Sample records for child preschool

  1. Play of a Preschool Child




    Bachelor's thesis deals with the problems in the life of a pre -school child. The theoretical part is based on the general views and attitudes, supported by professional literature, which relate to the characteristics of the game, its importance and the diagnostic and educational opportunities. There is the part of the development characteristics of preschool age in terms of games and toys too. The research (practical) part finds out the perception of the game of pre- school child by a teache...

  2. Child Development: Preschool Children. (United States)

    Chiam, Heng Keng, Ed.

    This book reports some of the results of an extensive study of the physical, cognitive, language, social, and emotional development of Malaysian children. Chapter 1 of the book describes the demographics of the sample. Subjects were 3,099 preschool children in the state of Selangor and the federal district of Kuala Lumpur, Malaysia. Data is…

  3. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    Earlier research suggests that children's development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children's cognitive and language development at the age of 15. The analysis is based on class...... survey and a 2007 PISA Copenhagen survey. We use administrative registries to generate indicators such as child-staff ratios, child-pedagogues ratios, and the share of male staff and of staff with non-Danish origins. Furthermore, we use information on the average levels of educational attainments...

  4. Maternal and Child Predictors of Preschool Children's Social Competence (United States)

    Diener, Marissa L.; Kim, Do-Yeong


    The present study examined child and maternal predictors of children's social competence in preschool. One hundred ten mothers and their preschool-aged children participated. Mothers completed parent reports of child temperament and self-regulation, and self-reports of maternal separation anxiety. Mothers' interactional style was coded from…

  5. Remediating Child Poverty via Preschool: Exploring Practitioners' Perspectives in England (United States)

    Simpson, Donald


    Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families…

  6. Suspected Child Maltreatment: Preschool Staff in a Conflict of Loyalty


    Svensson, Birgitta; Janson, Staffan


    Objective: To investigate the actions of Swedish preschool staff when suspecting the maltreatment of children in their domestic environment, and the staff’s further experiences and relations to the family members. Methods A questionnaire in 2005 to the staff of 189 child groups in community preschools, including 3,100 children. Results: A report to Child Protective Agency (CPA) was submitted in 30% of the cases where maltreatment was suspected. The staff’s decisions as well as their working s...

  7. Use of communication matrix in preschool child with cerebral palsy


    Makovec, Manuela


    Speech or language impairment in child development affects already the pre-schoolers. No matter what the cause for speech or language impairment is, it will definitely also effect on the other areas of the child development. In order to help a child improve in communication, we need precise and authentic evaluation of his/her communication skills. When we integrate a child with speech or language impairment into nursery school, the teacher becomes the person who will encourage and evaluate ch...

  8. Child and Parent Characteristics, Parental Expectations, and Child Behaviours Related to Preschool Children's Interest in Literacy (United States)

    Baroody, Alison E.; Dobbs-Oates, Jennifer


    The current study examined the relations between children's literacy interest and parent and child characteristics (i.e. parents' education level and child's gender), parental expectations of their child's school attainment and achievement and the child's positive and problem behaviours. Participants were 61 preschoolers from predominately…

  9. Preschool Child Care and Parents' Use of Physical Discipline (United States)

    Magnuson, Katherine A.; Waldfogel, Jane


    Parenting practices, including the use of physical discipline, are shaped by multiple influences. Although much research focuses on how parent, child, and dyadic characteristics shape parenting practices, extra-familial resources may also play a role. This paper focuses on how children's experiences of child care during the preschool years may…

  10. Child Sustained Attention in Preschool-Age Children (United States)

    DiCarlo, Cynthia F.; Baumgartner, Jennifer J.; Ota, Carrie; Geary, Kelly


    This study examined the mean duration of child attention across three teaching conditions (child choice, adult choice, or adult presentation) of 63 preschool-age children. A repeated-measures ANOVA was used to compare the means across the three teaching conditions, indicating a statistically significant difference between the teaching conditions.…

  11. Child, home and institutional predictors of preschool vocabulary growth

    NARCIS (Netherlands)

    Druten-Frietman, L.J.G.; Denessen, E.J.P.G.; Gijsel, M.A.R.; Verhoeven, L.T.W.


    This study examines vocabulary growth and stability over time in 385 young children (two to four years of age) who attended a preschool. The relation between child, family, and institutional factors (i.c gender, age, socioeconomic status (SES), family background (native/non-native), teacher educatio

  12. Pre-school child and natural number


    Kaslová, Michaela


    International audience This work represents a part of a longitudinal research project realised in Czech kindergartens during last 15 years. We analysed data obtained from 580 children 5 to 6 years of age, 6–7 months before they began primary school. The research was focused on the natural number in different roles and situations. The variability of chil-dren´s reactions is presented and a particular deficiency in the preschool curriculum is described. The results can help elementary school...

  13. Sociocultural approach to assessment of child development and learning in preschool education


    Rutar, Sonja


    Assessment is integral to preschool curriculum. Within contemporary preschool pedagogy, the assessment of child development and learning, which represents a basis for curriculum planning, is considered one of preschool standards of quality. In this paper, we present the difference between scientific observation which is based on developmental psychology, and the pedagogical assessment of child development and learning. We outline the purpose of assessing child development and learning in earl...

  14. The family and pre-school collaboration role for the child's preparation to school


    Jankovska, Jekaterina; Prudņikova, Ilga


    The child's preparation for school is a period of laying the foundations for a child's future social inclusion. Children's preparation for school is as important a problem as the child's comprehensive development of pre-school age. Preparation for school is a continuous process that starts from the arrival of the child's pre-school and continues until the transition for school. Preparation for school is a socialization process that is child self-determination in the new social environment bas...



    Liduma, Anna


    The theoretical substantiation of the scientific article develops from the notion of fantasy by philosopher P. Dāle, the activity theory by A. Špona, the theory of five minds for future by H. Gardner, the three creativity aspects by R. Bebre. The essence of creativity structure components, human creativity holistic development, possibilities for creativity  development stimulation at the sensitive preschool period have been established. The empirical research discovered that the child through...

  16. Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

    DEFF Research Database (Denmark)

    Jensen, Bente; Jensen, Peter; Rasmussen, Astrid Würtz

    From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ......), especially for socially disadvantaged children. The intervention preschools received extra training of the preschool teachers, whereas control preschools did not receive any training. The results show improvements in several subscales of the SDQ scale. However, the intervention proves less beneficial...... for socially disadvantaged children, in particular as a consequence of unfavorable preschool characteristics....

  17. Mother-Child Story Book Interactions: Literacy Orientation of Pre-Schoolers with Hearing Impairment (United States)

    Kaderavek, Joan N.; Pakulski, Lori A.


    The current study explored literacy interest or orientation of pre-school children with hearing impairment during mother-child story book interactions. Twelve pre-schoolers with varying types and levels of hearing impairment were observed during mother-child home book reading and toy play. Story books included both narrative and manipulative book…

  18. Preschool Success: Everything You Need to Know to Help Your Child Learn (United States)

    James, Amy


    This Knowledge Essentials book shows parents how to enrich their child's first classroom experience and take an active role in preschool education. This book includes advice and offers information about: (1) What a child is learning at school and the educational standards to expect in preschool-level reading and writing readiness, math, science,…

  19. Views and experiences of educator on aggressive behavior of preschool child


    Horvat, Nina


    In the first part of my diploma I present terminology and definition of aggression and different theories of aggression. I concentrated on aggressive behavior in preschool child and reactions of educator when they have a child with aggressive behavior problems. In the second part I present and analyze interviews of ten preschool educators of Vrtec Antona Medveda Kamnik. I explored their views on aggressive behavior in preschool years with individual interviews. The research showed that...

  20. Parent-child interactions: contributions to the development of social competence in preschoolers.


    Phillips-Hing, Christine Dawn


    Sixty families with their eldest child, aged 3 or 4 years, participated in this study of parent-child interactions and the development of social competency. Mother-child and father-child dyads were observed for 10 minutes each, completing either a gross motor or fine motor semi-structured laboratory construction task. Parental directiveness and scaffolding were coded and measures of child temperament, child receptive language, and child social competency in preschool were obtained. As expecte...

  1. Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices (United States)

    Sak, Ramazan; Erden, Feyza Tantekin; Morrison, George S.


    This study analyses the beliefs and self-reported practices of preschool teachers with regard to the concept of child-centred education, as well as the consistency between these beliefs and practices. Data were collected via interviews with 20 female teachers employed in public preschools in Ankara, Turkey. The results indicated that the…

  2. A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression (United States)

    Pochtar, Randi; Del Vecchio, Tamara


    The associations among preschool teachers' attributions about child responsibility, intentionality, knowledge, and the seriousness of hypothetical displays of children's aggressive behavior are examined in United States ("N"?=?82) and Vietnamese ("N"?=?91) preschool teachers. The results suggest cross-cultural…

  3. Maternal Socialization and Child Temperament as Predictors of Emotion Regulation in Turkish Preschoolers (United States)

    Yagmurlu, Bilge; Altan, Ozge


    This study investigated the role of maternal socialization and temperament in Turkish preschool children's emotion regulation. Participants consisted of 145 preschoolers (79 boys, 69 girls; M[subscript age]= 62 months), their mothers, and daycare teachers from middle-high socioeconomic suburbs of Istanbul. Maternal child-rearing practices and…

  4. An investigation of preschool teachers' recognition of possible child abuse and neglect in Izmir, Turkey. (United States)

    Karadag, Sevinç Çırak; Sönmez, Sibel; Dereobalı, Nilay


    Child abuse and neglect have a potentially deleterious impact on children's physical, social, and psychological development. Preschool teachers may play a crucial role in the protection, early detection, and the intervention of child abuse and neglect, as they have the opportunity to establish a close contact with the families and to observe day-to-day changes in pupils' behavior. The main purpose of this study is to investigate preschool teachers' experiences and characteristics in relation to their awareness of possible child abuse and neglect signs. A questionnaire survey was designed and administered to 197 preschool teachers who work for the public preschools in the Izmir province of Turkey. In addition to the questionnaire items, a 34-item Likert-type scale measuring the level of familiarity with possible signs of child abuse and neglect was developed. This scale had an internal consistency of 0.94. The results revealed that 10.65% of preschool teachers had training regarding violence against children and 2.03% of them had training in child abuse and neglect. Overall, 35% of all teachers reported that they had prior experience with pupils who were exposed to child abuse and neglect. Moreover, statistical analyses indicated that being a parent and having training in child abuse and neglect, having experience with maltreated children, and having higher job status were significant factors in preschool teachers' ability to recognize the possible signs of child abuse and neglect. Our results support that teacher training in child abuse and neglect can play an important role in preschool teachers' awareness of the possible signs of child abuse and neglect. PMID:24928252

  5. Mother and preschool teacher as assessors of the child's language competence

    Directory of Open Access Journals (Sweden)

    Urška Fekonja Peklaj


    Full Text Available Many researchers include child's parents as assessors of his/her language development as the results of many studies suggest their assessments to be valid and reliable measures of child's language competence. In the longitudinal study, presented in this paper, we examined whether child's mother and his/her preschool teacher can provide a valid estimation of child's language development. The sample included 80 Slovenian children from different preschool institutions, aged 3;1 years at first and 4;1 years at second assessment. Children's language competence was assessed individually, directly by the testators using Language Development Scale and Storytelling Test and indirectly by mothers and preschool teachers using the Child's Language Competence Questionnaire for Parents and Preschool Teachers. The achieved results showed that the estimates given by mothers and preschool teachers represent valid measures of child's language competence but not stable in time. The estimations given by mothers and preschool teachers explain a small share in variability of children's achievements on the Language Development Scale and Storytelling Test.

  6. Child temperament and maternal predictors of preschool children's eating and body mass index. A prospective study. (United States)

    Bergmeier, Heidi; Skouteris, Helen; Horwood, Sharon; Hooley, Merrilyn; Richardson, Ben


    Research has previously identified relationships between child temperament and BMI during childhood. However, few studies have addressed the broader implications of child temperament on the development of obesogenic risk factors, such as maternal feeding, child eating and body mass index (BMI) of pre-schoolers. Hence, the current study evaluated cross-sectional and prospective associations between child temperament, maternal feeding, maternal parenting styles, mother-child interaction, preschoolers' eating behaviours and BMI. Child irritability, cooperation-manageability and easy-difficult temperaments, mother-child dysfunctional interaction, maternal pressure to eat and restriction were significantly cross-sectionally associated with child eating behaviours. Child enjoyment of food was significantly associated with child BMI. Child easy-difficult temperament and mother-child dysfunctional interaction predicted child eating behaviours longitudinally and baseline child BMI measures predicted child BMI longitudinally. Average maternal ratings of child temperament were relatively neutral, potentially explaining why most associations were not robust longitudinally. Future research should include a sample of greater socio-economic and BMI diversity as well as objective measures of child temperament, diet composition, maternal feeding practices, and mother-child interaction. PMID:24345325

  7. Pedagogical Evaluation of Child of Pre-school Age from the Point of View of Individualization


    VAVERKOVÁ, Helena


    ABSTRACT This bachelor{\\crq}s thesis will aim to describe specific ways to diagnose child behaviour for a individual child.This means that there will be a description of ways how and what to observe, analyse and write down. My main foundation for the child appraisal and their behaviour in pre-school education will be : notes that form the play school organizing notebook, notesheets with the description of each childs behaviour, standard supplements from educational manuals RVP PV, Methodology...

  8. Preventing Obesity among Preschool Children: How Can Child-Care Settings Promote Healthy Eating and Physical Activity? Research Synthesis (United States)

    Larson, Nicole; Ward, Dianne; Neelon, Sara Benjamin; Story, Mary


    Child-care settings provide numerous opportunities to promote healthy eating and physical activity behaviors among preschool children. The majority of U.S. children are placed in some form of non-parental care during their preschool years. While approximately 15 percent of preschool children are primarily cared for by their relatives, most…

  9. Designing Better Preschools: Improving Communication between Designers and Child Development Professionals (United States)

    Beacham, Cindy V.


    This exploratory study examined communications between designers and child development professionals during the preschool design process. Qualitative interviews and focus groups were conducted to investigate the need for communication support between child development professionals, parents, and design professionals (n = 20) during the process of…

  10. Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers. (United States)

    Seymour, Frederick W.; France, Karyn G.


    Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

  11. Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation (United States)

    Cole, Pamela M.; Dennis, Tracy A.; Smith-Simon, Kristen E.; Cohen, Laura H.


    Preschool-age children's ability to verbally generate strategies for regulating anger and sadness, and to recognize purported effective strategies for these emotions, were examined in relation to child factors (child age, temperament, and language ability) and maternal emotion socialization (supportiveness and structuring in response to child…

  12. Examining Preschool Teacher Candidates’ Liking Child and Motivations for Teaching Professions

    Directory of Open Access Journals (Sweden)



    Full Text Available The purpose of this study was to investigate whether liking child of preschool teacher candidates predicts motivations for teaching professions and whether students’ liking child, motivations for teaching professions differ based on qualifications of personnel was investigated. 396 preschool teacher candidates participant attending in two different university . The Barnett Liking Child Scale and Motivation Source and Problems Candidate Teacher Occupation Questionnaire are used as data collecting tool. In this study, independent t-test, one way variance analysis, Pearson Correlation analysis and, basic linear regression analysis were used for analyzing data. In the study, it was determined that liking child and motivations for teaching professions is high of teacher candidates, except negative factors for learning motivation, There is a significant difference between the liking child, motivations for teaching professions of students and their gender, academic achievement, and income level of family. Also, liking child of students significantly predicted motivations for teaching professions.

  13. Preschool Children with and without Developmental Delay: Risk, Parenting, and Child Demandingess


    Brown, Mallory A.; McIntyre, Laura Lee; Crnic, Keith A.; Baker, Bruce L.; Blacher, Jan


    Although past literature has established relations between early child risk factors, negative parenting, and problematic child behavior, the nature of these interrelations and pathways of influence over time remains largely unknown, especially in children with developmental delays or disabilities. In the current study data were drawn from the longitudinal Collaborative Family Study and included a sample of 260 families with preschool children with and without developmental delays. Child-relat...

  14. Preschool Educators’ Roles Views and Experiences About Child Abuse Neglect and Violence Towards Children


    DEREOBALI, Nilay; KARADAĞ, Sevinç ÇIRAK; Sönmez, Sibel


    This paper examines the views and experiences of preschool teachers about child abuse, neglect, violence and their own roles using a questionnaire data for 197 teachers. The results shows that very few educators received training on the issues of violence, child abuse and neglect, and if, then during their pre-service education. While defining violence, child abuse and neglect, the educators used expressions compliant with the definitions in the relevant literature; however, the definitions o...

  15. Psychosocial problems in pre-school children : Recognition and strategy applied by doctors and nurses in child health care objective.

    NARCIS (Netherlands)

    Reijneveld, SA; Brugman, E; Verhulst, FC; Verloove-Vanhorick, SP


    Psychosocial problems in pre-school children: recognition and strategy applied by doctors and nurses in child health care Objective. To assess the degree to which preventive child health professionals (CHPs) identify and manage psychosocial problems among pre-school children in the general populatio

  16. Psychosocial problems in pre-school children: Recognition and strategy applied by doctors and nurses in child health care objective

    NARCIS (Netherlands)

    Reijneveld, S.A.; Brugman, E.; Verhulst, F.C.; Verloove-Vanhorick, S.P.


    Psychosocial problems in pre-school children: recognition and strategy applied by doctors and nurses in child health care Objective. To assess the degree to which preventive child health professionals (CHPs) identify and manage psychosocial problems among pre-school children in the general populatio

  17. Predicting Child Outcomes from Preschool Quality in Portugal (United States)

    Abreu-Lima, Isabel M. P.; Leal, Teresa B.; Cadima, Joana; Gamelas, Ana Madalena


    The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N = 215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through…

  18. The Role of Preschool Quality in Promoting Child Development


    Brinkman, Sally Anne; Hasan, Amer; Jung, Haeil; Kinnell, Angela; Nakajima, Nozomi; Pradhan, Menno


    This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other types of preschools, as measured by a comprehensive instrument of preschool quality based on direct observation of classrooms in session (the Early...

