Requirements of High-Quality Kindergarten Programs According to Jordanian Parents: An Exploratory Study

Autor/in	Abu Taleb, Tagreed Fathi
Titel	Requirements of High-Quality Kindergarten Programs According to Jordanian Parents: An Exploratory Study
Quelle	In: Journal of Research in Childhood Education, 27 (2013) 4, S.472-484 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2013.822953
Schlagwörter	Foreign Countries; Educational Quality; Kindergarten; Parent Attitudes; Questionnaires; Teacher Characteristics; Teaching Methods; Curriculum; Social Development; Skill Development; Cognitive Development; Emotional Development; Academic Ability; Preschool Teachers; Teacher Student Relationship; Jordan + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Elternverhalten; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Soziale Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Gefühlsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The main purpose of this study was to explore what Jordanian parents of children attending "traditional" kindergartens recognize as high-quality education programs. The sample consisted of 509 families ("N"?=?509) of kindergarten-age children. Data were collected using a three-part questionnaire: curriculum domains, teacher characteristics, and teaching approaches. Data analysis revealed that parents of kindergarten children expected high-quality kindergarten programs to focus mainly on promoting children's social skills, followed by cognitive, emotional, and academic skills. Parents also expected kindergarten teachers working in high-quality programs to exhibit fairness, patience, and kindness, and to teach through play and hands-on activities and use small groups as a main instruction approach. Several implications are drawn from the study's findings, mainly concerning regulating kindergarten services through national policies that focus on parents as partners in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10