Journal articles: 'Education, Elementary Elementary school teachers Educational innovations' – Grafiati (2024)

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Multicultural education is still very foreign to elementary school teachers and students. Need innovation in introducing multicultural education to elementary school students through educational story book. The aims of this study are: 1) developing educational story book based on tolerance character, 2) knowing the feasibility of the educational story book based on experts’ judgment, 3) knowing the responses of teachers and students after using educational story book. The development procedure adopted Borg and Gall model. Data collection techniques were questionnaires and interviews. Data analysis techniques was descriptive statistics and qualitative analysis of interactive model. Small group trial subject used six students in the 5th grade of Wirosaban Elementary School. While the large group trial used 20 students in the 5th grade of Pakel Elementary School. The results of the study are educational story book with the title "Berbeda tapi Sama (Divers but the Same)". The mean score of the experts’ assessment are from the learning material is 86,53, language expert is 87,5, and media expert is 88,33. The teacher response in the small group trial is 98,33 and the students’ response is 99,58. The teacher's response in the large group trial is 81,66 and the students response is 97,87. All assessments from experts, teachers, and students are in a very good category. It can be concluded that educational story book with the title "Berbeda tapi Sama " is very feasible to be used to introduce multicultural education in elementary school students.

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In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation scale-up grant from the U.S. Department of Education. To examine the effectiveness of TFA elementary school teachers in the second year of the scale-up, we recruited thirty-six schools from ten states and randomly assigned students in participating schools to a class taught by a TFA teacher or a class taught by a comparison teacher. We then gathered data on student achievement and surveyed teachers on their educational background, preparation for teaching, and teaching experience. The TFA teachers in the study schools had substantially less teaching experience than comparison teachers but were more likely to have graduated from a selective college. Overall, TFA and comparison teachers in the study were similarly effective in teaching both reading and math. TFA teachers in early elementary classrooms (grades 2 and below), however, were more effective than comparison teachers: TFA teachers in prekindergarten through grade 2 had a positive, statistically significant effect of 0.12 standard deviations on students’ reading achievement, and TFA teachers in grades 1 and 2 had a positive, marginally significant effect of 0.16 standard deviations on student math achievement.

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A principal has an important role in improving teacher’s competence. This qualitative research with a case study approach aimed to reveal school principal’s role in increasing teacher pedagogical and professional competence in Muhammadiyah elementary school of Macanan, Sleman and Muhammadiyah elementary school of Al-Mujahidin, Gunungkidul. The research subject was the school principal and teachers. Data were collected through observation, interview, and documentation, then were analyzed using the stages of data collection, data reduction, data representation, and conclusion drawing. The results show that the role of the school principal in increasing teacher pedagogical and professional competence was as a manager, leader, and innovator. As a manager, the school principal planned the program by detailing educators need and education staff, planning curriculum, and planning a policy for ad-ding the subject of guidance and counselling. As a leader, the school principal set the targets regarding class management and arranged a briefing, while as an innovator, the school principal emphasized the importance of innovation of information technology-based learning and class management. The three roles of the school principal impacted on teacher competence in conducting fun and meaningful learning, class management, the use of information technology in learning, the mastery of the material and student development. This research finding recommends Indonesia’s educational stakeholders to formulate the teacher’s competence development program.

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Improving the level of primary school class management can effectively adapt to the development of modern basic education in China; as an efficient means of class management, educational incentives are effective for students’ academic progress, teacher professionalism, class management efficiency, friendly teacher-student relationship, and school innovation and development. There’s important meaning. Through the analysis of the current situation of the application of educational incentive mechanism in elementary school class management, in view of the problems of teachers who have not fully mastered the incentive mechanism, the incentive strategy does not meet the needs of students and the single incentive model, etc. It is proposed that re-education improves teachers’ comprehensive ability in class management, teaching students in accordance with their aptitude to strengthen communication between teachers and students, changing the way of thinking to promote the diversification of incentive methods.

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Digital and cloud-oriented technologies gained extremely powerful traction, Big Data and Web technologies are widely used, artificial intelligence is becoming popular as well as the Internet of things, smartphones and other devices have become an integral part of living in civilized society. Prompt digitalization predetermined the situation when learning is conducted spontaneously and informally. In today's realities educational process has to transform quickly and support gaining digital competence by all the participants. It is essential to follow the rules of secure and effective interaction with digital content, form media culture and media information literacy. To overcome challenges that appear in digital era it is necessary to provide high quality preparation of future teachers, that is why our aim was to research and analyze peculiarities of educational process of higher educational institutions of countries which have got significant gains in the field of creation and dissemination of the most modern IT technologies. The article analyzes the educational process of preparation of future elementary school teachers in East Asian countries, namely: South Korea, Japan, China (describes the levels of preparation in the higher education institution (HEI), specifies the peculiarities of the educational program and lists the educational goals that a future elementary teacher should achieve). It provides information on a study initiated and conducted by theThe Republic of Korean Research Foundation and outlines basic ideas for SMART education in understanding South Korean counterparts. Found out how future primary school teachers inThe Republic of Korea are trained in six core subjects with a combination of digital literacy to be taught in junior high. The vector of Japan's higher education reform is presented, which aims at developing conceptually new approaches to the organization of the educational space with a combination of classical pedagogy and IT, as well as information on the certification features of future and current teachers. The article focuses on educational innovations (interaction between IT and education), outlined by President Xi Jinping. The list of qualities that a Chinese teacher should possess in the 21st century is given.

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Developing the connection between biology and mathematics is one of the most important ways to shift the paradigms of both established science disciplines. However, adding some mathematic content to biology or biology content to mathematics is not enough but must be accompanied by development of suitable pedagogical models. I propose a model of pedagogical mathematical biological content knowledge as a feasible starting point for connecting biology and mathematics in schools and universities. The process of connecting these disciplines should start as early as possible in the educational process, in order to produce prepared minds that will be able to combine both disciplines at graduate and postgraduate levels of study. Because teachers are a crucial factor in introducing innovations in education, the first step toward such a goal should be the education of prospective and practicing elementary and secondary school teachers.

