Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 27 no. 4 (2024)

Language Skills of the Kindergarten Learners during the New Normal

Christy Marie Pobadora | Jennifer Samon

Discipline: Education

 

Abstract:

This study explores the impact of the "new normal" on the language development of kindergarten learners, as schools adapted to changes in teaching and learning environments. The research focuses on understanding how these shifts have affected language proficiency at Magsaysay Elementary School and King of Zion Christian Learning Center, Inc. The objective serves as the basis for the language skills development plan which includes assessing the proficiency levels in expressive and receptive skills among kindergarten learners, as well as identifying factors that may influence language development in the new normal setting. The study employs a descriptive-comparative research design to analyze the language proficiency of kindergarten learners during the new normal. The research is conducted in kindergarten classrooms at Magsaysay Elementary School, Sevilla District, Bohol Division and King of Zion Christian Learning Center, Inc., Cebu Province Division. The respondents of this study were 13 kindergarten teachers and 47 selected parents. The research instrument was researcher-made survey questionnaire designed for both parents and teachers respectively to be utilized in order to gather ample data relative to the study focusing on language skills of the kindergarten learners. Statistical treatment involves frequency count, simple percentage, weighted mean, and Ttest for independent samples to analyze and compare data. The results of the study show that most parents think their kids have excellent linguistic abilities. Furthermore, the majority of teacher perceptions were shown to be proficient. According to the study's findings, teachers must focus on these elements since doing so will help students' language proficiency. In order to improve the language activities for the learners, it is necessary to use a variety of tactics, engaging activities, and building on their prior knowledge. Thus, a plan for developing language skills is advised.



References:

  1. Ahmed, S. K., Jeffries, D., Chakraborty, A., Carslake, T., Lietz, P., Rahayu, B., . .       
  2. Sundarsagar, K. (2022). Teacher professional development for disability inclusion in low- and middle-income asia-pacific countries: An evidence and gap map. Campbell Systematic Reviews, 18(4) Retrieved from https://bit.ly/3TDGyuJ
  3. Aizenberg, M. (2022). Preservice kindergarten teachers’ narratives during the COVID-19 pandemic. Quality Assurance in Education, 30(1), 73-86. doi: https://doi.org/10.1108/QAE-06-2021-0099
  4. Aladsani, H., Al-Abdullatif, A., Almuhanna, M., & Gameil, A. (2022). Ethnographic reflections of K–12 distance education in saudi arabia: Shaping the future of post-pandemic digital education. Sustainability, 14(16), 9931. doi: https://doi.org/10.3390/su14169931
  5. Albaiz, N. E., & Ernest, J. M. (2021). Exploring Saudi Kindergarten teachers’ views and uses of school, family, and community partnerships practices. Early childhood education journal, 49(3), 451-462. https://bit.ly/47yqqjS
  6. Alenezi, H., Ihmeideh, F. M., & Alshaboul, Y. (2023). Kindergarten teachers’ challenges in teaching English as a foreign language to children. International Journal of Early Years Education, 31(3), 722-737. https://bit.ly/3zhwX5T
  7. Alexander R. J. (2013). Improving oracy and classroom talk: Achievements and challenges. Primary First, 10, 22–29. http://eprints.whiterose.ac.uk/76321/
  8. Apostolou, Z., & Stellakis, N. (2020). Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula. Journal of Childhood, Education & Society, 1(2), 87-102.