  19. The Preschool Blind Child Can Be a Cane User. (United States)

    Pogrund, R. L.; Rosen, S. J.


    This article proposes the teaching of long cane mobility skills to blind preschool-age children. Traditional arguments against early cane use are refuted and possible advantages of early use identified. Strategies and techniques for cane introduction are specified. (DB)

  20. Efficacy of steroid treatments in the asthmatic preschool child

    DEFF Research Database (Denmark)

    Bisgaard, H


    Asthma represents the most common chronic disease in preschool children. Hospital admission for wheezy disorders is the most common paediatric chronic disease causing hospital admission and more common in young children than later in life....

  1. The Child and Adult Care Food Program and the Nutrition of Preschoolers


    Korenman, Sanders; Abner, Kristin S.; Kaestner, Robert; Gordon, Rachel A.


    Children spend a considerable amount of time in preschools and child care centers. As a result, these settings may have an influence on their diet, weight, and food security, and are potentially important contexts for interventions to address nutritional health. The Child and Adult Care Food Program (CACFP) is one such intervention. No national study has compared nutrition-related outcomes of children in CACFP-participating centers to those of similar children in non-participating centers. We...

  2. Factors of Social Adjustment to School: Child's Personality, Family and Pre-School (United States)

    Zupancic, Maja; Kavcic, Tina


    The role of child's characteristics (gender, cognitive ability, mother-perceived personality traits), family environment (maternal education, self-reported parenting practices) and pre-school experience (at least three years vs. no experience) in social adjustment to school, reflected through teacher reports on social competence and internalising…

  3. Preschool Teachers' Perceptions about and Experience with Child Abuse and Neglect (United States)

    Toros, Karmen; Tiirik, Riine


    This study reflects Estonian preschool teachers' perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of "child in need" and abuse, and they have had experience with such children in…

  4. Quantity of Group Child Care, Behavior Problems, and Prosocial Behaviors: A Study with Portuguese Preschoolers (United States)

    Torres, Nuno; Veríssimo, Manuela; Santos, António J.; Monteiro, Ligia; Figueiredo, Mafalda; Vaughn, Brian E.


    Research Findings: Data from a national sample of Portuguese preschool centers were used to examine the relationship between age of start and number of hours in child care and levels of externalizing and prosocial behaviors with peers. Participants were both parents and teachers of 543 children (mean age = 4.5 years, 50.6% girls). Children started…

  5. Naive Theory of Biology: The Pre-School Child's Explanation of Death (United States)

    Vlok, Milandre; de Witt, Marike W.


    This article explains the naive theory of biology that the pre-school child uses to explain the cause of death. The empirical investigation showed that the young participants do use a naive theory of biology to explain function and do make reference to "vitalistic causality" in explaining organ function. Furthermore, most of these participants…

  6. Preschool Boys with Pervasive Hyperactivity: Early Peer Functioning and Mother-Child Relationship Influences (United States)

    Keown, Louise J.; Woodward, Lianne J.


    This study compared the peer functioning of a community sample of preschool boys with pervasive hyperactivity (N=33) and comparison boys (N=34), and examined the extent to which any differences in peer functioning between these groups could be explained by comorbid child conduct problems and parenting factors. The quality of boys' peer relations…

  7. Influence of a Playful, Child-Directed Context on Preschool Children's Peer Cooperation (United States)

    Ramani, Geetha B.


    Empirical and theoretical literature on cooperative problem solving in preschool children suggests that integrating features of play into structured, experimental settings should increase the benefits of joint peer interactions and task performance. Four- and five-year-old peer dyads completed a playful, flexible, and child-driven building task or…

  8. Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers (United States)

    Zhang, Xiao; Nurmi, Jari-Erik


    Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

  9. Child-Centered Approach: How Is It Perceived by Preschool Educators in Mongolia? (United States)

    Myagmar, Ariuntuya


    This study is an attempt to grasp Mongolian preschool educators' perceptions on child-centered approach (CCA). CCA was externally introduced to Mongolia about 10 years ago as a diametrically different education from that of the socialist period. The study also aims to examine the differences that may exist among teachers in different types of…

  10. Mother-Child Affect and Emotion Socialization Processes Across the Late Preschool Period: Predictions of Emerging Behavior Problems



    The current study examined concurrent and longitudinal relations between maternal negative affective behavior and child negative emotional expression in preschool age children with (n = 96) or without (n = 126) an early developmental risk, as well as the predictions of later behavior problems. Maternal negative affective behavior, child externalizing emotional expression, and child internalizing emotional expression were observed during a number of lab tasks at child ages 4 and 5, and child e...

  11. Teaching Vocabulary to Preschoolers with Disabilities Using Adult-Child Shared Bookreading: A Comparison of Traditional and Electronic Books (United States)

    Rhodehouse, Sara Bernice


    This study sought to validate adult-child shared storybook reading as a method for teaching target vocabulary words to preschool children with disabilities. The Vocabulary Learning through Books (VLTB) instructional procedure incorporates, adult-child book reading, questioning during reading requiring the child to answer with a target word, and…

  12. The Relationship between Shyness and Externalizing Problem in Chinese Preschoolers: The Moderating Effect of Teacher-Child Relationship (United States)

    Han, Pi Guo; Wu, Yun Peng; Yu, Tian; Xia, Xu Min; Gao, Feng Qiang


    The current study explored the role of teacher-child relationship plays on the relationship between preschooler's shyness level and externalizing problem. The sample consisted of 463 children from 6 preschools of Shandong province in northern China. Mothers reported the shyness level, aggressive behavior, and attention problem of their children,…

  13. Parenting styles and child behavior in African American families of preschool children. (United States)

    Querido, Jane G; Warner, Tamara D; Eyberg, Sheila M


    Examined the relations between parenting styles and child behavior problems in African American preschool children. Participants were 108 African American female caregivers of 3- to 6-year-old children. Correlational analysis showed that parent-reported child behavior problems were associated with maternal education, family income, and parents' endorsement of authoritative parenting, authoritarian parenting, and permissive parenting. Hierarchical regression analysis showed that the authoritative parenting style was most predictive of fewer child behavior problems. These results are consistent with previous findings with European American families and provide strong support for the cross-cultural validity of the authoritative parenting style. PMID:12056110

  14. Acute lymphangitis in a preschool child: A case report

    Directory of Open Access Journals (Sweden)

    Loh Huai Seng


    Full Text Available A 3-year old preschool boy presented with apruritic red streak at the dorsum of his right foot travelingupward from the affected site which was red and swollen.Insect sting was the more likely trigger which had causedthe cellulitis and subsequently the acute lymphangitis.

  15. Associations between child temperament, maternal feeding practices and child body mass index during the preschool years: a systematic review of the literature. (United States)

    Bergmeier, H; Skouteris, H; Horwood, S; Hooley, M; Richardson, B


    It is a research priority to identify modifiable risk factors to improve the effectiveness of childhood obesity prevention strategies. Research, however, has largely overlooked the role of child temperament and personality implicated in obesogenic risk factors such as maternal feeding and body mass index (BMI) of preschoolers. A systematic review of relevant literature was conducted to investigate the associations between child temperament, child personality, maternal feeding and BMI and/or weight gain in infants and preschoolers; 18 papers were included in the review. The findings revealed an association between the temperament traits of poor self-regulation, distress to limitations, low and high soothability, low negative affectivity and higher BMI in infants and preschool-aged children. Temperament traits difficult, distress to limitations, surgency/extraversion and emotionality were significantly associated with weight gain rates in infants. The results also suggested that child temperament was associated with maternal feeding behaviours that have been shown to influence childhood overweight and obesity, such as using restrictive feeding practices with children perceived as having poor self-regulation and feeding potentially obesogenic food and drinks to infants who are more externalizing. Interestingly, no studies to date have evaluated the association between child personality and BMI/weight gain in infants and preschoolers. There is a clear need for further research into the association of child temperament and obesogenic risk factors in preschool-aged children. PMID:23957249

  16. The Effects of Literacy Enriched Classroom Environment Partnered with Quality Adult/Child Interaction on the Development of Emergent Literacy Skills in Preschool Children (United States)

    Haustein, Susan L.


    This study examines the effect of literacy enriched preschool classroom environments and the quality of adult/child interaction in the classroom on the emergent literacy growth and development of preschool children. Data was collected within the 2009-2010 school year and analyzed to determine if providing a literacy enriched preschool environment…

  17. Maternal Predictors of Preschool Child-Eating Behaviours, Food Intake and Body Mass Index: A Prospective Study (United States)

    McPhie, Skye; Skouteris, Helen; Fuller-Tyszkiewicz, Matthew; McCabe, Marita; Ricciardelli, Lina A.; Milgrom, Jeannette; Baur, Louise A.; Dell'Aquila, Daniela


    This study extends McPhie et al. (2011)'s [Maternal correlates of preschool child eating behaviours and body mass index: A cross-sectional study. "International Journal of Pediatric Obesity", Early Online, 1-5.] McPhie et al. (2011)'s cross-sectional research, by prospectively evaluating maternal child-feeding practices, parenting style and…

  18. Child personality measures as contemporaneous and longitudinal predictors of social behaviour in pre-school

    Directory of Open Access Journals (Sweden)

    Maja Zupančič


    Full Text Available Predictive relations from personality measures to children's social behaviour in pre-school were examined for 3 year old children (at Time 1; T1 who were reassessed one year later (at Time 2; T2. At both times, mothers and fathers separately rated children's personality characteristics using the Inventory of Child Individual Differences (Halverson et al., 2003, while the pre-school teachers assessed the same children on the Social Competence and Behavior Evaluation Scale (LaFreniere et al., 2001. Three general predictive models were examined, contemporaneous (at T1 and T2, longitudinal, and cumulative. Mother- and father-rated child personality was contemporaneously predictive of children's social behaviour as assessed by their pre-school teachers. The most consistent predictions across the spouses and at both times of measurement were obtained for child externalizing behaviour. More disagreeable and emotionally stable children, as opposed to their less disagreeable and more in stable counterparts, were concurrently observed to exhibit more externalizing tendencies during the time spent in pre-school. Maternal reports were longitudinally predictive of children's social competence and internalizing behaviour and the father reports predicted internalizing and externalizing behaviour one year later. Neuroticism at age 3 was consistently linked to internalizing tendencies at age 4 across parents both longitudinally and cumulatively. Father-rated Disagreeableness at age 3 was predictive of externalizing behaviour one year later in both longitudinal and cumulative models, while the contemporaneous information on child Disagreeableness and Neuroticism (reversed at T2, independent of the respective child traits at T1, significantly improved the cumulative predictions of externalizing behaviour from maternal reports. In general, child personality scores derived from maternal data sets were more powerful predictors of children's social behaviour across

  19. The Expectations of the Preschool Teacher Candidates From The Child Literature Lesson (Adıyaman Case)


    ULUTAŞ, Ayşegül; Kıymaz, Mustafa Said


    The aim of this research is to determine the preschool teachers’ expectations about the child literature lesson. In this study it was carried out an interview with 22 preschool teacher candidates who haven’t taken any child literature lesson yet. There were some questions asked to those in the interview process. One of them was “What are your expectations of child literature lesson in order to reach it’s aims and operate the lessons * Bu makale Sakarya Üniversitesi tarafından 8-9 Eylül ...

  20. Child feeding practices, food habits, anthropometric indicators and cognitive performance among preschoolers in Peninsular Malaysia. (United States)

    Mohd Nasir, Mohd Taib; Norimah, Abdul Karim; Hazizi, Abu Saad; Nurliyana, Abdul Razak; Loh, Siow Hon; Suraya, Ibrahim


    This study aimed to determine the relationship between child feeding practices, food habits, and anthropometric indicators with cognitive performance of preschoolers aged 4-6 years in Peninsular Malaysia (n=1933). Parents were interviewed on socio-demographic background, nutrition knowledge, child feeding practices and food habits. Height and weight of the preschoolers were measured; BMI-for-age, weight-for-age and height-for-age were determined. Cognitive performance was assessed using Raven's Colored Progressive Matrices. The mean monthly household income was RM3610 and 59.6% of parents attained secondary education. Thirty-three percent of parents had good knowledge on nutrition, 39% satisfactory and 28% poor. For child feeding practices, perceived responsibility had the highest mean score (M=3.99, SD=0.72), while perceived child weight had the lowest (M=2.94, SD=0.38). The prevalence of possible risk of overweight, being overweight, and obesity were 3.9%, 7.9% and 8.1%, respectively, whereas the prevalence of underweight and stunting were 8.0% and 8.4%, respectively. Breakfast was the second most frequently skipped meal (16.8%) after dinner (18.1%). The mean cognitive score was 103.5 (SD=14.4). Height-for-age and consumption of dinner were found to contribute significantly towards cognitive performance after controlling for socio-demographic background and parent's nutrition knowledge. PMID:22265752

  1. Language Development in the Pre-School Child. (United States)

    Lenskyj, Helen

    This brief overview of child language acquisition begins with a discussion of the affective and cognitive dimensions of the transition period from babbling to speech. Three theories of language acquisition--reinforcement theory, social learning theory, and "innate mechanism" theory--are reviewed. Several theories of the function of language,…

  2. Conflict Competence of Preschool Children and its Relationship with the Sociometric Status of the Child in the Peer Group


    Denisenkova N.S.,; Vyrotskova V.V.


    The purpose of the study was to investigate the conflict competence of children of preschool age and identification of its relationship with the child's sociometric status in the peer group. The hypothesis of the study was that there is a relationship between the sociometric status of preschoolers in the peer group and the strategy of their behavior in a conflict situation, a conflict of competence. The study involved children (41 children: 22 boys and 19 girls) aged 5-7 years, attending prep...

  3. Paths of Effects from Preschool to Adult Well-Being: A Confirmatory Analysis of the Child-Parent Center Program


    Reynolds, Arthur J.; Ou, Suh-Ruu


    We investigated the contribution of five hypotheses to the estimated effects of preschool in the Child-Parent Centers on occupational prestige, felony arrest, and depressive symptoms in adulthood in the Chicago Longitudinal Study. An alternative-intervention, quasi-experimental design included over 1,400 low-income participants (93% of whom were black) who attended preschool for 1–2 years or the usual early educational intervention and were traced to age 24. LISREL analysis of five hypotheses...

  4. Social behaviour in pre-school children: a child-centred follow-up study

    Directory of Open Access Journals (Sweden)

    Maša Vidmar


    Full Text Available The contribution presents a study with 3-year-olds and examines relative contribution of children's age of entry to pre-school (1 and 3 years, their personality type (resilient, average, willful and maternal parenting style (optimal, less-than-optimal to the development of individual differences in social behavior. Employing The Family Environment Questionnaire (Zupančič, Podlesek, & Kavčič, 2004, 2 internally replicable parenting styles were identified with maternal and paternal self-report data sets. The styles differed mainly by authoritative parenting and stimulation, and appeared structurally similar between the spouses. Parental agreement on individual style membership significantly exceeded chance levels, but was relatively low. Therefore further analyses considered maternal parenting style only. The mothers also filled in The Inventory of Child Individual Differences (Halverson et al., 2003 and the teachers (concurrently and one year later filled in The Social Competence and Behavior Evaluation scales (LaFreniere et al., 2001. Child personality type membership was based on classifications derived in a previous study. Relatively, the personality type exerted the strongest and the most consistent effects on child social behavior in pre-school. Social functioning of the resilient and the willful children was somewhat more efficient in comparison to their counterparts with the average profile, even though the latter showed the most improvement in these domains between ages 3 and 4. With the willful children only, less-than-optimal parenting had an adverse effect on the development of externalizing behavior, while the development of social adjustment was negatively affected by the children's late entry to pre-school.

  5. Social and health behavioural determinants of maternal child-feeding patterns in preschool-aged children. (United States)

    Moreira, Isabel; Severo, Milton; Oliveira, Andreia; Durão, Catarina; Moreira, Pedro; Barros, Henrique; Lopes, Carla


    Parental child-feeding attitudes and practices may compromise the development of healthy eating habits and adequate weight status in children. This study aimed to identify maternal child-feeding patterns in preschool-aged children and to evaluate their association with maternal social and health behavioural characteristics. Trained interviewers evaluated 4724 dyads of mothers and their 4-5-year-old child from the Generation XXI cohort. Maternal child-feeding attitudes and practices were assessed through the Child Feeding Questionnaire and the Overt/Covert Control scale. Associations were estimated using linear regression [adjusted for maternal education, body mass index (BMI), fruit and vegetables (F&V) intake and child's BMI z-score]. Principal component analysis defined a three-factor structure explaining 58% of the total variance of maternal child-feeding patterns: perceived monitoring - representing mothers with higher levels of monitoring, perceived responsibility and overt control; restriction - characterizing mothers with higher covert control, restriction and concerns about child's weight; pressure to eat - identifying mothers with higher levels of pressure to eat and overt control. Lower socioeconomic status, better health perception, higher F&V intake and offspring cohabitation were associated with more 'perceived monitoring' mothers. Higher maternal F&V intake and depression were associated with more 'restrictive' mothers. Younger mothers, less educated, with poorer health perception and offspring cohabiting, were associated with higher use of 'pressure to eat'. Maternal socioeconomic indicators and family environment were more associated with perceived monitoring and pressure to eat, whereas maternal health behavioural characteristics were mainly associated with restriction. These findings will be helpful in future research and public health programmes on child-feeding patterns. PMID:24697990

  6. Child Care as an Untapped Setting for Obesity Prevention: State Child Care Licensing Regulations Related to Nutrition, Physical Activity, and Media Use for Preschool-Aged Children in the United States


    Kaphingst, Karen M; Story, Mary


    Introduction Child care is a potential setting for obesity prevention; 8.6 million preschool-aged children participated in child care in 2001. Each US state creates and enforces its own child care licensing regulations. We analyzed obesity-related child care licensing regulations of US states. Methods We downloaded state licensing regulations for children in child care centers (CCCs), small family child care homes (SFHs), and large family or group child care homes (LFGHs) in each state and th...