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This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing the innovation and a subsequent cross-case analysis were undertaken to illuminate: 1) the reasons why teachers chose to implement the innovation in their classrooms; 2) the core challenges and tensions of implementing this innovation; 3) the supports necessary to successfully implement the innovation; and 4) the adaptation that the innovation underwent in the course of its implementation. The results of this study indicated that teachers implemented QA because of its alignment with their existing curricular goals, its flexible adaptivity, and its emphasis on social commitments. Findings also indicated that teachers persisted in using QA because the students enjoyed it and were enthusiastic for its continued use. Core challenges and tensions in the implementation included security concerns related to QA's use of web-based communication features, providing appropriate technical and social support for implementation, and balancing the innovation's intended use and its actual use.

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Policy makers increasingly include provisions aimed at fostering professional community as part of reform initiatives. Yet little is known about the impact of policy on teachers’ professional relations in schools. Drawing theoretically from social capital theory and methodologically from qualitative social network analysis, this article explores how district policies influence teachers’ social networks in eight elementary schools in two districts involved in the scale-up of mathematics curriculum. It is argued that policy affects whom teachers seek out for discussion of mathematics instruction but that differences in policy provisions lead to variations in the nature and quality of interactions. Furthermore, school leaders mediate district policy, thereby influencing these patterns of interaction. By uncovering the dynamics by which policy influences teachers’ social networks, this article contributes to understandings of the factors that foster the development of social capital. It also uncovers opportunities for intervention for those designing policy initiatives to support implementation of instructional innovations.

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Modern primary school teachers must implement training, development, and education based on knowledge of the individual characteristics of the younger pupil, be able to manage the process of the schoolchild’s constant change and ensure his ascent to a higher level of development, carry out the scientific-pedagogical search, solving the problems of the child's personality formation on a scientific basis. The relevance of this research is determined by the fact that it considers the problem of mastering communication skills as an integral part of speech communication skills, which is a necessary condition for successful social adaptation of the trainee. This article discusses the issue of determining the theoretical knowledge level of future primary school teachers for the formation of communication skills of younger learners. For this research, a research experiment (2017-2018), a search experiment (2018-2019), education experiment (2019-2020) was designed. The survey of students was conducted to determine their own opinion about the formation of their knowledge, skills, and abilities. For this purpose, a survey was conducted with 152 students. The developed method is more likely to create information about the formation of communication skills of primary school students than the traditional method of future teachers. Keywords: communication, skill, ability, skill set, competence, difficulty, contact information, future teachers

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[Title: Electronic Learning Innovations and 21st Century Teacher Challenges]. The development of information technology that is very rapid in this century has a very significant impact on the world of education, where, the process of transition from the age of industrialization to the age of knowledge requires every field in life to change very quickly and must be able to adapt quickly. Entering the 21st-century technological advances have entered into various aspects of life, including education. Teachers and students, lecturers and students, educators and students are required to have the ability to teach in this 21st century. A number of challenges and opportunities must be faced by students and teachers in order to survive in the age of knowledge that is coloured by the emergence of various educational innovations. One innovation that is developing quite rapidly is electronic learning (electronic learning) or e-learning. E-learning is distance learning (distance learning) that utilizes computer technology, computer networks and/or the internet. This electronic learning innovation allows learners to learn through computers in their respective places without having to physically go to attend classes/lectures in class. Therefore, educators and prospective educators in the 21st century need to be prepared to be able to adapt to the development of science and technology. Teacher Training Institute (LPTK) as an institution producing prospective educators/teachers needs to equip teachers and prospective teachers to skillfully use technology, especially ICT, because of the challenges of future teachers related to ICT. In an effort to prepare prospective teachers entering the 21st century, STKIP Weetebula as one of the LPTKs in Indonesia seeks to equip its students by including e-learning courses in the curriculum of elementary school teacher education study programs (PGSD).

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Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children’s school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers’ (ECT) PAPAC adoption drawing from Rogers’ (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.

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and administrative management in Colombian educational institutions. In the integration of ICT, academic and administrative management are determining factors for the improvement of quality in the learning-teaching process in an educational institution, it is there where the importance of a curriculum design, pedagogical practices and management lies. of classroom directed to the implementation of technological tools where creativity and innovation of students and teachers are promoted, making the school an attractive and attractive setting for education. The investigation was raised from a quantitative approach, as for the method used in the investigation the hypothetical - deductive method was used, to collect the information the survey technique was applied and three questionnaires with a Likert-type scale were developed as instruments. Pearson's correlation coefficient (α = 0.05) was used for the data analysis method. The population consisted of 185 teachers of elementary, secondary and middle school from eight educational institutions in the district of Turbo, Colombia. Concluding that there is a significant relationship between the integration of ICT and academic and administrative management in educational institutions in the district of Turbo-Antioquia, Colombia.

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Purpose – Public schools operate in a changing and dynamic environment evident in technological innovations, increased social heterogeneity and competition, all contributing to school leaders’ uncertainty. Such changes inevitably influence schools’ inner dynamic and may therefore undermine schools’ organizational health. School leaders have a crucial role in buffering these external influences and promoting schools’ organizational health. The purpose of this paper is to assess the role transformational school leaders play in mediating the relationship between perceived environmental uncertainty and schools’ organizational health in a context characterized by uncertainty and instability which follow political instability. Design/methodology/approach – The researchers administered questionnaires to 954 teachers coming from 191 randomly sampled public elementary schools in Israel. Findings – Results indicate a negative impact that perceived environmental uncertainty has on schools’ organizational health evident in the degree of academic emphasis and staff affiliation with the school, in the school’s institutional integrity, and in the principal’s ability to both secure resources for the school and demonstrate collegiality toward teachers. Findings also show that transformational school principals are able to moderate the negative impact environmental uncertainty has on schools’ organizational health. Originality/value – The findings validate the growing uncertainty characterizing the environment in which public schools operate. They further strengthen existing knowledge on the transformational leadership style in light of its unique capacity to buffer negative external influences imposed on schools and maintain their organizational health.