  9. Aquino, B., Education, D. of, and Act of 2013, E. B. (2017). Enhanced Basic Education Act of 2013. Republic Act No. 10533. https://bit.ly/3TAkMYJ
  10. Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling reading ability gain in kindergarten children during COVID-19 school closures. International Journal of Environmental Research and Public Health, 17(17), 6371. doi: https://doi.org/10.3390/ijerph17176371
  11. Barratt-Pugh, C., Barblett, L., Knaus, M., Cahill, R., Hill, S., & Cooper, T. (2022). Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of KindiLink. Early Childhood Education Journal, 50(6), 903-912. https://bit.ly/3Zxc3KI
  12. Bartolome, M. T., Mamat, N., & Masnan, A. H. (2020). Exploring kindergarten teachers’ perspectives in parental involvement in the Philippines. Southeast Asia Early Childhood Journal, 9(1), 44-58. https://bit.ly/3BlUsuV
  13. Behrens, Heike (2021). Constructivist Approaches to First Language Acquisition. Journal Child of Language, Volume 48, Special Issue 5: Special issue on Testable Theories of Core First Language Acquisition, September 2021, pp. 959 – 983DOI: https://doi.org/10.1017/S0305000921000556
  14. Beridze, T. (2020). The effective provision of preschool bilingual education (on the example of greece)1. International Journal for Multilingual Education, 15, 53-61. Retrieved from https://www.proquest.com/scholarly-journals/effective-provision-preschool-bilingual-education/docview/2605663649/se-2
  15. Bloom, L. (1998). Language acquisition in its developmental context. In W. Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 309-370). Hoboken, NJ: John Wiley & Sons. https://bit.ly/3zhE8en
  16. Büşra Türegün Çoban, & Aslıhan, K. V. (2021). Evaluation of distance english language teaching education during COVID-19 pandemic from the perspectives of ELT student teachers and their instructors. Journal of Pedagogical Research, 5(3) Retrieved from https://www.proquest.com/scholarly-journals/evaluation-distance-english-language-teaching/docview/2712880450/se-2
  17. Chavez, M., Rodriguez, L., & Hernandez, J. (2023). The Role of Everyday Interactions in Developing Receptive Language Skills in Children. Journal of Child Development, 48(1), 78-92. https://bit.ly/4evUONZ
  18. Chen, Y., Wu, J., & Wang, Q. (2021). Career Progression of Teachers in the 30-39 Age Range. Journal of Educational Leadership, 38(4), 275-290.
  19. Cherry, Kendra (2016). What is Operant Conditioning and how does it work? How reinforcement and punishment modify behaviour..Retrieved from: https://www.verywellmind.com/operant-conditioning-a2-2794863
  20. Cochran, M., & Henderson, C. R., Jr. (1986). Family matters: Evaluation of the parental empowerment program. Ithaca, NY: Cornell University Press.
  21. Cohen, F., & Anders, Y. (2020). Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3-year-old children. School Effectiveness and School Improvement, 31(1), 125-142. https://tinyurl.com/mr3sx8bd
  22. Costantino-Lane, T. (2021). “Mr. Toad’s wild ride”: Teachers’ perceptions of reading instruction in kindergarten. Early Childhood Education Journal, 49(2), 235-245. doi: https://doi.org/10.1007/s10643-020-01065-1
  23. Conteh, J., & Kawashima, Y. (2008). Diversity in family involvement in children’s learning in English primary schools: Culture, language and identity. English Teaching: Practice and Critique, 7(2), 113-125. Retrieved from ERIC database. (Accession No. EJ832212) https://tinyurl.com/2frsj978
  24. Dermitzaki, I., & Kallia, E. (2021). The role of parents and teachers in fostering children’s self-regulated learning skills. Trends and Prospects in Metacognition Research across the Life Span: A Tribute to Anastasia Efklides, 185-207. https://tinyurl.com/u5d2txx4
  25. Egan, S. M., Pope, J., Moloney, M., Clara, H., & Beatty Chloé. (2021). Missing early education and Care during the pandemic: The socio-emotional impact of the COVID-19 crisis on young children. Early Childhood Education Journal, 49(5), 925-934. doi: https://doi.org/10.1007/s10643-021-01193-2
  26. Farris, E. M., & Mohamed, H. S. (2022). Race and the rush to reopen schools during COVID-19. Journal of Public Management & Social Policy, 29(1), 112-136. Retrieved from https://www.proquest.com/scholarly-journals/race-rush-reopen-schools-during-covid-19/docview/2729971966/se-2
  27. Giannakopoulou, A. (2021). Care and language pedagogy in preschool education from a distance: A teacher-parent synergy. Research Papers in Language Teaching and Learning, 11(1), 53-65. Retrieved from https://www.proquest.com/scholarly-journals/care-language-pedagogy-preschool-education/docview/2524960376/se-2
  28. Gross, D., Bettencourt, A. F., Taylor, K., Francis, L., Bower, K., & Singleton, D. L. (2020). What is parent engagement in early learning? Depends who you ask. Journal of Child and Family Studies, 29, 747-760. https://tinyurl.com/3eszuvba
  29. Haatainen, O., & Aksela, M. (2021). Project-Based Learning in Integrated Science Education: Active Teachers' Perceptions and Practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149-173.