  7. The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers. (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah


    Oral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to identify factors that promote their development among high-risk groups. This preliminary study explored two potential factors that may be related to language skills in 56 low SES mother-child dyads (children aged 2; 8-4; 10), namely child temperament and parenting stress. Results showed that child temperament and parenting stress were related to children's oral language skills. Child temperament characteristics that would likely aid social interaction were related to narrative ability and children rated high on emotionality had poorer receptive vocabulary skills. Parenting stress was related to children's receptive and expressive vocabulary skills. Results are interpreted in terms of the possible mediating role of parent-child interactions in children's oral language skill development, and future directions for family intervention are discussed. PMID:18838014

  8. Societal Values and Policies May Curtail Preschool Children’s Physical Activity in Child Care Centers (United States)

    Sherman, Susan N.; Kendeigh, Cassandra A.; Kalkwarf, Heidi J.; Saelens, Brian E.


    BACKGROUND AND OBJECTIVES: Three-fourths of US preschool-age children are in child care centers. Children are primarily sedentary in these settings, and are not meeting recommended levels of physical activity. Our objective was to identify potential barriers to children’s physical activity in child care centers. METHODS: Nine focus groups with 49 child care providers (55% African American) were assembled from 34 centers (inner-city, suburban, Head Start, and Montessori) in Cincinnati, Ohio. Three coders independently analyzed verbatim transcripts for themes. Data analysis and interpretation of findings were verified through triangulation of methods. RESULTS: We identified 3 main barriers to children’s physical activity in child care: (1) injury concerns, (2) financial, and (3) a focus on “academics.” Stricter licensing codes intended to reduce children's injuries on playgrounds rendered playgrounds less physically challenging and interesting. In addition, some parents concerned about potential injury, requested staff to restrict playground participation for their children. Small operating margins of most child care centers limited their ability to install abundant playground equipment. Child care providers felt pressure from state mandates and parents to focus on academics at the expense of gross motor play. Because children spend long hours in care and many lack a safe place to play near their home, these barriers may limit children's only opportunity to engage in physical activity. CONCLUSIONS: Societal priorities for young children—safety and school readiness—may be hindering children’s physical development. In designing environments that optimally promote children’s health and development, child advocates should think holistically about potential unintended consequences of policies. PMID:22218842

  9. Mother-Child Affect and Emotion Socialization Processes across the Late Preschool Period: Predictions of Emerging Behaviour Problems (United States)

    Newland, Rebecca P.; Crnic, Keith A.


    The current study examined concurrent and longitudinal relations between maternal negative affective behaviour and child negative emotional expression in preschool age children with (n=96) or without (n=126) an early developmental risk, as well as the predictions of later behaviour problems. Maternal negative affective behaviour, child…

  10. A child-centered scale of informal social control for Latino parents of preschool-age children: Development and validation (United States)

    Perceived neighborhood informal social control may determine whether parents allow their young children to be physically active in the neighborhood. We developed and validated a scale of neighborhood child-centered informal social control appropriate for Latino parents of preschool-age children. The...

  11. The Associations of Emotion Knowledge and Teacher-Child Relationships to Preschool Children's School-Related Developmental Competence (United States)

    Garner, Pamela W.; Waajid, Badiyyah


    This study examined the relative contributions of emotion knowledge and teacher-child relational variables to school competence. Seventy-four economically and ethnically diverse preschoolers (40 boys, 34 girls) completed an emotion knowledge task and a standardized school competence measure. Classroom teachers and their assistants rated the…

  12. Teacher-and child-managed academic activities in preschool and kindergarten and their influence on children's gains in emergent academic skills

    NARCIS (Netherlands)

    De Haan, Annika K E; Elbers, Ed; Leseman, Paul P M


    The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool (n = 8) and kindergarten (n = 8) classrooms revealed that

  13. The Debate over the Young "Disadvantaged Child": Preschool Intervention, Developmental Psychology, and Compensatory Education in the 1960s and Early 1970s (United States)

    Beatty, Barbara


    I focus on the role of preschool intervention and developmental psychology researchers in defining the concept of the "disadvantaged child" and in designing and evaluating remedies to alleviate educational "disadvantages" in young children. I argue that preschool interventions concentrated especially on compensating for supposedly deficient…

  14. Styles of parent-child interactions in families with preschool-age children.

    Directory of Open Access Journals (Sweden)

    Shvedovskaya A.A.


    Full Text Available With regard to cultural-historical and activity approaches, collaborative activity with an adult, including communication as a type of meta-activity, is considered to be the necessary mechanism of child development. A child is considered to be an active partner, possessing his/her own motives, and is guided by mental representations of the parent and interactions with him/her. Russian psychologists have developed a range of parenting style classifications; however, these styles primarily emphasize a parent’s position, contrary to methodological perspectives, with inadequate consideration of a child’s own agency. The aims of the current research were to investigate actual goal-oriented interactions between preschoolers and their parents and to outline certain patterns (types of interactions, considering both partners and analyzing interac- tions according to the activity model. A total of 75 parent-child dyads (children aged from 4.6 years to 6.11 years participated in “collaborative activity trials” in which the observational method was based on the activity approach. Cluster analysis (k-means clusterization revealed five different groups of parent-child dyads: conflictual, harmonious, distant and two-fold dominant (with dominant parent or dominant child. Between-group comparisons (Mann-Whitney U test showed significant differences in a range of parameters of activity and emotional components of interactions. The harmonious type of interactions is not prevalent, although subgroups with different types of domination are the most common, which may be attributed to cultural peculiarities. Domination-subordination misbalance does not seem to seriously distort the normal developmental trajectory; however, in cases of conflictual and distant dyads, interactional issues might hinder the course of goal-oriented activity, which might serve as a predictor for potential difficulties in further learning.

  15. Quality reform and "the learning pre-school child" in the making

    DEFF Research Database (Denmark)

    Krejsler, John B.


    The article argues that Early Childhood Education & Care (ECEC) is being redesigned based on quality reform discourse with references to global knowledge economy across Nordic countries and the EU. This takes place in policy processes that extend from transnational agents like the OECD and EU...... promotes governance structures among municipalities and professionals that pull ECEC into comprehensive educational strategies. This process draws on policy advice from the OECD and EU. Quality reform thus changes in fundamental ways the organisation and content in ECEC. In discourse, learning displaces...... playing, and the learning pre-school child emerges. Put together, this situation represents a paradigmatic challenge to professionals and the struggle about their autonomy and discretion....

  16. Preschooler development (United States)

    ... just as it was during the earlier years. Car safety is critical. The preschooler should ALWAYS wear a ... It is important to review your rules for car safety with others who may be supervising your child. ...

  17. Childhood caries as influenced by maternal and child characteristics in pre-school children of Kerala-an epidemiological study


    Retnakumari, N.; Gibi Cyriac


    Purpose: The most common chronic disease of childhood is early childhood caries which is five times more prevalent than asthma and seven times higher than that of allergic rhinitis. Most children do not receive dental care until they are three years old, yet by the time more than thirty percent of children from lower socioeconomic groups already have caries. To determine the prevalence and severity of early childhood caries among pre-school children, to describe the child characteristics asso...

  18. Developmental outcome in preschoolers: Interrelations among maternal depression, perceived social support, and child's age of entry into Head Start


    Papero, Anna L.


    This study tested a mediated-moderator model that was developed to explore whether age of entry into a Head Start Program moderated the relationship between maternal depressive symptomology and child cognitive and social outcome. In addition, the mediating role of maternal social support was examined. The study sample included 43 low-income mothers and their pre-school aged children who were enrolled in a large Head Start program in Southwest Virginia. Maternal depressive symptomology wa...

  19. Child Effortful Control as a Mediator of Parenting Practices on Externalizing Behavior: Evidence for a Sex-Differentiated Pathway across the Transition from Preschool to School (United States)

    Chang, Hyein; Olson, Sheryl L.; Sameroff, Arnold J.; Sexton, Holly R.


    An explanatory model for children's development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children's externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys)…

  20. The Relationship Between Parent Perception of Child Weight, Parent Feeding Style, and Child BMI Among Low-Income, African American Preschoolers

    Directory of Open Access Journals (Sweden)

    Taylor, Jhazmin


    Full Text Available In February 2011, First Lady Michelle Obama revealed her plan to end the childhood obesity epidemic in America. With childhood obesity considered a health crisis, it is crucial to begin serious prevention efforts. Shaping healthy eating habits and the physical activity of children at the preschool age is a great step toward life-long prevention. The U.S. populations most affected by and at-risk for childhood obesity are African Americans and Hispanic Americans. Overweight and obesity rates are also particularly on the rise among preschool children. The purpose of the current study is to examine the relationship between parents’ perception of their child’s weight status, parent feeding style and child body mass index (BMI. A total of 82 primary caregivers of preschool-age children participated in the study. Participants were low-income and primarily African American. Primary caregivers completed surveys that included a demographic questionnaire, caregiver feeding style questionnaire and a parent perception measure. The children’s BMI information was gathered from Head Start’s nutrition coordinator. Results showed that 35% of children in the current sample had a BMI at or above the 85th percentile, which is considered overweight. Results suggest that parents perceive their child’s weight status to be at a healthier level than objective BMI estimates suggest. Parent feeding style was not significantly related to child BMI in the current study.

  1. Parent–child interaction therapy for preschool children with disruptive behaviour problems in the Netherlands

    Directory of Open Access Journals (Sweden)

    Abrahamse Mariëlle E


    Full Text Available Abstract Background Persistent high levels of aggressive, oppositional and impulsive behaviours, in the early lives of children, are significant risk factors for adolescent and adult antisocial behaviour and criminal activity. If the disruptive behavioural problems of young children could be prevented or significantly reduced at an early age, the trajectory of these behavioural problems leading to adolescent delinquency and adult antisocial behaviour could be corrected. Parent–Child Interaction Therapy (PCIT is a short-term, evidence-based, training intervention for parents dealing with preschool children, who exhibit behavioural problems. Recently, PCIT was implemented in a Dutch community mental health setting. This present study aims to examine the short-term effects of PCIT on reducing the frequency of disruptive behaviour in young children. Methods This study is based on the data of 37 referred families. Whereby the results of which are derived from an analysis of parent reports of the Eyberg Child Behavior Inventory (ECBI, obtained during each therapeutic session. Furthermore, demographic information, extracted from client files, was also utilized. However, it must be noted that eleven families (27.5% dropped out of treatment before the treatment protocol was completed. To investigate the development of disruptive behaviour, a non-clinical comparison group was recruited from primary schools (N = 59. Results The results of this study indicate that PCIT significantly reduces disruptive behaviour in children. Large effect sizes were found for both fathers and mothers reported problems (d = 1.88, d = 1.99, respectively, which is similar to American outcome studies. At post treatment, no differences were found concerning the frequency of behavioural problems of children who completed treatment and those who participated in the non-clinical comparison group. Conclusion The findings of this study suggest that PCIT is potentially an

  2. Parental child-care practices of Slovenian preschoolers' mothers and fathers: The Family Environment Questionnaire

    Directory of Open Access Journals (Sweden)

    Maja Zupančič


    Full Text Available The paper reviews evidence on the construct validity and reliability of the newly developed Family Environment Questionnaire (FEQ, and presents data on the structure of socialisation practices the Slovenian parents use in daily interactions with their three-year-old children. The FEQ is a parent report measure designed to provide an assessment of individual differences in parental practices that are representative among the parents of preschool children in the given cultural community. Factor analysis of the 63 items reliably recovered a four-component solution in both, maternal and paternal self-reports indicating the following broad-band parenting practices: Authoritative Parenting, Ineffective Control, Power Assertion, and Stimulation. Variables loading high on more than one component and those that did not load on the same factor obtained from maternal and paternal data were excluded from further analyses. The 51 items that were retained and corresponded to the four factors demonstrate adequate internal consistency for both samples of respondents. In addition, parental stimulation was positively linked to authoritative parenting, while it was negatively related to ineffective control and power assertion. The mothers perceived themselves to be more authoritative and stimulative than did fathers, who described themselves as more power assertive and ineffective in control. The parent-pairs were also found to share, at least to some extent, similar parenting practices, whereas their self-perceived expression of these practices was not dependent on their child's gender.

  3. Math in a Child's World: Policy and Practical Challenges for Preschool Mathematics (United States)

    Freedberg, Louis


    In recent years, compelling research has found that mastery of early math concepts at a preschool level is a better predictor of later academic outcomes than literacy. Partly driven by these findings, increasing attention is being focused on improving math pedagogy at the preschool level. The issue has assumed added urgency as a result of…

  4. Conflict Competence of Preschool Children and its Relationship with the Sociometric Status of the Child in the Peer Group

    Directory of Open Access Journals (Sweden)

    Denisenkova N.S.,


    Full Text Available The purpose of the study was to investigate the conflict competence of children of preschool age and identification of its relationship with the child's sociometric status in the peer group. The hypothesis of the study was that there is a relationship between the sociometric status of preschoolers in the peer group and the strategy of their behavior in a conflict situation, a conflict of competence. The study involved children (41 children: 22 boys and 19 girls aged 5-7 years, attending preparatory groups in kindergartens in Moscow (in 2011-2013. The study was conducted using an experimental technique "Desk of cooperation" (M. Madsen, aimed at the study of conflict competence, the sociometric technique "Two Houses" (modification by R.I. Govorova, and a survey of educators aimed at identifying the status position in the preschool group peers. According to the survey, we can say that there are qualitative differences in the strategies of behavior in the conflict that children with different sociometric status choose.

  5. Psychological manipulation in the family of a preschool child: the analysis of parental notions

    Directory of Open Access Journals (Sweden)

    Olga Kozachek


    Full Text Available The results of the empirical research of close adult relatives’ notions about the features, reasons and con-sequences of manipulative behavior of preschool age children and their parents are described in the article.

  6. Child Effortful Control as a Mediator of Parenting Practices on Externalizing Behavior: Evidence for a Sex-Differentiated Pathway across the Transition from Preschool to School


    CHANG, HYEIN; Olson, Sheryl L.; Sameroff, Arnold J.; Sexton, Holly R.


    An explanatory model for children’s development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children’s externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys) and their parents and teachers. Three dimensions of parenting, warm responsiveness, induction, and corporal punishment, were assessed via maternal re...

  7. Parent weight change predicts child weight change in family-based weight control program for pre-school children (Buffalo healthy tots) (United States)

    Title: PARENT WEIGHT CHANGE PREDICTS CHILD WEIGHT CHANGE IN FAMILY-BASED WEIGHT CONTROL PROGRAM FOR PRE-SCHOOL CHILDREN (BUFFALO HEALTHY TOTS), Teresa Quattrin, MOl, James N Roemmich, PhDI, Rocco Paluch, MAl, Jihnhee Yu, PhD2, Leonard H Epstein, PhDI and Michelle A Ecker, RD, CDEI . lpediatrics, Uni...

  8. Increased Waking Salivary Cortisol and Depression Risk in Preschoolers: The Role of Maternal History of Melancholic Depression and Early Child Temperament (United States)

    Dougherty, Lea R.; Klein, Daniel N.; Olino, Thomas M.; Dyson, Margaret; Rose, Suzanne


    Background: Elevated morning cortisol is a prospective predictor of major depression and may serve as a vulnerability marker. We examined the relation between morning cortisol and two prominent risk factors for depression in preschool-aged children: maternal depression and child temperament. We also explored whether maternal depression during the…

  9. The Improvement of Prenatal, Postnatal, Newborn and Preschool ChildAND#8217;s Health Care Services in Istanbul: GEBLIZ

    Directory of Open Access Journals (Sweden)

    Savas Basar Kartal; Aziz Gurhan Birler; Demet Ozkul; Selma Unluer; Selime Gurleyuk; Aysun Yamak; Yeliz Ozturk; Asya Banu Topuzoglu


    Full Text Available AIM: Keeping health records regularly is important for determining the health status of the population and planning health services. It is observed that the existing health record systems in Istanbul are insufficient in determining the number of pregnant women, puerperants, newborns and preschool children. METHODS: Therefore, an intervention study was planned by Istanbul Directorate of Health in order to provide systematic monitoring of pregnant women, puerperants, newborns and preschool children, and ensure that equity in the distribution of qualified prenatal and postnatal health care is maintained. This project called GEBLIZ has been started to be used since September 2008. RESULTS: According to this project all public and private health centers in which pregnant and child care are given have the responsibility to transfer necessary information about the patients to an electronic database. Through this computerized system, a connection between primary, secondary and tertiary health care settings has been maintained, and deficiencies of paper records have been completed. Health records have become more consistent. CONLUSION: Compared to one year before the start of the intervention, there have been important increases in the number of pregnant women, puerperants, newborns and infants detected by primary health care units. Besides, “home visits” which have been neglected were started actively by primary health care personnel, and preventive health service who stayed in the shadow of therapeutic health services came to life again. [TAF Prev Med Bull 2010; 9(4.000: 289-296

  10. Is the Maternal Q-Set a Valid Measure of Preschool Child Attachment Behavior? (United States)

    Moss, Ellen; Bureau, Jean-Francois; Cyr, Chantal; Dubois-Comtois, Karine


    The objective of this study is to examine preschool-age correlates of the maternal version of the Attachment Q-Set (AQS) (Waters & Deane, 1985) in order to provide validity data. Concurrent associations between the Attachment Q-Set and measures of separation-reunion attachment classifications (Cassidy & Marvin, 1992), quality of mother-child…

  11. The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah


    Oral language skills in the preschool years are predictive of children's later reading success and literacy acquisition, and among these language skills, vocabulary and narrative ability play important roles. Children from low socioeconomic families face risks to their language development and because of threats to these skills it is important to…

  12. Addressing Parenting and Child Stress: Three Workshops for Parents of Preschool Children (United States)

    Tone, Danielle M.; McBride, Dawn Lorraine


    The intent of this manuscript is to inform others about stress, parental stress, and highlight the negative consequences of stress on children by directly providing information to parents of infant and preschool children in the form of a psychoeducational workshop. Given that the early years of life have many critical periods of development and…

  13. The Interplay among Preschool Child and Family Factors and the Development of ODD Symptoms (United States)

    Harvey, Elizabeth A.; Metcalfe, Lindsay A.


