<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Taktat Ateş, Y.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD TEACHERS’ ADOPTION OF AUGMENTED REALITY: EVIDENCE FROM A UTAUT2-BASED MODEL IN PRESCHOOL SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology acceptance</style></keyword><keyword><style  face="normal" font="default" size="100%">UTAUT2</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4771006</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Augmented reality (AR) has been increasingly recognised as a promising digital tool for enhancing inquiry-oriented science learning in early childhood settings. Nevertheless, empirical evidence remains limited regarding the factors that shape preschool teachers’ readiness to adopt AR within their educational practice. Drawing on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study examines the determinants influencing preschool teachers’ intentions to adopt AR for science education in Turkey. The sample comprised 1,020 pre-service and in-service preschool teachers who engaged in a multi-phase research process that included interaction with AR-based science scenarios, structured informational content, and completion of an adapted UTAUT2 questionnaire designed for early childhood contexts. Data were analysed using confirmatory factor analysis and structural equation modelling. The findings indicated that all seven UTAUT2 constructs exerted statistically significant effects on behavioural intention. In particular, hedonic motivation, performance expectancy, and habit emerged as the most influential predictors, suggesting that enjoyment-related and routine-oriented considerations play a central role in early childhood teaching environments characterised by play-based learning and established daily practices. Overall, the model accounted for 62% of the variance in teachers’ behavioural intention, demonstrating strong explanatory capacity and supporting the relevance of the UTAUT2 framework for early science education. By extending technology acceptance research to a previously underexplored developmental and pedagogical context, the study underscores the need for AR design, professional development, and institutional support strategies that are closely aligned with the realities of preschool teaching.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">186-206</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author><author><style face="normal" font="default" size="100%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Yi-Kai Lin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">PDCA</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">system thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1698379127.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants' perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants' perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">598-611</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yasin Ozturk</style></author><author><style face="normal" font="default" size="100%">Merve Gangal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD STUDENT TEACHING PRACTICUM IN TURKEY THROUGH EMERGENCY REMOTE TEACHING DURING THE COVID-19 PANDEMIC </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">emergency remote teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1657803516.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Turkish early childhood pre-service teachers had to follow their student teaching practicum courses through emergency remote teaching on the online platform available to them during COVID-19 pandemic like in most countries. The pre-service teachers were experimenting with this new form of student teaching practicum by building up new knowledge and experiences without being present in the school context and having no interaction with the children. This study aims to analyse early childhood education pre-service teachers' experiences of emergency remote teaching (ERT) during COVID-19 Pandemic in Turkey and explore how these experiences shape their professional development to meet the quality standards and preschool teacher competencies. Doing a content analysis of the codes through a qualitative data analysis software program (NVivo 12) and making a constant comparison between codes and categories, three themes as a result of this study after doing a content analysis of the data, have emerged: (1) Early childhood education pre-service teachers’ practices in ERT supported only certain competencies. (2) With its natural structure of distance education, ERT restrained pre-service teachers' field experiences to enable them to gain the necessary competencies and qualifications for early childhood education (3) the pre-service teachers perceived ERT as insufficient for their placement experiences. There is a need for a regulation on how the practice in teacher education should be done in ERT since pre-service teachers' field placements have a crucial role in their training and there is a missing gap for practice during distance education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">438-455</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yumiko Takagi</style></author><author><style face="normal" font="default" size="100%">Paul Batten</style></author><author><style face="normal" font="default" size="100%">Karen Rattenborg</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">childcare</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative exchange</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">international collaboration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612881000.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">International collaborative research has great value in helping each of the participant’s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements.
 As the trend in Japan towards nuclear families continues in tandem with Japan’s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan’s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving.
This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research.
</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1126-1136</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mª del Carmen Pegalajar Palomino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational inclusion</style></keyword><keyword><style  face="normal" font="default" size="100%">future teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">information and communication technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1529089863.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">76</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">380-392</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rita Maria de Souza Couto</style></author><author><style face="normal" font="default" size="100%">Roberta G. R. Portas</style></author><author><style face="normal" font="default" size="100%">Flavia Nizia F. Ribeiro</style></author><author><style face="normal" font="default" size="100%">Maria A. C. Mamede-Neves</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGN OF DIDACTIC MATERIAL FOR TEACHING AND LEARNING SITUATIONS: THE CASE OF SÃO TOMÉ AND PRÍNCIPE, AFRICA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">design in partnership</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">education design</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching materials</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1227392</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">74</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Much of the didactic material of São Tomé and Príncipe for teaching and learning situations for early childhood education is not guided by interdisciplinary dialogue between design and education suitable to the country’s context. A proposal is presented for a system of objects that support the early childhood education curriculum, designed to be used as a guide and supporting material for preschool teachers of São Tomé and Principe and illustrates the various ways in which design can contribute to teaching-learning processes, strengthening knowledge building through the development of artefacts, environments, and education systems. This material is one of the outcomes of the project developed by the Interdisciplinary Education Design Lab¬ (LIDE), from PUC-Rio, Brazil, using the Design in Partnership methodology for the development of curriculum content for early childhood education. The project is being developed by researchers at LIDE/PUC-Rio, the Ministry of Education, Culture and Science of the Republic of São Tomé and Príncipe, Africa, and UNICEF, and has other spheres of action, including the development of early childhood education curriculum content, ongoing teacher and assistant training courses, the recycling course offering for educators and assistants, the teaching materials project, and the redesign of physical spaces in kindergartens. This material contributes to the application of the curriculum under development.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">16-30</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Evelise Maria  Labatut Portilho</style></author><author><style face="normal" font="default" size="100%">Kátia  Beltrami</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION INSTRUMENT OF STYLES OF LEARNING FOR SMALL CHILDREN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning styles</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=971788</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">38</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In order to identify the students’ Learning Style of Early Childhood Education, it has been prepared the Portilho / Beltrami Children’s Learning Styles Inventory which presents 12 learning situations, including the four styles: active, reflective, theoretical and pragmatic. The development of this instrument was based on Alonso’s theory (1994) on Learning Styles. The learning situations contain sentences and images with different ethnicities, cultures and genres. For the trust and validation process, the instrument was initially used on 28 children from a private school. The analysis method called test-retest was used and the collaboration from teachers and researchers experts in the learning field. The learning situations reproducibility was assessed with an estimated Kappa’s coefficient and observing its statistical significance at a 5% level. The second stage of the research comprised seventy-six students aged from five to six years old from a private school and a public city school in Curitiba/PR. The results obtained after the implementation of the Portilho/Beltrami Inventory found that the predominant Learning Style for children aged five and six years old is reflective, both in the private and public city schools. There is no significant difference between the students’ gender and age.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">61-70</style></section></record></records></xml>