  30. Hirsh-Pasek, K., Zosh, J., Golinkoff, R., Gray, J., Robb, M., and Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons From the Science of Learning. Psycholog. Sci. Public Interest. 16, 3–34. doi: 10.1177/1529100615569721 https://www.twinkl.com.ph/teaching-wiki/receptive-language
  31. Johnslov, Werner (2018). First Language Acquisition. Are we born with a specific ability to acquire language?. Retrieved from: https://web.archive.org/web/20190429060616id_/https://skemman.is/bitstream/1946/29919/1/Werner_Johnslov_Thesis.pdf
  32. Justice L. M., McGinty A. S., Zucker T., Cabell S. Q., Piasta S. B. (2013). Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28(3), 496–508. https://doi.org/10.1016/j.ecresq.2013.02.005
  33. Kanwal, S., & Muhammad, A. (2022). The Role of Parents in Children's Learning Processes. Journal of Educational Psychology and Pedagogy, 15(1), 45-60 https://tinyurl.com/ywcv7er7
  34. Kanwal, Z., & Muhammad, S. F. (2022). COVID-19 crisis and early childhood care and education in pakistan. Journal of Early Childhood Care and Education, 6(1) doi:https://doi.org/10.30971/jecce.v6i1.1465
  35. Karpava, S. (2021). The effect of the family type and home literacy environment on the development of literacy skills by bi-/Multilingual children in cyprus. Languages, 6(2), 102. doi:https://doi.org/10.3390/languages6020102
  36. Kasiveloo, M., Tan, K. H., Said, N. E. M., Philip, B., & Rashid, S. M. M. (2022). The use of the token economy in ESL classrooms during the COVID-19 pandemic. Theory and Practice in Language Studies, 12(12), 2486-2496. doi:https://doi.org/10.17507/tpls.1212.03
  37. Kaynar, N., Sadik, O., & Boichuk, E. (2020). Technology in early childhood education: Electronic books for improving students’ literacy skills. TechTrends, 64, 911-921. https://tinyurl.com/3dav99s4
  38. Khales, B. (2022). Connecting the dots: Reflections on young children's voices during COVID-19. Journal of Education in Muslim Societies, 3(2), 36-56. doi:https://doi.org/10.2979/jems.3.2.04
  39. Khamsuk, A., & Whanchit, W. (2021). Storytelling: An alternative home delivery of english vocabulary for preschoolers during COVID-19’s lockdown in southern thailand. South African Journal of Childhood Education (SAJCE), 11(1) doi:https://doi.org/10.4102/sajce.v11i1.897
  40. Komesidou, R., Feller, M. J., Wolter, J. A., Ricketts, J., Rasner, M. G., Putman, C. A., & Hogan, T. P. (2022). Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia. Journal of research in reading, 45(3), 277-298. https://tinyurl.com/bdzhbzrj
  41. Korosidou, E., Griva, E., & Pavlenko, O. (2021). Parental Involvement in a Program for Preschoolers Learning a Foreign Language. International Journal of Research in Education and Science, 7(1), 112-124. https://tinyurl.com/2s4f34v2
  42. Kwon, K., Ford, T. G., Tsotsoros, J., Randall, K., Malek-Lasater, A., & Sun, G. K. (2022). Challenges in working conditions and well-being of early childhood teachers by teaching modality during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(8), 4919. doi:https://doi.org/10.3390/ijerph19084919
  43. Lampis, J., De Simone, S., Lasio, D., & Serri, F. (2023). The Role of Family Support and Dyadic Adjustment on the Psychological Well-being of Transgender Individuals: An Exploratory Study. Sexuality research & social policy : journal of NSRC : SR & SP, 1–17. Advance online publication. https://doi.org/10.1007/s13178-023-00817-z
  44. Li, G., & Sun, Z. (2023). “COVID has brought us closer”: A proleptic approach to understanding ESL teachers’ practices in supporting ELLs in and after the pandemic. Language and Literacy, 25(1), 32-56. doi:https://doi.org/10.20360/langandlit29654
  45. Liao, L., Chen, C., & Chang, M. (2021). The Importance of Improving Children's Expressive Language Abilities in Primary School Classrooms. Journal of Education and Child Development, 45(2), 123-137. https://tinyurl.com/4dx2vuws
