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The five year olds tend to be concerned about being treated like babies. If they consider the songs or materials too babyish it can make them difficult to use. More mature styles are better.

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Teachers with plazas have more job security. They probably know which classes they will be teaching in the following years, so they can make more long term plans and are more likely to be able to choose what materials to buy. Teachers without plazas can be sent to different schools and may not have been present when it was decided what materials to buy and have to adapt to whatever the school tells them to do. They are under pressure to study for the exam so that they can gain a plaza. They may be younger and have less experience although not necessarily some people work without a plaza for 10+ years.

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Tese teachers might appreciate having a syllabus to follow, with the contents included in the curriculum.

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Research about more teachers going non-text after pandemic doubt.

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Research about more teachers going non-text after pandemic doubt.

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In the meeting it was mentioned that more teachers were going non-text after the pandemic.
Do we have research to suggest this is a permanent change? Have we asked what teachers intend to do next year?
I wonder because many of the teachers I know decided to go without textbooks this year, due to uncertainty about whether schools would remain open due to the pandemic and also because they had not finished the textbooks from the previous year. They intend to return to text books in September though.

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(The ages are a bit confusing because the students are organised by year of birth, not following the school year. So the youngest students those born September- December start at 2 years old and turn 3 during the year, but those born January-August begin school aged 3 and turn 4 during the year. )

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Most students should be able to trace and copy words. They can write words from memory if they have been exposed to them enough.

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The teachers do need a book/worksheets for some activities to help the students develop pre-writing skills.
E.g.
- Tracing lines/ Following a path (To develop hand-eye coordination.) There is a sequence that teachers follow starting with straight lines and progressing on to shapes.
- Visual discrimination tasks, For example, circle the picture that is different. Matching pictures to shadows.

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motor skills can handle some writing, eg letters, lines and tracing

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motor skills can handle some writing, eg letters, lines and tracing

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can engage in group work, but also like to work alone.

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can engage in group work, but also like to work alone.

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play-based learning methodology most appropriate. Focus on oral skills and communication.

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play-based learning methodology most appropriate. Focus on oral skills and communication.

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motor skills are varied. Stickers and pop outs may be difficult to handle successfully. 

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motor skills are varied. Stickers and pop outs may be difficult to handle successfully. 

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Class book format is not practical for this age group.

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Class book format is not practical for this age group.

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Teachers and institutions choose, and buy books to sell to parents. (Buy with discount)

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Teachers and institutions choose. Parents buy.

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Teachers / institutions choose the coursebook. Parents buy it. All teachers resources supplied for free.

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Teachers /institutions chose the coursebook. Parents buy it. All teachers resources supplied for free.

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I think another important difference between teachers is that some like to use digital resources but I think there is a growing group of teachers who are reluctant to use digital resources for ideological reasons (they think students get too much screen time and so want to avoid it at school, inspired by Montessori methodology)

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I think one of the main differences between teachers in infantil is that some teachers prefer to have the whole class doing the activities at the same time. Some teachers prefer to divide the class into groups and have different groups doing different things at the same time.
The whole class teachers need resources that the students can do independently, and probably get through more worksheets and have a more traditional teaching style.
The teachers that divide the class into groups tend to interact more with the students while they are doing worksheets.
I think you can find both types of teachers in state and private schools.

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Maestra magazine used my many teachers as a resource.

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Maestra magazine used my many teachers as a resource.

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not interested in writing activities or too much colouring

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not interested in writing activities or too much colouring

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Interested in preparing students for bilingualism, ie reading/writing in P5

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Interested in preparing students for bilingualism, ie reading/writing in P5

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Resources for p3 (age 2-3) should be different. Class Book format is not practical. Children have different abilities aged 2-3

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Resources for p3 (age 2-3) should be different. Class Book format is not practical. Children have different abilities aged 2-3

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Find using a course book too difficult to finish.

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Find using a course book too difficult to finish.

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Supplement course resources with additional material, daily routines in English, sometimes teach up to half the day in English.

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Supplement course resources with additional material, daily routines in English, sometimes teach up to half the day in English.

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Preparing students for bilingualism in primary, demonstrating good English level to parents.

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Preparing students for bilingualism in primary, demonstrating good English level to parents.

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Peparing students for bilingualism in primary, demonstrating good English level to parents.

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Peparing students for bilingualism in primary, demonstrating good English level to parents.

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if the teacher is the specialist then motivated to get children communicating, if teacher is the tutor, they just want to finish the course book.

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if the teacher is the specialist then motivated to get children communicating, if teacher is the tutor, they just want to finish the course book.

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If the teacher is the specialist then motivated to get children communicating, if teacher is the tutor, they just want to finish the course book.

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If the teacher is the specialist then motivated to get children communicating, if teacher is the tutor, they just want to finish the course book.

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If they are the driver then they want to prove that students learn more without a text book.

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If they are the driver then they want to prove that students learn more without a text book.

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If non text has been imposed then low motivation and tendency to use photocopies, plus publishers material

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If non text has been imposed then low motivation and tendency to use photocopies, plus publishers material