    The present study examined (a) the interactions between early behavior, early parenting, and early family adversity in predicting later oppositional defiant disorder (ODD) symptoms, and (b) the reciprocal relations between parent functioning and ODD symptoms across the preschool years. Participants were 258 three-year-old children (138 boys, 120…

  14. Relations among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children with Language Impairment (United States)

    Sawyer, Brook E.; Justice, Laura M.; Guo, Ying; Logan, Jessica A. R.; Petrill, Stephen A.; Glenn-Applegate, Katherine; Kaderavek, Joan N.; Pentimonti, Jill M.


    To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine the unique contributions of the HLE on print knowledge of preschool children with language impairment and (b) to identify whether specific child…

  15. Income Disparities in Preschool Outcomes and the Role of Family, Child, and Parenting Factors (United States)

    Kohen, Dafna; Guèvremont, Anne


    The current study examined income disparities in a comprehensive set of preschoolers' outcomes (verbal ability, developmental skills, number knowledge, and hyperactivity) and the factors that could reduce differences in outcomes between children in the lowest and highest household income quartiles. Findings using Cycle 6 data from the…

  16. Teacher-Child Interaction Therapy: Efficacy with a Clinical Preschool Population (United States)

    Schaffner, Kristen Friedrich


    Teacher-Child Interaction Therapy (TCIT), which is an adaptation of the empirically-based treatment of Parent-Child Interaction Therapy (PCIT), addresses the needs of children and teachers through increasing positive teacher-child interactions while educating teachers on effective discipline techniques. The theoretical and empirical basis for PCIT…

  17. Child Care Arrangements for Toddlers and Preschoolers: Are They Different for Youngest Children? (United States)

    Joesch, Jutta M.; Maher, Erin J.; Durfee, Alesha


    Many extant studies on the use of non-parental child care are based on data from the youngest child in the household. To date, it has not been addressed whether this approach introduces bias. We present reasons why child care arrangements for youngest children may differ from those of same-age older children and examine whether the use of child…

  18. The Legal Regulations of the Preschool Teachers Child Abuse Behavior%我国幼儿教师虐待儿童行为的法律干预

    Institute of Scientific and Technical Information of China (English)



    幼儿教师以暴力、体罚、冷漠和忽视等方式对幼儿进行虐待的现象已经引起了社会的广泛重视。幼儿阶段的身心发展非常重要,幼儿教师残忍的虐待行为不仅会伤害到幼儿的身体健康,更加会影响幼儿的心理发展,给童年记忆造成了无法磨灭的阴影,影响深远。针对幼儿教师的虐待行为,《教师法》、《刑法》、《行政处罚法》都存在可以干预的方式,建立幼儿教师准入机制,增设"虐待儿童罪",设立监管幼儿教师教学行为的专门机构等,都是约束幼儿教师虐待行为的可行手段。%Preschool teachers use the violence,corporal punishment,indifference and neglect for child abuse has such as the phenomenon has aroused widely attention of society.Preschool teachers cruel abusive behavior will not only harm children's health,but also will affect children's psychological development.According to preschool teacher's abusive behavior,the "Pedagogic law","Criminal law","The law on administrative punishments",establish the way can intervention preschool teachers access system,set up the "child abuse sin" and set up supervision of preschool teachers' teaching behaviors,are the abusive behavior of preschool teachers constraints viable method.

  19. Parental child-care practices of Slovenian preschoolers' mothers and fathers: The Family Environment Questionnaire


    Maja Zupančič; Anja Podlesek; Tina Kavčič


    The paper reviews evidence on the construct validity and reliability of the newly developed Family Environment Questionnaire (FEQ), and presents data on the structure of socialisation practices the Slovenian parents use in daily interactions with their three-year-old children. The FEQ is a parent report measure designed to provide an assessment of individual differences in parental practices that are representative among the parents of preschool children in the given cultural community. Facto...

  20. Social behaviour in pre-school children: a child-centred follow-up study


    Maša Vidmar; Maja Zupančič


    The contribution presents a study with 3-year-olds and examines relative contribution of children's age of entry to pre-school (1 and 3 years), their personality type (resilient, average, willful) and maternal parenting style (optimal, less-than-optimal) to the development of individual differences in social behavior. Employing The Family Environment Questionnaire (Zupančič, Podlesek, & Kavčič, 2004), 2 internally replicable parenting styles were identified with maternal and paternal self...

  1. Preschoolers' Aggression and Parent-Child Conflict: A Multiinformant and Multimethod Study (United States)

    Ostrov, Jamie M.; Bishop, Christa M.


    This multiinformant and multimethod study (N = 47) investigated the link between the parent-child relationship system and the display of physical and relational aggression with peers at school during early childhood. Children (mean age = 43.54 months, SD = 8.02) were observed (80 min/child) during free play, and parents and teachers were asked to…

  2. Preschool Psychopathology Reported by Parents in 23 Societies: Testing the Seven-Syndrome Model of the Child Behavior Checklist for Ages 1.5-5 (United States)

    Ivanova, Masha Y.; Achenbach, Thomas M.; Rescorla, Leslie A.; Harder, Valerie S.; Ang, Rebecca P.; Bilenberg, Niels; Bjarnadottir, Gudrun; Capron, Christiane; De Pauw, Sarah S. W.; Dias, Pedro; Dobrean, Anca; Doepfner, Manfred; Duyme, Michele; Eapen, Valsamma; Erol, Nese; Esmaeili, Elaheh Mohammad; Ezpeleta, Lourdes; Frigerio, Alessandra; Goncalves, Miguel M.; Gudmundsson, Halldor S.; Jeng, Suh-Fang; Jetishi, Pranvera; Jusiene, Roma; Kim, Young-Ah; Kristensen, Solvejg; Lecannelier, Felipe; Leung, Patrick W. L.; Liu, Jianghong; Montirosso, Rosario; Oh, Kyung Ja; Plueck, Julia; Pomalima, Rolando; Shahini, Mimoza; Silva, Jaime R.; Simsek, Zynep; Sourander, Andre; Valverde, Jose; Van Leeuwen, Karla G.; Woo, Bernardine S. C.; Wu, Yen-Tzu; Zubrick, Stephen R.; Verhulst, Frank C.


    Objective: To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies. Method: Parents of 19,106 children 18 to 71 months of age from 23 societies in Asia, Australasia, Europe, the Middle East, and South America completed the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5). Confirmatory…

  3. Growing Right Onto Wellness (GROW): A Family-Centered, Community-Based Obesity Prevention Randomized Controlled Trial for Preschool Child-Parent Pairs


    Po’e, Eli K.; Heerman, William J.; Mistry, Rishi S.; Barkin, Shari L.


    Growing Right Onto Wellness (GROW) is a randomized controlled trial that tests the efficacy of a family-centered, community-based, behavioral intervention to prevent childhood obesity among preschool-aged children. Focusing on parent-child pairs, GROW utilizes a multi-level framework, which accounts for macro (i.e., built-environment) and micro (i.e., genetics) level systems that contribute to the childhood obesity epidemic.

  4. Assessment of Attention in Preschoolers


    Mahone, E.M.; Schneider, H.E.


    In the past two decades, there has been an increased interest in the assessment and treatment of preschool children presenting with concerns about attention problems. This article reviews the research and clinical literature involving assessment of attention and related skills in the preschool years. While inattention among preschoolers is common, symptoms alone do not necessarily indicate a disorder, and most often represent a normal variation in typical preschool child development. Thus, ac...

  5. The influence of maternal child-rearing attitudes and teaching behaviors on preschoolers' delay of gratification. (United States)

    Mauro, C F; Harris, Y R


    This study was an exploratory examination of the influence of mothers' teaching behaviors, strategies, and child-rearing attitudes on their children's ability to delay gratification. In an externally imposed delay of gratification situation, 30 mothers from a rural university community taught their children strategies that could help them refrain from touching a brightly wrapped present when the mothers left the room. Results showed that mothers of children who did not delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with a permissive parenting style, whereas mothers of children who did delay gratification exhibited teaching behaviors and child-rearing attitudes consistent with an authoritative parenting style. The results of this study are discussed with respect to the development of children's self-control and self-regulatory abilities. PMID:10971908

  6. Promoting preschool reading


    Istenič, Vesna


    The thesis titled Promoting preschool reading consists of a theoretiral and an empirical part. In the theoretical part I wrote about reading, the importance of reading, types of reading, about reading motivation, promoting reading motivation, internal and external motivation, influence of reading motivation on the child's reading activity, reading and familial literacy, the role of adults in promotion reading literacy, reading to a child and promoting reading in pre-school years, where I ...

  7. My child at mealtime: A visually enhanced self-assessment of feeding styles for low-income parents of preschoolers. (United States)

    Ontai, Lenna L; Sitnick, Stephanie L; Shilts, Mical K; Townsend, Marilyn S


    The importance of caregiver feeding styles on children's dietary outcomes is well documented. However, the instruments used to assess feeding style are limited by high literacy demands, making selfassessment with low-income audiences challenging. The purpose of the current study is to report on the development of My Child at Mealtime (MCMT), a self-assessment tool with reduced literacy demands, designed to measure feeding styles with parents of preschool-aged children. Cognitive interviews were conducted with 44 Head Start parents of 2-5 year old children to develop question wording and identify appropriate visuals. The resulting tool was administered to 119 ethnically diverse, low-income parents of 2-5 year old children. Factor analysis resulted in a two-factor structure that reflects responsiveness and demandingness in a manner consistent with existing assessment tools. Results indicate the final visually enhanced MCMT self-assessment tool provides a measure of parenting style consistent with existing measures, while reducing the literacy demand. PMID:26743352

  8. Policy and Education Standards & Guidelines for Child-Care Providers, Pre-School Programs, and Parents. (United States)

    Anderson, Nancy; Stone, Kristin

    Standards and guidelines for child care providers in the state of Utah are delineated in this document. Several basic needs of children are briefly described, including the need for self-esteem, freedom and exploration, guidance and discipline, love and respect, learning, relationships with others, and good nutrition. Statements of standards for…

  9. Recruitment & Selection of Staff: A Guide for Managers of Preschool & Child Care Programs. (United States)

    Administration for Children, Youth, and Families (DHHS), Washington, DC.

    Intended for managers of child care programs, this brochure lists the basic components of a clearly defined personnel policy. The guide is based on the personnel practices and experiences of more than 1,200 Head Start programs serving over 442,000 children nationwide. Emphasis is given to staff recruitment, screening, and the selection process.…

  10. Socioeconomic Status and Parent-Child Relationships Predict Metacognitive Questions to Preschoolers (United States)

    Thompson, R. Bruce; Foster, Brandon J.


    The importance of metacognitive language exposure to early educational achievement is widely recognized in the development literature. However, few studies have explored parents' metacognitive language, while accounting for family SES and stress within the parent-child relationship. This is a preliminary descriptive study to explore…

  11. Teaching Self-Catheterization Skills to a Child with Myelomeningocele in a Preschool Setting. (United States)

    Robertson, Jo; And Others


    Simulation training and a prompt hierarchy were found to facilitate acquisition of clean intermittent self-catheterization skills by a four-year-old male with myelomeningocele. The child was first taught to perform catheterization on a doll, then on himself. Skills were clustered into three tasks of diapering, cleansing, and catheterization.…

  12. The prevalence of SDQ-measured mental health problems at age 5-7 years and identification of predictors from birth to preschool age in a Danish birth cohort: the Copenhagen Child Cohort 2000

    DEFF Research Database (Denmark)

    Elberling, Hanne; Linneberg, Allan; Olsen, Else Marie; Goodman, Robert; Skovgaard, Anne Mette


    The objective of the study is to investigate the prevalence, distribution and predictors of mental health problems in 5-7-year-old Danish children in the general population. This study is a 5-7-year follow-up study of a birth cohort of 6,090 children, the Copenhagen Child Cohort 2000. The extended...... version of the Strengths and Difficulties Questionnaire (SDQ) was answered by parents and pre-school teachers. Data from Danish national registers included perinatal data, socioeconomic data and data on child mental illness diagnosed at hospital in preschool age. Register data from the first year of life...

  13. Childhood caries as influenced by maternal and child characteristics in pre-school children of Kerala-an epidemiological study

    Directory of Open Access Journals (Sweden)

    N Retnakumari


    Full Text Available Purpose: The most common chronic disease of childhood is early childhood caries which is five times more prevalent than asthma and seven times higher than that of allergic rhinitis. Most children do not receive dental care until they are three years old, yet by the time more than thirty percent of children from lower socioeconomic groups already have caries. To determine the prevalence and severity of early childhood caries among pre-school children, to describe the child characteristics associated with the development of early childhood caries and to find the association of early childhood caries and maternal risk factors. Materials and Methods: This descriptive study was carried out among children attending the immunization clinic of Sree Avittam Thirunal Hospital, Medical College, Trivandrum and children attending the randomly selected Anganwadies and Day care centres in Trivandrum, the capital of Kerala, wherein there are migrants from all over the State. A total of 350 children aged 12-36 months and their mothers were studied. The mother was first interviewed by a structured questionnaire; then the child′s and mothers clinical examination was carried out covering caries experience and oral hygiene status. Results: Among 350 children studied the prevalence of dental caries in this study population was found to be 50.6 %( 177. Statistically significant associations were found between the severity of decay and the child′s age(P<0.001, female gender(P<0.05,low socioeconomic status (P<0.05, feeding frequency (P<0.05, type of feeding(P<0.01, fell asleep with nipple in mouth (P<0.05, duration of breast feeding(P<0.001, consumption of cariogenic type of snacks(P<0.01, age of commencement of tooth brushing(P<0.05, brushing frequency(P<0.05, oral hygiene status of child(P<0.001, DMFS scores of mothers (P<0.001, and oral hygiene status of mother (P<0.001.

  14. Como ayudar a su hijo durante la edad preescolar, con actividades para los ninos desde el nacimiento hasta los 5 anos (Helping Your Preschool Child, with Activities for Children from Infancy through Age 5). (United States)

    Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs.

    The first 5 yeas of a child's life are a time of tremendous physical, emotional, social, and cognitive growth. Noting that research shows that children are more likely to succeed in learning when their families actively support them, this Spanish-language booklet is intended for families and caregivers who want to help their preschool children…

  15. 郑州市学龄前儿童家庭亲子体育活动调查%Investigation on parent-child sports activities of families with preschool children in Zhengzhou city

    Institute of Scientific and Technical Information of China (English)



    目的:了解郑州市学龄前儿童家庭亲子体育活动的状况.方法:采用问卷调查等方法对郑州市976个家庭的亲子体育活动状况开展调查.结果:郑州市绝大多数的学龄前儿童喜欢亲子体育活动,多数家庭能够每周进行一次亲子体育活动.结论:积极更新教育理念,大力倡导亲子教育,通过和谐互动的亲子体育活动,给学龄前儿童营造一个身心健康发展的成长环境.%Objective: To understand the status of parent -child sports activities of families with preschool children in Zhengzhou city. Methods: Questionnaire survey was carried out to survey the status of parent - child sports activities in 976 families in Zhengzhou city. Results: The majority of the preschool children liked parent - child sports activities in Zhengzhou city, most families could carry out parent - child sports activities once a week. Conclusion; Updating educational idea actively, advocating parent - child education, and establishing harmonious and interactive parent - child sports activities can provide a growth environment for psychosomatic healthy development of preschool children.

  16. Associations between Parental Concerns about Preschoolers' Weight and Eating and Parental Feeding Practices: Results from Analyses of the Child Eating Behavior Questionnaire, the Child Feeding Questionnaire, and the Lifestyle Behavior Checklist.

    Directory of Open Access Journals (Sweden)

    Anna Ek

    Full Text Available Insight into parents' perceptions of their children's eating behaviors is crucial for the development of successful childhood obesity programs. However, links between children's eating behaviors and parental feeding practices and concerns have yet to be established. This study aims to examine associations between parental perceptions of preschoolers' eating behaviors and parental feeding practices. First, it tests the original 8-factor structure of the Child Eating Behavior Questionnaire (CEBQ. Second, it examines the associations with parental feeding practices, measured with the Child Feeding Questionnaire (CFQ.Questionnaires were sent to parents from 25 schools/preschools in Stockholm, Sweden and to parents starting a childhood obesity intervention. The CEBQ factor structure was tested with confirmatory factor analysis (CFA. Associations between CEBQ subscales Food approach and Food avoidance and CFQ factors Restriction, Pressure to eat and Monitoring were examined with structural equation modelling (SEM, adjusting for child and parental characteristics, and parental confidence, measured with the Lifestyle Behavior Checklist (LBC. CFQ Concern for child weight and Perceived responsibility for child eating were used as mediators.478 parents completed the questionnaires (children: 52% girls, mean age 5.5 years, 20% overweight/obese. A modified 8-factor structure showed an acceptable fit (TLI = 0.91, CFI = 0.92, RMSEA = 0.05 and SRMR = 0.06 after dropping one item and allowing three pairs of error terms to correlate. The SEM model demonstrated that Food approach had a weak direct effect on Restriction, but a moderate (β = 0.30 indirect effect via Concern, resulting in a substantial total effect (β = 0.37. Food avoidance had a strong positive effect on Pressure to eat (β = 0.71.The CEBQ is a valid instrument for assessing parental perceptions of preschoolers' eating behaviors. Parental pressure to eat was strongly associated with children

  17. Para Candidatos en Programas de Centros de Cuidado y Educacion Infantil con Ninos de Edad Pre-escolar: Asociado en Desarrollo Infantil Sistema de Evaluacion y Normas de Competencia CDA (Preschool Caregivers in Center-Based Programs: The Child Development Associate Assessment System and Competency Standards). (United States)

    Council for Early Childhood Professional Recognition, Washington, DC.