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In recent times, educational technologies have gained grounds in many fields of study. The use of technology to facilitate learning has increased over the past decade, but related problems in education and training are still on the surge. The aim of this study is to determine the opinions of prospective teachers about the skill levels of using and preparing the internet, computer and instructional technology according to different variables. The study was applied to the senior students studying at the classroom teaching department of a university of education faculty in Kazakhstan. Optional participation was provided.The 32 teacher-participants were asked 4 interview questions. Data were taken with a qualitative research method. The prepared questions were prepared to get the opinions of pre-service teachers studying in the classroom teaching department regarding the use of technology in educational technology, and the questions were applied by giving the final shape by the experts in their fields. The elementary school teacher candidates feel insufficient to use the internet and computer for teaching purposes. However, they stated that they are sufficient in using computers and internet search engines, they can prepare simple materials for teaching purposes and they cannot prepare multi-purpose teaching devices. Keywords: teacher candidate, technology, educational technology;

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Purpose of the study: The aim of this study to shape Indonesian people who are moral, form Indonesian people who are intelligent and rational, form innovative people who like to work hard, are optimistic and trustworthy, and have a patriot spirit. Methodology: This research was conducted using a survey method in elementary school teachers, both public and private schools, throughout the Wonogiri district. There were 25 teachers involved in this research. The instrument used was a character education questionnaire, which was adopted from 18 values in the nation's character education. The questions used consisted of four indicators, including teaching materials, the use of multimedia, character education in learning, and the integration of character education in multimedia learning. Main Findings: The results showed that multimedia learning used by teachers had not integrated the values of Pancasila. While the results of character education analysis, to show that some character values have been applied in learning. Applications of this study: The implication of the research results can be utilized for further research, in the context of strengthening character education is an educational policy whose main purpose is to implement the Nawacita of President JokoWidodo - JusufKalla in the national education system. Novelty/Originality of this study: The study of the Value of Character Education in thematic learning is one of the innovations that is being developed theoretically so that multimedia will be created that will strengthen the value of character education. Character values that have not been maximally implemented are creative values, national spirit, discipline, and an attitude of respect for achievement.

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The COVID-19 pandemic has promoted a big change in the educational sector. Suddenly, teachers, professors, and students had to migrate from presential classes to the online system without prior notice or a training course. This paper aimed to verify how the need of a rapid change to the online system in response to the impossibility of keeping the presential system due to the mandatory social distancing imposed by the COVID-19 pandemic has affected relationships and performance of teachers, professors, and students, as well as review the technologies and procedures adopted by them to innovate and achieve sustainable education. To address the empirical side of this exploratory research, the authors of this paper sent an email questionnaire to kindergarten, elementary and high school teachers in the City of Rio de Janeiro (Brazil), as well as to professors of the top 197 Brazilian universities. To address theoretical side of this exploratory research, an investigation was carried out through scientific databases. The data were analyzed with SPSS (Statistical Package for the Social Sciences), version 22.0, and with Microsoft Excel 2007. As a result, this paper showed that social isolation and transition to the online system greatly affected the work conditions of teachers and professors, as well as the learning process of students. Anyway, sustainable actions were taken to overcome these challenges. Furthermore, this paper proposed a framework that might support the development of new studies, filling the literature gap on the subject.

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Purpose – The purpose of this paper is to use an extreme case to identify and describe the nature of routines that might support processes and outcomes of data use, drawing from a framework developed by Coburn and Turner (2012a). Design/methodology/approach – The author conducted a four-month case study (Stake, 1995) of an elementary school in a large urban school district that had implemented balanced score cards. The author identified a school that had strong qualities to support data use, including leadership and information systems. Findings – Two school-level organizational routines facilitated teachers’ data use: collaborative teams and processes of inquiry. These routines stored knowledge about the types of data teachers ought to notice, and to a lesser extent, how they ought to interpret data and construct implications for practice. These routines also provided opportunities for single and double-loop learning (Argyris and Schön, 1996) and might contribute to improvements in student learning. This case provides an example of how a school negotiated external performance management pressures, and maintained their professional autonomy, focussing on internally initiated assessments. Originality/value – Relatively little research has described what organizational routines support data use among practitioners. In addition to describing two routines, this case also demonstrated the need to frame these routines as organizational routines for learning. To further develop these routines, the author drew on the notion of the knowledge-creating company (Nonaka and Takeuchi, 1995) to explain how the school used their organizational routines to share tacit knowledge (socialization), and to convert tacit knowledge to explicit knowledge (externalization), which supported instructional innovations.

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Improving the quality of Islamic boarding schools (pesantren) is strongly influenced by the quality of students (santri). Therefore, the quality management of santri must be managed properly. The purpose of this study is to determine the quality improvement of pesantren through good quality management of santri at the Pesantren Al-Iman Bulus, Gebang, Purworejo. This type of research is qualitative research with a descriptive approach. Sources of data were obtained from boarding school advisers, asatidz (Islamic teachers) council, and santri through in-depth interviews, observation, and documentation. The data analysis used in this study is an interactive analysis of Miles and Huberman. The results of this study indicate that improving the quality of pesantren is carried out through improving the quality management of santri. Improved management includes placing new students at the levels according to their abilities, improving the process by providing education in the form of learning activities from elementary to Ma'had Aly, increasing results (output) by being equipped with religious abilities and skills so that graduates can compete with graduates from other educational institutions, and increasing benefits (outcomes) by providing socialization and motivation to continue their education to a higher level. In addition, there are innovations to equip graduates so that they can provide benefits for their social life.

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Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them.

