WorldWideScience

Sample records for child preschool

  1. Play of a Preschool Child

    OpenAIRE

    VONDRÁČKOVÁ, Šárka

    2009-01-01

    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 Sexual Abuse at Preschools--A Research Review of a Complex Issue for Preschool Professionals

    Science.gov (United States)

    Bergström, Helena; Eidevald, Christian; Westberg-Broström, Anna

    2016-01-01

    The objective of this research review is to synthesize research published between 2000 and 2015 regarding child sexual abuse, preschool and preschool teachers. The review identifies themes relevant for the preschool teacher profession: child sexual abuse at preschools, suspicions and consequences for the preschool sector, preventing techniques and…

  3. Parental perception of preschool child body weight.

    Science.gov (United States)

    Garrett-Wright, Dawn

    2011-10-01

    Obesity in preschoolers has risen dramatically in the last decade. Although studies have demonstrated that parents of preschoolers have incorrect perceptions of their child's body weight, little is known about the factors that may be associated with these perceptions. The purpose of this study was to examine the relationships between parental perceptions of preschool child body weight and parental psychosocial factors. Quantitative analyses included descriptive statistics, correlations, and regression analyses. More than one third of the children in the sample were at risk for being overweight or were already overweight. However, less than 6% of parents felt that their child had an elevated body weight. Results from univariate logistic regression analyses demonstrated that the parent's health literacy level was a significant predictor of the accuracy of their perceptions regarding their child's body weight (p Parental concern regarding child weight and perceived level of efficacy did not significantly predict the accuracy of their perceptions. Results from this study indicate that assessing parental perceptions of preschool child body weight can help providers accurately understand how parents view their children and lead to tailored educational interventions. In addition, the results support previous research suggesting that parental health literacy is a key to providing high-quality family-centered care.

  4. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

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

    , of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children's development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children's background......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...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...

  5. Remediating Child Poverty via Preschool: Exploring Practitioners' Perspectives in England

    Science.gov (United States)

    Simpson, Donald

    2013-01-01

    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. The Preschool Instructional Context and Child-Teacher Relationships

    Science.gov (United States)

    Howes, Carollee; Fuligni, Allison Sidle; Hong, Sandra Soliday; Huang, Yiching D.; Lara-Cinisomo, Sandraluz

    2013-01-01

    Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child-teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional…

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

    OpenAIRE

    Svensson, Birgitta; Janson, Staffan

    2008-01-01

    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...

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

    OpenAIRE

    Makovec, Manuela

    2015-01-01

    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...

  9. Preschool Child Care and Parents' Use of Physical Discipline

    Science.gov (United States)

    Magnuson, Katherine A.; Waldfogel, Jane

    2005-01-01

    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

    Science.gov (United States)

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

    2016-01-01

    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.

    2015-01-01

    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. Teacher-child Relationships in Preschool Period: The Roles of Child Temperament and Language Skills

    Directory of Open Access Journals (Sweden)

    Sibel YOLERİ

    2016-09-01

    Full Text Available The aim of this study was to determine how children’s temperament and language skills predict the effects of teacher–child relationships in preschool. Parents and preschool teachers completed three questionnaires: The Student-Teacher Relationship Scale, the Marmara Development Scale and the Short Temperament Scale for Children. The relational survey method was used in this study. The sample consisted of 195 preschool children. According to the results, a negative significant relationship was found between the teacher-child relationships scores and the reactivity sub-dimension of temperament. Also, there are positive significant relationships between teacher-child relationship scores and language skills. In addition, both the reactivity sub dimension of temperament and language skills demonstrate a predictor effect on the teacher-child relationships. Reactivity was the most important temperament trait factor affecting relationships.

  13. Pre-school child and natural number

    OpenAIRE

    Kaslová, Michaela

    2015-01-01

    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...

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

    OpenAIRE

    Rutar, Sonja

    2015-01-01

    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...

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

    OpenAIRE

    Jankovska, Jekaterina; Prudņikova, Ilga

    2015-01-01

    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...

  16. FACILITATION OF THE CHILD CREATIVITY THROUGH MUSICAL ACTIVITY AT PRESCHOOL

    OpenAIRE

    Liduma, Anna

    2016-01-01

    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...

  17. Preschool Success: Everything You Need to Know to Help Your Child Learn

    Science.gov (United States)

    James, Amy

    2006-01-01

    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,…

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

    OpenAIRE

    Horvat, Nina

    2015-01-01

    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...

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

    OpenAIRE

    Phillips-Hing, Christine Dawn

    2008-01-01

    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...

  20. 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), especi......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...

  1. Parent Attachment, Childrearing Behavior, and Child Attachment: Mediated Effects Predicting Preschoolers' Externalizing Behavior

    Science.gov (United States)

    Roskam, Isabelle; Meunier, Jean-Christophe; Stievenart, Marie

    2011-01-01

    Attachment theory provides an interesting background for thinking about externalizing behavior (EB) in early childhood and for understanding how parenting influences the child's outcomes. The study examined how attachment and parenting could be combined to explain preschoolers' EB. Data were collected from 117 preschoolers aged from 4 to 6…

  2. Child-Centred Education: Preschool Teachers' Beliefs and Self-Reported Practices

    Science.gov (United States)

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

    2016-01-01

    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…

  3. A Cross-Cultural Examination of Preschool Teacher Cognitions and Responses to Child Aggression

    Science.gov (United States)

    Pochtar, Randi; Del Vecchio, Tamara

    2014-01-01

    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…

  4. Maternal Socialization and Child Temperament as Predictors of Emotion Regulation in Turkish Preschoolers

    Science.gov (United States)

    Yagmurlu, Bilge; Altan, Ozge

    2010-01-01

    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…

  5. An investigation of preschool teachers' recognition of possible child abuse and neglect in Izmir, Turkey.

    Science.gov (United States)

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

    2015-03-01

    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

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

    Directory of Open Access Journals (Sweden)

    Urška Fekonja Peklaj

    2008-04-01

    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.

  7. Child temperament and maternal predictors of preschool children's eating and body mass index. A prospective study.

    Science.gov (United States)

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

    2014-03-01

    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

  8. Child temperament and maternal predictors of preschool children's eating and body mass index. A prospective study.

    Science.gov (United States)

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

    2014-03-01

    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.

  9. Preschool-Age Problem Behavior and Teacher-Child Conflict in School: Direct and Moderation Effects by Preschool Organization

    Science.gov (United States)

    Skalická, Vera; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars

    2015-01-01

    The hypothesis was tested that the new open-group Norwegian day-care centers would more than traditionally organized centers negatively affect (a) current and (b) future teacher-child relationships, and (c) the developmental legacy of preschool problem behavior. The focus was on eight hundred and fifty 4-year-olds from 153 centers who were…

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

    OpenAIRE

    VAVERKOVÁ, Helena

    2009-01-01

    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...

  11. Preventing Obesity among Preschool Children: How Can Child-Care Settings Promote Healthy Eating and Physical Activity? Research Synthesis

    Science.gov (United States)

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

    2011-01-01

    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…

  12. Teacher-child relationships and behavioral adjustment: Transactional links for preschool boys at risk

    NARCIS (Netherlands)

    D.L. Roorda; K. Verschueren; C. Vancraeyveldt; S. Van Craeyevelt; H. Colpin

    2014-01-01

    In this short-term longitudinal study, transactional links between teacher-child relationships and behavioral adjustment were investigated in a sample of preschool boys (N=175) at risk for developing externalizing problems. Teachers (N = 175) reported about the quality of the teacher-child relations

  13. Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers.

    Science.gov (United States)

    Seymour, Frederick W.; France, Karyn G.

    1984-01-01

    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…

  14. Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation

    Science.gov (United States)

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

    2009-01-01

    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…

  15. Designing Better Preschools: Improving Communication between Designers and Child Development Professionals

    Science.gov (United States)

    Beacham, Cindy V.

    2006-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Esra DERELİ İMAN

    2014-10-01

    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.

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

    OpenAIRE

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

    2013-01-01

    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...

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

    OpenAIRE

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

    2011-01-01

    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...

  19. 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

    2005-01-01

    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

  20. 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.

    2005-01-01

    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

  1. Integrating nutrition and early child-development interventions among infants and preschoolers in rural India.

    Science.gov (United States)

    Fernandez-Rao, Sylvia; Hurley, Kristen M; Nair, Krishnapillai Madhavan; Balakrishna, Nagalla; Radhakrishna, Kankipati V; Ravinder, Punjal; Tilton, Nicholas; Harding, Kimberly B; Reinhart, Greg A; Black, Maureen M

    2014-01-01

    This article describes the development, design, and implementation of an integrated randomized double-masked placebo-controlled trial (Project Grow Smart) that examines how home/preschool fortification with multiple micronutrient powder (MNP) combined with an early child-development intervention affects child development, growth, and micronutrient status among infants and preschoolers in rural India. The 1-year trial has an infant phase (enrollment age: 6-12 months) and a preschool phase (enrollment age: 36-48 months). Infants are individually randomized into one of four groups: placebo, placebo plus early learning, MNP alone, and MNP plus early learning (integrated intervention), conducted through home visits. The preschool phase is a cluster-randomized trial conducted in Anganwadi centers (AWCs), government-run preschools sponsored by the Integrated Child Development System of India. AWCs are randomized into MNP or placebo, with the MNP or placebo mixed into the children's food. The evaluation examines whether the effects of the MNP intervention vary by the quality of the early learning opportunities and communication within the AWCs. Study outcomes include child development, growth, and micronutrient status. Lessons learned during the development, design, and implementation of the integrated trial can be used to guide large-scale policy and programs designed to promote the developmental, educational, and economic potential of children in developing countries.

  2. The Role of Preschool Quality in Promoting Child Development

    OpenAIRE

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

    2016-01-01

    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...

  3. Predicting Child Outcomes from Preschool Quality in Portugal

    Science.gov (United States)

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

    2013-01-01

    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…

  4. The Preschool Blind Child Can Be a Cane User.

    Science.gov (United States)

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

    1989-01-01

    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)

  5. Efficacy of steroid treatments in the asthmatic preschool child

    DEFF Research Database (Denmark)

    Bisgaard, H

    2002-01-01

    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....

  6. Child-Centered Approach: How Is It Perceived by Preschool Educators in Mongolia?

    Science.gov (United States)

    Myagmar, Ariuntuya

    2010-01-01

    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…

  7. Factors of Social Adjustment to School: Child's Personality, Family and Pre-School

    Science.gov (United States)

    Zupancic, Maja; Kavcic, Tina

    2011-01-01

    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…

  8. Child and Family Factors Associated with the Use of Services for Preschoolers with Autism Spectrum Disorder

    Science.gov (United States)

    Irvin, Dwight W.; McBee, Matthew; Boyd, Brian A.; Hume, Kara; Odom, Samuel L.

    2012-01-01

    This study examines child and family characteristics thought to affect the dosage and type of common in-school and private services (i.e., speech language therapy (SLT), occupational therapy (OT) and applied behavior analysis (ABA)) received by children with ASD. Participants included 137 families and their preschool-aged children with ASD from…

  9. Naive Theory of Biology: The Pre-School Child's Explanation of Death

    Science.gov (United States)

    Vlok, Milandre; de Witt, Marike W.

    2012-01-01

    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…

  10. Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

    Science.gov (United States)

    Zhang, Xiao; Nurmi, Jari-Erik

    2012-01-01

    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…

  11. Preschool Teachers' Perceptions about and Experience with Child Abuse and Neglect

    Science.gov (United States)

    Toros, Karmen; Tiirik, Riine

    2016-01-01

    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…

  12. Quantity of Group Child Care, Behavior Problems, and Prosocial Behaviors: A Study with Portuguese Preschoolers

    Science.gov (United States)

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

    2015-01-01

    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…

  13. Influence of a Playful, Child-Directed Context on Preschool Children's Peer Cooperation

    Science.gov (United States)

    Ramani, Geetha B.

    2012-01-01

    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…

  14. Variation in Children's Classroom Engagement Throughout a Day in Preschool: Relations to Classroom and Child Factors

    Science.gov (United States)

    Vitiello, Virginia E.; Booren, Leslie M.; Downer, Jason T.; Williford, Amanda P.

    2012-01-01

    This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and…

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

    OpenAIRE

    2011-01-01

    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...

  16. Teaching Vocabulary to Preschoolers with Disabilities Using Adult-Child Shared Bookreading: A Comparison of Traditional and Electronic Books

    Science.gov (United States)

    Rhodehouse, Sara Bernice

    2013-01-01

    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…

  17. Parenting styles and child behavior in African American families of preschool children.

    Science.gov (United States)

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

    2002-06-01

    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.

  18. The Relationship between Shyness and Externalizing Problem in Chinese Preschoolers: The Moderating Effect of Teacher-Child Relationship

    Science.gov (United States)

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

    2016-01-01

    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,…

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

    Directory of Open Access Journals (Sweden)

    Loh Huai Seng

    2012-12-01

    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.

  20. Associations between child temperament, maternal feeding practices and child body mass index during the preschool years: a systematic review of the literature.

    Science.gov (United States)

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

    2014-01-01

    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

  1. Making children laugh: parent-child dyadic synchrony and preschool attachment.

    Science.gov (United States)

    Bureau, Jean-FrançOis; Yurkowski, Kim; Schmiedel, Sabrina; Martin, Jodi; Moss, Ellen; Pallanca, Dominique

    2014-01-01

    The current study examined whether dyadic synchrony of father-child and mother-child interactions in a playful context were associated with attachment organization in preschool children. One hundred seven children (48 boys, Mage = 46.67 months, SD = 8.57) and their mothers and fathers (counterbalanced order of lab visits) participated in a playful interaction without toys (Laughing Task procedure). Playful interactions were coded based on the degree to which the dyads demonstrated a variety of behavior representing dyadic synchrony and task management. Children's attachment behavior toward fathers and mothers was observed in a modified separation-reunion procedure adapted for the preschool period. Results demonstrate that mothers and fathers are similar in their effort to arouse and engage their child in a playful context, but mothers achieved a greater synchrony with their child. Disorganized attachment to either mother or father is linked with a lack of synchrony in dyadic interaction. Findings are in contrast with prevailing theory, suggesting that despite gender-related differences in parental playful behaviors, dyadic synchrony is equally important in both mother- and father-child relationships for the development of organized social and affectional bonds. PMID:25798498

  2. The Effects of Literacy Enriched Classroom Environment Partnered with Quality Adult/Child Interaction on the Development of Emergent Literacy Skills in Preschool Children

    Science.gov (United States)

    Haustein, Susan L.

