General Psychology

Factors Affecting Preschool Children’s Sociology-Emotional Development in Bahir Dar City Selected Preschools

2022-06-01T06:16:57Z

Factors Affecting Preschool Children’s Sociology-Emotional Development in Bahir Dar City Selected Preschools Rahel, Zena Abstract The main purpose of this study was to investigate factors affecting socio-emotional development of preschool children in Bahir Dar City. The specific objectives were to identify the extent of teachers’ demographic factors affecting socio-emotional development of children, determine the extent of predictor variables to predict socioemotional development of children after controlling demographic variables, find out the statically significant relationship of factors with children’s socio-emotional development and explain teacher- child interactions with indoor and outdoor environment. In order to achieve intended objectives, mixed research approach sequential explanatory design was employed. Ten preschools were selected by stratified sampling technique with 120 participants. Questionnaire was developed from related literature. The questionnaire consisted of 38 closed–ended items and three observational guiding questions to enrich and triangulate the data. A descriptive statistics, Pearson correlation, independent sample t-test, ANOVA and linear hierarchical regression analysis methods were employed. Then data were analyzed by using SPSS version 21 and qualitative thematic analysis technique. The results showed that preschooler teachers’ socio-demographic characteristics were highly contributed for a shared variance than other predictors such as teachers’ attitude, empathy, classroom weather conditions and availability of play materials. Teachers who were married had a positive effect on children’s socioemotional development as compared to single teachers. Teachers who had a bachelor of degree educational status showed a significant mean difference than a certificate and diploma level. Teaching experience was significantly correlated in a positive way with children’s socio-emotional development, although teachers’ age was negatively correlated. The qualitative study also revealed that a conducive playground and teacherchild relationship had a great role for children’s socio-emotional development. In conclusion, the study revealed that preschool children’s socio-emotional development can be extremely predicted by the teachers’ demographic factors than other factors. Finally, the researcher recommended for preschool administrator should be employed degree graduate in ECCE and fulfill types of play materials, and teachers should be enhance their relationship with their children to improve children’s socio-emotional development. Keywords: attitude, children, socio-emotional development, play materials and preschool.

Teachers' Beliefs about the Relevance of Educational Psychology to the Reform in Teacher Education and their Practice

2020-12-15T12:30:40Z

Teachers' Beliefs about the Relevance of Educational Psychology to the Reform in Teacher Education and their Practice wosen·, Keskes he purpose or this study was to describe and illuminate teachers' beliefs about thL' relevance of educational psychology to the reform in teacher education and their practice \\ ith the aim that the !CDR's first-round summ.uivc evaluation report highlighting teachers weak insuucuonal approaches might better be explained by their beliefs. So th.u :1 qu:ilit:1ti\L'i:· based case study \\:1s conducted .md d.ua \\ere collected through intcrvic« :ll1d documcu: :111:1!ysis 011 the h:1sis o l unobuusix L' cross-. alid.uion. Conscqucuilv. it h:h bl.'.L'll l°OU!lli OU[ iha: teachers have the belief that context-free thcorctica] knov, kdge is the relevant knowledge base for student teachers. Such a belief or teachers intersected in their b._·Jid 01· \vh:1t it means to know and apply such a theoretical knowledge in various contexts. :IS well as in their reactions for the context-based knowledge or childrcns k:1rni11g :111d development. lksid::s. such teachers beliefs were concerted with or revealed .u their explicit instructional beliefs. There \\':lS also little evidence or problem solving approach in the course material including learning activities.

Epistemological Beliefs of Upper Primary School Teachers and Their Teaching Practices

2022-06-01T06:19:18Z

Epistemological Beliefs of Upper Primary School Teachers and Their Teaching Practices Nigussu, Tilahun The purpose of this study was tofind out the dominant epistemological beliefs of teachers and to examine differences in epistemological beliefs as a result of some variables like sex; years of teaching experience and subject area of teachers. Moreover, it was aimed at assessing whether teachers' beliefs concord with their classroom practices or not. The study group composed of 216 second cycle elementary school teachers teaching in all (17) government owned schools in Bahir Dar City Administration. Data were collected using Epistemological Beliefs Questionnaire (Schommer, 1990), classroom observation and semi structured interview. The results revealed that teachers seem to be generally constructivists in their epis.temological beliefs. However, the results further disclosed that teachers were naive epistemologically in their beliefs of certainty of knowledge which signifies that they believe knowledge is unchanging and certain (which is a naive epistemology). Nevertheless, they were found to be sophisticated in terms of source, control, organization and speed of knowledge acquisition. In other words, they believed that knowledge is constructed or derived bY,; reason than handed down by omniscient authority; not simple and compartmentalized but it is complex and highly integrated; the ability to learn is acquired through experience than is innate and fixed at birth and knowledge acquisition is gradual but not quick or not-at-all. No significant difference was found in epistemological beliefs pf teachers as a result of sex and the nature of subjects they teach. On the other-hand, experience of teachers in the teaching

The status of school-based support and academic achivement of orphaned and vulnerable children,ovc,in bahir dar city

2016-05-30T01:03:42Z

The status of school-based support and academic achivement of orphaned and vulnerable children,ovc,in bahir dar city Binalf, Andualem