This study examined how teachers’ beliefs in emotions, as helpful or hindrance factors, influenced their reactions to children’s negative emotions. The researchers collected data through an online survey of 240 early childhood teachers in South Korea. Results revealed that teachers with firm beliefs regarding emotion as helpful (emotion-help belief) exhibited a higher degree of supportive reactions to children’s negative emotions. Conversely, teachers with firm beliefs regarding emotion as a hindrance (emotion-hinder belief) showed more unsupportive responses to children’s negative emotions. This study is significant because it is the first attempt to suggest teachers’ beliefs about emotions as helpful or hindrance determinants as a predictive factor in their emotion socialization practices. The findings indicate the need for teacher education to strengthen teachers’ positive beliefs about emotion. Such teacher education would, in turn, equip them to express more supportive reactions upon encountering children’s negative emotions. Ultimately, this will promote emotional development and build resilience in the COVID-19 pandemic generation, helping them overcome the lack of emotional development caused by the crisis.
In light of the COVID-19 pandemic and resulting closure of public institutions such as schools, it has become crucial for parents to educate their children on COVID-19 literacy. Early childhood education practices are greatly influenced by informational sources and media, making parental involvement more important than ever. This study seeks to explore the significance of parental involvement during the pandemic, particularly for preschool-aged children. In light of the COVID-19 pandemic and resulting closure of public institutions such as schools, it has become crucial for parents to educate their children on COVID-19 literacy. Early childhood education practices are greatly influenced by informational sources and media, making parental involvement more important than ever. This study seeks to explore the significance of parental involvement during the pandemic, particularly for preschool-aged children. It is imperative that capable individuals take swift action to offer comprehensive and impartial COVID-19 health guidance to both children and their guardians, with a focus on quantity, quality, and availability.
Previous studies established that mindfulness is an effective strategy in promoting social and emotional learning and holistic development of children, which is vital to academic and life success. Thus, this study explored the development of a mindfulness program for preschool-aged children. The researcher developed and implemented a six-week mindfulness program called Alumana for 28 preschool children aged 4-6 years old. Results were analyzed through document analysis of the facilitator’s logs and thematic analysis of parents’ responses in open-ended interviews. Findings showed that the participants gradually transitioned from being hesitant during the first weeks of the mindfulness-based activities to being responsive and enthusiastic through various strategies towards the end of the program. The significance of incorporating children’s responses to make the program more developmentally appropriate and engaging for the children is highlighted in the study. The use of props and relatable activities is important to produce a more engaging program for young children. Findings also present the perceived benefits in learning and the holistic development of the children according to the participants’ parents and age-appropriate mindfulness program in a local context is applicable in preschool. Through this study, implementing a more mindfulness program in a local context could be further examined for young Filipino children.
The purpose of this study is to explore young children’s metacognition expressed during coding play. The children participating in this study consisted of 13 five-year children(6 males and 7 females) at H Kindergarten in S City. Various data, such as observation records, researcher’s own journals, and informal consultation meeting records were collected and analyzed. The results of this study are as follows: First, metacognitive planning can be further activated in coding play while children create their own meaning through judgment and selection. Second, children are engaged in monitoring the degree to which performance is progressing towards a desired goal. Third, metacognitive control actively appeared in coding play while children changed ways of conducting tasks. Fourth, children review task performance and evaluate the quality of performance in coding play. The results of this study are expected to help understand how young children’s metacognition appears in coding play, and further reveal the educational value of coding play that helps young children activate their metacognition.