    2012-01-01

    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…

  3. Maternal Predictors of Preschool Child-Eating Behaviours, Food Intake and Body Mass Index: A Prospective Study

    Science.gov (United States)

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

    2012-01-01

    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…

  4. Temperament and Teacher-Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

    Science.gov (United States)

    Rudasill, Kathleen Moritz; Hawley, Leslie; Molfese, Victoria J.; Tu, Xiaoqing; Prokasky, Amanda; Sirota, Kate

    2016-01-01

    Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23…

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

    OpenAIRE

    ULUTAŞ, Ayşegül; Kıymaz, Mustafa Said

    2012-01-01

    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 ...

  6. Child feeding practices, food habits, anthropometric indicators and cognitive performance among preschoolers in Peninsular Malaysia.

    Science.gov (United States)

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

    2012-04-01

    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

  7. Language Development in the Pre-School Child.

    Science.gov (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,…

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

    OpenAIRE

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

    2015-01-01

    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...

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

    Directory of Open Access Journals (Sweden)

    Maša Vidmar

    2006-08-01

    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.

  10. Social and health behavioural determinants of maternal child-feeding patterns in preschool-aged children.

    Science.gov (United States)

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

    2016-04-01

    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

  11. 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

    OpenAIRE

    Kaphingst, Karen M; Story, Mary

    2008-01-01

    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...

  12. The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers.

    Science.gov (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah

    2008-11-01

    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

  13. Societal Values and Policies May Curtail Preschool Children’s Physical Activity in Child Care Centers

    Science.gov (United States)

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

    2012-01-01

    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

  14. Characterizing Preschool Children's Attention Regulation in Parent-Child Interactions: The Roles of Effortful Control and Motivation

    Science.gov (United States)

    Harris, Ruby C.; Robinson, Julia B.; Chang, Florence; Burns, Barbara M.

    2007-01-01

    This study examined relations among effortful control, motivation, and attention regulation in preschoolers within the context of parent-child interactions. Sixty-one low-income children and their mothers participated in a puzzle-matching task. One week later, the children completed a puzzle-matching task independently. Hierarchical regression…

  15. Mother-Child Affect and Emotion Socialization Processes across the Late Preschool Period: Predictions of Emerging Behaviour Problems

    Science.gov (United States)

    Newland, Rebecca P.; Crnic, Keith A.

    2011-01-01

    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…

  16. A child-centered scale of informal social control for Latino parents of preschool-age children: Development and validation

    Science.gov (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...

  17. Parent Perspectives on How a Child-Centered Preschool Experience Shapes Children's Navigation of Kindergarten

    Science.gov (United States)

    Recchia, Susan; Bentley, Dana Frantz

    2013-01-01

    The authors used qualitative case study methodology to explore parents' perceptions of their children's readiness for kindergarten. The authors interviewed parents, focusing on their children's experiences during their transition from a child-centered, play-based preschool setting guided by an emergent curriculum into a range of…

  18. Defense of the Child's-Play Method for Teaching the Place Value Notation Concept to Elementary and Preschool Children.

    Science.gov (United States)

    Bentley, Prudence A.

    The objective of this paper is to explain the need for and defend the sufficiency of the child's-play method of teaching the place value notation concept to preschool and elementary school children. Discussion first illustrates error patterns of school children in the use and interpretation of place value notation, arguing that the errors reflect…

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

    Science.gov (United States)

    2011-11-01

    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 externalizing and internalizing behavior problems were assessed via maternal questionnaire at age 6. Path analyses using structural equation modeling were utilized to test the relations among the variables at ages 4, 5, and 6. A parent-driven model of emotion socialization emerged, wherein stronger relations were found among maternal negative affect and child externalizing emotions and behaviors than among maternal negative affect and child internalizing emotions and behaviors. Early child risk did not appear to alter the overall emotion socialization process, although higher levels of maternal and child negativity were observed for the children with a developmental risk. Results underscore the complexity of emotion socialization processes throughout the preschool period.

  20. 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

    2014-01-01

    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

  1. The Debate over the Young "Disadvantaged Child": Preschool Intervention, Developmental Psychology, and Compensatory Education in the 1960s and Early 1970s

    Science.gov (United States)

    Beatty, Barbara

    2012-01-01

    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…

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

    Directory of Open Access Journals (Sweden)

    Shvedovskaya A.A.

    2015-06-01

    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.

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

    OpenAIRE

    Papero, Anna L.

    2004-01-01

    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...

  4. 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

    Science.gov (United States)

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

    2011-01-01

    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)…

  5. 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

    2012-01-01

    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.

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

    Directory of Open Access Journals (Sweden)

    Abrahamse Mariëlle E

    2012-06-01

    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

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

    Directory of Open Access Journals (Sweden)

    Maja Zupančič

    2004-09-01

    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.

  8. Effects of maternal gate-keeping behavior on father involvement in care of a pre-school child

    Directory of Open Access Journals (Sweden)

    Mihić Ivana

    2010-01-01

    Full Text Available The research so far indicates that the context in which the father’s role takes place significantly influences the form and level of father involvement in taking care of the child. The primary goal of this research was to describe the forms and effects of maternal gate-keeping behavior as a characteristic form of interaction between parents which is, as part of the context, considered a significant factor in father involvement in care of the child. Research participants were 247 parental couples from complete families whose oldest child attended a pre-school institution. Fathers provided assessments of their own involvement via the Father Involvement Inventory, as well as assessments of prominence of gate-keeping behavior in their wives via the checklist of maternal gate-keeping behavior. Mothers reported on their beliefs about the importance and possibilities of father involvement in care of the child, as well as on their personal satisfaction with the current involvement of their husband in the joint care of the child. The results point out to the particular forms of mothers’ ambivalence when it comes to the joint care of the child, which is a form of gate-keeping behavior. The frequency of gate-keeping behavior, assessed by the checklist, significantly changes the possibilities of father involvement in taking care of the child in the developmental phase of the family, having in mind that the task of this phase is precisely the definition of parental roles and formation of parent cooperative principle.

  9. Math in a Child's World: Policy and Practical Challenges for Preschool Mathematics

    Science.gov (United States)

    Freedberg, Louis

    2012-01-01

    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…

  10. 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.,

    2015-02-01

    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.

  11. Physical activity, sedentary behaviour and energy balance in the preschool child: opportunities for early obesity prevention.

    Science.gov (United States)

    Reilly, John J

    2008-08-01

    Prevalence of obesity in preschool children has increased dramatically in recent years. The preschool years (age 3-6 years) have been regarded as critical for the programming of energy balance, via the concept of early 'adiposity rebound'. Children who undergo early adiposity rebound are at increased risk of later obesity. Recent evidence suggests that associations between timing of adiposity rebound and later obesity may not reflect programming, but might denote that 'obesogenic' growth trajectories are often established by the preschool period. Studies of objectively-measured physical activity and sedentary behaviour in preschool children show that levels of physical activity are typically low and sedentary behaviour high. The review of evidence presented here is supportive of the hypothesis that physical activity is protective against obesity in the preschool period, and that sedentary behaviour, particularly television viewing, is obesogenic. Definitive evidence on dose-response relationships between physical activity, sedentary behaviour and obesity remain unclear. Dose-response evidence could be obtained fairly readily by intervention and longitudinal observational studies that use accelerometry in preschool children. The generalisability of much of the evidence base is limited and there is a need for research on the influence of physical activity and sedentary behaviour in the preschool years in the aetiology of obesity in the developing world.

  12. 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

    OpenAIRE

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

    2011-01-01

    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...

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

    Science.gov (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...

  14. La preparacion del maestro y la interaccion entre maestro y nino en programas preescolares (Teacher Preparation and Teacher-Child Interaction in Preschools). ERIC Digest.

    Science.gov (United States)

    Kontos, Susan; Wilcox-Herzog, Amanda

    It is generally agreed that because so much basic early learning occurs through interactive experiences when children are very young, the quality of teacher-child interactions contributes substantially to effects of group care and preschool education on children. Thus it is important to know if specialized teacher education in early childhood…

  15. Parent routines, child routines, and family demographics associated with obesity in parents and preschool-aged children

    Directory of Open Access Journals (Sweden)

    Blake Lee Jones

    2014-04-01

    Full Text Available Many daily routines and behaviors are related to the prevalence of obesity. This study investigated the association between routines and behaviors that act as protective factors related to lower prevalence of obesity in parents (BMI ≥ 30 kg/m2 and overweight in preschool children (BMI ≥ 85th percentile. Socio-demographic characteristics were assessed in relation to protective routines (PRs, and prevalence of obesity/overweight data from 337 preschool children and their parents. The two PRs assessed with parents included adequate sleep (≥ 7 hours/night and family mealtime routine (scoring higher than the median score. The four PRs assessed in children included adequate sleep (≥ 10 hours/night, family mealtime routine, limiting screen-viewing time (≤ 2 hours/day of TV, video, DVD, and not having a bedroom TV. Overall, 27.9% of parents were obese and 22.8% of children were overweight, and 39.8% of the parents had both parent PRs, and only 11.6% of children had all four child PRs. Results demonstrated that several demographic factors were significantly related to the use of PRs for parents and children. The lack of PRs was related to increased risk for overweight in children, but not for obesity in parents. However, in the adjusted models the overall cumulative benefits of using PRs was not significant in children either. In the multivariate adjusted logistic regression models, the only significant individual PR for children was adequate sleep. In a path analysis model, parent sleep was related to child sleep, which was in turn related to decreased obesity. Overall, findings suggest that parent and child PRs, especially sleep routines, within a family can be associated and may play an important role in the health outcomes of both parents and children. Understanding the mechanisms that influence how and when parents and children use these PRs may be promising for developing targeted family-based obesity-prevention efforts.

  16. Parent routines, child routines, and family demographics associated with obesity in parents and preschool-aged children.

    Science.gov (United States)

    Jones, Blake L; Fiese, Barbara H

    2014-01-01

    Many daily routines and behaviors are related to the prevalence of obesity. This study investigated the association between routines and behaviors that act as protective factors related to lower prevalence of obesity in parents (BMI ≥ 30 kg/m(2)) and overweight in preschool children (BMI ≥ 85th percentile). Socio-demographic characteristics were assessed in relation to protective routines (PRs), and prevalence of obesity/overweight data from 337 preschool children and their parents. The two PRs assessed with parents included adequate sleep (≥7 h/night) and family mealtime routine (scoring higher than the median score). The four PRs assessed in children included adequate sleep (≥10 h/night), family mealtime routine, limiting screen-viewing time (≤2 h/day of TV, video, DVD), and not having a bedroom TV. Overall, 27.9% of parents were obese and 22.8% of children were overweight, and 39.8% of the parents had both parent PRs, and only 11.6% of children had all four child PRs. Results demonstrated that several demographic factors were significantly related to the use of PRs for parents and children. The lack of PRs was related to increased risk for overweight in children, but not for obesity in parents. However, in the adjusted models the overall cumulative benefits of using PRs was not significant in children either. In the multivariate adjusted logistic regression models, the only significant individual PR for children was adequate sleep. In a path analysis model, parent sleep was related to child sleep, which was in turn related to decreased obesity. Overall, findings suggest that parent and child PRs, especially sleep routines, within a family can be associated and may play an important role in the health outcomes of both parents and children. Understanding the mechanisms that influence how and when parents and children use these PRs may be promising for developing targeted family-based obesity-prevention efforts.

  17. Parental perception of child weight in the first two years-of-life: a potential link between infant feeding and preschoolers' diet.

    Science.gov (United States)

    Musaad, Salma M A; Donovan, Sharon M; Fiese, Barbara H

    2015-08-01

    Approximately 23% of preschoolers are overweight or obese. Establishing a healthy dietary lifestyle at an early age can improve later child diet and body weight. This study examined the determinants of past infant feeding practices that do not follow standard feeding recommendations (breastfeeding for less than 6 months duration, cow's milk prior to the first year of age and solid foods at or before 4 months of age). It also examined the role of parental perception of child weight in the first 2 years-of-life on past infant feeding practices as well as current child diet and body weight. Families of 497 preschoolers aged 22-63 months (39.0 ± 8.2) were recruited from 30 child care centers in East-Central Illinois. Main findings indicate that past infant feeding practices were common and varied by socio-demographic factors including race/ethnicity, parental education and child gender. Children perceived as overweight in the first 2 years-of-life tended to breastfeed for lesser duration. Additionally, the majority (79.8%) of preschoolers who were classified as overweight using BMI percentile were perceived as non-overweight by the parent in the first 2 years-of-life. Mean daily total fatty/sugary food intake was higher among those perceived to be non-overweight in the first 2 years-of-life. These findings have identified parental perception of child weight in the first 2 years-of-life as a modifiable risk factor for unhealthy child diet and obesity among preschoolers.

  18. 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

    2010-08-01

    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

  19. Income Disparities in Preschool Outcomes and the Role of Family, Child, and Parenting Factors

    Science.gov (United States)

    Kohen, Dafna; Guèvremont, Anne

    2014-01-01

    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…

  20. Addressing Parenting and Child Stress: Three Workshops for Parents of Preschool Children

    Science.gov (United States)

    Tone, Danielle M.; McBride, Dawn Lorraine

    2013-01-01

    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…

  1. Parenting and Preschool Child Development: Examination of Three Low-Income U.S. Cultural Groups

    Science.gov (United States)

    Whiteside-Mansell, Leanne; Bradley, Robert H.; McKelvey, Lorraine

    2009-01-01

    We examined the impact of parenting behaviors on preschool children's social development in low-income families from three cultural groups: European American (n = 286), African American (n = 399), and Hispanic American (n = 164) using Spanish as the primary language in the home. Observed parenting behaviors of stimulation, responsivity, and…

  2. Relations among Home Literacy Environment, Child Characteristics and Print Knowledge for Preschool Children with Language Impairment

    Science.gov (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.