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Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. 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Aim/Purpose: This paper presented the framework for the integration of digital technologies in education, implemented in InTecEdu Program, developed by Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina (UFSC), Brazil. Background: The main objective of the model presented is to arouse interest in science and technology among adolescents. Therefore, it sought to develop STEM competencies (Science, Technology, Engineering, and Mathematics) in children and adolescents. Understanding learning in STAM areas can favor the development of professionals who can supply the demand in related sectors, especially in the scientific-technological scope. To fulfill the main objective, strategies related to students and teachers were developed. With activities aimed at students, it was hoped to promote vocations to scientific-technological careers and encourage entrepreneurship. On the other hand, the activities related to teachers aimed at training them to integrate technology into their lesson plans. Inspired by the Maker Culture, the model sought to make it possible for teachers to become the main agents in the process of integrating technology in their lesson plans, since they were in charge of building and producing their digital content and other resources to support their didactic activities. The maker movement is a technological extension of the “Do It Yourself!” culture, which encourages ordinary people to build, modify, repair, and manufacture their objects, with their own hands. The training actions were preceded by a diagnosis, inspired by the Technological Pedagogical Content Knowledge (TPACK) model, as well as the lesson plans prepared and made available by the teachers. Methodology: Methodologically, the framework’s work plan was composed of five Work Packages (WP), which include management, resource mapping, strategies related to teachers, strategies related to students, and the dissemination and exploitation of results. In the 2014-2018 period, 367 teachers participated in training activities, intending to integrate technologies into lesson plans. At the end of 2018, 27 Basic Education schools, including an indigenous and a rural school, from the public-school system, in the states of Santa Catarina, Minas Gerais, and the Rio Grande do Sul, in Brazil, using the project’s Virtual Learning Environment (VLE). In these 70 teachers, 230 classes, and 6,766 students accessed didactic content, produced by teachers, at VLE. Also, 20 laboratories were available in 26 instances, for use in practical activities in disciplines in the STEM areas. Specifically, in the STEM areas, 3,360 students from 98 classes from 9 schools had integrated the Remote Laboratories, in lesson plans in the subjects of Physics and Biology (High School), Science (Elementary School). Contribution: The main results of the application of the framework are related to the training of human resources, knowledge production, and educational innovation. About the training of human resources, we sought to contribute to the training of teachers concerning technology in education and, with that, arouse greater interest on the part of students, as well as obtain improvements in their learning from teaching methodologies supported on the use of digital technologies. On the other hand, the production of knowledge, in the program and the socialization of research, is favored by the model based on open-source resources, both in terms of software and hardware and with open educational resources. This characteristic favor and expands the potential for reapplying research and, consequently, its contribution to educational innovation. Findings: The results, about students, indicated an increase in motivation due to the creation of new teaching and learning opportunities. The fact of extending the classroom and school, through remote laboratories, to support practical activities and the use of VLE, was also pointed out as a very positive factor. On the other hand, the realization of the workshops, inspired by practices of the Maker Culture, provided an approximation of these to the skills of the real world, which will certainly favor their employability. Regarding the teachers, it is noticed the continuity and expansion in the use of technological resources in the classroom; many sought and have participated in new training actions. Recommendations for Practitioners: Provision of a repository of practices for sharing and reuse of lesson plans developed by teachers participating in the research. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Recommendation for Researchers: Technical documents, manuals, and guides for remote laboratories. Data collected in the applied questionnaires. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Impact on Society: The main results of the framework application are related to human resources formation, knowledge production, and educational innovation. Regarding the formation of human resources, we sought to contribute to the formation of teachers concerning technology in education and, about the students the creation of teaching and learning opportunities, to extend the classroom and also the school, through the remote laboratories, to support the practical activities and the use of the VLE. Future Research: The socialization and reapplication of the framework since it is based on open-source resources, both software and hardware, and with open educational resources.

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AbstractSpurred by Kilpatrick’s (1987) “Where do good problems come from?”, this study explores problem-posing triggers of experienced problem posers for mathematics competitions. Triggers are conceived as instances of noticing, where an impulse draws a poser’s attention and “triggers off” a mathematical re-action, one of the outcomes of which is a creation of a problem that gets accepted to some mathematics competition. The data were collected from 26 problem posers residing in nine countries, and who had experience in creating problems for national, regional, and international competitions. Three types of triggers emerged from the analysis: (i) Instances where the participants extracted mathematical phenomena from activities that are replete with modern elementary mathematics. These triggers were described in emotionally loaded terms that resonated with appreciation, surprise, challenge, and feeling of innovation. (ii) Cases where the participants abstracted mathematical phenomena from common everyday-life tasks in which mathematical optimization was beneficial. These situations emphasized participants’ desire to compensate for self-disappointment with an initially made decision and the value of finding a better alternative. (iii) Situations where the participants were asked to pose a problem ‘here and now’. The posers were unanimous in their dislike of such situations. They elaborated on how difficult it is to pose ‘here and now’ and highlighted the low quality of the resulting problems. The findings are situated in the body of knowledge on expert problem posing and educational literature on school students and teachers.

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Indonesia's education system is still not able to fully answer the needs and global challenges for the future. The program of equity and improvement of education quality is a prominent problem in Indonesia. Meanwhile, the number of people at the age of primary education not included in the national education system is still very high. The education environment in Indonesia is still faced with a variety of internal problems that are fundamental and complex. In addition, the Indonesian people still face a number of problems from the basic education to higher education. The quality of education in Indonesia is still far from being expected. It is different from Finland. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain its survival as a small, resource-limited nation living in extreme and less friendly conditions. The development of the nation and nation stands on the pillars of innovation-based education and research and is fully supported by all components of the nation. This paper is expected to be an inspiration for readers to improve the quality of education in Indonesia.The method used is to use a comparative method with a literature review in which the literature related to the topics of the problem is collected, grouped, analyzed and formulated to obtain the differences that are then selected for development into the education curriculum in Indonesia. From the comparative methodology, there are several findings and can be applied in the curriculum of primary schools in Indonesia such as the education system, the implemented curriculum, and the teaching innovation and teachers.