    This Spanish-language booklet outlines the requirements of the Child Development Associate (CDA) credential for preschool teachers or caregivers who work in center-based preschool day care programs. Part 1 provides an overview of the CDA credentialing system and the various options, settings, standards, and stages of the CDA assessment system.…

  18. Parent-Child Relationship of Pedometer-Assessed Physical Activity and Proxy-Reported Screen Time in Czech Families with Preschoolers (United States)

    Sigmund, Erik; Badura, Petr; Vokacova, Jana; Sigmundová, Dagmar


    This study focuses on determining the relationship between parents’ step count (SC) and screen time (ST) and children’s SC and ST on weekdays and at weekends. The participants (278 parents aged 30–45 and their 194 children aged 4–7) were recruited from 10 randomly selected Czech kindergartens. The participants recorded SC and ST duration over a week-long monitoring (≥8 h/day) during September–October 2014 and April–May 2015. The associations between parents’ SC and ST and children’s SC and ST were estimated using general linear regression for weekdays and weekends. Each 2500 SC increase in mothers’/fathers’ daily SC at weekdays (weekends) was associated with an extra 1143/903 (928/753) daily SC in children. Each 60 min of ST increase in mothers’/fathers’ ST at weekdays (weekends) was associated with an extra 7.6/7.6 (16.8/13.0) min of child daily ST. An increase of 2500 mothers’ daily SC was associated with reduction of 2.5 (7.5) min of ST in children at weekdays (weekends). This study reveals a significant relationship between parent-child SC/day, parent-child ST/day, and mothers’ ST and children’s SC at weekends. Weekend days seem to provide a suitable space for the promotion of joint physical activity in parents and their pre-schoolers. PMID:27455293

  19. Factors that Limit and Enable Preschool-Aged Children's Physical Activity on Child Care Centre Playgrounds (United States)

    Coleman, Bianca; Dyment, Janet E.


    The incidence of childhood obesity amongst preschool-aged children has increased dramatically in recent years and can be attributed, in part, to a lack of physical activity amongst children in this age group. This study explores the social factors that stand to limit and/or enable children's physical activity opportunities in outdoor settings…

  20. The Training of a Child with Autism in a Greek Preschool Inclusive Class through Intensive Interaction: A Case Study (United States)

    Argyropoulou, Zoe; Papoudi, Despina


    The purpose of this study was to examine the effectiveness of intensive interaction during interactive play between a preschool boy with autism and his teacher and, as a consequence, improve the social interaction between the boy and a non-autistic girl in an inclusive class in Greece. A single subject ABA design was applied. Observed variables…

  1. Friendships in Preschool Children with Autism Spectrum Disorder: What Holds Them Back, Child Characteristics or Teacher Behavior? (United States)

    Chang, Ya-Chih; Shih, Wendy; Kasari, Connie


    Children begin to show preferences for specific playmates as early as the first 2?years of life. Children with autism spectrum disorder have difficulty making friends, even in elementary and middle school. However, very little is known about earlier friendships in children with autism such as preschool friendships. This study examined friendships…

  2. Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior? (United States)

    Chang, Ya-Chih; Shih, Wendy; Kasari, Connie


    Children begin to show preferences for specific playmates as early as the first 2 years of life. Children with autism spectrum disorder have difficulty making friends, even in elementary and middle school. However, very little is known about earlier friendships in children with autism such as preschool friendships. This study examined friendships in preschool children with autism and explored how joint attention contributes to these friendships in mainstream settings. A secondary aim was to determine the extent to which teachers used strategies to facilitate friendship development. The participants were 31 mainstreamed preschool children (ages 2-5 years) with autism spectrum disorder. School observations were conducted individually to capture participants' interactions with peers and adults during free play. The results indicated that 20% of the participants had friendships at school. Children with friends were more likely than children without friends to be jointly engaged with their peers during free play, and they used higher joint attention skills. Teachers used few friendship facilitating strategies, and more often used behavioral management strategies within the classrooms. Future studies may want to examine the effects of early interventions and/or teacher training on the development of friendships in preschool children with autism spectrum disorder within the school setting. PMID:25694583

  3. Parent-Child Interaction and the Development of Racial Group Identity and Self Concepts of Preschool Children. (United States)

    McAdoo, Harriette; McAdoo, John L.

    This study focuses on three areas: (1) mother-child and father-child verbal and nonverbal interactions; (2) racial differences in parent-child interactions, children's self esteem and children's racial attitudes; and (3) relationships between parenting style and children's feelings of self-worth and racial preferences. Subjects were 40 black and…

  4. Predictors of discrepancies between informants' ratings of preschool-aged children's behavior: An examination of ethnicity, child characteristics, and family functioning. (United States)

    Harvey, Elizabeth A; Fischer, Candice; Weieneth, Julie L; Hurwitz, Sara D; Sayer, Aline G


    The present study examined predictors of discrepancies between mothers', fathers', and teachers' ratings of 3-year-old children's hyperactivity, attention problems, and aggression. Participants were families of 196 3-year-old children who took part in child and family assessments. Ethnicity was one of the most consistent predictors of discrepancies. African American mothers and fathers were more likely to rate their children's hyperactivity, attention problems, and aggression lower than teachers. In contrast, Latina mothers were more likely to rate their children as more hyperactive and inattentive than teachers. ADHD/ODD diagnoses, parental depression, number of children, and children's pre-academic skills were also predictive of discrepancies for some measures for some informants. These findings provide insight into factors that may contribute to informant discrepancies in ratings of preschool children. PMID:23935240

  5. 挫折-侵犯理论视野下的幼儿教师虐童事件%Preschool Teachers Violated Child Abuse under Frustration-Under Theory

    Institute of Scientific and Technical Information of China (English)



    近年来,我国幼儿教师虐童事件频发,主要原因有幼儿教师生存压力过大、幼儿教师工作压力过重、幼儿教师队伍整体素质偏低、幼儿教师心理健康现状堪忧、“家园”合作管理不完善、法律及相关监管体系不健全等。%In recent years, China's preschool teachers frequent incidents of child abuse, the main reason there is too much pressure to survive early childhood teachers, preschool teachers working pressure is too low overall quality of early childhood teachers, preschool teachers' mental health status are worrying,"Homeland"co-management is not complete and the legal and regulatory system is not perfect and so on.

  6. The Relationship Between Parent Perception of Child Weight, Parent Feeding Style, and Child BMI Among Low-Income, African American Preschoolers


    Taylor, Jhazmin


    In February 2011, First Lady Michelle Obama revealed her plan to end the childhood obesity epidemic in America. With childhood obesity considered a health crisis, it is crucial to begin serious prevention efforts. Shaping healthy eating habits and the physical activity of children at the preschool age is a great step toward life-long prevention. The U.S. populations most affected by and at-risk for childhood obesity are African Americans and Hispanic Americans. Overweight and obesity rates ar...

  7. Nutritional practices in full-day-care pre-schools.

    LENUS (Irish Health Repository)

    Jennings, A


    Full-day-care pre-schools contribute significantly to the nutritional intake and acquisition of dietary habits of the pre-school child. The present study investigated nutritional practices in full-day-care pre-schools in Dublin, Ireland, aiming to determine the nutritional support that pre-school managers deem necessary, thereby facilitating the amelioration of existing pre-school nutritional training and practices.

  8. Direct and indirect relations between parent–child attachments, peer acceptance, and self-esteem for preschool children


    Pinto, Alexandra Maria Pereira Inácio Sequeira; Veríssimo, Manuela; Gatinho, Ana Rita dos Santos; Santos, António José; Vaughn, Brian E.


    The present study aims to test Bowlby's suggestions concerning relations between the child's attachment quality with parents and subsequently constructed models of self-worth during early childhood. In most research on this question, attachment with mothers is considered in relation to self-worth but the child's attachment with fathers is not. Neither has the peer group been studied as an influence on child self-esteem, in the context of attachment research. This study addresses these relativ...


    Directory of Open Access Journals (Sweden)

    Belousova, M.V.


    Full Text Available Results of research of 130 families having children of early and preschool age are given. The contingent of investigated has been divided into 2 groups: group №1 - children without speech and cognitive violations (n=80, group № 2 - are diagnosed manifestations of the general underdevelopment of the speech combined with like-autistic disturbances (n=50. All the children were divided into 2 groups: group №1 (n = 80, children are without speech disorders, group №2 (n = 50: signs of general underdevelopment of children’s speech are diagnosed, combined with like-autistic disturbances. Features of formation of skills of social interaction, development of a subject role-playing game and the child parent relations at against the active use of tablet devices and smartphones by them are studied. In both groups intensive and unfairly early game interaction with gadgets is marked. There is a clear hierarchy transformation of the family system towards the loss of parents dominant influence on children without an ability to use gadget as an obedience and encourage. Patterns of parental behavior in the study families demonstrate the priority of spending time with the gadget to joint leisure time and active integration of the gadget into child's life with delegating him an authority of development and game interaction with him.

  10. The Relationship between Parenting Stress, Parental Intelligence and Child Behavior Problems in a Study of Korean Preschool Mothers (United States)

    Kwon, Jeong Yoon


    The current study examined the relationship between Korean mothers' parenting stress and parental intelligence, and child behavior problems as well as the mediation effects of parental intelligence, which tested the association between parenting stress and child behavior problems. A sample of 436 typically developing children and their mothers…

  11. Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes (United States)

    Yoshikawa, Hirokazu; Leyva, Diana; Snow, Catherine E.; Treviño, Ernesto; Barata, M. Clara; Weiland, Christina; Gomez, Celia J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit; Arbour, Mary Catherine


    We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N = 1,876). The program incorporated workshops and in-classroom coaching. We found…

  12. Parental child-rearing practices, behavior problems and pre-school children's social competence Práticas educativas parentais, problemas de comportamento e competência social de crianças em idade pré-escolar


    Angela Helena Marin; Cesar Augusto Piccinini; Tonantzin Ribeiro Gonçalves; Jonathan R. H. Tudge


    The study examined associations between parents' childrearing practices, behavior problems and pre-school children's social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children's behavior problems, especially those related to...

  13. Direct and indirect relations between parent-child attachments, peer acceptance, and self-esteem for preschool children. (United States)

    Pinto, Alexandra; Veríssimo, Manuela; Gatinho, Ana; Santos, António J; Vaughn, Brian E


    The present study aims to test Bowlby's suggestions concerning relations between the child's attachment quality with parents and subsequently constructed models of self-worth during early childhood. In most research on this question, attachment with mothers is considered in relation to self-worth but the child's attachment with fathers is not. Neither has the peer group been studied as an influence on child self-esteem, in the context of attachment research. This study addresses these relatively unstudied influences on child self-esteem. Attachment security to mother and father was measured by the Attachment Behavior Q-Set at two and half years of age. At five years of age social acceptance was measured using two sociometric techniques, and the self-esteem with the California Child Q-Sort. Our analyses indicated that security of the attachment to father and peer acceptance are both unique, significant predictors of the childrens' self-esteem. The security of the attachment to mother was also related to child self-esteem but did not emerge as a uniquely significant predictor. Peer acceptance appeared to moderate of the effect of the security of the attachment to father on the self-esteem of children. Our results extend the relatively sparse literature relating early attachments to self-esteem during early childhood. PMID:26426975

  14. Quality assurance in preschool surveillance.


    Wearmouth, E M; Lambert, P; Morland, R


    A quality assurance programme was used to evaluate community and primary care based preschool surveillance using the National Child Health Computer System in 40 examination centres. Quarterly reports were generated from returns from clinical medical officers and general practitioners to list non-attenders, uptake, and timeliness for the four preschool checks. These provided rapid and comparative feedback on personal performance for participating health professionals and led to marked rises in...

  15. Covariates of Sesame Street Viewing by Preschoolers. (United States)

    Spaner, Steven D.

    A study was made of nine covariates as to their discriminating power between preschoolers who watch Sesame Street regularly and preschoolers who do not watch Sesame Street, Surveyed were 372 3-4 year old children on 9 variables. The nine variables were: race, socioeconomic status, number of siblings, child's birth order, maternal age, maternal…

  16. Increasing access to dental care for medicaid preschool children: the Access to Baby and Child Dentistry (ABCD) program.


    Grembowski, D; Milgrom, P M


    OBJECTIVE: Washington State's Access to Baby and Child Dent stry (ABCD) Program, first implemented in Spokane County in 1995, offers extended dental benefits to participating Medicaid-enrolled children and higher fees for certified providers. This study aimed to determine the program's effect on children's dental utilization and dental fear, and on parent satisfaction and knowledge. METHODS: The study used a posttest-only comparison group design. Trained interviewers conducted telephone inter...

  17. Teaching temperature in pre-school education


    Bergant, Margit


    Activities, which enable preschool children to explore temperature, thermometers, and heat in general are presented in this thesis. Children's cognitive development and development of speech is described, as teachers have to be aware of the child's developmental stage, its characteristics and child's abilities to properly plan the activities for the children. This is described in the theoretical part of the thesis. In the second part our research about knowledge of temperature in preschool ch...

  18. Preschool psychopathology reported by parents in 23 societies: testing the seven-syndrome model of the child behavior checklist for ages 1.5-5

    DEFF Research Database (Denmark)

    Ivanova, Masha Y; Achenbach, Thomas M; Rescorla, Leslie A;


    To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies.......To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies....

  19. 北京市51名幼儿教师对预防儿童性侵犯问题认识的调查研究%Awareness of child sexual abuse preventionamong 5 1 preschool teachers in Beijing

    Institute of Scientific and Technical Information of China (English)

    陈晶琦; 于卜一; 李景壹; 张文静; 冯亚男; 赵晓霞; 刘成凤; 邱辰


    目的:了解幼儿教师预防儿童性侵犯知识、态度和教育活动,为做好幼儿教师预防儿童性侵犯教育培训提供参考。方法:在3所幼儿园对同意参加这项调查的51名教师进行不记名自填式问卷调查。调查内容涉及相关知识态度和开展的教育活动,以及接受相关培训情况和参加培训的意愿。结果:在被调查的51名幼儿教师中,很少有人知道性侵犯者多为儿童熟悉的人(29.4%)和受到性侵犯的儿童通常身体上不会留下明显的痕迹(17.6%)。尽管多数教师赞成在幼儿园开展预防性侵犯教育(74.5%),但也担心这种教育可能会使幼儿对“性”知道得太多,对孩子产生不好的影响(56.9%)。大多数(86.3%)的教师表示愿意参加预防儿童性侵犯教育培训。结论:幼儿教师预防儿童性侵犯知识有限,急需对幼儿教师进行培训。%Objectives:To understand preschool teachers’knowledge,attitudes and practice of child sexu-al abuse (CSA)prevention education in Beijing,and the results will be used as a reference for the CSA prevention education training of preschool teachers in Beijing.Method:Fifty-one preschool teachers were surveyed by the self-administered questionnaires anonymously in 3 preschools of Beijing.The survey included relative knowledge, attitudes and education practice,as well as willingness of training participation.Result:Among the 5 1 preschool teachers,a few teachers knew that children were most likely to be sexually abused by people familiar to them (29.4%)and usually no obvious physical evidence could be found in a sexually abused child (17.6%).Most pre-school teachers (74.5%)approved of CSA prevention education in preschools.However,at the same time,56.9%of them expressed concern that this education might induce children to learn too much about‘sex’.86.3%of pre-school teachers expressed that they were willing to participate in the

  20. Physical exercise of pre-school teachers


    Markovšek, Patricija


    We have researched physical exercise of pre-school teachers and children in the diploma thesis. We have been interested in the relationship of pre-school teachers to their own physical exercises and physical exercises of children that they teach. We have presented the meaning of food and physical exercises for healthy lifestyle at the beginning of the diploma thesis and the meaning of that for a pre-school child, which is connected with that, and the role of a pre-school teacher for that topi...

  1. Revitalization process of preschool buildings

    Directory of Open Access Journals (Sweden)

    Kostić Aleksandra


    Full Text Available This paper represents the research associated with establishment of the methodological approach to reviving architecture designed for children’s upbringing and education, and consider new possible strategies for implementing eco-principles in the existing construction fund of preschool facilities in Serbia. Basic research problem is global state of resources, energy consumption and disrupted children comfort in preschool facilities. Research gives concrete proposals for future architectural praxis in Serbia in terms of eliminating the aforementioned problems. The aim of the research is to record and valorize practical measures for environmental, energy-efficient and economic reshaping in accordance with pre-set criteria, which will provide healthy, safe, comfortable, functional and progressive eco inner and outer environment of a child in preschool facility. [Projekat Ministarstva nauke Republike Srbije, br. 036045: Revitalization of preschool facilities in Serbia - The program and methods of environmental, functional, and energy efficiency improvement

  2. Preventing Child Behavior Problems in the Erlangen-Nuremberg Development and Prevention Study: Results from Preschool to Secondary School Age

    Directory of Open Access Journals (Sweden)

    Friedrich Lösel


    Full Text Available A brief overview of the prevention part of the long-term Erlangen-Nuremberg Development and Prevention Study, which combines a prospective longitudinal and experimental design. Findings up to five years after intervention are reported. From a sample of 609 families with kindergarten children, subgroups participated in the universal prevention program EFFEKT (child social skills training, a parent training and a combination of both or were assigned to equivalent control groups. The short-term evaluation showed significant effects in mediating constructs (social problem solving and parenting behavior and in educators’ratings of children’s social behavior. In a follow-up after two to three years, school report cards showed fewer children with multiple behavior problems. In a further follow up after four to five years program children reported fewer externalizing and internalizing problems than the control group. There were no significant effects in the mothers’ reports on their children’s behavior. Most significant effect sizes ranged between d = 0.20 and d = 0.40. The findings suggest various positive long-term effects of the intervention. However, one need to be cautious with regard to over-generalizing the positive findings, because effectsizes vary over time and the positive findings could not be replicated in all investigated variables.