    2014-01-01

    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…

  3. The Relationship of Parenting Stress and Child Temperament to Language Development among Economically Disadvantaged Preschoolers

    Science.gov (United States)

    Noel, Melanie; Peterson, Carole; Jesso, Beulah

    2008-01-01

    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…

  4. Teacher-Child Interaction Therapy: Efficacy with a Clinical Preschool Population

    Science.gov (United States)

    Schaffner, Kristen Friedrich

    2013-01-01

    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…

  5. Child Care Arrangements for Toddlers and Preschoolers: Are They Different for Youngest Children?

    Science.gov (United States)

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

    2006-01-01

    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…

  6. 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)

    李美锟

    2012-01-01

    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.

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

    OpenAIRE

    Maša Vidmar; Maja Zupančič

    2006-01-01

    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...

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

    Science.gov (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.

    2010-01-01

    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…

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

    OpenAIRE

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

    2013-01-01

    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.

  10. ANXIETY AND ATTACHMENT TO THE MOTHER IN PRESCHOOLERS RECEIVING PSYCHIATRIC CARE: THE FATHER-CHILD ACTIVATION RELATIONSHIP AS A PROTECTIVE FACTOR.

    Science.gov (United States)

    Gaumon, Sébastien; Paquette, Daniel; Cyr, Chantal; Émond-Nakamura, Mutsuko; St-André, Martin

    2016-07-01

    This 49-family study is the first to explore the father-child relationship in a clinical population of preschoolers (at a tertiary care child psychiatry clinic) and to examine its relation to child anxiety and attachment to the mother. A moderation model of the father-child activation relationship on the relation between attachment to the mother and child anxiety was tested and discussed. Analyses confirmed the expected independence between mother-child attachment and father-child activation as well as the association between mother-child attachment and anxiety. The highest levels of anxiety were found in insecure children, and more specifically, in insecure-ambivalent children and insecure disorganized-controlling children of the caregiving subtype. Hypotheses regarding the relation between anxiety and activation were only partially confirmed. Finally, the activation relationship with the father was shown to have a moderating effect on the relation between attachment to the mother and child anxiety; activation by the father may be considered either a protective or a risk factor. Results for this clinical population of young children are discussed in the light of attachment theory and activation relationship theory. The study's findings have the potential to contribute to the development of preventative, diagnostic, and intervention programs that take both parental figures into account.

  11. The influence of maternal child-rearing attitudes and teaching behaviors on preschoolers' delay of gratification.

    Science.gov (United States)

    Mauro, C F; Harris, Y R

    2000-09-01

    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

  12. [The use of therapeutic play in the intensive care of a preschool child with virus-associated hemophagocytic syndrome].

    Science.gov (United States)

    Hsu, Chia-Hua; Feng, Jui-Ying

    2015-04-01

    Hospitalization is a stressful experience for children that increases their anxiety and fears, generates resistance and noncompliance, and, as a result, delays necessary treatments. Developing an age-appropriate intervention to reduce the hospitalization-related stress perceived by children is an important component of pediatric nursing. This case study used therapeutic play and drawing to care for a virus-associated hemophagocytic syndrome preschooler who stayed in our pediatric intensive care unit (PICU) between 11/13/2012 and 11/19/2012. Stressors faced by the patient included separation from primary caregiver, unfamiliarity with the medical environment and equipment, non-comprehension of the treatment and medication regimens, and loss of control. The patient displayed incorporative behaviors such as crying, screaming, refusing to be touched, and requesting parental accompaniment. Painting and picture books were used as developmentally appropriate interventions to understand the patient's feelings and to provide a means for him to project and release emotions. This strategy successfully assisted the child to overcome the perceived stress of hospitalization and to cooperate with healthcare providers on his treatment.

  13. My child at mealtime: A visually enhanced self-assessment of feeding styles for low-income parents of preschoolers.

    Science.gov (United States)

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

    2016-04-01

    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

  14. Promoting preschool reading

    OpenAIRE

    Istenič, Vesna

    2013-01-01

    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 ...

  15. Objective measurement of posture and posture transitions in the pre-school child.

    Science.gov (United States)

    Davies, Gwyneth; Reilly, John J; Paton, James Y

    2012-11-01

    Recent evidence suggests that between-individual variation in posture and posture transitions may have important health consequences in adults. The early life development of between-individual variation in posture and posture transitions has not been studied, and the physiological consequences of such variations in childhood are unknown, largely because of the absence of objective methods for measuring posture and posture transitions in young children. This study aimed to examine the objective measurement of posture transitions in pre-school children with the activPAL™ monitor (PAL Technologies, Glasgow). Single-unit activity monitors such as the activPAL™ have a limited output, with data categorized as 'sit/lie', 'stand' or 'walk' and the consequences of this for measurement of posture transitions in young children are unknown. Thirty children (mean age 4.1 years) were videoed for 1 h in nursery while wearing an activPAL™. Video was analysed on a second-by-second basis, with all postures categorized. From direct observation, time spent was sit/lie 46%; stand 35%; walk/run 16%; 3% was spent in heterogeneous non-sit/lie/upright postures (crawl, crouch, and kneel up). Despite these 'non-standard' postures being responsible for a low proportion of time, posture transitions involving them contributed to 34% of total transitions. There was a significant rank-order correlation (r = 0.79, p variation in transitions adequately in young children. However, non-standard postures may present problems for the detailed characterization of posture transitions in early childhood. PMID:23111301

  16. How is This Child Feeling? Preschool-Aged Children's Ability to Recognize Emotion in Faces and Body Poses

    Science.gov (United States)

    Parker, Alison E.; Mathis, Erin T.; Kupersmidt, Janis B.

    2013-01-01

    Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children ("N" = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that…

  17. Socioeconomic status, child enrichment factors, and cognitive performance among preschool-age children: results from the Follow-Up of Growth and Development Experiences study.

    Science.gov (United States)

    Christensen, Deborah L; Schieve, Laura A; Devine, Owen; Drews-Botsch, Carolyn

    2014-07-01

    Lower cognitive performance is associated with poorer health and functioning throughout the lifespan and disproportionately affects children from lower socioeconomic status (SES) populations. Previous studies reporting positive associations between child home enrichment and cognitive performance generally had a limited distribution of SES. We evaluated the associations of SES and child enrichment with cognitive performance in a population with a wide range of SES, particularly whether enrichment attenuates associations with SES. Children were sampled from a case-control study of small-for-gestational-age (SGA) conducted in a public hospital serving a low SES population (final n=198) and a private hospital serving a middle-to-high SES population (final n=253). SES (maternal education and income) and perinatal factors (SGA, maternal smoking and drinking) were obtained from maternal birth interview. Five child home enrichment factors (e.g. books in home) and preschool attendance were obtained from follow-up interview at age 4.5 years. Cognitive performance was assessed with the Differential Ability Scales (DAS), a standardized psychometric test administered at follow-up. SES and enrichment scores were created by combining individual factors. Analyses were adjusted for perinatal factors. Children from the public birth hospital had a significantly lower mean DAS general cognitive ability (GCA) score than children born at the private birth hospital (adjusted mean difference -21.4, 95% CI: -24.0, -18.7); this was substantially attenuated by adjustment for individual SES, child enrichment factors, and preschool attendance (adjusted mean difference -5.1, 95% CI: -9.5, -0.7). Individual-level SES score was associated with DAS score, beyond the general SES effect associated with hospital of birth. Adjustment for preschool attendance and home enrichment score attenuated the association between individual SES score and adjusted mean DAS-GCA among children born at both of the

  18. Interaction of visual information, verbal information, and linguistic competence in the preschool-aged child.

    Science.gov (United States)

    Perry, F L; Shwedel, A

    1979-11-01

    Carol Chomsky found evidence to support the notion that children have not mastered the syntactic form of the sentence "John is easy to see" until after the age of 8 years. However, she failed to control for the effects the visual stimulus might have had on the child's understanding of the stimulus question. This study reexamined Chomsky's conclusions by using two experimental conditions. The first condition was an exact replication of Chomsky's method, while the second included a control for the biasing effects produced by the visual stimulus. The results confirmed the authors' suspicions that the visual stimulus was indeed distorting Chomsky's findings and that, on the average, children were able to decode this particular syntactic form by the age of 67 months. These findings are discussed from the perspective of Bruner's theory, which states that cognitive processes of children under 8 years of age are dominated by the iconic mode of representation. PMID:512984

  19. Assessment of attention in preschoolers.

    Science.gov (United States)

    Mahone, E M; Schneider, H E

    2012-12-01

    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, accurate identification of "disordered" attention in preschoolers can be challenging, and development of appropriate, norm-referenced tests of attention for preschoolers is also difficult. The current review suggests that comprehensive assessment of attention and related functions in the preschool child should include thorough review of the child's history, planned observations, and formal psychometric testing. The three primary methods of psychometric assessment that have been used to characterize attentional functioning in preschool children include performance-based tests, structured caregiver interviews, and rating scales (parent, teacher, and clinician). Among performance-based methods for measurement of attention in the preschool years, tests have been developed to assess sustained attention, selective (focused) attention, span of attention (encoding/manipulation), and (top-down) controlled attention--including freedom from distractibility and set shifting. Many of these tests remain experimental in nature, and review of published methods yields relatively few commercially available, nationally normed tests of attention for preschoolers, and an overall dearth of reliability and validity studies on the available measures.

  20. How is this child feeling? Preschool-aged children’s ability to recognize emotion in faces and body poses

    OpenAIRE

    Parker, Alison E.; Mathis, Erin T.; Kupersmidt, Janis B.

    2013-01-01

    The study examined children’s recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills, which included five tasks (three with faces and two with bodies). Parents and teachers reported on children’s aggressive behaviors and social skills. Children’s emotion accuracy o...

  1. Should a Preschool Child with Acute Episodic Wheeze be Treated with Oral Corticosteroids? A Pro/Con Debate.

    Science.gov (United States)

    Beigelman, Avraham; Durrani, Sandy; Guilbert, Theresa W

    2016-01-01

    Traditionally, preschool-aged children with an acute wheezing episode have been treated with oral corticosteroids (OCSs) based on the efficacy of OCSs in older children and adolescents. However, this practice has been recently challenged based on the results of recent studies. The argument supporting the use of OCSs underscores the observation that many children with recurrent preschool wheezing develop atopic disease in early life which predicts both an increased risk to develop asthma in later life and response to OCS therapy. Further, review of the literature demonstrates heterogeneity of study designs, OCS dosage, interventions, study medication adherence, and settings and overall lack of predefined preschool wheezing phenotypes. The heterogeneity of these studies does not allow a definitive recommendation discouraging OCS use. Advocates against the use of OCSs in this population argue that most of studies investigating the efficacy of OCSs in acute episodic wheeze in preschool-aged children have not demonstrated beneficial effects. Moreover, repeated OCS bursts may be associated with adverse effects. Finally, both sides can agree that there is a significant need to conduct efficacy trials evaluating OCS treatment in preschool-aged children with recurrent wheezing targeted at phenotypes that would be expected to respond to OCSs. This article presents a summary of recent literature regarding the use of OCSs for acute episodic wheezing in preschool-aged children and a "pro" and "con" debate for such use.

  2. 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).

    Science.gov (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…

  3. 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)

    马宏霞

    2012-01-01

    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.

  4. 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).

    Science.gov (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.…

  5. Parent-Child Relationship of Pedometer-Assessed Physical Activity and Proxy-Reported Screen Time in Czech Families with Preschoolers

    Science.gov (United States)

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

    2016-01-01

    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

  6. Impact of requiring influenza vaccination for children in licensed child care or preschool programs--Connecticut, 2012-13 influenza season.

    Science.gov (United States)

    Hadler, James L; Yousey-Hindes, Kimberly; Kudish, Kathy; Kennedy, Erin D; Sacco, Vincent; Cartter, Matthew L

    2014-03-01

    Preschool-aged children are at increased risk for severe influenza-related illness and complications. Congregate child care settings facilitate influenza transmission among susceptible children. To protect against influenza transmission in these settings, in September 2010, Connecticut became the second U.S. state (after New Jersey) to implement regulations requiring that all children aged 6-59 months receive at least 1 dose of influenza vaccine each year to attend a licensed child care program. To evaluate the impact of this regulation on vaccination levels and influenza-associated hospitalizations during the 2012-13 influenza season, vaccination data from U.S. and Connecticut surveys and the Emerging Infections Program (EIP) were analyzed. After the regulation took effect, vaccination rates among Connecticut children aged 6-59 months increased from 67.8% during the 2009-10 influenza season to 84.1% during the 2012-13 season. During the 2012-13 influenza season, among all 11 EIP surveillance sites, Connecticut had the greatest percentage decrease (12%) in the influenza-associated hospitalization rate from 2007-08 among children aged ≤4 years. Additionally, the ratio of the influenza-associated hospitalization rates among children aged ≤4 years to the overall population rate (0.53) was lower than for any other EIP site. Requiring vaccination for child care admission might have helped to increase vaccination rates in Connecticut and reduced serious morbidity from influenza.

  7. Transitioning to new child-care nutrition policies: nutrient content of preschool menus differs by presence of vegetarian main entrée.