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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. Young Children, 70(1), 36–43. Maxwell, L., Mitchell, M., and Evans, G. (2008). Effects of play equipment and loose parts on preschool children’s outdoor play behavior: An observational study and design intervention. Children, Youth and Environments, 18(2), 36–63. McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 055(02), 8–11. https://doi.org/10.2505/4/sc17_055_02_8 McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mishra, L. (2016). Focus Group Discussion in Qualitative Research. TechnoLearn: An International Journal of Educational Technology, 6(1), 1. https://doi.org/10.5958/2249-5223.2016.00001.2 Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. https://doi.org/10.1007/s10643-006-0108-9 Monsalvatge, L., Long, K., & DiBello, L. (2013). Turning our world of learning inside out! Dimensions of Early Childhood, 41(3), 23–30. Moomaw, S. (2012). STEM begins in the early years. School Science & Mathematics, 112(2), 57–58. Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science & Mathematics, 116(5), 237–238. Moomaw, S., & Davis, J. A. (2010). STEM Comes to Preschool. Young Cihildren, 12–18(September), 12–18. Munawar, M., Roshayanti, F., & Sugiyanti. (2019). Implementation of STEAM (Science, Technology, Engineering, Art, Mathematics)-Based Early Childhood Education Learning in Semarang City. Jurnal CERIA, 2(5), 276–285. National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy of Sciences. Nicholson, S. (1972). The Theory of Loose Parts: An important principle for design methodology. Studies in Design Education Craft & Technology, 4(2), 5–12. O.Nyumba, T., Wilson, K., Derrick, C. J., & Mukherjee, N. (2018). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9(1), 20–32. https://doi.org/10.1111/2041-210X.12860 Padilla-Diaz, M. (2015). Phenomenology in Educational Qualitative Research : Philosophy as Science or Philosophical Science ? International Journal of Educational Excellence, 1(2), 101–110. Padilla, M. J. (1990). The Science Process Skills. Research Matters - to the Science Teacher, 1(March), 1–3. Park, D. Y., Park, M. H., & Bates, A. B. (2018). Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). Educating for innovation. 1(2006), 41–48. https://doi.org/10.1016/j.tsc.2005.08.001 Sharapan, H. (2012). ERIC - From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach, Young Children, 2012-Jan. Young Children, 67(1), 36–40. Siantayani, Y. (2018). STEAM: Science-Technology-Engineering-Art-Mathematics. Semarang: SINAU Teachers Development Center. Sikder, S., & Fleer, M. (2015). Small Science : Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Science Education, 45(3), 445–464. https://doi.org/10.1007/s11165-014-9431-0 Smith-gilman, S. (2018). The Arts, Loose Parts and Conversations. Journal of the Canadian Association for Curriculum Studies, 16(1), 90–103. Sohn, B. K., Thomas, S. P., Greenberg, K. H., & Pollio, H. R. (2017). Hearing the Voices of Students and Teachers : A Phenomenological Approach to Educational Research. Qualitative Research in Education, 6(2), 121–148. https://doi.org/10.17583/qre.2017.2374 Strong-wilson, T., & Ellis, J. (2002). Children and Place : Reggio Emilia’s Environment as Third Teacher. Theory into Practice, 46(1), 40–47. Sutton, M. J. (2011). In the hand and mind: The intersection of loose parts and imagination in evocative settings for young children. Children, Youth and Environments, 21(2), 408–424. Tippett, C. D., & Milford, T. M. (2017). Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education. International Journal of Science and Mathematics Education, 15, 67–86. https://doi.org/10.1007/s10763-017-9812-8 Tippett, C., & Milford, T. (2017). STEM Resources and Materials for Engaging Learning Experiences. International Journal of Science & Mathematics Education, 15(March), 67–86. https://doi.org/10.1007/s10763-017-9812-8 Veselack, E., Miller, D., & Cain-Chang, L. (2015). Raindrops on noses and toes in the dirt: infants and toddlers in the outdoor classroom. Dimensions Educational Research Foundation. Yuksel-Arslan, P., Yildirim, S., & Robin, B. R. (2016). A phenomenological study : teachers ’ experiences of using digital storytelling in early childhood education. Educational Studies, 42(5), 427–445. https://doi.org/10.1080/03055698.2016.1195717

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It is argued that the educational process in elementary school in this period was innovative, namely: in the organization (transition to the semester education system, reducing the school year and increasing the length of the holidays; restructuring the school week, reducing the lesson’s duration to 40 minutes, the opportunity to receive primary education in the individual form of education); in teaching methods (improvement and adaptation of traditional methods to new goals and content of primary education, distribution of the game, testing the method of art projects); in the forms of educating organization (a variety of lessons on the content, structure and methods of activity, the distribution of non-standard lessons, as well as excursions and competitions, the introduction of integrated lessons; the elimination of homework in the 1st class); in monitoring and evaluation (introduction of tests; introduction of final certification at the end of the year and since 2000 - state final certification for pupils of 3 (4) classes; transition to verbal evaluation in 1st class; transfer of all students to the next class regardless of the grades, which made it possible to eliminate the phenomenon of “repetition”; since 2001 - the introduction of a 12-point assessment system; the conclusion of the assessment for the behavior of the category of "mandatory").

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The introduction of basic computer media for early childhood is very important because it is one of the skills that children need in this century. Need to support parents and teachers in developing the implementation of the use of computer technology at home or at school. This study aims to determine and understand the state of learning conducted based on technology. This research uses a qualitative approach with a case study model. This study involved 15 children and 5 parents. Data obtained through interviews (children and parents) and questionnaires for parents. The results showed that children who were introduced to and taught basic computers earlier became more skilled in learning activities. Suggestions for further research to be more in-depth both qualitatively and quantitatively explore the use of the latest technology to prepare future generations who have 21st century skills. Keywords: Parental Perspective; Computer Learning; Early childhood education References: Alkhawaldeh, M., Hyassat, M., Al-Zboon, E., & Ahmad, J. (2017). The Role of Computer Technology in Supporting Children’s Learning in Jordanian Early Years Education. Journal of Research in Childhood Education, 31(3), 419–429. https://doi.org/10.1080/02568543.2017.1319444 Ariputra. (2018). Need Assessment of Learning Inclusive Program for Students in Non-formal Early Childhood. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v1i1.6582 Atkinson, K., & Biegun, L. (2017). An Uncertain Tale: Alternative Conceptualizations of Pedagogical Leadership. Journal of Childhood Studies. Aubrey, C., & Dahl, S. (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the Early Years Foundation Stage. Early Years, 34(1), 94–108. https://doi.org/10.1080/09575146.2013.792789 Barenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal. https://doi.org/DOI: 10.1080/1350293X.2019.1651937, https://doi.org/10.1080/1350293X.2019.1651937 Bredekamp, S., & Copple, C. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Chen, R. S., & Tu, C. C. (2018). Parents’ attitudes toward the perceived usefulness of Internet-related instruction in preschools. Social Psychology of Education, 21(2), 477–495. https://doi.org/10.1007/s11218-017-9424-8 Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411–433. https://doi.org/10.1080/15391523.2002.10782359 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98. https://doi.org/10.1080/15391523.2010.10782562 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Davis, J. M. (2014). environmental education and the future. (May). https://doi.org/10.1023/A Dhieni, N., Hartati, S., & Wulan, S. (2019). Evaluation of Content Curriculum in Kindergarten. Jurnal Pendidikan Usia Dini. https://doi.org/https://doi.org/10.21009/10.21009/JPUD.131.06 Dong, C., & Newman, L. (2016). Ready, steady … pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224–237. https://doi.org/10.1080/09669760.2016.1144048 Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831. https://doi.org/10.1080/03004430.2016.1238824 Hadzigianni, M., & Margetts, K. (2014). Parents’ Beliefs and Evaluations of Young Children’s Computer Use. Australasian Journal of Early Childhood. https://doi.org/doi/pdf/10.1177/183693911403900415 Huda, M., Hehsan, A., Jasmi, K. A., Mustari, M. I., Shahrill, M., Basiron, B., & Gassama, S. K. (2017). Empowering children with adaptive technology skills: Careful engagement in the digital information age. International Electronic Journal of Elementary Education, 9(3), 693–708. Ihmeideh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. 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The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal, 23(2), 183–199. https://doi.org/10.1080/1350293X.2015.1016804 Ko, K. (2014). The Use of Technology in Early Childhood Classrooms: An Investigation of Teachers’ Attitudes. Gaziantep University Journal of Social Sciences, 13(3), 807–819. Kong, S. C. (2018). Parents’ perceptions of e-learning in school education: implications for the partnership between schools and parents. Technology, Pedagogy and Education, 27(1), 15–31. https://doi.org/10.1080/1475939X.2017.1317659 Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9–24. https://doi.org/10.1080/03054985.2011.577938 Martin, E., R. Alvarez, Pablo, D., Haya, A., Fernández‐Gaullés, Cristina, … Quintanar, H. (2018). Impact of using interactive devices in Spanish early childhoodeducation public schools. Journal of Computer Assisted Learning. McCloskey, M., Johnson, S. L., Benz, C., Thompson, D. A., Chamberlin, B., Clark, L., & Bellows, L. L. (2018). Parent Perceptions of Mobile Device Use Among Preschool-Aged Children in Rural Head Start Centers. Journal of Nutrition Education and Behavior, 50(1), 83-89.e1. https://doi.org/10.1016/j.jneb.2017.03.006 McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822 Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers’ beliefs and confidence. International Journal of Early Years Education, 23(4), 409–425. https://doi.org/10.1080/09669760.2015.1078727 Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information Communication and Society, 17(5), 594–608. https://doi.org/10.1080/1369118X.2013.808365 Paciga, K. A., Lisy, J. G., & Teale, W. H. (2013). Better Start Before Kindergarten: computer Technology, Interactive Media and the Education of Preschoolers. Asia-Pacific Journal of Research in Early Childhood Education, 85–104. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876 Plowman, L. (2015). Researching young children’s everyday uses of technology in the family home. Interacting with Computers, 27(1), 36–46. https://doi.org/10.1093/iwc/iwu031 Plowman, L., & McPake, J. (2013). Seven Myths About Young Children and Technology. Childhood Education, 89(1), 27–33. https://doi.org/10.1080/00094056.2013.757490 Sageide, B. M. (2016). Norwegian early childhood teachers’ stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. International Journal of Primary, Elementary and Early Years Education. https://doi.org/11250/2435060/955-11623-1-PB Tate, T. P., Warschauer, M., & Kim, Y. S. G. (2019). Learning to compose digitally: the effect of prior computer use and keyboard activity on NAEP writing. Reading and Writing, 32(8), 2059–2082. https://doi.org/10.1007/s11145-019-09940-z Theodotou, E. (2010). Using Computers in Early Years Education: What Are the Effects on Children’s Development? Some Suggestions Concerning Beneficial Computer Practice. Online Submission, (December). UNESCO. Rethinking Education. Towards a global common good. , (2015). Vartuli, S., Bolz, C., & Wilson, C. (2014). A Learning Combination: Coaching with CLASS and the Project Approach. Early Childhood Research & Practice Journal, 1–16. Vittrup, B., Snider, S., Rose, K. K., & Rippy, J. (2016). Parental perceptions of the role of media and technology in their young children’s lives. Journal of Early Childhood Research, 14(1), 43–54. https://doi.org/10.1177/1476718X14523749 Waal, E. D. (2019). Fundamental Movement Skills and Academic Performance of 5- to 6-Year-Old Preschoolers. Early Childhood Education Journal, 455–456. https://doi.org///doi.org/10.1007/s10643-019-00936-6 Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411–419. https://doi.org/10.1080/14703290802377307 Wolfe, S., & Flewitt, R. (2010). New technologies, new multimodal literacy practices and young children’s metacognitive development. Cambridge Journal of Education, 40(4), 387–399. https://doi.org/10.1080/0305764X.2010.526589 YurtaNılgün, Ö., & Kalburan, C. (2011). Early childhood teachers’ thoughts and practices about the use of computers in early childhood education. Early Childhood Educaiton: Yesterday, Today, and Tomorrow. Yusmawati, & Lubis, J. (2019). The Implementation of Curriculum by Using Motion Pattern. Jurnal Pendidikan Usia Dini. https://doi.org/DOI:https://doi.org/10.21009/10.21009/JPUD.131.14

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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. Studies in Educational Evaluation, 50, 53–61. https://doi.org/10.1016/j.stueduc.2016.07.002 Codreanu, T. A., Celenza, A., & Jacobs, I. (2014). Does disaster education of teenagers translate into better survival knowledge, knowledge of skills, and adaptive behavioral change? A systematic literature review. Prehospital and Disaster Medicine, 29(6), 629–642. https://doi.org/10.1017/S1049023X14001083 Delicado, A., Rowland, J., Fonseca, S., & Nunes, A. (2017). Children in Disaster Risk Reduction in Portugal : Policies , Education , and ( Non ) Participation. 246–257. https://doi.org/10.1007/s13753-017-0138-5 Demiroz, F., & Haase, T. W. (2019). The concept of resilience: a bibliometric analysis of the emergency and disaster management literature. Local Government Studies, 45(3), 308–327. https://doi.org/10.1080/03003930.2018.1541796 Efthymis, L., Michael, S., Alexia, G., Panagiotis, P., Vassiliki, A., Kate, V., & Spyros, P. (2014). Disaster Data Centre — An Innovative Educational Tool for Disaster Reduction through Education in Schools. (September), 35–40. Faber, M. H., Giuliani, L., Revez, A., Jayasena, S., Sparf, J., & Mendez, J. M. (2014). Interdisciplinary Approach to Disaster Resilience Education and Research. Procedia Economics and Finance, 18(September), 601–609. https://doi.org/10.1016/s2212- 5671(14)00981-2 Frankenberg, E., Gillespie, T., Preston, S., Sikoki, B., & Thomas, D. (2011). Mortality, the family and the Indian Ocean Tsunami. Economic Journal, 121(554), 162–182. https://doi.org/10.1111/j.1468-0297.2011.02446.x Fujioka, T., & Sakakibara, Y. (2018). School education for disaster risk reduction in Japan after the 2011 Great East Japan Earthquake and Tsunami (GEJET). Terrae Didatica, 14(3), 313– 319. https://doi.org/10.20396/td.v14i3.8653531 Guha-Sapir, D., Van Panhuis, W. G., & Lagoutte, J. (2007). Short communication: Patterns of chronic and acute diseases after natural disasters - A study from the International Committee of the Red Cross field hospital in Banda Aceh after the 2004 Indian Ocean tsunami. Tropical Medicine and International Health, 12(11), 1338–1341. https://doi.org/10.1111/j.1365- 3156.2007.01932.x Haggstrom, M. (2020). The art of read-aloud, body language and identity construction: A multimodal interactional analysis of interaction between parent, child and picture book. International Journal of Language Studies, 14(1), 117–140. Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Hamele, M., Gist, R. E., & Kissoon, N. (2019). P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003 Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N). Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660 Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group. Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025 Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29. Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO. Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290. Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007 Pyle, A., & Danniels, E. (2016). Using a picture book to gain assent in research with young children. 4430(March). https://doi.org/10.1080/03004430.2015.1100175 Raj, A., & Kasi, S. (2015). International Journal of Disaster Risk Reduction Psychosocial disaster preparedness for school children by teachers. International Journal of Disaster Risk Reduction, 12, 119–124. https://doi.org/10.1016/j.ijdrr.2014.12.007 Raynaudo, G., & Peralta, O. (2019). Children learning a concept with a book and an e-book: a comparison with matched instruction. European Journal of Psychology of Education, 34(1), 87–99. https://doi.org/10.1007/s10212-018-0370-4 Sawyer, B., Atkins-burnett, S., Sandilos, L., Hammer, C. S., Lopez, L., Blair, C., ... Hammer, C. S. (2018). Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse. Early Education and Development, 29(3), 398– 416. https://doi.org/10.1080/10409289.2017.1408373 Simco*ck, G., & Heron-delaney, M. (2016). Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003 Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166. Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar. Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

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The goals of modern education go beyond mastering cognitive skills, competencies and knowledge. An equally important result of education is the child's school well-being, his/her positive attitude towards school, learning, teachers, and his/her own potential. This study is dedicated to the exploration of internal and external predictors of well-being in Russian elementary schoolchildren (N=1006).It assesses the impact of the learning system (developmental/traditional), satisfaction with relationships with teachers, and intrinsic and extrinsic types of academic motivation on school well-being and academic self-esteem. The results of the study show that the well-being of elementary schoolchildren is based on the positive impact of intrinsic and autonomous motivation and the negative impact of external motivation based on control and demands of teachers and parents. The results also show that the child’s relationship with the teacher and perception of him/her as an interesting person, ready to help and support in the learning process, play an important role in the child’s school well-being and intrinsic motivation. The results of structural equation modeling (SEM) confirm that developmental education programs, in comparison with traditional ones, also contribute to school well-being and academic self-esteem of elementary schoolchildren. The practical significance of the study is to take into account the role of both pedagogical (the role of the teacher’s personality and the teaching system) and psychological factors (intrinsic and extrinsic motivation) in maintaining the well-being of elementary schoolchildren.

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This article provides ethnographic evidence of the ways in which undocumented students make decisions about when to share or withhold their migratory status during conversations with peers and teachers in one elementary school. It argues that an analytic focus on how and when elementary-aged students talk about migratory status during everyday school activities can deepen our understanding of the educational experiences of a population that often remains invisible to teachers and educational researchers. The findings suggest ways in which public school and university educators can foster educational equity and inclusion for undocumented students.

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Questions, connected with conduction educational reforms on the modern stage in Ukraine, are discovered in this article. Those changes are connected with desire of Ukrainian society to join European society and to sigh Association with European Union. The educational reform is implemented in primary school. The goal is to find out and analyze physical education teachers’ and primary school teachers’ opinion about implementation educational changes on the present stage in Ukraine.In due to realize such goal we applied literature sources analysis and questionnaire. The questions were answered by 100 physical education teachers and 104 primary school teachers from Lviv region. We have discovered opinion of physical education teachers and primary school teachers is common. The highest level of support got: opportunity to choose and create educational program in terms of educational standards (82% of physical education teachers, 78,9% of primary education teachers), providing different forms of elementary education (76% and 73,1% respectively), applying game methods in studying in elementary school (72% and 69,23% respectively). We have noticed difference in teachers’ attitude towards verbal evaluation of pupils during physical education lessons, progressive forms of retraining and teachers’ independent attestation. Teachers do not support 12-years studying period and implementing the inclusion.

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The article touches upon the problems of organization and semantic direction of professional education of elementary school teachers on the territory of Ukraine at the time of Russian Empire and the Soviet period. The specifics of degree education of future teachers is defined: the way of formation, development, factors, which cause their changes.The periodization of this process, created by O. Shkvyr is suggested. The role of famous people of the past time in formation and development of fundamental preparation of teachers is mentioned. For example, M. Lomonosov, who suggested to create a special pedagogical educational institution , developed and substantiated mandatory requirements towards practical activity of teachers; K. Ushynskiy , as the author of the first systems of preparation of folk school teachers , recommendations concerning organization of the teachers' seminarium activity and the content of future preparation of folk school teachers. Some aspects touch upon the experience of educational institutions, where professional preparation of teachers for elementary school took place, are also described in this article. Legislative documents and scientific- pedagogical literature, which illustrate the state and content of professional preparation of future teachers of the elementary school on different stages of the society development , are analyzed. Key words: a teacher of the elementary school, content of education, a period, professional preparation, development, formation, degree education.

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Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.

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It was argued that the following transformations took place in the organization of elementary education: transition to the four year elementary school and training of children from six years in 2001; abandoning unified education through the opening of private schools, expanding the network of author schools and educational institutions for the development of abilities and talents of junior schoolchildren, dissemination of the educational complex “kindergarten - elementary school”; increase of schools and classes with the Ukrainian language of education; creation of conditions for obtaining primary education for gifted students, children of national minorities; increase in the number of elementary school teachers with higher education; exacerbation of the problem of social protection of pupils and teachers; destruction of the educational, material and technical base of the general secondary education institutions.

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This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.

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With the increasing limited face-to-face learning methods due to the Covid-19 pandemic, there is a transformation process carried out in the education system. One of them is changing the new landscape of the education system at the primary, secondary, and higher education levels. The digital transformation of teachers and students is the impact of the learning process during the Covid-19 pandemic. This study is qualitative research that aims to determine how learning during the Covid-19 pandemic for one year at Paramount Palembang school was. The study results illustrate that the impact of the pandemic has caused adverse effects in the world of education due to the shift from conventional methods to online methods. However, the impact of this change is not always negative. Without realizing it, education has undergone a monumental transformation that forces all parties to change and be aware of the importance of technology in life, especially in education. The journey of transformation in each region as a result of the Covid-19 pandemic is undoubtedly different. The study results show that the journey of education transformation during the one-year Covid-19 pandemic at Paramount Palembang schools shows that all teachers enjoy this change and feel the benefits. The results of this study are significant to become the basis for the transformation of the education system in schools and education in general. The following policy is how all students can enjoy education transformation by integrating learning methods into online and offline learning.

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This article is based on one of the research questions in a larger study that aimed to assess the impact of the school health program at elementary schools in Punjab, Pakistan. It explores whether the school health program was helpful in enhancing teachers’ knowledge regarding major health issues among school children - anaemia, iron deficiency, malnutrition, asthma and breathing problems, and seasonal illness. The study revealed some significant findings, which are discussed with reference to the previous literature; conclusions are reached and recommendations given to improve teachers’ knowledge and skills for improving school health.

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The purpose of this inquiry was to gain insight into the influence of the three primary providers of continued professional education—educational institutions, professional associations, and employers—on teachers’ continued professional learning. Four experienced elementary school physical education teachers were selected as participants using the typical case purposeful sampling technique. Participants were asked to share their constructed perceptions regarding the providers through a series of three semistructured, open-ended interviews. Data were inductively analyzed using the constant comparative analytic strategy. The result indicated that the teachers did not perceive educational institutions, professional associations, or employers to be contributing significantly to their continued professional learning. They concluded that continued professional learning is more closely related to the teacher’s motivation and commitment levels and to the teaching realities of marginality, isolation, and monotony that influence those levels.

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The 1980s represented an important period for teaching and learning Physical Education in schools, especially considering methodological aspects and content covered. It can be recognized that changes in methodologies have instrumentalized the movement's practice, however, without highlighting aspects of a pedagogical or critical nature. In this scenario, sport is characterized as a socio-cultural practice and, in the school environment, the form of teaching must be questioned, distancing itself from the reproduction of stereotypes of high performance and alienated training. Thus, it becomes relevant to analyze the approach to sport in the regular educational context. The objective is to analyze the insertion of sport in Physical Education at School for Elementary and High School from the Curricular Proposal of the State of São Paulo. This is a quantitative and qualitative documentary study. A survey of the proportionality of the distribution of topics related to sport and other content approaches was also used. Initially, the systematic reading of the text of the Curricular Proposal of the State of São Paulo was organized. 68 themes were identified to be addressed from the EF to the EM, from the Teacher's Notebooks. Sports, dances, gymnastics, physical abilities were observed; body, health, beauty among others. Thirty themes and content directly related to sport stood out, representing 44% of the total. Sport is predominant content, despite the recognized advances in relation to previous moments, gaps were identified to subsidize the student's global development. It is suggested to propose studies that assist in the educational actions of the teacher in the area and move towards innovation in sports education at school.

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The article determines that elementary school is the first level in the process of obtaining general education for children and in their general intellectual, physical and social development. in practice, accordingly, it sets the task for professional education as well – to prepare future elementary school teacher as a social personality, capable of solving certain problems and tasks of professional activity under the conditions of mastering a system of skills and competences. The success of the pedagogical activity of an elementary school teacher implies a special preparedness in the institution of higher education – the formation of knowledge, skills and pedagogical competences aimed at the exercise of professional functions. Study of experience of foreign countries on the professional pedagogical training of elementary school teachers is an important condition for the formation of theoretical and methodological bases for optimization of the training of elementary school teachers in Ukrainian HEIs. An analysis of current approaches to the preparation of future primary school teachers in France, the United Kingdom and Japan makes it possible to highlight the trends that are characteristic of European and Japanese education, namely: training teachers in higher education, two-level education, student development taking into account socio-cultural features, forming in them the readiness for professional mobility, to study throughout their professional activity, creating conditions for internships abroad. Progressive ideas of foreign experience can be taken into account in the national practice of teacher training. Further scientific inquiries may be directed to the study of the content filling of the teacher training programs and the peculiarities of the organization of the educational process in the institutions of higher education of foreign countries. Learning and using the experience of other countries is one of the main methods of designing educational reforms in Ukraine. Using foreign experience will help to avoid many mistakes. In addition, the integration of Ukraine into the world and European educational spaces requires adaptation of national educational legislation to pan-European educational principles and practices. These include, in particular, the existence of certain standards of education and professional activity of teachers.

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Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children. Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.