  3. Preschooler development (United States)

    ... page: // Preschooler development To use the sharing features on this page, please enable JavaScript. The normal social and physical development of children ages 3 to 6 years old ...

  4. Child Transportation Safety Tips. (United States)

    National Highway Traffic Safety Administration (DOT), Washington, DC.

    This document presents nine tips regarding safe infant and child transportation, each tip explained in one to two pages. The tips are as follows: (1) quick safety seat checkup; (2) where should your child ride? (3) how to protect your new baby in the car; (4) what safety seat to use for a big baby or toddler? (5) how should preschool and school…

  5. The relationship between quality of child-caregiver attachment, self-evaluation and cognitive development in a group of preschool South African children / Marichelle van Deventer


    Van Deventer, Marichelle


    Attachment theory is a fast growing field which contribute considerably to the understanding of the quality of the child-caregiver relationship and its influence in the shaping of the child. The attachment system utilizes cognitive components (Internal Working Models (IWM's)) of the attachment figure, the self and the environment, during the child's interaction with the primary caregiver. These models permit successful navigation of a child's environment, influence the way children construe t...

  6. Oral Health among Preschool Children with Autism Spectrum Disorders: A Case-Control Study (United States)

    Du, Rennan Y; Yiu, Cynthia K. Y.; King, Nigel M.; Wong, Virginia C. N.; McGrath, Colman P. J.


    Aim: To assess and compare the oral health status of preschool children with and without autism spectrum disorders. Methods: A random sample of 347 preschool children with autism spectrum disorder was recruited from 19 Special Child Care Centres in Hong Kong. An age- and gender-matched sample was recruited from mainstream preschools as the control…

  7. Literacy Events in Toddler Groups: Preschool Educators' Talk about Their Work with Literacy among Toddlers (United States)

    Hvit, Sara


    The present study originates in an interest in toddlers' spontaneous literacy activities and Swedish preschool practice. The curriculum for Swedish preschool (National Agency for Education, 2011b) clearly states that preschools should work on the basis of a holistic view of the child and that activities should be both enjoyable and based on…

  8. Interplay of Genes and Early Mother-Child Relationship in the Development of Self-Regulation from Toddler to Preschool Age (United States)

    Kochanska, Grazyna; Philibert, Robert A.; Barry, Robin A.


    Background: A broad capacity for deliberate self-regulation plays a key role in emotion regulation. This longitudinal investigation from infancy to preschool age examines genotype by environment (G x E) interaction in the development of self-regulation, using molecular measures of children's genotypes and observed measures of the quality of early…

  9. Enjoyment of Learning and Learning Effort in Primary School: The Significance of Child Individual Characteristics and Stimulation at Home and at Preschool (United States)

    Richter, David; Lehrl, Simone; Weinert, Sabine


    The present paper was written under the auspices of the interdisciplinary research group "Educational Processes, Competence Development, and Selection Decisions at Preschool and Primary School Age (BiKS)" (FOR 543), funded by the German Research Foundation (DFG). The surveys were conceptualised and supervised as part of the developmental…

  10. Evaluacion de la Interaccion Adulto-Nino en Aulas Pre-escolares de Concepcion, Chile. [Evaluation Adult-Child Interaction in Preschool Classrooms of Concepcion, Chile. (United States)

    Mathiesen De G., Maria Elena; Herrera G., Maria Olivia; Villalon B., Malva; Suzuky S., Emy


    Presents findings from investigation of the validity of the Arnett Caregiver Interaction Scale, CIS (1989), in preschools in Concepcion, Chile. Demonstrates the reliability and validity of the scale to evaluate the interaction of the childhood educator with young children, suggesting changes to the scale. Notes differences found for school type.…

  11. The Impact of Brief Teacher Training on Classroom Management and Child Behavior in At-Risk Preschool Settings: Mediators and Treatment Utility (United States)

    Snyder, James; Low, Sabina; Schultz, Tara; Barner, Stacy; Moreno, Desirae; Garst, Meladee; Leiker, Ryan; Swink, Nathan; Schrepferman, Lynn


    Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post…

  12. Fantasy Orientation Constructs and Related Executive Function Development in Preschool: Developmental Benefits to Executive Functions by Being a Fantasy-Oriented Child (United States)

    Pierucci, Jillian M.; O'Brien, Christopher T.; McInnis, Melissa A.; Gilpin, Ansley Tullos; Barber, Angela B.


    This study explored unique constructs of fantasy orientation and whether there are developmental benefits for fantasy-oriented children. By age 3, children begin developing executive functions, with some children exhibiting high fantasy orientation in their cognitions and behaviors. Preschoolers ("n" = 106) completed fantasy orientation…

  13. Pre-school enrollment: an analysis by immigrant generation


    Barry R. Chiswick; DebBurman, Noyna


    There has been minimal research on the pre-school enrollment of immigrant children. Using 1990 U.S. Census data, this paper investigates pre-school enrollment of child immigrants, those who immigrated as children and the U.S.-born children of immigrants. The analysis is conducted using probit analysis. Pre-school enrollment is found to vary systematically with parental characteristics (income and education), immigrant generation, number of siblings, mother's labor supply and country of origin...

  14. Problems of computerization in the brunch of preschool education

    Directory of Open Access Journals (Sweden)

    Podolyaka А.Е.


    Full Text Available The use of computer technologies was probed in preschool education. 27 pedagogical workers of child's preschool establishments took part in research. The differentiated approach is rotined in the selection of facilities of physical education of children of preschool age. The basic requirements are selected to the computer programs. Found out disparity between enhanceable demand on the computer programs and their introduction in an educational educate process. Multilevel classification and sequence is set in the selection of mobile games.


    California State Dept. of Education, Sacramento.


  16. Mean F0 values obtained through standard phrase pronunciation compared with values obtained from the normal work environment: a study on teacher and child voices performed in a preschool environment. (United States)

    Lindstrom, Fredric; Ohlsson, Ann-Christine; Sjöholm, Jonas; Waye, Kerstin Persson


    Mean fundamental frequency (F(0)) values are often used in research on vocal load. In this study, we examine how the mean F(0) differs when evaluated through pronouncing a standard phrase as compared to the mean F(0) obtained in a real work/play environment. We also examine how the F(0) values change throughout the day. The study was performed in a preschool, nine adult female preschool teachers and 11 children participated. The participants wore a digital recorder equipped with an accelerometer, which was attached to the neck. In the study, the participant first pronounced a standard phrase in a controlled environment; thereafter, the voice was recorded in the environment where both children and adults normally reside throughout the day, denoted by the work/play environment. For each participant, the procedure was repeated four times throughout the day. Analyses showed that the F(0) values of the children's and adult's voices were significantly higher when recorded in the work/play environment as compared to the controlled environment. The average difference was 36 Hz for adults and 24 Hz for children. Previous studies have shown an increase of F(0) over the day for teachers. In this study, an increase between morning and afternoon values was found amounting to 8 Hz for adults and 24 Hz for children. For the child population, this increase was statistically significant. However, the total changes over the day revealed a somewhat more complex scheme, with an increase of F(0) in the morning, a decrease during lunch, and finally an increase in the afternoon. This pattern was verified statistically for the joint child-adult population. PMID:19660906

  17. Preschool Predictors of Childhood Anxiety Disorders: A Prospective Community Study (United States)

    Wichstrøm, Lars; Belsky, Jay; Berg-Nielsen, Turid Suzanne


    Background: Anxiety disorders are often present at preschool age. Research on older children and studies contrasting preschoolers with high versus low behavioral inhibition (BI) highlight several risk factors, but these have not been investigated in community samples of young children. Child, parent, and peer factors at age 4 were therefore…

  18. Shining Stars: Preschoolers Get Ready to Read--How Parents Can Help Their Preschoolers Get Ready to Read (United States)

    Goldman, Elizabeth; Adler, C. Ralph


    Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their preschoolers learn to read. Included is a story about how one mother and father encourage their children to read, a sample reading activity, and a checklist for parents of preschoolers. This brochure is based on "A Child…

  19. Is every child's voice heard? Longitudinal case studies of 3-year-old children's communicative strategies at home and in a preschool playgroup


    Flewitt, Rosie


    This ESRC funded study investigates how young children integrate a range of multimodal strategies, including talk, body movement, gesture and gaze, to make and express meaning at home and playgroup during their first year in preschool. Using longitudinal ethnogrpahic video case studies of four 3-year-old children, two boys and two girls, this study identifies patterns in the children's uses of different communicative strategies that relate to the dynamics of the social, institutional and imme...

  20. Risk Factors of Dyslexia in Pre-school Children


    Tūbele, Sarmīte


    The article is devoted to actualize early risk factors of dyslexia in pre-school children.There are a lot of research about dyslexia and its impact on the child/pupil's development, learning and other areas of life. Part of the research concerns the development of a child in pre-school age determining, what factors influence acquisition of reading skills and predict potential difficulties. The article is devoted to reveal early risk factors of specific reading disorder (dyslexia), touches dia...

  1. Public Preschooling and Maternal Labor Force Participation in Rural India.


    Jain, Monica


    Mothers from poor families in India have a compelling need to work, but childcare for their young children is a constraint. This paper examines how far the public daycare helps in loosening this constraint. Todo this, I look at the effect on maternal labor force participation, of daycare implicit in the preschooling provided to young children, through India’s largest child development program - Integrated Child Development Scheme (ICDS). Besides preschooling, the ICDS program provides a whole...

  2. Evaluating the Opinions of the Preschool Teachers on Computer Assisted Education (United States)

    Kol, Suat


    Preschool education is highly important for pediatric development. During this period which covers 0-6 age, a child develops rapid physical, mental and social developments. Child's acquaintance with computer before school age is highly important. The purpose of this study is giving the opinions of the preschool teachers on computer assisted…

  3. "And We Told Wonderful Stories Also": Reflections on a Preschool Language Game To Promote Narrative Development. (United States)

    Mardell, Benjamin

    Using a teacher-researcher perspective, a study assessed a preschool storytelling program designed to promote children's narrative development. The program included workshops, child-teacher conferences, and adult and child performances. A preschool class of 17 four-year-olds listened to adult-told stories, rehearsed their own stories with a…

  4. Improvements and Future Challenges for the Research Infrastructure in the Field of “Preschool Education”


    Spiess, C.Katharina


    "Given the importance of the early stage of a child`s life and taking into account that there various initiatives underway to improve preschool programs in German, it is remarkable that there are only a few microdatasets covering the field of preschool education in Germany - even less if the focus is on nationally representative datasets. The majority of these at least provide information on attendance of preschool programs. In principle there are two main groups of data: data that comprise p...

  5. Separation of a child when entering kindergarten


    SOMMEROVÁ, Lucie


    The work deals with the separation of a child when entering kindergarten and aims to describe the symptoms of a child who is separated from his parents. First, we define the concept of preschool age, and then it is characterized in terms of developmental psychology, which is investigated further by the socialization of the child. Other chapters describe pre-school education and kindergarten as an institution and of course the very notion of separation. The subchapters deal with the connection...

  6. Child Day Care Centers, Day_care_preschool_providers, Published in 2008, 1:600 (1in=50ft) scale, Buffalo County. (United States)

    NSGIC GIS Inventory (aka Ramona) — This Child Day Care Centers dataset, published at 1:600 (1in=50ft) scale, was produced all or in part from Orthoimagery information as of 2008. It is described as...

  7. The Social Adjustment In Preschool Age. The Role Of Socio-Emotional Competence And Teacher-Child Relationship Quality On Peer Acceptance


    Sette, Stefania


    Little attention has been given to the processes by which the qualities of the teacher–child relationship (e.g., close, dependent, or conflictive) and children’s social behavior are related to young children’s social adjustment in early childhood (Palermo et al., 2007). The present dissertation, divided in three studies, investigated the direct and indirect contribution of children’s individual characteristics, quality of teacher-child relationships, and social behavior in an integrated mo...

  8. Longitudinal antecedents of executive function in preschoolers


    Conway, Anne; Stifter, Cynthia A.


    Despite an extensive history underscoring the role of social processes and child contributions to the development of executive functions (Lewis & Carpendale, 2009; Vygotsky, 1987), research on these relations is sparse. To address this gap, sixty-eight mother-child dyads were examined to determine whether maternal attention-directing behaviors (attention-maintaining, attention-redirection) and toddlers’ temperament predicted executive processes during preschool (mean age = 4.5 years, SD = 0.4...

  9. Media literacy and pre-school children


    Latinović, Tanja


    Child is born in the world of everpresent and unavoidable effect of media. The mission of parents is to acquaint children with media, but with the entrance of a child to the kindergarten, this mission transfers on a preschool teacher. Throughout carefully chosen and planned activities they acquaint children with media and include them in the process of media education. Children gain abilities to understand, value, analyse and evaluate media messages and delevop critical distance towards them ...

  10. Long-Run Benefits from Universal High-Quality Pre-Schooling

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz

    of staff with a pedagogic education, and a higher share of teachers with non-Danish ethnic background lead to significant improvements in children’s test results in Danish at the end of the 9th grade. Boys benefit more from pre-school quality than girls. We address possible selectivity by using......This paper investigates the role of pre-school quality for children’s cognitive development at the end of elementary schooling (age 16). We use a unique dataset based on Danish admini-strative registers where pre-school children are linked to their pre-school and its pre-school teachers. Based...... on this, we generate five main quality indicators of pre-schools. Child out-comes are language test scores from final (9th grade) elementary school exams. Controlling for child background factors, we find that a higher number of staff members per child, a higher share of male staff, a higher share...

  11. Gender, Play, Language, and Creativity in Preschoolers (United States)

    Holmes, Robyn M.; Romeo, Lynn


    This study explored the effects of a child's gender and school setting on preschoolers' language abilities (receptive vocabulary), creativity, and social play. The participants were primarily European-American children who spoke English as a primary language (nine children were bilingual), and were from middle income socioeconomic…

  12. Correlates of Attraction Among Preschool Children. (United States)

    Ross, Michael B.

    The generalizability of several variables which have been related to attraction among adults to preschool children was investigated. It was found that perceived physical attractiveness, perceived proximity, and familiarity are all significantly positively correlated with how popular a child is in his nursery school class. (Author)

  13. Social Memory of Preschool Girls and Boys. (United States)

    Etaugh, Claire; Whittler, Tommy E.


    Compared recognition and recall tests of retention in two studies of social memory in preschoolers (N=80). Children were asked to identify pictures of classmates or point to a picture as the experimenter said a child's name. In both experiments, no sex differences were found in the number of correct identifications. (Author/JAC)

  14. Ten Guidelines for Preschool Music Programs. (United States)

    Warner, Laverne


    Asserts that music is an important part of child development, but music experiences in preschool are often haphazard. Provides suggestions for developing music activities, including: using singing as program basis; choosing easy to sing music; understanding the relationship between music and creativity; slowly introducing movement experiences;…


    Directory of Open Access Journals (Sweden)

    Lyudmila Vasilevna Timoshenko


    Full Text Available The article presents the research results of ensuring the education problems quality of preschool age children in the conditions of preschool education system modernization: Federal state educational standard of preschool education realization (FSED PE.The article discusses the concept of education quality in relation to the early childhood education: as the normative level, which corresponds to the quality of individual child deve-lopment preschool; and as the quality of the pedagogical process and the environment in which it is performed, quality of training, technology, financial and material conditions, the quality of management.It is established that the technology of preschool education quality management is ensured by the implementation of the following management stages:- quality management definitions the goals and objectives of education in the preschool educational agency;- quality management of the selection of programs, technologies;- quality management design and planning of the whole pedagogical process in the preschool educational agency;- quality control monitoring of preschool education.It was revealed that modern teachers experience difficulties in the development and quality implementation of the Basic educational program of preschool education. In this connection, the role of methodological work with preschool educational agency teachers based on certain levels of their professional competence.

  16. Frequency and Perception of Mathematics Activities in Family Child Care and Parent-Child Routines


    Eddy, Annette Kari


    The study examined the frequency of preschool mathematics activities at home and in the family child care setting. Provider perception and parent perception of the activities were also surveyed. Twenty-one family child care providers, 38 parents, and 42 preschool children participated in the study. Providers and parents participated in a telephone interview in which they completed either the Day Care Activities Checklist (DAC) or the Parent/Child Activities Checklist (PCAC). Research assistan...

  17. Familial and Extrafamilial Correlates of Children's Child-Care Perceptions


    Godfrey, Michael K.


    The purpose of this study was to identify the individual, familial, and child-care characteristics related to children's perceptions of their nonparental child-care environments. One-hundred seventy-five children, their families, and child-care providers participated in this study. Children attended one of three forms of child care: large center-based child-care settings, home-based child-care settings, and a preschool. Correlates of children's perceptions of their child-care experiences came...

  18. Psychological and Behavioral Impact of Trauma: Preschool Children (United States)

    National Child Traumatic Stress Network, 2008


    There are children in preschool who have experienced trauma. Generally, traumatic events evoke feelings of extreme fear and helplessness. Reactions to traumatic events are determined by the subjective experience of the child, which could be impacted by developmental and cultural factors. What is extremely traumatic for one child may be less so for…

  19. Attachment and Symbolic Play in Preschoolers with Autism Spectrum Disorders (United States)

    Marcu, Inbal; Oppenheim, David; Koren-Karie, Nina; Dolev, Smadar; Yirmiya, Nurit


    The association between attachment and symbolic play was examined in a sample of 45 preschool age boys with autism spectrum disorders. Attachment was assessed using the strange situation procedure, and the frequency, duration, diversity and complexity of child-initiated symbolic play was assessed from observations of mother-child interactions…

  20. Predicting Preschool Effortful Control from Toddler Temperament and Parenting Behavior (United States)

    Cipriano, Elizabeth A.; Stifter, Cynthia A.


    This longitudinal study assessed whether maternal behavior and emotional tone moderated the relationship between toddler temperament and preschooler's effortful control. Maternal behavior and emotional tone were observed during a parent-child competing demands task when children were 2 years of age. Child temperament was also assessed at 2 years…

  1. The Association between Maltreatment and Obesity among Preschool Children (United States)

    Whitaker, Robert C.; Phillips, Shannon M.; Orzol, Sean M.; Burdette, Hillary L.


    Objective: To determine whether child maltreatment is associated with obesity in preschool children. Methods: Data were obtained from the Fragile Families and Child Wellbeing Study, a birth cohort study of 4898 children born between 1998 and 2000 in 20 large US cities. At 3 years of age, 2412 of these children had their height and weight measured,…

  2. Childcare Quality and Preschoolers' Math Development (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer


    This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other…

  3. Child Care Centres. (United States)

    Australian Dept. of Labour and National Service, Melbourne. Women's Bureau.

    Based on a survey of legislation relating to full-day care for preschool children of working mothers and a study of records, this report: (1) covers the number of registered child care centers in Australia and the number of children being served, (2) sets the conditions applying to registration of centers, (3) indicates the extent and levels of…

  4. 32 CFR Appendix B to Part 80 - Procedures for Special Educational Programs (Including Related Services) for Preschool Children... (United States)


    ... education and related services. b. Analyze school health data for those preschool children and children who... special education and related services. The preschool child's or child's parents shall be invited to the... her IEP. 4. If specially designed physical education services are prescribed in the IEP of a...

  5. A Little Bit of the Blues: Low-Level Symptoms of Maternal Depression and Classroom Behavior Problems in Preschool Children (United States)

    Conners-Burrow, Nicola Allison; Swindle, Taren; McKelvey, Lorraine; Bokony, Patti


    Research Findings: The purpose of this study was to examine the relationship between low-level depressive symptoms in mothers and teacher-reported child behavioral outcomes. Participants included 442 low-income mothers of preschool-age children who were screened for maternal depression by their child's preschool teacher. Teacher reports of…

  6. Preschool Geometry

    CERN Document Server

    Levenson, Esther; Tsamir, Pessia


    Recently the issue of early childhood mathematics has come to the fore and with it the importance of teaching geometrical concepts and reasoning from a young age. Geometry is a key domain mentioned in many national curricula and may also support the learning of other mathematical topics, such as number and patterns. This book is based on the rich experience (research and practice) of the authors and is devoted entirely to the learning and teaching of geometry in preschool. The first part of the book is dedicated to children's geometrical thinking, building concept images in line with concept d

  7. Non-cognitive Child Outcomes and Universal High Quality Child Care

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne


    Exploiting a rich panel data child survey merged with administrative records along with a pseudoexperiment generating variation in the take-up of preschool across municipalities, we provide evidence of the effects on non-cognitive child outcomes of participating in large scale publicly provided...... universal preschool programs and family day care vis-à-vis home care. We find that, compared to home care, being enrolled in preschool at age three does not lead to significant differences in child outcomes at age seven no matter the gender or the mother's level of education. Family day care, on the other...

  8. Effect of a child care center-based obesity prevention program on body mass index and nutrition practices among preschool-aged children. (United States)

    Natale, Ruby A; Lopez-Mitnik, Gabriela; Uhlhorn, Susan B; Asfour, Lila; Messiah, Sarah E


    This study examined the effect of an early childhood obesity prevention program on changes in Body Mass Index (BMI) z-score and nutrition practices. Eight child care centers were randomly assigned to an intervention or attention control arm. Participants were a multiethnic sample of children aged 2 to 5 years old (N = 307). Intervention centers received healthy menu changes and family-based education focused on increased physical activity and fresh produce intake, decreased intake of simple carbohydrate snacks, and decreased screen time. Control centers received an attention control program. Height, weight, and nutrition data were collected at baseline and at 3, 6, and 12 months. Analysis examined height, weight, and BMI z-score change by intervention condition (at baseline and at 3, 6, and 12 months). Pearson correlation analysis examined relationships among BMI z-scores and home activities and nutrition patterns in the intervention group. Child BMI z-score was significantly negatively correlated with the number of home activities completed at 6-month post intervention among intervention participants. Similarly, intervention children consumed less junk food, ate more fresh fruits and vegetables, drank less juice, and drank more 1% milk compared to children at control sites at 6 months post baseline. Ninety-seven percent of those children who were normal weight at baseline were still normal weight 12 months later. Findings support child care centers as a promising setting to implement childhood obesity prevention programs in this age group. PMID:24662896

  9. Empathy in Preschool Children: The Development of the Southampton Test of Empathy for Preschoolers (STEP) (United States)

    Howe, Alexandra; Pit-ten Cate, Ineke M.; Brown, Antony; Hadwin, Julie A.


    In this study, we investigated a new instrument: the Southampton Test of Empathy for Preschoolers (STEP). The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child's ability to understand (STEP-UND) and share (STEP-SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry,…

  10. Media education and preschool children


    Pikl, Anja


    In the modern world the main source of information are the media. There are more and more different and equal media, and from such a multitude of information it is difficult to understand, which ones are key, real and important. The media are very popular with the children, so they have a big impact on them. The graduation thesis entitled Media Education and the Pre-school Child is comprised of theoretical and empirical part. In the theoretical part I identified the concepts of media, med...

  11. No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes


    Tarjei Havnes; Magne Mogstad


    Many developed countries are currently considering a move toward subsidized, widely accessible child care or preschool. However, studies on how large-scale provision of child care affects child development are scarce, and focused on short-run outcomes. We analyze a large-scale expansion of subsidized child care in Norway, addressing the impact on children's long-run outcomes. Our precise and robust difference-in-differences estimates show that subsidized child care had strong positive effects...

  12. Visual Messages Accompanied by Music: Preschool Children’s Interpretations


    Dogani, Konstantina; Constandinidou-Semoglou, Ourania


    Within current visual culture children are continuously exposed to varieties of visual messages accompanied by music which could contribute towards their aesthetic development. However, the interaction between music and image is not always as simple as in animation where music has direct relationship to the visual message to be easily interpreted by the preschool child. Taking a semiotic approach the current paper investigates preschool child’s reception of a more sophisticated interaction be...

  13. Caregiver-Child Relationships as a Context for Continuity in Child Care (United States)

    Recchia, Susan L.


    This paper focuses on one aspect of continuity--the caregiver-child relationship--within a larger global study of continuity in child care based at a university-affiliated child care center. Case studies are presented of two toddler boys, followed as they transitioned from their infant classroom to the preschool classroom at the age of…

  14. Pre-school and primary school teachers??? perceptions of school readiness in Ireland


    Donnelly, Maria


    non-peer-reviewed Decisions to send a child to school are often made on the basis of parents and pre-school teachers??? perceptions. There may be disparity between how pre-school and primary school teachers??? define school readiness. The primary objective of this study was to establish current pre-school and primary school teachers??? perspectives of school readiness in Ireland and to compare perspectives from both teacher groups. The research also intended to ascertain the current rol...

  15. Child’s creativity in transition from pre-school to school


    Kopas-Vukašinović Emina


    This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child’s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influen...

  16. Profile of Children Entering Los Angeles Universal Preschool (LAUP), Fall 2007.


    This research brief describes the work done for First 5 LA by Mathematica Policy Research; its subcontractors; Juárez and Associates; American Institutes for Research; to conduct the First 5 LA/LAUP Universal Preschool Child Outcomes study.


    This research brief prepared by First 5 LA provides a snapshot of the children and families participating in the LAUP center-based preschool programs, with information about their ethnicity, primary language, household income, children’s literacy and math skills, family composition, and parent’s country of origin and employment. Mathematica collected the data as part of the First 5 LA/LAUP Universal Preschool Child Outcomes Study (UPCOS). A full report on the preschool study will be available...

  17. Risperidone Versus Methylphenidate in Treatment of Preschool Children With Attention-Deficit Hyperactivity Disorder


    Arabgol, Fariba; Panaghi, Leily; Nikzad, Vahid


    Background: Attention Deficit Hyperactivity Disorder (ADHD) is a common psychiatric diagnosis among preschool children. Objectives: The aim of this study was to examine the Risperidone treatment compared to Methylphenidate (MPH) in preschool children with ADHD. Patients and Methods: Thirty three outpatient preschool children, aged 3-6 years, diagnosed with ADHD (The diagnosis of ADHD was established by two child and adolescent psychiatrists according to the DSM-IV-TR criteria), participated i...

  18. The development of communicative competence of preschool children in the multicultural space of kindergarten


    Olga Zabrovskaya


    The analysis of the problem of communicative competence development of preschool children in conditions of multicultural educational organization is presented in article. The characteristic of competence-based approach in preschool education is given. The relevance of formation of key competencies at preschool age is shown. The role of multicultural space of kindergarten for formation the modern child identity, disclosure of his individual world, accumulation of experience of communication an...

  19. Technology of valuable attitude to the social world of children preschool age in the cognitive activity


    Arsenova, Marina


    The problem of studying the characteristics and capabilities of the formation of values related to social peace in preschoolers. The essence of the value relations of preschool children to the social world, its importance for the development of the child, the possibility of developing technologies related to the for-mation of the value of social reality for children preschool age in the process of cognitive activity.

  20. The development of communicative competence of preschool children in the multicultural space of kindergarten

    Directory of Open Access Journals (Sweden)

    Olga Zabrovskaya


    Full Text Available The analysis of the problem of communicative competence development of preschool children in conditions of multicultural educational organization is presented in article. The characteristic of competence-based approach in preschool education is given. The relevance of formation of key competencies at preschool age is shown. The role of multicultural space of kindergarten for formation the modern child identity, disclosure of his individual world, accumulation of experience of communication and interaction with the world is opened.

  1. Early prediction of psychosocial risks and their prevention in preschools

    Directory of Open Access Journals (Sweden)

    M.S. Mirimanova


    Full Text Available We review approaches to creation of safe learning environment in preschools: protecting, training, personally developing, creative. We explore the possibilities of this environment examination. We reveal child development risks and threats to educational environment security of preschool institutions. A special emphasis is on personal developmental and constructive approaches. Tolerance development in children is seen as a means of prevention and creation conditions for psychological security of educational environment, and indirect control of children social development process. At the same time, the aim is development of interactional culture in preschool educational institution, built on important tolerance principles: non-violence, voluntary choice, personal responsibility, accepting the Other.

  2. Effects of a Physical Activity Intervention in Preschool Children


    Roth, Kristina; Kriemler, Susi; Lehmacher, Walter; Ruf, Katharina C; Graf, Christine; Hebestreit, Helge


    PURPOSE To evaluate a multi-component, child-appropriate preschool intervention program led by preschool teachers to enhance physical activity (PA) and motor skill performance (MS) in 4- and 5-year old children. METHODS Evaluation involved 709 children (mean age 4.7±0.6 years; 49.5% girls) of 41 preschools (intervention group n=21; control group n=20) in the rural and urban surroundings of two German cities. Children in the intervention group received a daily PA intervention lasting 30 min...

  3. Sleep and Your Preschooler (United States)

    ... Story" 5 Things to Know About Zika & Pregnancy Sleep and Your Preschooler KidsHealth > For Parents > Sleep and Your Preschooler Print A A A Text ... Preschoolers need about 11 to 12 hours of sleep each day, which can include a nap. There's ...

  4. Child Nutrition in Rural India: Some Policy Priorities and Strategies


    Vipin chandran, K.P; Mrs. P. Sandhya


    The most neglected form of human deprivation is malnutrition particularly among preschool children. Millions of Indian children are equally deprived of the rights to survival, health, nutrition, education and safe drinking water. Interventions for preschool children (Early Childhood Care and Development) in India must be broadly addressed in three dimensions: child health, child development/education and child nutrition. The specific objectives of the study are to examine the current picture ...

  5. Questioning as a Component of Scaffolding in Predicting Emotion Knowledge in Preschoolers (United States)

    Bailey, Craig S.; Denham, Susanne A.; Curby, Timothy W.


    The following study expands Denham and Auerbach's (1995, "Mother-child dialogue about emotions and preschoolers' emotional competence." "Genetic, Social, and General Psychology Monographs," 121, 313-337) findings, demonstrating a link between mothers' talk about emotions and preschoolers' knowledge of emotions. We investigate the maternal language…

  6. Maternal Depression, Locus of Control, and Emotion Regulatory Strategy as Predictors of Preschoolers' Internalizing Problems (United States)

    Coyne, Lisa W.; Thompson, Alysha D.


    Childhood internalizing problems may occur as early as preschool, tend to be stable over time, and undermine social and academic functioning. Parent emotion regulatory behaviors may contribute to child internalizing problems and may be especially important during the preschool years when parents model emotion coping and regulation for their…

  7. Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers (United States)

    Celikoz, Nadir


    The purpose of this study is to investigate some personal and familial factors that affect overall academic motivation levels of candidate preschool teachers. The study group of this research consists of 285 students attending the child development and preschool education department at Selcuk University Faculty of Vocational Education in the…

  8. The Traditional in Contemporary Curricula of Preschool Education

    Directory of Open Access Journals (Sweden)

    Kopas-Vukašinović Emina


    Full Text Available Contemporary curricula of preschool education are the result of the improvement of pedagogical and didactic theories. They imply a technical plan with which it is possible to achieve measurable objectives of preschool education. The curriculum is also defined as a tool for quality and equal education for all. It represents a reflection of the time, society and culture in which it exists, but also a model for future society and education. Thus an important research question arises as to what extent we recognize traditional ideas about learning and the development of a preschool child in contemporary preschool programs. Are traditional ideas about educating young children unjustly neglected or do we recognize them in contemporary pedagogical theory even today, at the same time forgetting about the past and declaring them innovations? This paper deals with the starting points for the development of a curriculum. The goal of the research was to determine to what extent can the starting points for the development of preschool children, which have existed in the first preschool programs in Serbia in the late 19th century, be recognized in contemporary preschool programs. A descriptive method was applied as well as a procedure for content analysis of program documents. Research results confirm that the elements of the first preschool programs, which remain relevant until today, can be recognized in contemporary preschool programs. They are related to target orientations, principles and functions of preschool education. However, these ideas are defined as contemporary tendencies, and the fact that they existed in preschool programs that were developed a long time ago is unjustly ignored.

  9. Systematic dissemination of a preschool physical activity intervention to the control preschools. (United States)

    Howie, Erin K; Brewer, Alisa E; Brown, William H; Saunders, Ruth P; Pate, Russell R


    For public health interventions to have a meaningful impact on public health, they must be disseminated to the wider population. Systematic planning and evaluation of dissemination efforts can aid translation from experimental trials to larger dissemination programs. The Study of Health and Activity in Preschool Environments (SHAPES) was a group-randomized intervention trial conducted in 16 preschools that successfully increased the physical activity of preschool age children. Following the completion of the research study protocol, the intervention was abbreviated, modified and implemented in four preschools that participated as control preschools in the original research study. The purposes of the current study were to describe the process of refining the intervention for dissemination to the control preschools, and to assess the acceptability of the resulting abbreviated intervention delivery. Five overarching behavioral objectives, informed by process evaluation, data from the original trial and collaboration with intervention teachers, were used to guide the implementation. Teachers in the dissemination classrooms reported high levels of acceptability, potential for sustainability of the program, and positive results in knowledge, skills, and child outcomes. Researchers can include a systematic approach to dissemination of effective intervention elements to the control participants in experimental studies to inform future dissemination efforts and begin to bridge the dissemination gap. PMID:27107302

  10. Pre-school institution management efficiency taking into account guarantee of support and help for children


    Leleikienė, Vijolė


    The purpose of research was to analyze the attitude of pre-school institution heads, teachers, parents and children towards priorities and possibilities of present-day institution efficient management by providing support and help for a child.

  11. Three Degrees of Maternal Involvement in a Preschool Program: Impact on Mothers and Children (United States)

    Radin, Norma


    Findings of this study suggest that a parent-education component is important if the child is to continue to benefit academically from a compensatory preschool program, although there may be no immediate effect on the youngsters. (Author)

  12. 亲子户外真人秀节目的幼儿体育教育理念及启示--以《爸爸去哪儿》为例%Preschool Physical Education in Parent-child Outdoor Reality Television:Perceptions and Inspirations---Using“Dad,Where are We Going?”as a Case Study

    Institute of Scientific and Technical Information of China (English)

    彭国强; 舒盛芳; 冯文昌


    运用文献法与个案分析法,辨析了亲子户外真人秀节目与幼儿体育的关系。在挖掘《爸爸去哪儿》节目中的“健康第一、探究学习、因材施教、交往与沟通”等幼儿体育教育理念的基础上,提出重构男性家庭教育的角色,推动幼儿体育的双性化教育进程;倡导“生活教育”,做好学校体育与家庭体育的有效衔接;重视幼儿体育中的“游学教育”,弥补“圈养教育”的不足;构建和谐的师生关系,推动幼儿体育教育公平等启示。%This study analyzes the relationship between parent-child outdoor reality television and preschool physi-cal education. The reality show“Dad, where are we going”manifests such preschool physical education ideas as“health first”,“inquiry learning”,“individualized learning”and“learning in communication”. We suggest that the male’s role in family education be reestablished to promote a gender-balanced physical education for preschoolers, that school physical education and family physical education be effectively cohered, that emphasis be placed on“traveling education”instead of“captivity education”, and that a harmonious relationship be fostered between the teacher and pupils to ensure a fair physical education for each preschooler.