    Science.gov (United States)

    Turner-McGrievy, Gabrielle M; Hales, Sarah B; Baum, Angela C

    2014-01-01

    Children who attend child care outside the home may be at increased risk for developing obesity. In 2012, the South Carolina ABC Child Care program issued new standards for food and nutrition. The goal of our study (conducted June to December 2012) was to examine changes that occurred at a large, Columbia, SC, preschool during the implementation of the South Carolina ABC Child Care program standards using an observational design, including a survey of parents and nutrient analysis of menus. The nutrition content of menu items before (n=15 days; six of which were vegetarian) and after (n=15 days; six of which were vegetarian) implementation of the new standards was compared. In addition, parents (N=75) were surveyed to examine opinions and support for the changes. Independent samples t tests were used to compare nutrient values before and after menu changes and analysis of variance was used to compare pre- and post-change vegetarian menus and pre- and post-change nonvegetarian menus. There were no significant differences between before and after menus with the exception of a 0.3 cup/day increase in vegetables (PVegetarian menus after the revisions were significantly higher in fiber (13 ± 3 g) than postrevision nonvegetarian menus (11 ± 3 g; Pvegetarian menu items has the potential to improve the nutrient content of menus while keeping energy intake, saturated fat, sodium, and cholesterol levels at a more optimum level.

  8. Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior?

    Science.gov (United States)

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

    2016-01-01

    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.

  9. The Training of a Child with Autism in a Greek Preschool Inclusive Class through Intensive Interaction: A Case Study

    Science.gov (United States)

    Argyropoulou, Zoe; Papoudi, Despina

    2012-01-01

    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…

  10. Factors that Limit and Enable Preschool-Aged Children's Physical Activity on Child Care Centre Playgrounds

    Science.gov (United States)

    Coleman, Bianca; Dyment, Janet E.

    2013-01-01

    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…

  11. Parents' Cognitions and Expectations about Their Pre-School Children: The Contribution of Parental Anxiety and Child Anxiety

    Science.gov (United States)

    Wheatcroft, Rebecca; Creswell, Cathy

    2007-01-01

    This study investigated the relative associations between parent and child anxiety and parents' cognitions about their children. One hundred and four parents of children aged 3-5 years completed questionnaires regarding their own anxiety level, their child's anxiety level and their cognitions about the child, specifically parents' expectations…

  12. 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)

    王丹艺

    2014-01-01

    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.

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

    OpenAIRE

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

    2015-01-01

    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...

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

    LENUS (Irish Health Repository)

    Jennings, A

    2011-06-01

    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.

  15. Maternal feeding practices, child eating behaviour and body mass index in preschool-aged children: a prospective analysis

    Directory of Open Access Journals (Sweden)

    Paxton Susan J

    2010-06-01

    Full Text Available Abstract Background Previous research has found associations between parental feeding practices and children's eating behaviour and weight status. Prospective research is needed to elucidate these relationships. Methods One hundred and fifty-six mothers of 2- to 4-year-old children completed questionnaires including measures of maternal feeding practices (pressure to eat, restriction, monitoring and modelling of healthy eating, child eating behaviour (food responsiveness, food fussiness and interest in food, and mother reported child height and weight. The questionnaire was repeated 12 months later. Regression analyses were used to find longitudinal associations between maternal feeding practices, child eating behaviour and child body mass index (BMI. Results Modelling of healthy eating predicted lower child food fussiness and higher interest in food one year later, and pressure to eat predicted lower child interest in food. Restriction did not predict changes in child eating behaviour. Maternal feeding practices did not prospectively predict child food responsiveness or child BMI. Conclusion Maternal feeding practices appear to influence young children's eating behaviour but not weight status in the short term.

  16. TABLET DEVICES, SMARTPHONES, GAME CONSOLES INFLUENCE ON CHILDREN’S SOCIALIZATION, PLAY ACTIVITY AND CHILD-PARENT RELATIONSHIPS OF CHILDREN IN TENDER AGE AND PRESCHOOL AGE

    Directory of Open Access Journals (Sweden)

    Belousova, M.V.

    2016-07-01

    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.

  17. The Relationship between Parenting Stress, Parental Intelligence and Child Behavior Problems in a Study of Korean Preschool Mothers

    Science.gov (United States)

    Kwon, Jeong Yoon

    2007-01-01

    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…

  18. 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

    OpenAIRE

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

    2012-01-01

    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...

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

    Science.gov (United States)

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

    2015-01-01

    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

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

    Science.gov (United States)

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

    2015-01-01

    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.

  1. Growing Right Onto Wellness (GROW): a family-centered, community-based obesity prevention randomized controlled trial for preschool child-parent pairs.

    Science.gov (United States)

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

    2013-11-01

    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. Six hundred parent-child pairs will be randomized to a 3-year healthy lifestyle intervention or a 3-year school readiness program. Eligible children are enrolled between ages 3 and 5, are from minority communities, and are not obese. The principal site for the GROW intervention is local community recreation centers and libraries. The primary outcome is childhood body mass index (BMI) trajectory at the end of the three-year study period. In addition to other anthropometric measurements, mediators and moderators of growth are considered, including genetics, accelerometry, and diet recall. GROW is a staged intensity intervention, consisting of intensive, maintenance, and sustainability phases. Throughout the study, parents build skills in nutrition, physical activity, and parenting, concurrently forming new social networks. Participants are taught goal-setting, self-monitoring, and problem solving techniques to facilitate sustainable behavior change. The GROW curriculum uses low health literacy communication and social media to communicate key health messages. The control arm is administered to both control and intervention participants. By conducting this trial in public community centers, and by implementing a family-centered approach to sustainable healthy childhood growth, we aim to develop an exportable community-based intervention to address the expanding public health crisis of pediatric obesity.

  2. Evaluation of the Color Me Healthy Program in Influencing Nutrition and Physical Activity in Mississippi Preschool Child Care Facilities

    Science.gov (United States)

    Huye, Holly F.; Bankston, Sarah; Speed, Donna; Molaison, Elaine F.

    2014-01-01

    Purpose/Objectives: The purpose of this research was to determine the level of implementation and perceived value in creating knowledge and behavior change from the Color Me Healthy (CMH) training program in child care centers, family day carehomes, or Head Start facilities throughout Mississippi. Methods: A two-phase survey was used to initially…

  3. Difference in mother–child interaction between preterm- and term-born preschoolers with and without disabilities

    NARCIS (Netherlands)

    Potharst, E.S.; Schuengel, C.; Last, B.F.; Wassenaer, van A.G.; Kok, J.H.; Houtzager, B.A.

    2012-01-01

    1000 g, and term children (n = 84) were assessed at corrected age of 5 using a mother–child interaction observation. Disabilities were assessed using an intelligence test, behaviour questionnaires for parents and teachers, and motor and neurological examinations. Results: Mothers of preterm-born chi

  4. Predicting mothers' beliefs about preschool-aged children's social behavior: evidence for maternal attitudes moderating child effects.

    Science.gov (United States)

    Hastings, P D; Rubin, K H

    1999-01-01

    Maternal beliefs about children's social behavior may be important contributors to socialization and development, but little is known about how such beliefs form. Transactional models suggest that children's characteristics may influence parents. At 2 years of age, the shy and aggressive behaviors of 65 toddlers (28 females) were observed during interactions with an unfamiliar peer; as well, mothers described the extent to which they advocated protective and authoritarian childrearing attitudes. These variables were used to predict mothers emotions, attributions, parenting goals, and socialization strategies in response to vignettes depicting aggressive and withdrawn child behaviors 2 years later. Most child effects were moderated by maternal attitudes or gender effects. Authoritarian mothers of aggressive toddlers were most likely to report high control and anger, to blame their children for aggression, and to focus on obtaining compliance rather than teaching skills to their children. Protective mothers reported that they would use warmth and involvement to comfort withdrawn children, especially their daughters.

  5. Covariates of Sesame Street Viewing by Preschoolers.

    Science.gov (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…

  6. 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;

    2010-01-01

    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....

  7. 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

    2014-01-01

    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

  8. 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

    2012-12-01

    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.

  9. Reducing Poverty through Preschool Interventions

    Science.gov (United States)

    Duncan, Greg J.; Ludwig, Jens; Magnuson, Katherine A.

    2007-01-01

    Greg Duncan, Jens Ludwig, and Katherine Magnuson explain how providing high-quality care to disadvantaged preschool children can help reduce poverty. In early childhood, they note, children's cognitive and socioemotional skills develop rapidly and are sensitive to "inputs" from parents, home learning environments, child care settings, and the…

  10. Preschooler development

    Science.gov (United States)

    ... page: //medlineplus.gov/ency/article/002013.htm 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 ...

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

    OpenAIRE

    Van Deventer, Marichelle

    2008-01-01

    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...

  12. CURRICULUM GUIDE, CHILD CARE CENTERS.

    Science.gov (United States)

    California State Dept. of Education, Sacramento.

    CALIFORNIA CHILD CARE CENTERS WERE ESTABLISHED IN 1943 TO SUPPLY SERVICES TO CHILDREN OF WORKING MOTHERS. THE CHILD CARE PROGRAM PROVIDES, WITHIN NURSERY AND SCHOOLAGE CENTERS, CARE AND EDUCATIONAL SUPERVISION FOR PRESCHOOL AND ELEMENTARY SCHOOL AGE CHILDREN. THE PHILOSOPHY OF THE CHILD CENTER PROGRAM IS BASED UPON THE BELIEF THAT EACH CHILD…

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

    Science.gov (United States)

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

    2000-01-01

    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.…

  14. Understanding the Active Ingredients in an Effective Preschool Vocabulary Intervention: An Exploratory Study of Teacher and Child Talk during Book Reading

    Science.gov (United States)

    Wasik, Barbara A.; Hindman, Annemarie H.

    2014-01-01

    Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of…

  15. Fantasy Orientation Constructs and Related Executive Function Development in Preschool: Developmental Benefits to Executive Functions by Being a Fantasy-Oriented Child

    Science.gov (United States)

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

    2014-01-01

    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…

  16. Enjoyment of Learning and Learning Effort in Primary School: The Significance of Child Individual Characteristics and Stimulation at Home and at Preschool

    Science.gov (United States)

    Richter, David; Lehrl, Simone; Weinert, Sabine

    2016-01-01

    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…

  17. Work of the Psychologist on Correction of Senior Preschool Children Self-Esteem

    Science.gov (United States)

    Fedorenko, Marina V.; Bykova, Svetlana S.

    2016-01-01

    The relevance of the topic is due to the need of self-correction of senior preschoolers. Adequate self-esteem of preschoolers will give us an opportunity to prepare them for school more effectively, as well as to create some positive character traits. The preschool age is the initial period of development of a child's self-esteem. This is the most…

  18. Oral Health among Preschool Children with Autism Spectrum Disorders: A Case-Control Study

    Science.gov (United States)

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

    2015-01-01

    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…

  19. Making Oneself Heard--Children's Experiences of Empowerment in Swedish Preschools

    Science.gov (United States)

    Almqvist, Anna-Lena; Almqvist, Lena

    2015-01-01

    Children's experiences of empowerment in relation to preschool peers and in child-adult interactions were studied, involving 25 four- to six-year-olds from four Swedish preschools. Group interviews using puppets comprised pre-constructed scenarios to examine preschools' activities. Children took photos of indoor and outdoor preschool…

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

    OpenAIRE

    Barry R. Chiswick; DebBurman, Noyna

    2004-01-01

    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...

  1. Problems of computerization in the brunch of preschool education

    Directory of Open Access Journals (Sweden)

    Podolyaka А.Е.

    2010-04-01

    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.

  2. 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.

    Science.gov (United States)

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

    2010-05-01

    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.

  3. Preschool Predictors of Childhood Anxiety Disorders: A Prospective Community Study

    Science.gov (United States)

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

    2013-01-01

    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…

  4. Shining Stars: Preschoolers Get Ready to Read--How Parents Can Help Their Preschoolers Get Ready to Read

    Science.gov (United States)

    Goldman, Elizabeth; Adler, C. Ralph

    2007-01-01

    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…

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

    OpenAIRE

    Flewitt, Rosie

    2003-01-01

    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...

  6. Risk Factors of Dyslexia in Pre-school Children

    OpenAIRE

    Tūbele, Sarmīte

    2015-01-01

    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...

  7. Evaluating the Opinions of the Preschool Teachers on Computer Assisted Education

    Science.gov (United States)

    Kol, Suat

    2012-01-01

    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…

  8. Interaction Processes as a Mediating Factor between Children's Externalized Behaviour Difficulties and Engagement in Preschool

    Science.gov (United States)

    Sjöman, Madeleine; Granlund, Mats; Almqvist, Lena

    2016-01-01

    This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated…

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

    OpenAIRE

    Spiess, C.Katharina

    2009-01-01

    "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...

  10. Separation of a child when entering kindergarten

    OpenAIRE

    SOMMEROVÁ, Lucie

    2014-01-01

    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...

  11. An Immediate and Long-Term Study of a Temperament and Parent-Child Interaction Therapy Based Community Program for Preschoolers with Behavior Problems

    Science.gov (United States)

    Pade, Hadas; Taube, Daniel O.; Aalborg, Annette E.; Reiser, Paul J.

    2006-01-01

    The immediate and long-term effects of a Parent Child Interaction Therapy (PCIT) derived program offered at a Kaiser Permanente facility were evaluated. There were 73 participants in the initial sample and 23 in the 5-6 year follow-up sample. Child behaviors improved significantly immediately following treatment and some improvements were…

  12. Relationship-Focused Child Care Practices: Quality of Care and Child Outcomes for Children in Poverty

    Science.gov (United States)

    Owen, Margaret Tresch; Klausli, Julia F.; Mata-Otero, Ana-Maria; Caughy, Margaret O'Brien

    2008-01-01

    Research Findings: Child care delivery practices promoting continuous, primary caregiver-child relationships (relationship-focused child care) were evaluated for 223 preschool-age children (45% African American, 55% Latino) attending child care centers serving low-income children. Both relationship-focused and non-relationship-focused centers were…

  13. Child Day Care Centers, Day Care Center point layer, combined with pre-school points., Published in 2005, 1:4800 (1in=400ft) scale, Reno County.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Child Day Care Centers dataset, published at 1:4800 (1in=400ft) scale, was produced all or in part from Published Reports/Deeds information as of 2005. It is...

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

    Data.gov (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...

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

    OpenAIRE

    Sette, Stefania

    2012-01-01

    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...

  16. Media literacy and pre-school children

    OpenAIRE

    Latinović, Tanja

    2016-01-01

    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 ...

