An Analysis Of A First-Year Kindergarten Teacher's Perceptions And Implementation Of Various Skills Programs For An Online Kindergarten

Abstract

This study employs a quantitative approach to examine the ways in which a first-year online kindergarten instructor plans lessons using several literacies. Through surveys and assessments of lesson plans, data was collected using a quantitative method approach, with a focus on digital, visual, and critical literacies. Over the course of a semester, thirty online kindergarten classes were evaluated for literacy components and instructional approaches. Statistical research revealed that instructors' conceptual understanding was significantly related to the frequency with which they employed activities requiring various literacies. Class participation assessments showed a 25% improvement when compared traditional techniques to those that included many literacies. Based on the findings, it is essential to help first-year teachers have a solid understanding of various literacies, particularly in digital settings. It seems that the teacher's theoretical knowledge is at odds with their inconsistent practical application. These results stress the necessity for specialized training programs that provide first-year educators with resources to design engaging online courses. This study contributes to the ongoing discussion on early childhood education by bringing attention to the importance of various literacies in planning effective online learning environments. The best way to help first-year teachers with professional development and curriculum construction is to conduct future research with larger samples and a wider range of scenarios.