  13. Education of preschool children in picture books


    Gomišček, Petra


    Based on scientific literature, this thesis deals with the development of educational thought, the creation of kindergartens, and views on child education in preschool institutions through Slovenian history from 1756 until today. We provided arguments in the second part of the thesis, based on selected children’s and/or youth texts aimed for children and young people, encompassing elements adapted to the young readers’ capabilities. Children, model of education, family education and upbrin...

  14. Divorce, Single Parenting, and Child Development. (United States)

    Crossman, Sharyn M.; Adams, Gerald R.


    Investigated whether a preschool intervention program for children from single-parent households could be effective in establishing the conditions appropriate for allowing the child to recover from the harmful consequences of divorce and limited adult-child interaction. (Author/DB)

  15. Parental child-rearing practices, behavior problems and pre-school children's social competence Práticas educativas parentais, problemas de comportamento e competência social de crianças em idade pré-escolar

    Directory of Open Access Journals (Sweden)

    Angela Helena Marin


    Full Text Available The study examined associations between parents' childrearing practices, behavior problems and pre-school children's social competence. A total of 48 mothers and 33 fathers, when their firstborn children were aged six, completed an interview about child-rearing practices and the Social Skills Rating System that also assesses behavior problems. Spearman correlations indicated positive associations between maternal coercive practices and children's behavior problems, especially those related to externalizing. Positive correlations were also found between fathers' coercive practices and internalizing problems, as well as among fathers' inductive and non-interference practices with children's cooperation and assertiveness, respectively. Girls' mothers reported higher levels of self-control and social competence than did boys' mothers. Moreover, lower SES mothers referred more coercive practices while higher SES mothers reported more inductive practices. Findings underscore the relationship between fathers' inductive practices and children's social competence. In addition, results suggested associations among both mothers' and fathers' coercive practices and children's behavior problems.O estudo investigou a relação das práticas educativas parentais, problemas de comportamento e a competência social de crianças pré-escolares. Participaram 48 mães e 33 pais, cujos primogênitos tinham seis anos de idade, que responderam a uma entrevista sobre práticas educativas e ao Sistema de Avaliação das Competências Sociais, o qual também avalia problemas de comportamento. Correlações de Spearman revelaram associações positivas entre práticas coercitivas maternas e problemas de comportamento infantil, especialmente os de externalização. Foram encontradas correlações positivas entre práticas coercitivas paternas e problemas de internalização, bem como entre as práticas indutivas e de não interferência paternas com a cooperação e a

  16. Long-run benefits from universal high-quality preschooling

    DEFF Research Database (Denmark)

    Bauchmüller, Robert; Gørtz, Mette; Rasmussen, Astrid Würtz


    This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended...... a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements...... in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability....

  17. Swimming Orientation for Preschoolers. (United States)

    Smith, Mary Lou


    Techniques which are designed to dispel fears and promote confident learning are offered to preschool swimming instructors. Safety, class organization, water games, and class activities are discussed. (IAH)

  18. Predicting preschool pain-related anticipatory distress: the relative contribution of longitudinal and concurrent factors. (United States)

    Racine, Nicole M; Pillai Riddell, Rebecca R; Flora, David B; Taddio, Anna; Garfield, Hartley; Greenberg, Saul


    Anticipatory distress prior to a painful medical procedure can lead to negative sequelae including heightened pain experiences, avoidance of future medical procedures, and potential noncompliance with preventative health care, such as vaccinations. Few studies have examined the longitudinal and concurrent predictors of pain-related anticipatory distress. This article consists of 2 companion studies to examine both the longitudinal factors from infancy as well as concurrent factors from preschool that predict pain-related anticipatory distress at the preschool age. Study 1 examined how well preschool pain-related anticipatory distress was predicted by infant pain response at 2, 4, 6, and 12 months of age. In study 2, using a developmental psychopathology framework, longitudinal analyses examined the predisposing, precipitating, perpetuating, and present factors that led to the development of anticipatory distress during routine preschool vaccinations. A sample of 202 caregiver-child dyads was observed during their infant and preschool vaccinations (the Opportunities to Understand Childhood Hurt cohort) and was used for both studies. In study 1, pain response during infancy was not found to significantly predict pain-related anticipatory distress at preschool. In study 2, a strong explanatory model was created whereby 40% of the variance in preschool anticipatory distress was explained. Parental behaviours from infancy and preschool were the strongest predictors of child anticipatory distress at preschool. Child age positively predicted child anticipatory distress. This strongly suggests that the involvement of parents in pain management interventions during immunization is one of the most critical factors in predicting anticipatory distress to the preschool vaccination. PMID:27276117

  19. Music Learning and Child's Play. (United States)

    Littleton, Danette


    Reviews various studies on childs play and its relation to young childrens development in music learning processes and explores the role that cognitive and social play categories have in studying childrens play with music. Provides strategies for initiating music-play opportunities in a preschool classroom. (CMK)

  20. Investigation of Parental Involvement in the Education of Pre-school and Primary School-Level Special Needs Students




    In preschool education period, one of the most important institutions that gives the opportunity to know the external world and get them adopt various habits is the family. Preschool education is not only the preschool education due to its special feature is a kind of education carried out not only in the institution but also in the family. As is every child, the children with different developmental characteristics from their peers have the right of educational usufruct during this period. H...

  1. The acquisition of the Latvian language as the Second language at preschool age in theory and practice


    Ingēra Tomme-Jukēvica


    In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their influence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program (with instruction in Russian), the Latvian Langu...

  2. Parent and Child References to Letters during Alphabet Book Reading: Relations to Child Age and Letter Name Knowledge (United States)

    Lachner, William; Zevenbergen, Andrea; Zevenbergen, Jason


    Research Findings: The purpose of this study was to examine the frequency of extratextual references to letters made by parents and preschoolers during shared reading of an alphabet book. The frequency of letter references was also examined in relation to child age and knowledge of letter names. Participants consisted of 44 preschoolers and their…

  3. Working with fairytales in preschool period in different media


    Lah, Mateja


    By reading stories we introduce preschoolers to the world of literature. With proper selection of stories we can expand and enrich the child's literary selection and introduce them to the literary arts. We need to pay attention to the quality of stories, the child's age, his ability to comprehend and experience, and to the appropriate means of conveying stories. Listening to stories is the best incentive for the child’s development; in this way we influence the child’s emotional, intellectual...

  4. Promoting preliteracy skills through play in preschool period


    Košuta, Jara


    The thesis explores the development of preschool children, the factors that affect the development of preliteracy skills and the link between play and literacy. It is based on the fact that literacy begins before the child enters primary school and that preliteracy skills can predict the child's educational achievement in literacy and in general. Children's cognitive skills in early childhood and their natural curiosity for their own environment enable them to develop certain ideas about ...

  5. Executive functioning, emotion regulation, eating self-regulation, and weight status in low-income preschool children: How do they relate? (United States)

    The purpose of the present study was to examine relationships between child eating self-regulation, child non-eating self-regulation, and child BMIz in a low-income sample of Hispanic families with preschoolers. The eating in the absence of hunger task as well as parent-report of child satiety respo...

  6. Non-Abused Preschool Children's Perception of an Anogenital Examination (United States)

    Gulla, Kari; Fenheim, Gred Eva; Myhre, Arne K.; Lydersen, Stian


    Objective: An anogenital examination is usually part of the standard medical assessment in children evaluated for suspected sexual abuse, and the emotional impact on the child has been studied. The primary aim of this study was to assess non-abused preschool children's responses to an anogenital examination. Method: One hundred and fifty-eight…

  7. Effects of Pretend Imagery on Learning Dance in Preschool Children (United States)

    Sacha, Tori J.; Russ, Sandra W.


    Play is important in child development and learning. The intent of this study was to assess the effects of play, using physical movement and pretend imagery, on learning dance. Four preschool dance classes, encompassing 32 children ages 3-6, were randomly divided into pretend imagery groups and traditional teaching groups. The classes were…

  8. Temperament, Family Environment and Anxiety in Preschool Children (United States)

    Hudson, Jennifer L.; Dodd, Helen F.; Bovopoulos, Nataly


    This research examines the relationship between behavioural inhibition (BI), family environment (overinvolved and negative parenting, parental anxiety and parent-child attachment) and anxiety in a sample of 202 preschool children. Participants were aged between 3 years 2 months and 4 years 5 months, 101 were male. A thorough methodology was used…

  9. Fathering and Mothering of Preschool Boys with Hyperactivity (United States)

    Keown, Louise


    This study examined links between paternal and maternal parenting factors and preschool hyperactivity in a community sample. Forty-one hyperactive and 38 comparison boys (aged 47-62 months) and their fathers and mothers were assessed on a range of interview, parent questionnaire, and observational measures of parenting and child behavior. Results…

  10. La Educacion Preescolar en Cuba [Preschool Education in Cuba]. (United States)

    Childhood Education, 2002


    Describes the "Educate Your Child" program, a Cuban family-based program supported by UNICEF and designed to enhance the total development of children from birth until the start of formal schooling for the 80 percent of Cuban children who do not attend the Children's Circle preschool program. Highlights the importance of the regional supervisor in…

  11. Children's Storytelling: The Effect of Preschool and Family Environment (United States)

    Fekonja-Peklaj, Urska; Marjanovic-Umek, Ljubica; Kranjc, Simona


    Storytelling reflects children's pragmatic language ability, which develops rapidly in early childhood and is related to various characteristics of the child's environment. This study examines the effect of preschool, maternal education and quality of the home environment on children's storytelling skills. The sample included 229 Slovenian…

  12. Factors Related to Resilience in Preschool and Kindergarten Students (United States)

    Nesheiwat, Kathleen M.; Brandwein, David


    This study was designed to examine the relationship between resilience and within-child characteristics of children under the age of 6. Participants included preschool and kindergarten students (N = 29) and their parents and teachers from two urban communities in New Jersey. Data were obtained through the Joseph Picture Self-Concept Scale (…

  13. Intervention Strategies for Pre-School Students with Special Needs (United States)

    Zucker, Gloria H.


    Students with special needs require unique intervention strategies as they enter infant care and preschool environments. The techniques and materials discussed in this paper are designed especially for the child's unique abilities and disabilities. This paper will also focus on the skills needed for infants who have been identified as requiring…

  14. The Cognitive Environments of Urban Preschool Children. Final Report. (United States)

    Hess, Robert D.; And Others

    This final report describes a project begun in 1962 which was designed to analyze the effect of home and maternal influence on the cognitive development of urban preschool children evaluated when they were four years old. The research group consisted of 163 mother-child pairs from three socioeconomic status levels: middle class, skilled working…

  15. Cognitive and Communicative Development in Hearing-Impaired Preschool Children. (United States)

    Kricos, Patricia B.; Aungst, Holle L.


    Describes a study that determines if an interrelationship exists between cognitive level, gestural development, and spoken English development in five hearing-impaired preschool children. Results suggest that a deaf child's cognitive development may be related to his/her communicative ability, especially in terms of pragmatic-semantic…

  16. Literacy Socialization: A Parent Diary of a Preschooler. (United States)

    Hoffman, Sandra Josephs

    One preschool-age child's literacy-oriented, self-initiated games and play are described in this report. Some of the games used decontextualized print, some focused on contextualized written language, some were number games, and some involved letters and words. Commercially produced games were used in addition to games constructed at home; these…

  17. Fundamental movement skills among Australian preschool children. (United States)

    Hardy, Louise L; King, Lesley; Farrell, Louise; Macniven, Rona; Howlett, Sarah


    Early childhood is a critical period for the development of fundamental movement skills (FMS). Children who do not master FMS are more likely to experience failure in the motor domain and less likely to participate in sport and games during childhood and adolescence. Studies among primary school aged children report low levels of FMS mastery indicating the need to implement FMS programs during the preschool years. Cross-sectional study of 425 children attending preschools in the Sydney, Australia in 2008. FMS were assessed using the Test of Gross Motor Development-2 including locomotor (run, gallop, hop, horizontal jump) and object control (strike, catch, kick overhand throw) skills. Data were analysed using linear regression and chi-squared analyses. Total locomotor score was higher among girls compared with boys (pBoys had higher total (pboys had higher mastery of object control skills. These findings highlight the need to provide structured opportunities which facilitate children's acquisition of FMS, which may include providing gender separated games, equipment and spaces. That mastery of FMS is low in primary school children indicates the importance of early intervention programs in preschools. Preschools and child care centers hold promise as a key setting for implementing FMS programs. PMID:19850520

  18. Relationship Between Parents and Preschool Children

    Directory of Open Access Journals (Sweden)

    Nilgun Ongider


    Full Text Available Parents play a key role in the emotional development of child especially in preschool age. There are many related factors in the relationship of child and parent. It is important to understand children’s subjective experiences with their parents. Temperamental characteristics of the mother have an important role to play in the quality of this relationship. Most parents desire to have deep, intimate relationships between their children. Also, children need emo-tional closeness, safety and security. Attachment is the strong emotional bond that develops between child and primary caregiver. The secure attachment style increases the emotional development of child positively and it may serve as a protective factor for psychological well-being. Children’s well-being often depends on how children perceive or interpret their parents behaviors. Poor parenting practices represent some of the most risk factors for psychological problems in childhood. There are many research results show that correlation between the parental negative attitudes and the psychopathology of the children. The present study aimed to review the relationship between parent and preschool children.

  19. Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills (United States)

    Mashburn, Andrew J.


    This study examined associations between quality of social and physical environments in preschools and children's development of academic, language, and literacy skills, and the extent to which preschool quality moderated the associations between child risk and development. Participants were a diverse sample of 540 four-year-old children in…

  20. Impact of Maternal Posttraumatic Stress Disorder and Depression Following Exposure to the September 11 Attacks on Preschool Children's Behavior (United States)

    Chemtob, Claude M.; Nomura, Yoko; Rajendran, Khushmand; Yehuda, Rachel; Schwartz, Deena; Abramovitz, Robert


    To evaluate whether conjoined maternal posttraumatic stress disorder (PTSD) and depression are associated with increased behavioral problems among terrorism-exposed preschool children (N = 116; 18-54 months), this study compared clinically significant child behavioral problem rates among the preschool children of mothers with PTSD and depression,…

  1. American Preschoolers on Ritalin. (United States)

    Leo, Jonathan


    Discusses the controversial use of Ritalin among preschool children, examining research from two studies: "Treatment Strategies for Attention-Deficit/Hyperactivity Disorder" and "Preschool ADHD Treatment Study." Examines issues related to the diagnosis and treatment of ADHD and concludes by examining the influence of the human genome project on…

  2. Writing Workshop in Preschool (United States)

    King, Kelly A.


    Preschoolers may be novices in the area of writing but, as this article highlights, they are indeed writers. In a year-long ethnography of preschoolers during structured writing time the teacher/researcher explored how students adapted to a writing workshop format. Students participated in daily journal writing and sharing, and weekly conference…

  3. Mother-Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior (United States)

    Garner, Pamela W.; Dunsmore, Julie C.; Southam-Gerrow, Michael


    We examined associations of maternal and child emotional discourse and child emotion knowledge with children's behavioral competence. Eighty-five upper middle-income, mostly White preschoolers and mothers completed a home-based bookreading task to assess discourse about emotions. Children's anger perception bias and emotion situation knowledge…

  4. Predictors of Preschoolers' Appraisals of Conflict in Families Experiencing Intimate Partner Violence (United States)

    Miller, Laura E.; Howell, Kathryn H.; Graham-Bermann, Sandra A.


    Factors that may contribute to preschool-aged children's appraisals of their parent's violent conflicts in families experiencing recent intimate partner violence (IPV) were evaluated for 116 mother-child dyads. Mothers and children were interviewed using empirically-validated measures to assess level of violence, maternal and child mental health,…

  5. Preschoolers' Problem-Solving in Sexually Abusive and Non-Sexual Situations. (United States)

    Grober, Jacqueline S.; And Others

    This study examined the relation of social situation variables and children's gender to children's social problem solving ability in potentially unsafe situations. A total of 62 preschoolers (mean age 4.4 years) were shown a series of four vignettes. In two vignettes, an adult or a child asked a second child to cross a street. In two other…

  6. Parenting Practices in Preschool Leading to Later Cognitive Competence: A Family Stress Model (United States)

    Nievar, M. Angela; Moske, Amanda Kay; Johnson, Deborah Jean; Chen, Qi


    Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and…

  7. Parenting Dimensions in Relation to Pre-Schoolers' Behaviour Problems in Latvia and Lithuania (United States)

    Sebre, Sandra B.; Jusiene, Roma; Dapkevice, Egle; Skreitule-Pikse, Inga; Bieliauskaite, Rasa


    The aim of the present study was to examine associations between parenting and child behaviour problems in two neighbouring countries with subtle, yet apparent cultural differences. Participants were mothers and fathers of preschool-age children from Latvia and Lithuania. Parents completed a measure of child-rearing attitudes and reported on their…

  8. Family Reading Behavior and Early Literacy Skills in Preschool Children from Low-Income Backgrounds (United States)

    Bracken, Stacey Storch; Fischel, Janet E.


    This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level,…

  9. Student Teachers' and Preschool Children's Questions about Life--A Phenomenographic Approach to Learning. (United States)

    Samuelsson, Ingrid Pramling; Johansson, Eva; Davidsson, Birgitta; Fors, Brigitta


    Investigated student teachers' experiences using a phenomenographically oriented pedagogic theory to develop a better understanding of preschool children's life questions. Found that, following the intervention study, the students emphasized the importance of finding the child's point of view and of tackling the child's questions together, more so…

  10. Experimental Evaluation of a Preschool Language Curriculum: Influence on Children's Expressive Language Skills (United States)

    Justice, Laura M.; Mashburn, Andrew; Pence, Khara L.; Wiggins, Alice


    Purpose: The primary purpose of this study was to investigate child impacts following implementation of a comprehensive language curriculum, the Language-Focused Curriculum (LFC; Bunce, 1995), within their preschool classrooms. As part of this larger purpose, this study identified child-level predictors of expressive language outcomes for children…