  17. Longitudinal antecedents of executive function in preschoolers

    OpenAIRE

    Conway, Anne; Stifter, Cynthia A.

    2012-01-01

    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...

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

    DEFF Research Database (Denmark)

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

    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...... 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...

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

    OpenAIRE

    Eddy, Annette Kari

    1997-01-01

    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...

  20. Social Memory of Preschool Girls and Boys.

    Science.gov (United States)

    Etaugh, Claire; Whittler, Tommy E.

    1982-01-01

    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)

  1. Preschool Children's Perceptions of Overweight Peers

    Science.gov (United States)

    Su, Wei; Aurelia, Di Santo

    2012-01-01

    The aim of the study was to determine if preschool children perceive overweight children to have more negative characteristics than non-overweight children. Children from 32 to 70 months old (N = 42) listened to four stories about an interaction between two children, in which one child demonstrated socially unacceptable behaviour and one child…

  2. Aiding Cognitive Growth in Disadvantaged Preschoolers.

    Science.gov (United States)

    Levenstein, Phyllis; Sunley, Robert M.

    Progress during the first two years (1967-1968 and 1968-1969) of a three-year home-based, mother-child intervention program called the Verbal Interaction Project is described. The project was planned for the cognitive enrichment of preschoolers 2 to 4 years old, from lower income families. The program utilized specially trained home visitors,…

  3. Correlates of Attraction Among Preschool Children.

    Science.gov (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)

  4. Ten Guidelines for Preschool Music Programs.

    Science.gov (United States)

    Warner, Laverne

    1999-01-01

    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;…

  5. QUALITY MANAGEMENT OF PRESCHOOL EDUCATION IN THE CONDITIONS OF FSED PE (FEDERAL STATE EDDUCATIONAL STANDART OF PRESCHOOL EDUCATION REALIZATION

    Directory of Open Access Journals (Sweden)

    Lyudmila Vasilevna Timoshenko

    2015-12-01

    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.

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

    OpenAIRE

    Godfrey, Michael K.

    1998-01-01

    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...

  7. Child Care Centres.

    Science.gov (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…

  8. Verbal Interaction Project: Aiding Cognitive Growth in Disadvantaged Preschoolers through the Mother-Child Home Program; July 1, 1967 - August 31, 1970. Final Report.

    Science.gov (United States)

    Levenstein, Phyllis

    The design, procedure, and results of research conducted for three years in the Verbal Interaction Project are discussed. The major hypothesis tested was that the general and verbal intelligence of low-income subjects exposed to stimulation of verbal interaction in mother-child dyads would rise significantly. A second hypothesis tested was that…

  9. Parent-Child Interactions among Low-Income Mexican American Parents and Preschoolers: Do Clinic-Referred Families Differ from Nonreferred Families?

    Science.gov (United States)

    McCabe, Kristen; Yeh, May; Lau, Anna; Argote, Carolina Bertely; Liang, June

    2010-01-01

    This study compared low-income Mexican American parents of young children referred for behavior problems to their nonreferred counterparts on an observational measure of parent-child interactions. Referred Mexican American parents demonstrated more negative behaviors than their nonreferred counterparts in both nondirective and highly directive…

  10. The Association between Maltreatment and Obesity among Preschool Children

    Science.gov (United States)

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

    2007-01-01

    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,…

  11. Attachment and Symbolic Play in Preschoolers with Autism Spectrum Disorders

    Science.gov (United States)

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

    2009-01-01

    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…

  12. Parents and Schools as Partners in Preschool Education.

    Science.gov (United States)

    Schmitt, Donald

    1986-01-01

    Describes a successful, cost-effective program for at-risk preschoolers designed to improve youngsters' test scores and social habits and develop parents' skills. The Mascoutah, Illinois, program involves guided child observation by parents, individually designed home activities for kindergarten readiness, parent-child cooperation, and a high…

  13. Parents' Perceptions of Preschool Activities: Exploring Outdoor Play

    Science.gov (United States)

    Jayasuriya, Avanthi; Williams, Marcia; Edwards, Todd; Tandon, Pooja

    2016-01-01

    Research Findings: Outdoor play is important for children's health and development, yet many preschool-age children in child care settings do not receive the recommended 60 min/day of outdoor play. Child care providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate…

  14. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

    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…

  15. Predicting Preschool Effortful Control from Toddler Temperament and Parenting Behavior

    Science.gov (United States)

    Cipriano, Elizabeth A.; Stifter, Cynthia A.

    2010-01-01

    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…

  16. Preschool teacher attachment and attention skills.

    Science.gov (United States)

    Commodari, Elena

    2013-01-01

    Attention underlies and energizes all cognitive and behavioral activities. Many studies showed that the quality of child attachment (both to parental and non parental figures) influences cognitive functions and attention. This study aimed to investigate the relationships among attachment to preschool teachers and attention in a sample of preschoolers. In particular, the study analyzed whether child attachment security to preschool teachers influences the different aspects of their attention skills. In addition, gender- and age-related differences in attention and teacher attachment were explored. Research was conducted using two standardized instruments: the Attention and Concentration Battery, and the Attachment Q Sort. Participants were 279 children (147 male, 132 female) who attended two preschools in a town in Southern Italy. Descriptive analyses, t-tests analyses, and correlation and regression analyses were carried out. Findings highlighted several interesting points concerning the relationships that occur among attachment to preschool teachers and attention. Children with secure attachments presented higher reaction time and better auditory, visual, and visual spatial selectivity and maintenance.

  17. Preventing Child Sexual Abuse Early

    Directory of Open Access Journals (Sweden)

    Wenjing Zhang

    2015-02-01

    Full Text Available This study is aimed to examine preschool teachers’ knowledge of, attitudes about, and training related to child sexual abuse (CSA prevention in Beijing, China. Two hundred and forty-five preschool teachers were administered the 16-item questionnaire that contained questions on CSA prevention knowledge, attitudes, and teacher training. Results showed that Chinese preschool teachers had limited knowledge on CSA prevention (M = 4.86, SD = 2.12. Less than 5% of the teachers ever attended CSA prevention training programs. Preschool teachers’ training on CSA prevention was the significant factor for their knowledge and attitudes. To help protect children against sexual abuse, there is an urgent need to develop appropriate prevention training programs for preschool teachers in China.

  18. Effect of a child care center-based obesity prevention program on body mass index and nutrition practices among preschool-aged children.

    Science.gov (United States)

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

    2014-09-01

    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.

  19. Development of an Assessment To Identify Play Behaviours that Discriminate between the Play of Typical Preschoolers and Preschoolers with Pre-Academic Problems.

    Science.gov (United States)

    Stagnitti, Karen; Unsworth, Carolyn; Rodger, Sylvia

    2000-01-01

    A study of 82 preschoolers determined that a new play assessment (Child-Initiated Pretend Play Assessment), which identifies cognitive play skills, possessed acceptable interrater reliability and could discriminate between the play of typically developing preschoolers and those with preacademic problems. (Contains 65 references.) (JOW)

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

    Science.gov (United States)

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

    2008-01-01

    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,…

  1. Children's Cortisol and the Quality of Teacher-Child Relationships in Child Care

    Science.gov (United States)

    Lisonbee, Jared A.; Mize, Jacquelyn; Payne, Amie Lapp; Granger, Douglas A.

    2008-01-01

    Teacher-child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety-one 4-year-olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher-child interaction session outside the…

  2. Caregiver-Child Relationships as a Context for Continuity in Child Care

    Science.gov (United States)

    Recchia, Susan L.

    2012-01-01

    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…

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

    OpenAIRE

    Dogani, Konstantina; Constandinidou-Semoglou, Ourania

    2016-01-01

    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...

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

    OpenAIRE

    Donnelly, Maria

    2012-01-01

    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...

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

    OpenAIRE

    Kopas-Vukašinović Emina

    2005-01-01

    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...

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

    OpenAIRE

    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.

    2009-01-01

    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...

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

    OpenAIRE

    Olga Zabrovskaya

    2013-01-01

    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...

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

    Directory of Open Access Journals (Sweden)

    M.S. Mirimanova

    2013-04-01

    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.

  9. A research of pre-school children favourite toys

    OpenAIRE

    KREJČOVÁ, Miroslava

    2014-01-01

    The thesis deals with pre-school children´s games and toys. It is divided into two parts theory and research. The target of the theoretical part is to summarize basic information about toys and games of pre-school children. These facts are applied to the research part which investigates the extent of fondness for different toys and preference of modern and traditional toys in the course of various spontaneous games. The introductory chapter characterizes a pre-school child and his or her cogn...

  10. Sleep and Your Preschooler

    Science.gov (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 ...

  11. An Exploratory Study of Mothers' Perceptions of Acculturation within the Preschool Context. Working Paper. WR-523

    Science.gov (United States)

    Lara-Cinisomo, Sandraluz; Thomas, Audrey Alforque

    2007-01-01

    This exploratory study examines the mother's perceptions of her preschooler's acculturation process, using qualitative methods to collect data from six Latino immigrant mothers about their own acculturation and that of their preschool child. Three patterns emerged: parallel dyadic acculturation, vertex dyadic acculturation, and intersegmented…

  12. Predicting who will have asthma at school age among preschool children

    NARCIS (Netherlands)

    Savenije, Olga E. M.; Kerkhof, Marjan; Koppelman, Gerard H.; Postma, Dirkje S.

    2012-01-01

    It is difficult to distinguish at preschool age whether a wheezing child will or will not have asthma at school age. A prediction rule for asthma in preschool children might help to determine a prognosis and to study improvements in treatment and prevention. This review discusses (1) the development

  13. "Then What Happened?" Studying Emergent Literacy in the Narrative Play of Preschool Children

    Science.gov (United States)

    Heppner, Denise H.

    2016-01-01

    The focus of this research was on examining a play-based, child-centered instructional technique known as story telling/story acting (ST/SA) within a Canadian preschool setting. The goal was to examine the changes that occurred in the narrative features of preschool children's stories, and to investigate whether ST/SA fostered emerging literacy…

  14. Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool Teachers

    Science.gov (United States)

    Celikoz, Nadir

    2010-01-01

    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…

  15. The Traditional in Contemporary Curricula of Preschool Education

    Directory of Open Access Journals (Sweden)

    Kopas-Vukašinović Emina

    2016-02-01

    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.

  16. Systematic dissemination of a preschool physical activity intervention to the control preschools.

    Science.gov (United States)

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

    2016-08-01

    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

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

    OpenAIRE

    Leleikienė, Vijolė

    2005-01-01

    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.

  18. Three Degrees of Maternal Involvement in a Preschool Program: Impact on Mothers and Children

    Science.gov (United States)

    Radin, Norma

    1972-01-01

    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)

  19. 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

    2015-01-01

    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.

  20. Preschool Behavioral and Social-Cognitive Problems as Predictors of (Pre)adolescent Disruptive Behavior

    OpenAIRE

    Emond, Alice; Ormel, Johan; Veenstra, Rene; Oldehinkel, Albertine J.

    2007-01-01

    This article describes preschool social understanding and difficult behaviors (hot temper, disobedience, bossiness and bullying) as predictors of oppositional defiant disorder (ODD) and aggressive conduct disorder (ACD) in a Dutch population sample of (pre)adolescents (N = 1943), measured at age 10-12 and at age 13-15. ODD and ACD were assessed by the Child Behavior Checklist and the Youth Self-Report, preschool behavior was evaluated by the parental questionnaire 'How was your child as a pre...

  1. Education of preschool children in picture books

    OpenAIRE

    Gomišček, Petra

    2015-01-01

    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...

  2. 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

    2012-04-01

    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

  3. Music Learning and Child's Play.

    Science.gov (United States)

    Littleton, Danette

    1998-01-01

    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)

  4. Long-Run Benefits from Universal High-Quality Preschooling

    DEFF Research Database (Denmark)

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

    2014-01-01

    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....

  5. Predicting preschool pain-related anticipatory distress: the relative contribution of longitudinal and concurrent factors.

    Science.gov (United States)

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

    2016-09-01

    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

  6. Parent and Child References to Letters during Alphabet Book Reading: Relations to Child Age and Letter Name Knowledge

    Science.gov (United States)

    Lachner, William; Zevenbergen, Andrea; Zevenbergen, Jason

    2008-01-01

    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…

  7. Swimming Orientation for Preschoolers.

    Science.gov (United States)

    Smith, Mary Lou

    1990-01-01

    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)

  8. Understanding Cortisol Reactivity across the Day at Child Care: The Potential Buffering Role of Secure Attachments to Caregivers

    Science.gov (United States)

    Badanes, Lisa S.; Dmitrieva, Julia; Watamura, Sarah Enos

    2012-01-01

    Full-day center-based child care has been repeatedly associated with rising cortisol across the child care day. This study addressed the potential buffering role of attachment to mothers and lead teachers in 110 preschoolers while at child care. Using multi-level modeling and controlling for a number of child, family, and child care factors,…

  9. Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

    Science.gov (United States)

    Wolter, Ilka; Braun, Edith; Hannover, Bettina

    2015-01-01

    According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

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

    OpenAIRE

    PİŞTAV AKMEŞE, Pelin; KAYHAN, Nilay

    2014-01-01

    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...

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

    OpenAIRE

    Ingēra Tomme-Jukēvica

    2014-01-01

    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...

  12. Promoting preliteracy skills through play in preschool period

    OpenAIRE

    Košuta, Jara

    2016-01-01

    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 ...

  13. Non-Abused Preschool Children's Perception of an Anogenital Examination

    Science.gov (United States)

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

    2007-01-01

    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…

  14. Using Current Resources to Implement Wellness Programming for Preschoolers

    Science.gov (United States)

    Cirignano, Sherri M.

    2013-01-01

    Currently, there is a nationwide effort to include preschool-aged children in wellness efforts for the prevention of obesity. National resources include guidelines, best practices, and tip sheets to assist in the implementation of these interventions. The Let's Move! Child Care Checklist is a resource that can be used to assess the level at…

  15. The Cognitive Environments of Urban Preschool Children. Final Report.

    Science.gov (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…

  16. Cognitive and Communicative Development in Hearing-Impaired Preschool Children.

    Science.gov (United States)

    Kricos, Patricia B.; Aungst, Holle L.