  46. Liebig, J., Froehlich, E., Sylvester, T., Braun, M., Heekeren, H. R., Ziegler, J. C., & Jacobs, A. M. (2021). Neural processing of vision and language in kindergarten is associated with prereading skills and predicts future literacy. Human Brain Mapping, 42(11), 3517-3533. doi:https://doi.org/10.1002/hbm.25449
  47. Lopez-Fernandez, L., & Molina, Azorin, J. (2014). Comparative Research: Exploring Differences and Similarities Between Objects of Investigation. Journal of Comparative Studies, 29(3), 150-165. https://tinyurl.com/bdf65tfs
  48. Louie, K., Wong, E., & Chan, H. (2021). Family Size Preferences and Career Priorities Among Parents. Journal of Family Studies, 29(2), 87-102. https://tinyurl.com/mux9scf7
  49. Lovaas O. I. Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: PRO-ED; 2003. https://tinyurl.com/yndrbnmy
  50. Luo, W., Berson, I. R., & Berson, M. J. (2023). A social media analysis of the experiences of chinese early childhood educators and families with young children during COVID-19. Sustainability, 15(3), 2560. doi:https://doi.org/10.3390/su15032560
  51. Mahadew, A., & Hlalele, D. (2022). Challenging gender certainties in early childhood care and education: A participatory action learning and action research study 1. Educational Research for Social Change, 11(1), 10-26. Retrieved from https://www.proquest.com/scholarly-journals/challenging-gender-certainties-early-childhood/docview/2679856313/se-2
  52. Marini, A., Rossi, M., & Bianchi, L. (2021). Impact of the Covid-19 Pandemic on Kindergarten Learners' Language Skills. Journal of Early Childhood Education, 43(2), 87-102. https://tinyurl.com/2uhrpx8u
  53. Marks, R. A., Kovelman, I., Kepinska, O., Oliver, M., Xia, Z., Haft, S. L., . . . Hoeft, F. (2019). Spoken language proficiency predicts print-speech convergence in beginning readers. NeuroImage, 201 doi:https://doi.org/10.1016/j.neuroimage.2019.116021
  54. Mazlan, A. F., Mohammad, M., Kassim, R., & Erni. (2022). Online teaching and learning during covid-19 pandemic: Challenges faced by english teachers in islamic tertiary institutions in malaysia and indonesia. Theory and Practice in Language Studies, 12(10), 2005-2013. doi:https://doi.org/10.17507/tpls.1210.07
  55. Mazlan, S., Lim, L., & Tan, W. (2022). The Impact of Receptive Language Skills on Classroom Learning. Journal of Educational Psychology, 78(3), 201-215. https://tinyurl.com/5n88ms9y
  56. Miguel Dos Santos, L. (2021). The relationship between workforce sustainability, stress, and career decision: A study of kindergarten teachers during the COVID-19 pandemic. Sustainability, 13(20), 11521. doi:https://doi.org/10.3390/su132011521
  57. Morrissey, T. W., Allard, S. W., & Pelletier, E. (2022). Access to early care and education in rural communities: Implications for Children’s school readiness. RSF: The Russell Sage Foundation Journal of the Social Sciences, 8(3), 100-123. doi:https://doi.org/10.7758/RSF.2022.8.3.04
  58. National Early Literacy Panel. (2010). Developing early literacy report: A scientific synthesis of early literacy development and implications for intervention. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf
  59. Ng, S., Tan, L., & Lim, K. (2020). Factors Affecting Family Income Levels. Journal of Family Economics, 25(3), 150-165. https://tinyurl.com/y5vtsw22
  60. NICHD Early Child Care Research Network (2005). Child care and child development: Results of the NICHD study of early child care and youth development. New York, NY: Guilford Press. https://tinyurl.com/4jpwbszb
  61. O’Brien Beth, A., Lim, N. C., Habib Mohamed, M. B., & Artika, A. N. (2020). Cross-lag analysis of early reading and spelling development for bilinguals learning english and asian scripts. Reading and Writing, 33(7), 1859-1891. doi:https://doi.org/10.1007/s11145-019-09999-8
  62. Obi, Nja Cecilia, Ukpepi, Cornelius, Ndifon, Rita A. (2019). Constructivists’ Theory and Science Education Classroom. Vol. 154, No. 4, Dec. 2019, pp. 549 – 553. https://tinyurl.com/3vdzjzcm
