Research on Preschool and Primary Education

Comparative investigation of empathy levels (TEQ) between primary education teachers and parents in the Prefecture of Drama: Theoretical implications for school-family communication

2026-01-27T14:19:00+08:00

This study conducts a comparative investigation of empathy levels between teachers and parents of primary education students in the Prefecture of Drama, considering empathy as a critical psychosocial factor for effective school-family collaboration. Data were collected using the Toronto Empathy Questionnaire (TEQ), which measures the emotional dimension of empathy. The results indicated high levels of empathy in both groups (teachers and female parents), with no statistically significant differences between them, despite the initial hypothesis that teachers would demonstrate higher empathy due to their professional training. A statistically significant correlation between gender and empathy was found only among teachers. In conclusion, the findings suggest that both parental and professional roles contribute equally to the development of emotional empathy. The study provides an empirical basis for designing joint educational interventions to enhance empathy and quality communication within the context of school-family collaboration.

Knowledge, attitudes and practices of educators and administrators on pre-primary education in Dodoma, Tanzania

2025-12-15T15:18:38+08:00

This study aims to assess the knowledge, attitudes and practices of educators and administrators regarding pre-primary education in Tanzania. Educators' knowledge, attitudes and practices is a paramount for effective instruction in the provision of pre-primary education. Although the importance of educators in promoting pre-primary education in schools is emphasized in the literature, little is known about teachers' knowledge, attitudes and practices regarding this theme in Tanzania. Early quality care and education provided to a child determine the level of the child's physical, affective and cognitive development into the future. This study is based on Bronfenbrenner's Ecological Systems Theory, which conceptualizes child development as influenced by interacting systems at multiple levels. A mixed-methods approach, incorporating both qualitative and quantitative methods, was used in this study, along with a case study design. The study included 45 participants: 20 educators (PPE teachers) and 25 administrators from ward, districts and national levels. Data were collected through descriptive surveys, interviews and classroom observation. All participants supported the promotion of early childhood education in the Dodoma region. The findings indicated that the knowledge, attitudes and practices of educators and administrators in pre-primary education were insufficient. Children's learning practices were insufficient and not age-appropriate compared to those as in other countries, and children's overall performance in socio-emotional, literacy and numeracy domains was low. Measures to improve the qualifications of pre-primary teachers and administrators are urgently needed to ensure they possess necessary knowledge, attitudes, and skills to nurture young children's potential. Based on the study's findings, which highlight that pre-primary education is a vital component of Tanzania's overall education system it is recommended that the government collaborate with educational stakeholders and development partners to strengthen professional development for both teachers and administrators. When teachers are well trained and motivated, they are more committed to their work, and the quality of learning for young children is significantly enhanced.

Lessons to be learnt? Motivations, expectations and challenges for pre-service teachers in primary initial teacher education

2025-12-15T14:21:03+08:00

Teacher retention in England remains a critical issue, with 33% of newly qualified teachers leaving the profession within five years. Since teaching effectiveness typically improves with experience, high attrition rates – and the loss of experienced staff – have significantly impacted workforce stability. Between 2020 and 2022, teacher vacancies doubled and Primary Initial Teacher Education (ITE) applications declined by an additional 10%. These trends undermine both national recruitment targets and global sustainability goals, including UNESCO's projection that 69 million new teachers will be required worldwide by 2030. Despite these challenges, some prospective teachers remain committed, particularly those with strong altruistic motivations. However, it may be that those applying to train as teachers lack a full understanding of the profession's demands. Using a mixed-methods approach, this study explores the motivations, expectations, and early challenges of Primary ITE Pre-Service Teachers (PSTs), aiming to identify how ITE programmes can better prepare candidates for the realities of teaching and promote long-term retention. The findings provide evidence-based recommendations for enhancing ITE provision to support a more sustainable teaching workforce.

Raising young children in multilingual Montreal: Chinese-Canadian parents' language choices and storybook reading style

2025-07-11T10:22:58+08:00

Despite growing research on parent-child storybook reading in bilingual contexts, little is known about the reading styles that bi- or multilingual parents, particularly immigrant parents, employ with their children, and how these practices vary depending on the language of the book. This laboratory-based observational study examined how Chinese-Canadian parents living in a multilingual environment interact with their young child to support language learning during storybook reading. Thirty parent-preschooler dyads living in Montreal, Quebec where French is the dominant language and English is also widely spoken, participated. Parents were observed sharing a storybook with their child with a Chinese book and a French or an English book, depending on parental choice. The results showed that when reading either a French or an English book, parents used significantly more dialogic talk than when reading the Chinese book. Specifically, parents asked more literal questions to assess whether their child understood the vocabulary and text or to teach vocabulary. In both conditions, parents asked few inferential and distancing questions that place higher cognitive demands on children but are important to story comprehension and foster their engagement with reading. Results also revealed that parents and children preferred to interact in Chinese even when reading a French or an English book. The findings could guide interventions with immigrant families to optimize parental support of language learning in bilingual and multilingual contexts and promote positive experiences for both parents and their child.

Evidence-based educational interventions as the solution to learning gaps caused by the COVID-19 pandemic?

2026-03-02T16:09:13+08:00

The COVID-19 pandemic had a significant impact on the cognitive and non-cognitive development of students in education. In the Netherlands, a plan was developed early to counteract the anticipated negative effects. Drawing on an in-depth literature review, this article examines how the plan was structured, implemented, and evaluated. The total budget for the plan was an unprecedented 8.5 billion euros. The core of the plan comprised a list of evidence-based interventions from which schools could select. The central question is to what extent it can be demonstrated that the plan and its interventions resulted in the same level of cognitive and non-cognitive development after the plan was completed as before the pandemic began. The results show that this goal was partially achieved, but a causal link between the plan and outcomes cannot be demonstrated. A comparison with other Western European countries indicates that this conclusion applies to all these countries.