    1984-01-01

    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…

  17. Thai and American Fathers' Involvement with Preschool-Age Children.

    Science.gov (United States)

    Tulananda, Oracha; And Others

    1994-01-01

    Using the Paternal Involvement in Childcare Index, examined father involvement in caregiving and the socialization of preschool-age children in 40 Thai and 24 American families. American fathers were more likely than Thai fathers to be involved in child care and the socialization of their children. (MDM)

  18. Intervention Strategies for Pre-School Students with Special Needs

    Science.gov (United States)

    Zucker, Gloria H.

    2010-01-01

    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…

  19. Fathering and Mothering of Preschool Boys with Hyperactivity

    Science.gov (United States)

    Keown, Louise

    2011-01-01

    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…

  20. Effects of Pretend Imagery on Learning Dance in Preschool Children

    Science.gov (United States)

    Sacha, Tori J.; Russ, Sandra W.

    2006-01-01

    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…

  1. Temperament, Family Environment and Anxiety in Preschool Children

    Science.gov (United States)

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

    2011-01-01

    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…

  2. Children's Storytelling: The Effect of Preschool and Family Environment

    Science.gov (United States)

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

    2010-01-01

    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…

  3. Children's Play Preferences: Implications for the Preschool Education

    Science.gov (United States)

    Gmitrova, Vlasta; Podhajecka, Maria; Gmitrov, Juraj

    2009-01-01

    Previously we found in preschool that child-directed pretend play in small playing groups importantly improves cognitive competence in mixed-age environment and that the effect is based on close coupling between affective and cognitive domain. To foster affective and cognitive intertwining, it is reasonable to select the most favored pretend plays…

  4. La Educacion Preescolar en Cuba [Preschool Education in Cuba].

    Science.gov (United States)

    Childhood Education, 2002

    2002-01-01

    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…

  5. Mother-Child Conversations about Emotions: Linkages to Child Aggression and Prosocial Behavior

    Science.gov (United States)

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

    2008-01-01

    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…

  6. Fundamental movement skills among Australian preschool children.

    Science.gov (United States)

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

    2010-09-01

    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

  7. Relationship Between Parents and Preschool Children

    Directory of Open Access Journals (Sweden)

    Nilgun Ongider

    2013-08-01

    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.

  8. Physical Activity Play and Preschool Children's Peer Acceptance: Distinctions between Rough-and-Tumble and Exercise Play

    Science.gov (United States)

    Lindsey, Eric W.

    2014-01-01

    Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center.…

  9. Impact of Maternal Posttraumatic Stress Disorder and Depression Following Exposure to the September 11 Attacks on Preschool Children's Behavior

    Science.gov (United States)

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

    2010-01-01

    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,…

  10. Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    Science.gov (United States)

    Mashburn, Andrew J.

    2008-01-01

    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…

  11. American Preschoolers on Ritalin.

    Science.gov (United States)

    Leo, Jonathan

    2002-01-01

    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…

  12. Writing Workshop in Preschool

    Science.gov (United States)

    King, Kelly A.

    2012-01-01

    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…

  13. Pedagogy and Quality in Indian Slum School Settings: A Bernsteinian Analysis of Visual Representations in the Integrated Child Development Service

    Science.gov (United States)

    Chawla-Duggan, Rita

    2016-01-01

    This paper focuses upon the micro level of the pre-school classroom, taking the example of the Indian Integrated Child Development Service (ICDS), and the discourse of "child-centred" pedagogy that is often associated with quality pre-schooling. Through an analysis of visual data, semi-structured and film elicitation interviews drawn…

  14. Security of attachment and preschool friendships.

    Science.gov (United States)

    Park, K A; Waters, E

    1989-10-01

    Attachment theory proposes that the quality of the mother-child tie predicts the quality of a child's other close relationships. The purpose of this study was to test whether security of attachment to mother is related to the quality of a preschooler's best friendships. 33 4-year-old and their best friends participated (mean age = 46 months). Attachment Q-set data were collected to score security of mother-child attachment. Security data were used to classify the friend pairs as secure-secure or secure-insecure. Best friend dyads were observed for a 1-hour free-play session. Each pair's behavior was described with the Dyadic Relationships Q-set, a measure designed to describe the behavior of a pair of children. Secure-secure pairs were more harmonious, less controlling, more responsive, and happier than secure-insecure pairs. The results are related to previous work on attachment and social competence.

  15. [Preschool education impact on child development].

    Science.gov (United States)

    2016-10-01

    Presumed perinatal ischemic stroke is the term used for cases in which an old stroke is diagnosed by the consequences of it and not by the acute symptoms. Many presumed perinatal ischemic strokes have congenital hemiparesis as the first manifestation, which is usually noticed between the fourth and eighth month of life as early hand preference. That is why the clear and persistent handedness developed before one year of age must be assumed as a warning sign of probable motor sequelae. In this paper we review the medical records of 15 cases of presumed perinatal ischemic stroke to assess the age at which the consultation led to the diagnosis, reason for consultation and age at development of handedness.

  16. Preschool education impact on child development.

    Science.gov (United States)

    Gur, Gokce; Cakar, Nilgun; Kiremitci, Saba; Taktak, Aysel; Basaran, Ozge; Uncu, Nermin

    2016-10-01

    Henoch-Schonlein purpura (HSP) is the most common vasculitis in children. Vasculitic processes can involve the lung. Although diffuse alveolar hemorrhage may be seen as one of the manifestation of HSP, it is not a frequent presentation. Here we reported the case of a 10-year-old girl with HSP nephritis who developed pulmonary hemorrhage. The patient was treated successfully with intravenous methylprednisolone. A review of the literature revealed that young age may be a good prognostic sign and that immunosuppressive drugs and supportive management are essential in the treatment. PMID:27606665

  17. [Preschool education impact on child development].

    Science.gov (United States)

    2016-10-01

    Presumed perinatal ischemic stroke is the term used for cases in which an old stroke is diagnosed by the consequences of it and not by the acute symptoms. Many presumed perinatal ischemic strokes have congenital hemiparesis as the first manifestation, which is usually noticed between the fourth and eighth month of life as early hand preference. That is why the clear and persistent handedness developed before one year of age must be assumed as a warning sign of probable motor sequelae. In this paper we review the medical records of 15 cases of presumed perinatal ischemic stroke to assess the age at which the consultation led to the diagnosis, reason for consultation and age at development of handedness. PMID:27606651

  18. Experimental Evaluation of a Preschool Language Curriculum: Influence on Children's Expressive Language Skills

    Science.gov (United States)

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

    2008-01-01

    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…

  19. Student Teachers' and Preschool Children's Questions about Life--A Phenomenographic Approach to Learning.

    Science.gov (United States)

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

    2000-01-01

    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…

  20. "Miss! I'm Done!" Finishing Craft Assignments as a Situated Activity System in Preschool

    Science.gov (United States)

    Deunk, Marjolein; Berenst, Jan; de Glopper, Kees

    2010-01-01

    We describe the Situated Activity System of finishing craft assignments in preschool: the specific, routinized way that child and teacher jointly close the child's craft assignment, employing a specific discourse pattern. We analyzed the interactions of 14 Dutch children between 2.1 and 3.10 years old while they were finishing their craft…

  1. Family Reading Behavior and Early Literacy Skills in Preschool Children from Low-Income Backgrounds

    Science.gov (United States)

    Bracken, Stacey Storch; Fischel, Janet E.

    2008-01-01

    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,…

  2. Parenting Dimensions in Relation to Pre-Schoolers' Behaviour Problems in Latvia and Lithuania

    Science.gov (United States)

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

    2015-01-01

    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…

  3. Predictors of Preschoolers' Appraisals of Conflict in Families Experiencing Intimate Partner Violence

    Science.gov (United States)

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

    2012-01-01

    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,…

  4. Quality Partnership as a Contextual Prerequisite of Successful Learning of Young and Preschool-Aged Children

    Science.gov (United States)

    Ljubetic, Maja; Ercegovac, Ina Reic; Koludrovic, Morana

    2016-01-01

    The paper discusses quality partnership as a prerequisite for the functioning of the institutions of early and pre-school education and for the child's overall development and learning. Considering that child's development and learning take place in different contexts (family, educational institutions, clubs, local and wider communities), the…

  5. Preventive Intervention for Anxious Preschoolers and Their Parents: Strengthening Early Emotional Development

    Science.gov (United States)

    Fox, Jeremy K.; Warner, Carrie Masia; Lerner, Amy B.; Ludwig, Kristy; Ryan, Julie L.; Colognori, Daniela; Lucas, Christopher P.; Brotman, Laurie Miller

    2012-01-01

    The high prevalence and early onset of anxiety disorders have inspired innovative prevention efforts targeting young at-risk children. With parent-child prevention models showing success for older children and adolescents, the goal of this study was to evaluate a parent-child indicated preventive intervention for preschoolers with mild to moderate…

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

    Science.gov (United States)

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

    2014-01-01

    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. Communication Input Matters: Lessons From Prelinguistic Children Learning to Use AAC in Preschool Environments.

    Science.gov (United States)

    Brady, Nancy C; Herynk, James W; Fleming, Kandace

    2010-09-01

    This study reports on the communication produced by 30 children learning to communicate with AAC in their preschool classrooms, as well as the communication input provided by educators. All of the children were communicating with less than 20 different words, symbols, or signs at the time of observation. Characteristics of participants' preschool classrooms were also measured with the ECERS-R. Relationships between ECERS-R scores, communication input to children, and child communication rate were explored through correlation analyses. Results indicated that child communication rates in their classrooms were low and that the majority of child communication was in response to educators' initiations. Only the amount of adult input to children was significantly related to child communication rates. ECERS-R scores were not related to any observed communication variables. Results provide a base of comparison for future studies as well as demonstrating need to provide more communication input within preschool classrooms. PMID:21442020

  8. Early Father-Child Interactions and Behaviour Problems

    OpenAIRE

    Domoney, J.

    2013-01-01

    Many development trajectories leading to maladaptive outcomes begin in infancy and toddlerhood. With more fathers caring for their children from a younger age there is a need to understand the associations between paternal behaviour and child development. This thesis will explore the relationship between father-child interaction and child outcomes in the early years. Part one is a review of the literature looking at the association between father-child interaction in the preschool years and c...

  9. Physiological and psychophysiological features of preschool children in sport training

    OpenAIRE

    Sokolova L. I.; Zakharova A.V.; Соколова, Л. И.; ЗАХАРОВА А.В.

    2015-01-01

    The article is devoted to the questions of preschool children sports training. Human functional systems (cardiovascular, respiratory and muscular) of 3-6 years old children are considered. Physiological and psychophysiological features of the preschool children development in ontogenesis are described. The links between phychophysiological child development and the organization of technical and physical training in children's sport are shown Статья посвящена вопросам спортивно-оздоровитель...

  10. Raising a Fit Preschooler

    Science.gov (United States)

    ... skills and coordination to ride a tricycle or chase a butterfly. Preschoolers also are discovering what it ... something to find, like a red door, a cat, a flag, and something square. Sing songs or ...

  11. Parenting and preschooler attachment among low-income urban African American families.

    Science.gov (United States)

    Barnett, D; Kidwell, S L; Leung, K H

    1998-12-01

    This study examined the parental correlates of child attachment in a preschool-aged, economically disadvantaged, urban, African American sample. Sixty-nine 4- to 5-year-olds and their primary caregivers participated in the Strange Situation assessment procedure. Based on Cassidy and Marvin's classification system for preschoolers, 61% of the children were classified as securely attached, with girls being significantly more likely to be securely attached than boys (74% versus 45%). The majority of the insecure attachments were of the avoidant variety. Consistent with attachment theory, parents of securely attached children were rated as significantly more warm and accepting and less controlling with their children than were parents of insecurely attached preschoolers. Relative to parents of securely attached preschoolers, parents of children judged to be insecurely attached reported being more likely to use corporal punishment and less likely to use verbal reminders when their children misbehaved. Parenting was associated with attachment over and above the effects of child sex. PMID:9914645

  12. Correlates of objectively measured physical activity in 5-6 year old preschool children

    DEFF Research Database (Denmark)

    Olesen, L G; Kristensen, P L; Korsholm, L;

    2015-01-01

    The aim of this study was to identify gender specific physical activity correlates in Danish preschool children. METHODS: Cross--sectional study in Odense, Denmark. The gender specific models were based on data from 174 boys and 177 girls, 5--6 years of age and enrolled in 40 randomly selected...... preschools. Percentage of total daily time spent in moderate and vigorously physical activity (MVPA) was measured using ActiGraph accelerometers over 5 preschool days and 2 days off. Thirty--nine potential correlates of child MVPA across 5 domains were tested for associations with gender specific MVPA....... RESULTS: The gender specific models consistently identified motor coordination and the parents´ perceptions of their child´s activity preferences during free play were positively associated with MVPA. Days with rain or no preschool attendance were negatively associated with MVPA. For boys, rural area...

  13. Preschool Participation and BMI at Kindergarten Entry: The Case for Early Behavioral Intervention

    Directory of Open Access Journals (Sweden)

    Meghan E. McGrady

    2010-01-01

    Full Text Available Preschool years (ages 3–5 are a critical period in growth and development. Emerging studies suggest that preschool attendance may be linked to future weight, and perhaps obesity. This study examined relationships between public preschool attendance, demographic variables, and weight at kindergarten entry. Participants included 2,400 children entering kindergarten in 2006. Height and weight were used to calculate a child's BMI category based on CDC norms. At kindergarten entry, 17% of participants were overweight, and 18% were obese. Children attending a public preschool were at an increased risk for overweight (OR=1.06 and obesity (OR=1.34 at kindergarten entry, χ2(2=6.81, P=.03 relative to children who did not attend preschool. No significant trends relationships between demographics and weight status were found, but demographic variables are summarized descriptively. Policy and clinical implications are provided.