  63. Oracy All-Party Parliamentary Group. (2020). Speak for change: Initial findings and recommendations from the Oracy All-Party Parliamentary Group Inquiry. All Party Parliamentary Group.https://d5119182-bdac-43d5-be55 e817e7736e5b.filesusr.com/ugd/2c80ff_33e3208ce4dd4764b154682488c53ef7.pdf
  64. Paulina, M., Kamila, W., & Ewelina, Z. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in poland. Education and Information Technologies, 26(6), 7107-7131. doi:https://doi.org/10.1007/s10639-021-10556-6
  65. Pavlis, Dimitris Ph.D., Gkiosos, Jon (2017). John Dewey, From Philosophy of Pragmatism to Progressive Education. Vol. 6, Issue 9, 2017, pp. 23-30DOI: http://dx-doi.org/10.18533/journal.v6i9.1257
  66. Petersen D. B., Gillam S. L., Spencer T., Gillam R. B. (2010). The effects of literate narrative intervention on children with neurologically based language impairments: An early-stage study. Journal of Speech, Language, and Hearing Research, 53(4), 961–981. https://doi.org/10.1044/1092-4388(2009/09-0001)
  67. Phillips, B. M., Clancy-Menchetti, J., and Lonigan, C. J. (2008). Successful Phonological Awareness Instruction With Preschool Children: Lessons From the Classroom. Topics Early Child. Special Educ. 28, 3–17. doi: 10.1177/0271121407313813
  68. Pratiwi, H., Hasanah, N. I., Purnama, S., Ulfah, M., & Saripudin, A. (2022). Adaptation to digital parenting in a pandemic: A case study of parents within higher education. South African Journal of Childhood Education (SAJCE), 12(1) doi:https://doi.org/10.4102/sajce.v12i1.1166
  69. Puccioni, J., Froiland, J. M., & Moeyaert, M. (2020). Preschool teachers’ transition practices and parents’ perceptions as predictors of involvement and children’s school readiness. Children and Youth Services Review, 109, 104742.
  70. Riga, Fran (2020). Pragmatism, John Dewey. .DOI: 10.1007/978-3-030-43620-9_16
  71. Riggenbach, H., & Lazaraton, A. (1991). Promoting Oral Communication Skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 125-136). Los Angeles:University of California. https://tinyurl.com/yc8jd6su
  72. Rypdal, M., Rypdal, V., Jakobsen, P. K., Ytterstad, E., Løvsletten, O., Klingenberg, C., & Rypdal, K. (2021). Modelling suggests limited change in the reproduction number from reopening norwegian kindergartens and schools during the COVID-19 pandemic. PLoS One, 16(2) doi:https://doi.org/10.1371/journal.pone.0238268
  73. Savage R., Kozakewich M., Genesee R., Erdos C., Haigh C. (2017). Predicting writing development in dual language instructional contexts: Exploring cross-linguistic relationships. Developmental Science, 20(1). https://doi-org.libproxy.ucl.ac.uk/10.1111/desc.12406
  74. Shiel G., Cregan Á., McGough A., Archer P. (2012). Oral language in early childhood and primary education (3-8 years). National Council for Curriculum and Assessment. https://ncca.ie/media/2149/oral_language_in_early_childhood_and_primary_education_3-8_years_.pdf
  75. Singh, M. (2022, May 17). 8 Awesome Expressive Language Skills Activities. Number Dyslexia. https://numberdyslexia.com/expressive-language-skills-activities/
  76. Siripen, U., & Kumaree, L. (2019). Comparison of approaches for language revitalization of northern khmer in thailand. International Journal of Society, Culture & Language, 7(1), 52-66. Retrieved from https://www.proquest.com/scholarly-journals/comparison-approaches-language-revitalization/docview/2211928810/se-2
  77. Song, L., Spier, E. T., and Tamis-Lemonda, C. S. (2014). Reciprocal influences between maternal language and children’s language and cognitive development in low-income families. Appl. Psychol. 41, 305–326. doi: 10.1017/s0305000912000700
  78. Stewart, R. M., Martella, R. C., and Marchand-Martella, N. E. (2005). Three-tier models of reading and behavior. J. Early Intens. Behav. Interv. 2, 115–124. doi: 10.1037/h0100308
  79. Steed, E. A., & Leech, N. (2021). Shifting to remote learning during COVID-19: Differences for early childhood and early childhood special education teachers. Early Childhood Education Journal, 49(5), 789-798. doi:https://doi.org/10.1007/s10643-021-01218-w
