The Relationship Between the Duration of Preschool Education and Primary School Readiness

Polat, Özgül; Yavuz, Ezgi Akşin

doi:10.1080/00094056.2016.1226115

Cited by 5 publications

(2 citation statements)

References 14 publications

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“…Across different contexts, primary educators not only manage the class and teach most of the subjects, but also support children's socio-emotional development (OECD, 2018). Primary school teachers have to accommodate children entering with varying levels of cognitive, socio-emotional skills, and with varying levels of readiness that may be influenced by the duration and quality of preschool education they engaged in (Polat and Yavuz, 2016). Teachers must skilfully navigate these differences, adapting their instructional strategies to meet the diverse needs of their primary school pupils.…”

Section: Understanding the Primary School Classroom: A Multifaceted E...mentioning

confidence: 99%

Evidence-based teaching: effective teaching practices in primary school classrooms

Carter,

Molina,

Pushparatnam

et al. 2024

London Review of Education

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Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers’ varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils’ cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers’ use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation.

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Section: Understanding the Primary School Classroom: A Multifaceted E...mentioning

confidence: 99%

Evidence-based teaching: effective teaching practices in primary school classrooms

Carter,

Molina,

Pushparatnam

et al. 2024

London Review of Education

View full text Add to dashboard Cite

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“…Second, it develops various skills and competencies such as "communication skills, cultural awareness, creativity, self-awareness, aesthetics, and different social skills" (Acer, 2015, p. 43). Third, and more importantly, it plays a significant role in ensuring children's school readiness (Polat & Yavuz, 2016). Preparing children's school readiness is concerned with how well each state serves quality education.…”

Section: Introductionmentioning

confidence: 99%

Does Preschool Education in Indonesia Meet the Quality Standards?

AL-Rawafi¹

2020

Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)

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Assessment in early childhood education is essential for it could help teachers to understand children's developmental progress in learning, and enable caregivers to determine how well they perform in their job. This study is designed to observe and assess the preschool education in Subang, Indonesia to determine whether the Indonesian children receive a quality educational environment. There are five kindergartens participated in this study. The study adapts the early childhood education rating scale-revised (ECERS-R) published by Harms, Clifford, and Cryer (1998). The instrument consists of five subscales, namely: space and furnishings, personal care, language reasoning, activities, and interaction. Inside these subscales, there are 37 items with four-point scale in which each has a description of 1 (inadequate), 2 (minimal), 3 (good), and 4 (excellent). The researcher carried out the observation and assessment by using the check list 'Yes' if the dimension meets the determined criteria, and 'No' if the dimension does not meet the criteria. The results show that the preschool educational environment in Subang, Indonesia does not meet the criteria of the ECERS-R, especially the language and reasoning and interaction.

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The effects of preschool participation on mathematics achievement of Grade 6 pupils in Uganda

Hungi

Ngware

2017

Educ Res Policy Prac

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The Relationship Between the Duration of Preschool Education and Primary School Readiness

Cited by 5 publications

References 14 publications

Evidence-based teaching: effective teaching practices in primary school classrooms

Evidence-based teaching: effective teaching practices in primary school classrooms

Does Preschool Education in Indonesia Meet the Quality Standards?

The effects of preschool participation on mathematics achievement of Grade 6 pupils in Uganda

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