  14. THE RELATIONSHIP OF THE EDUCATIONAL STAFF TOWARDS CHILDREN WITH DEVE LOPMENTAL DISORDERS-AN IMPORTANT FACTOR FOR THEIR QUALITY TREATMENT IN THE PRE-SCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Snezana MATOVSKA

    1997-03-01

    Full Text Available Introduction· The purpose for the integration in the preschool institution· The need for the integration in the preschool institution· The results of the integration in the preschool institutionPersonal experience from the integration in the preschool institution· The relationship of the educational and upbringing staff towards the child· The relationship of the child towards the preschool institution· (the relationship towards the other children and the relationship towards the staff Proposal and suggestions for solving the present situation· The completion of legislative and its carrying out in practice· The creation of space and staff possibilities for active integration of the children with developmental disorders in the preschool institutions· The preparation of didactic material and the devices for carrying out the working program.

  15. Preschool children with externalizing behaviors: experience of fathers and mothers.

    Science.gov (United States)

    Baker, B L; Heller, T L

    1996-08-01

    Childhood behavior disorders are related to family stress and maladjustment. Little is known, however, about the adjustment of families with preschool-aged children at risk for subsequent behavior disorders. Moreover, fathers' perceptions of child problem behavior and their reactions to it generally have been neglected. Subjects were mothers and fathers of 52 preschool-aged children assigned to one of three groups: control, moderate externalizing, and high externalizing. Higher child externalizing behavior was associated with greater negative family impact, lowered parenting sense of efficacy, and child-rearing practices that were more authoritarian and less authoritative. Mothers and fathers did not differ in actual perceived level of child behavior problems, although both believed that mothers saw more problems. Child Group x Parent interactions indicated that mothers experienced increased stress and a need for help with moderate as well as high child externalizing behaviors, whereas fathers were not elevated on these measures unless the child's externalizing behaviors were high. Implications of these findings for early family intervention are considered.

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

    OpenAIRE

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

    2009-01-01

    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).

  17. Individual Variation among Preschoolers in a Cognitive Intervention Program in Low Income Families.

    Science.gov (United States)

    Levenstein, Phyllis

    The range of cognitive gains made by low-income preschool children in the home-based Mother-Child Home Program is discussed as to the causes of the wide variability found. At the end of one year (October 1967 to May 1968) in the program, 33 low-income preschoolers made an average Stanford-Binet IQ gain of 17 points. The varibility within this…

  18. Evaluation of nutrition manner and nutritional status of pre-school children

    OpenAIRE

    Magdalena Radziszewska; Joanna Sadowska; Agnieszka Krzymuska

    2010-01-01

    Background. The aim of the study was to evaluate the nutritional status and nutrition manner of children attending preschools located in Szczecin. Material and methods. The study was carried out in autumn 2008. The survey covered 105 children at the age 4-6 years. Information on home food intake was collected by parents, on the same days, the authors noted the kind and quantity of food eaten by the child in the preschool. Results. The results revealed that the nutritional status of ...

  19. DEVELOPMENT OF FINE MOTOR COORDINATION AND VISUAL-MOTOR INTEGRATION IN PRESCHOOL CHILDREN

    OpenAIRE

    MEMISEVIC Haris; HADZIC Selmir

    2015-01-01

    Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegbo...

  20. Impact of nutrition education through Child-to-Child approach on diet behaviors among preschool children%“儿童与儿童”模式对学龄前儿童营养教育饮食行为改变效果研究

    Institute of Scientific and Technical Information of China (English)

    董媛; 王佳蕾; 吴玲玲; 蔡美琴

    2013-01-01

    Objective To investigate the impact of nutrition education through Child-to-Child (CTC)approach on the diet behaviors among preschool children.Methods Two kindergartens in Shanghai were selected as intervention kindergarten and control kindergarten respectively.One hundred and twelve children in higher grade in the intervention kindergarten were served as experiment group,who received nutrition education from kindergarten teachers,and disseminated nutrition knowledge to the other 195 children in lower grade in intervention kindergarten (affected group) through CTC approach.Children in control kindergarten in the same grade were served as experiment group controls (n =74) and affected group controls (n =207) respectively,and no nutrition education intervention was conducted.Self-designed Knowledge-Attitude-Practice (KAP) questionnaire was adopted to evaluate the changes in nutrition and healthy diet knowledge,attitude towards food and nutrition and diet behaviors before and after intervention.Results After intervention,the KAP scores in experiment group and affected group increased to some extent,the pass rates of score of nutrition and healthy diet knowledge significantly increased (P < 0.01),and the attitude towards food and nutrition and diet behaviors improved.After intervention,the incidences of picky eating in experiment group and affected group were significantly lower than those in the corresponding controls (P < 0.05 for both),the incidences of milk consumption every day in both groups were significantly higher than those in the corresponding controls (P < 0.05,P < 0.01),and the incidence of having balanced breakfast in affected group was significantly higher than that in affected group controls (P < 0.05).Conclusion Application of CTC approach in nutrition education may yield favorable effect and advantage in promoting diet behaviors among preschool children.%目的 评价“儿童与儿童”(CTC)营养教育模式对学龄前儿童饮

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

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne

    2010-01-01

    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...... hand, seems to significantly deteriorate outcomes for boys whose mothers have a lower level of education. Finally, longer hours in non-parental care lead to poorer child outcomes....

  2. Estado nutricional e níveis hematológicos e séricos de ferro em pré-escolares de municípios com diferentes índices de desenvolvimento infantil Nutritional status, hematological and serum levels of iron in preschool children from cities with different child development indexes

    Directory of Open Access Journals (Sweden)

    Wilson Luis de Oliveira

    2008-09-01

    Full Text Available OBJETIVO: Avaliar o estado nutricional e os níveis hematológicos e séricos de ferro em pré-escolares de municípios com diferentes índices de desenvolvimento infantil (IDI. MÉTODOS: Estudo transversal de 34 pré-escolares com idade de três a seis anos do município de Laranjal, Paraná, com IDI baixo e com o mesmo número de crianças pareadas por idade e gênero, provenientes de Presidente Prudente, São Paulo, município com IDI médio. Avaliou-se o estado nutricional por meio do escore Z das relações peso/estatura e estatura/idade. A avaliação bioquímica constou de dosagens de hemoglobina, hematócrito, ferro sérico e ferritina. Para a análise estatística foram usados os testes t de Student, Mann-Whitney, qui-quadrado e o exato de Fisher. RESULTADOS: Peso, estatura e escore Z das relações antropométricas foram significantemente menores no grupo de crianças de Laranjal comparados aos de Presidente Prudente. A prevalência de anemia em ambos os grupos foi 8,8%, não havendo diferença significante para a prevalência de ferropenia e para os valores de ferritina sérica. CONCLUSÕES: Pré-escolares do município com IDI baixo apresentam mais desnutrição, enquanto sobrepeso e obesidade são predominantes nos pré-escolares do município com IDI médio. Quanto às alterações dos níveis hematológicos e séricos de ferro, não há diferença entre os pré-escolares dos municípios estudados.OBJECTIVE: To evaluate nutritional status and iron hematological and serum levels of preschool children from cities with different child development indexes (CDI. METHODS: This cross-sectional study enrolled 34 preschool children aged between three to six years from two municipalities of Brazil: Laranjal, Paraná, with a low CDI, and Presidente Prudente, Sao Paulo, with a medium CDI. Children of both cities were matched by age and gender. The nutritional status was evaluated by Z score for weight/height and height/age. The biochemical

  3. Testing aspects of Carl Rogers's theory of creative environments: child-rearing antecedents of creative potential in young adolescents.

    Science.gov (United States)

    Harrington, D M; Block, J H; Block, J

    1987-04-01

    Longitudinal data involving 106 children and their parents were used to test preschool child-rearing implications of Carl Rogers's theory of creativity-fostering environments (Rogers, 1954). Indices were developed for each parent and for each mother-father combination that reflected the degree to which the parents' child-rearing practices and interactions with their preschool children matched the recommendations implicit in Rogers's description of a creativity-fostering environment. The three indices of Rogers-prescribed child-rearing practices each correlated positively (rs = .38 to .46) and significantly (all ps less than .001) with a composite index of creative potential in early adolescence, 7 to 11 years later. Rogers-prescribed preschool child-rearing practices also emerged as significant antecedents of adolescent creative potential in regression/path analyses that held constant the influence of sex, preschool intelligence, and preschool creative potential. Theoretical and methodological aspects of the study are discussed.

  4. Low-Income Mothers' Nighttime and Weekend Work: Daily Associations with Child Behavior, Mother-Child Interactions, and Mood

    Science.gov (United States)

    Gassman-Pines, Anna

    2011-01-01

    This study investigated low-income mothers' daily nighttime and weekend work and family outcomes. Sixty-one mothers of preschool-aged children reported daily on work hours, mood, mother-child interaction, and child behavior for two weeks (N = 724 person-days). Although nighttime and weekend work are both nonstandard schedules, results showed…

  5. Demographic Factors, Temperament and the Quality of the Preschool Environment as Predictors of Daily Cortisol Changes among Finnish Six-Year-Old Children

    Science.gov (United States)

    Sajaniemi, Nina; Suhonen, Eira; Hotulainen, Risto; Tormanen, Minna; Alijoki, Alisa; Nislin, Mari; Kontu, Elina

    2014-01-01

    A young child's stress-sensitive neurobiological system is immature and open to being shaped by experience. When children enter preschool, external demands on them to adjust are different from the demands they experience at day care. In Finland, the last year before children transfer to the comprehensive school is called preschool. The…

  6. Longitudinal antecedents of executive function in preschoolers.

    Science.gov (United States)

    Conway, Anne; Stifter, Cynthia A

    2012-01-01

    Despite an extensive history underscoring the role of social processes and child contributions to the development of executive functions (C. Lewis & J. Carpendale, 2009; L. S. Vygotsky, 1987), research on these relations is sparse. To address this gap, 68 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 = 0.46)-delay and conflict inhibition. Maternal attention maintaining was associated with high levels of conflict inhibition for inhibited and exuberant children, whereas attention redirection was associated with low levels of delay and conflict inhibition for inhibited children. Therefore, maternal attention-directing behaviors may enhance the development of executive functions but only for children with inhibited and exuberant temperaments. PMID:22469209

  7. Child Care Preferences of Foreign-Born Immigrant Groups in California

    Science.gov (United States)

    Santhiveeran, Janaki

    2010-01-01

    This study using California Health Interview Survey 2005 Child Survey data presents disparities among three major immigrant groups' child care preferences. Asian immigrant families used a grandparent or a relative care and a preschool more than Latino and European immigrant families. Latino immigrant families used child care from a nonfamily…

  8. The Role of Intraverbal Exchanges in Assessing Parent-Child Relationships

    Science.gov (United States)

    Gokhan, Nurper; Dennis, Tracy A.; Crossman, Angela M.

    2012-01-01

    The present investigation evaluated the role of verbal exchanges between parent and child (intraverbal exchanges) in relation to two contemporary measurements of the parent-child relationship, mutual responsive orientation (MRO) and synchrony. Data were collected from 30 mother-preschool child dyads (19 girls, 11 boys) during a laboratory…

  9. Development and preliminary validation of Chinese preschoolers' eating behavior questionnaire.

    Directory of Open Access Journals (Sweden)

    Xun Jiang

    Full Text Available BACKGROUND: The objective of this study was to develop a questionnaire for caregivers to assess the eating behavior of Chinese preschoolers. METHODS: To assess children's eating behaviors, 152 items were derived from a broad review of the literature related to epidemiology surveys and the assessment of children's eating behaviors. All of these items were reviewed by 50 caregivers of preschoolers and 10 experienced pediatricians. Seventy-seven items were selected for use in a primary questionnaire. After conducting an exploratory factor analysis and a variability analysis on the data from 313 preschoolers used to evaluate this primary questionnaire, we deleted 39 of these 77 items. A Chinese Preschoolers' Eating Behavior Questionnaire (CPEBQ was finally established from the remaining 38 items. The structure of this questionnaire was explored by factor analysis, and its reliability, validity and discriminative ability were evaluated with data collected from caregivers of 603 preschoolers. RESULTS: The CPEBQ consisted of 7 dimensions and 38 items. The 7 dimensions were food fussiness, food responsiveness, eating habit, satiety responsiveness, exogenous eating, emotional eating and initiative eating. The Cronbach's α coefficient for the questionnaire was 0.92, and the test-retest reliability was 0.72. There were significant differences between the scores of normal-weight, overweight and obese preschoolers when it was referred to food fussiness, food responsiveness, eating habits, satiety responsiveness and emotional eating (p<0.05. Differences in caregiver's education levels also had significant effects on scores for food fussiness, eating habits and exogenous eating (p<0.05. CONCLUSIONS: The CPEBQ satisfies the conditions of reliability and validity, in accordance with psychometric demands. The questionnaire can be employed to evaluate the characteristics of Chinese preschoolers' eating behaviors; therefore, it can be used in child health care

  10. Child Neglect: Developmental Issues and Outcomes.

    Science.gov (United States)

    Hildyard, Kathryn L.; Wolfe, David A.

    2002-01-01

    This article reviews the effects of child neglect on three developmental periods: infancy/preschool, school-aged and younger adolescents, and older adolescents and adults. The severe cognitive and academic deficits, the social withdrawal and limited peer interactions, and the internalizing problems of neglected children relative to physically…

  11. The Development of Writing in the Young Child: Some Vintage Russian Wine in Contemporary Bottles.

    Science.gov (United States)

    Klein, Marvin L.

    Writing development in preschool children has only recently begun to receive attention; however, Russian researchers dealt with the subject in the 1920s and 30s. Arguing that writing was a fundamental assist to cognitive growth as well as a tool for communication, Lev Vygotsky believed that the preschool child was ready to be taught writing.…

  12. Parent-Child Interaction Therapy for ADHD: A Conceptual Overview and Critical Literature Review

    Science.gov (United States)

    Wagner, Stephanie M.; McNeil, Cheryl B.