  80. Stillerova, L., Troxler, J. R., Curby, T. W., & Roth, A. (2021). Teachers’ perceptions of children’s Kindergarten readiness in Slovakia. International Journal of School & Educational Psychology, 9(2), 148-157. https://tinyurl.com/58bx2t5f
  81. Stites, M. L., Sonneschein, S., & Galczyk, S. H. (2021). Preschool parents’ views of distance learning during COVID-19. Early Education and Development, 32(7), 923-939. https://tinyurl.com/3sam7ubr
  82. Su, H., Liu, Y., & Wang, L. (2022). The Impact of Length of Service on Kindergarten Teachers' Relationships. Early Childhood Education Journal, 50(3), 201-215. https://tinyurl.com/mpbbh4wt
  83. Su, J., Davy Tsz, K. N., Yang, W., & Li, H. (2022). Global trends in the research on early childhood education during the COVID-19 pandemic: A bibliometric analysis. Education Sciences, 12(5), 331. doi:https://doi.org/10.3390/educsci12050331
  84. Sun, H., Toh, W., & Steinkrauss, R. (2020). Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of singapore. Applied Psycholinguistics, 41(2), 427-456. doi:https://doi.org/10.1017/S0142716420000053
  85. Vaiopoulou, J., Smith, A., & Johnson, T. (2021). Career Choices and Age Distribution of Teachers. Journal of Education and Employment, 32(4), 245-259. https://tinyurl.com/mnpbc293
  86. Vasiljević-Prodanović, D., Krneta, Ž., & Markov, Z. (2023). Cooperation between Preschool Teachers and Parents from the Perspective of the Developmental Status of the Child. International Journal of Disability, Development and Education, 70(5), 688-704. https://tinyurl.com/47jenmfv
  87. Vega V., Osman Y., Katz B., Giordano K. (2018). Hidden expectations: Do teachers use expressive language ability as a proxy for overall development? Early Child Development and Care, 190(11), 1–9. https://doi.org/10.1080/03004430.2018.1546176
  88. Vergara, D., Antón-Sancho, Á., Juan-José Maldonado, & Nieto-Sobrino, M. (2022). Impact of using facemasks on literacy learning: The perception of early childhood education teachers. European Journal of Investigation in Health, Psychology and Education, 12(6), 639. doi:https://doi.org/10.3390/ejihpe12060048
  89. Wallace, M. P., & Leong, E. I. L. (2020). Exploring language learning motivation among primary EFL learners. Journal of Language Teaching and Research, 11(2), 221-230. https://tinyurl.com/34uyyw99
  90. Washington-Nortey, F., Johnson, L., & Smith, K. (2022). The Impact of the Covid-19 Pandemic on Kindergarten Learners' Emotional and Psychological Well-being. Journal of Early Childhood Development, 46(3), 201-215. https://tinyurl.com/bp6a9wpx
  91. Wei, Y., Wang, L., Tan, L., Li, Q., & Zhou, D. (2021). Occupational commitment of chinese kindergarten teachers during the COVID-19 pandemic: Predictions of anti-epidemic action, income reduction, and career confidence. Early Childhood Education Journal, 49(6), 1031-1045. doi:https://doi.org/10.1007/s10643-021-01232-y
  92. Yang, W., Luo, H., & Su, J. (2022). Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception. British Journal of Educational Technology, 53(6), 1486-1510. https://tinyurl.com/3ebn4t7j
  93. Zhou, Y. (2021). The effect of dialogic reading paired with multisensory learning of chinese characters and morphological awareness skills for L2 chinese young learners at hong kong kindergartens. Foreign Language Annals, 54(4), 1082-1106. doi:https://doi.org/10.1111/flan.12570
  94. Zorčič, S. (2020). Dimensions of remote learning during the covid-19 pandemic in minority language schools (the case of austrian carinthia): Treatises and documents : Journal of ethnic studies. [Razsežnosti pouka na daljavo v času pandemije covida-19 na šolah z manjšinskim jezikom (primer avstrijske Koroške)] Razprave in Gradivo : Revija Za Narodnostna Vprasanja, (85), 223-252. doi:https://doi.org/10.36144/RiG85.dec20.223-252

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic