in preschoolers' executive functions (EF), the frequency of their engagement in home activities, and the role of these activities in the development of EF skills. Participants included 266 preschoolers (Ethiopia: 139 of which 44.6% boys; Mage = 63.83 months; SD = 7.68 months; Hungary: 127 of which 48% boys; Mage = 62.06 months; SD = 9.37 months) with their parents (Ethiopia: 45.32% male; Mage = 36.66 years; SD = 7.14 years; Hungary: 13.18% male; Mage = 37.71 years; SD = 5.97 years). The independent samples t-test showed that Ethiopian parents view fostering academic skills for preschooler significantly more important than their Hungarian counterparts do. We also found that while Ethiopian parents hold the belief that academic and cognitive development is the major purpose of preschool education, Hungarian prioritize social-emotional development and entertainment. Additionally, preschoolers in Ethiopia were reported to engage in academic and arts and crafts activities after preschool significantly more frequently than their Hungarian counterparts. On the contrary, preschoolers in Hungary were found to engage in fine-motor activities, solitary play, sports and other physical activities significantly more frequently than their Ethiopian counterparts. No significant differences were found in EF skills between preschoolers from Ethiopia and Hungary. Results from hierarchical regression analyses showed that, after accounting for age and SES, preschoolers' frequency of pretend play and their parents' play support beliefs were found to be small to medium-sized predictors of inhibitory control skills in both samples. However, children's frequency of having breakfast at home was another significant predictor in the Ethiopian sample only. The frequency of participation in arts and crafts and other fine-motor activities were found to be important predictors of preschoolers' visual-spatial working memory skills in the Ethiopian and the Hungarian samples, respectively. We also found that, after controlling for SES, parental play support was an important factor associated with preschoolers' shifting skills only in the Hungarian sample. Based on the findings, we made important conclusions.

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Section: Introductionmentioning

confidence: 99%

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

2021

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Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition

Amukune,

Józsa

2023

Cogent Education

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Pedagogıcal Aspects of Famıly Functıonıng

Visković¹,

Ljubetić²

2022

J Early Child Stu

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Various changes in the conditions of social functioning also affect family functioning. Respecting the personality and autonomy of the individual, the connection between the quality of family functioning and educational outcomes of children cannot be neglected. The pedagogical influence of the family on the individual is recognizable by the adopted value orientations and social norms, models of behaviour, learning strategies, ways of distributing power and taking responsibility; communication and ways of solving problem situations, as well as flexibility and expressiveness. Understanding family functions (economic, socio-emotional, religious, reproductive”¦) and their simultaneous impact on children, it is unjustified to interpret children's educational outcomes based on separate aspects of family functioning. Relevant research indicates that a number of latent and intervening variables are associated with children's educational outcomes, and therefore the family is accepted as a nonlinear dynamic system, so changes and children's outcomes are certain, but not easily predictable.

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Brief introduction of preschools and preschool teacher training in Hungary

Cited by 3 publications

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Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition

Pedagogıcal Aspects of Famıly Functıonıng

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