    2008-01-01

    Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training…

  13. Hypothetical model in testing integrated development of preschool children.

    Science.gov (United States)

    Bala, Gustav; Katić, Ratko

    2009-06-01

    This paper provides systematic presentation of the issues related to methodology, and offers some possible solutions for analysis of different aspects of child development, especially preschool age. These issues are related to the definition, acceptance and preparation of the existing theories on development, which include analysis of the whole child's self his/her surroundings, and his/her activities. In addition, this analysis also includes some methodological problems related to sexual dimorphism, heritage-bound and surroundings-bound development, definition of the model of constructs affecting the selection of variables for evaluation of integral development, definition of the population and selection of the subject sample, determination of manifest characteristics and abilities, selection or construction of measuring instruments for their evaluation, appropriateness of the model and method of data analysis, as well as the possibility of designing the potential model of integrated development of preschool children. PMID:19662751

  14. Disruptive Behavior Disorder and Intergenerational Attachment Patterns: A Comparison of Clinic-Referred and Normally Functioning Preschoolers and Their Mothers.

    Science.gov (United States)

    DeKlyen, Michelle

    1996-01-01

    Examined linkages between child disruptive behavior disorder, quality of mother-child interactions, and mothers' recollections/attitudes toward their parents. Preschool boys (N=25) referred to a psychiatric clinic were matched with normally functioning boys. Mothers and sons were videotaped during a separation-reunion sequence, the Adult…

  15. TV Viewing Compared to Book Reading and Toy Playing Reduces Responsive Maternal Communication with Toddlers and Preschoolers

    Science.gov (United States)

    Nathanson, Amy I.; Rasmussen, Eric E.

    2011-01-01

    This study compared the amount and style of maternal communication with toddlers and preschoolers while mother-child pairs watched TV, read books, and played with toys. We found that mother-child communication was less frequent and less verbally responsive when dyads viewed TV compared with when they read books, and in many cases, when they played…

  16. Caregiver's Country of Birth Is a Significant Determinant of Accurate Perception of Preschool-Age Children's Weight

    Science.gov (United States)

    Natale, Ruby; Uhlhorn, Susan B.; Lopez-Mitnik, Gabriela; Camejo, Stephanie; Englebert, Nicole; Delamater, Alan M.; Messiah, Sarah E.

    2016-01-01

    Background: One in four preschool-age children in the United States are currently overweight or obese. Previous studies have shown that caregivers of this age group often have difficulty accurately recognizing their child's weight status. The purpose of this study was to examine factors associated with accurate/inaccurate perception of child body…

  17. Maternal Depressive and Anxiety Symptoms, Self-Esteem, Body Dissatisfaction and Preschooler Obesity: A Cross-Sectional Study

    Science.gov (United States)

    Benton, Pree; Skouteris, Helen; Hayden, Melissa

    2016-01-01

    The primary aim of the present study was to cross-sectionally examine the associations between maternal psychosocial variables, child feeding practices, and preschooler body mass index z-score (BMI-z) in children (aged 2-4 years). A secondary aim was to examine differences in child weight outcomes between mothers scoring above and below specified…

  18. Maternal Insightfulness and Resolution of the Diagnosis Are Associated with Secure Attachment in Preschoolers with Autism Spectrum Disorders

    Science.gov (United States)

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

    2009-01-01

    In the current study (a) maternal insightfulness into the experience of the child and (b) resolution with respect to the child's diagnosis and their associations with children's security of attachment were examined in a sample of 45 preschoolers (mean age = 49 months) with autism spectrum disorders (ASD). It was hypothesized that mothers who were…

  19. The “I” image like the mechanism of moral behavior regulation of preschool age children

    Directory of Open Access Journals (Sweden)

    Marina Korepanova

    2013-11-01

    Full Text Available The article is devoted to the development of 5–7-year old child experience in the regulation of ethical con-duct. The authors stress that the child's view of himself, his own “I” image justify the choice of strategy. The authors use the notion of "moral" image, which includes submission of a preschooler on his own moral qualities, features, displays, personal attitudes and prejudice the desire of children to choose and commit the moral act. The situations of pedagogical support of contact between the older preschooler with a cartoon with the purpose of forming of moral conduct are described.

  20. Predicting ADHD in school age when using the Strengths and Difficulties Questionnaire in preschool age

    DEFF Research Database (Denmark)

    Rimvall, Martin K; Elberling, Hanne; Rask, Charlotte Ulrikka;

    2014-01-01

    Indicated prevention of ADHD may reduce impairment and need of treatment in youth. The Strengths and Difficulties Questionnaire (SDQ) is a brief questionnaire assessing child mental health, reported to be a valid screening instrument for concurrent ADHD. This study aimed to examine the validity...... of using the SDQ in preschool age to predict ADHD in school age in a longitudinal design. The study population included 2,315 children from the Copenhagen child cohort 2000 with no prior history of clinically diagnosed ADHD, who were assessed at age 5-7 years by the SDQ completed by parents and preschool...

  1. Preschool children exploring forces that influence the movement of toys

    OpenAIRE

    Mars, Mateja

    2015-01-01

    The introductory part of the thesis summarizes the main characteristics of science and explains what it means to the child. Based on Piaget's theory, the thesis describes the preoperational stage of cognitive development that is typical for preschool children. The theoretical part describes movement, the types of toys and the forces with which the children became acquainted during the activities. As for the empirical part, it contains a survey questionnaire that provided us with i...

  2. Language, motor skills and behavior problems in preschool years

    OpenAIRE

    2014-01-01

    Child language development is a complex process. This process cannot be understood without considering its relationship to other developmental domains. Language development in preschool years is associated with development of motor skills and behavior problems, and these associations are the focus of the current thesis. Despite a large number of studies examining the co-occurrence of such developmental delays and problems, few studies have examined the developmental relationship between these...

  3. Preschool Language Disorder

    Science.gov (United States)

    ... not get a language disorder from learning a second language. It won't confuse your child to speak ... on child language disorders describes research supporting the benefits of speech-language pathology treatment for children with language disorders. It ...

  4. Forging Partnerships with Preschools.

    Science.gov (United States)

    Bailie, Patti Ensel

    1999-01-01

    Describes a Head Start program for preschool children directed by the Nature Center at Shaker Lakes in Cleveland, Ohio. Presents information on the content of this program, which is also aligned with the regular Head Start curriculum. Lists contact phone numbers for more information. (YDS)

  5. Physical Activities for Preschool.

    Science.gov (United States)

    Adkins, Dorothy C.; And Others

    The underlying premise of the University of Hawaii Physical Activities for Preschool curriculum is that important contributions to a positive self-concept are made by motor independence and a realistic body image. Program objectives include: (1) the development of strength, endurance, and flexibility in skills that involve the muscles,…

  6. Child Sponsorship: The Approaches Adopted by Two NGOs in Response to Child Poverty in Guatemala

    OpenAIRE

    Allen, Thomas Stanfield

    2014-01-01

    Child poverty is one of the fundamental issues currently confronting Guatemalan society. This study examines the efforts of two international NGOs to address child poverty in this country. Compassion Guatemala is a faith-based evangelical NGO which enables foreign donors to sponsor individual Guatemalan children by funding the costs of support services in areas of the child’s educational, health and spiritual development, from pre-school years through to secondary school completion and beyond...

  7. Coregulation of respiratory sinus arrhythmia between parents and preschoolers: differences by children's externalizing problems.

    Science.gov (United States)

    Lunkenheimer, Erika; Tiberio, Stacey S; Buss, Kristin A; Lucas-Thompson, Rachel G; Boker, Steven M; Timpe, Zachary C

    2015-12-01

    The coordination of physiological processes between parents and infants is thought to support behaviors critical for infant adaptation, but we know little about parent-child physiological coregulation during the preschool years. The present study examined whether time-varying changes in parent and child respiratory sinus arrhythmia (RSA) exhibited coregulation (across-person dynamics) accounting for individual differences in parent and child RSA, and whether there were differences in these parasympathetic processes by children's externalizing problems. Mother-child dyads (N = 47; Child age M = 3½ years) engaged in three laboratory tasks (free play, clean up, puzzle task) for 18 min, during which RSA data were collected. Multilevel coupled autoregressive models revealed that mothers and preschoolers showed positive coregulation of RSA such that changes in mother RSA predicted changes in the same direction in child RSA and vice versa, controlling for the stability of within-person RSA over time and individual differences in overall mean RSA. However, when children's externalizing behaviors were higher, coregulation was negative such that changes in real-time mother and child RSA showed divergence rather than positive concordance. Results suggest that mothers and preschoolers do coregulate RSA during real-time interactions, but that children's higher externalizing behavior problems are related to disruptions in these processes. PMID:25976070

  8. 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;

    2010-01-01

    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 extende...

  9. Prevalence of oral habits in 563 Nigerian preschool children age 3-5 years.

    Science.gov (United States)

    Onyeaso, C O; Sote, E O

    2001-12-01

    One of the contributory factors in the establishment of occlusion is the child's oral habits. A limited amount of information is available on oral habits of pre-school children especially on Nigerian pre-school children. With an increasing interest in the early recognition of mal-occlusion and a corresponding emphasis on preventive procedures, more information on pre-school children may prove to be useful. This study revealed the prevalence of oral habits among 563 Nigerian pre-school children aged 3-5 years at 13.14%: 6.74% for males, 6.4%for females. The acquired data were tested with chi-square(chi2). The results indicate significant gender difference for tongue thrusting/sucking only (P=0.01) using the fisher's exact test. The relationship between digital sucking habit and mal-occlusion was very significant (P<0.01).

  10. FORMATION OF RESPONSIBLE ATTITUDE TO HEALTH OF PRE-SCHOOL CHILDREN IN MOUNTAINOUS TERRAIN

    Directory of Open Access Journals (Sweden)

    Natalia Semenova

    2015-04-01

    Full Text Available The article discloses the aspects of work of pre-school educational establishments in terms of formation of children’s responsible attitude to their own health. The author characterizes the principles underlying the educational process. Guidelines that specify the content of teachers’ activity in mountainous terrain are given in the paper. As the result of the growth of children’s chronic diseases the author emphasizes the need to use national education experience for teaching and upbringing healthy personality of a preschooler in a mountain environment. Since clean air and aesthetic landscapes encourage active relaxation and recreation. The researcher presents the system of knowledge and skills for a healthy lifestyle which are essential for a child of preschool age. The article emphasizes the readiness of pre-school teachers and parents to use folk pedagogical means of healing, developing children's valeological knowledge and skills.

  11. Pedagogical documentation: Preschool teachers’ perspective

    OpenAIRE

    Pavlović-Breneselović Dragana; Krnjaja Živka; Matović Nataša

    2012-01-01

    Educational policy shapes the positions of all stakeholders and their mutual relations in the system of preschool education through its attitude towards documentation. The attitude towards the function of pedagogical documentation in preschool education programmes reflects certain views on children, learning and nature of the programmes. Although contemporary approaches to preschool education emphasise the issue of documentation, this problem is dealt with partially and technically in o...

  12. Classification of mental health disorders in preschool and primary school children

    Directory of Open Access Journals (Sweden)

    O.V. Khukhlaeva

    2014-08-01

    Full Text Available There are different types of mental health disorders in preschool and primary school children. In the case where a child has several violations, their differentiation is difficult. During the life of children, one should pay attention to the style of their behavior, especially in conflict situations. Based on the style of behavior in the conflict and on its content, one can make a classification of mental health disorders in preschool and primary school children. In particular, one should pay attention on children with pronounced line of activity, i.e., with a predominance of assimilation, who use aggressive behavior as a defense mechanism against feelings of surrounding world insecurity; on violations of psychological health, the origins of which lie in the preschool years, including accounting for family relations; on violations of psychological health, the origins of which lie at an early age (for example, if the child has no autonomy, no ability to self-selection, judgments, estimates.

  13. The role of preschool teacher in the introduction of media education in the Arts

    OpenAIRE

    Kovačič, Klavdija

    2015-01-01

    A child is born in the world of mass 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 develop critical distance towards them which is the main goal of media...

  14. Prosthetic rehabilitation of a preschooler with induced anodontia - A clinical report

    Directory of Open Access Journals (Sweden)

    Shivayogi M Hugar

    2011-01-01

    Full Text Available A case of prosthetic rehabilitation with complete dentures for a three year nine months old child is presented. Dental prosthesis are frequently used to avoid psychologic, speech, or swallowing problems in preschooler children. The case was followed up for a period of three years. These prosthesis were modified as the child grew and as the permanent teeth erupted into the oral cavity the dentures were trimmed from the areas of erupting teeth to facilitate their eruption.

  15. Preschool Movement Education in Turkey: Perceptions of Preschool Administrators and Parents

    Science.gov (United States)

    Sevimli-Celik, Serap; Kirazci, Sadettin; Ince, Mustafa Levent

    2011-01-01

    The purpose of this study was to examine the perceptions of preschool administrators and parents about preschool movement education and movement practices in preschools. Participants were 8 preschool administrators and 21 parents from 8 randomly selected private preschools in one of the municipalities in Ankara, Turkey. Semi-structured interviews,…

  16. Predicting the Quality of Mother-Child Reminiscing Surrounding Negative Emotional Events at 42 and 48 Months Old

    Science.gov (United States)

    Laible, Deborah; Murphy, Tia Panfile; Augustine, Mairin

    2013-01-01

    Researchers have speculated that a number of factors likely predict the quality of reminiscing between preschool children and their mothers. This study was designed to investigate three such factors, including child temperament, maternal personality, and maternal caregiving representations. Seventy mothers and their preschool children were…

  17. A violência familiar no mundo da criança de creche e pré-escola La violencia familiar bajo la visión del niño que va a los jardines infantiles y pre-escuela Family violence in the perspective of the child who goes to day care center and pre-school

    Directory of Open Access Journals (Sweden)

    Lana Ermelina da Silva dos Santos

    2007-10-01

    Full Text Available A presente pesquisa utiliza o estudo descritivo e transversal e também a análise de conteúdo para conhecer a violência familiar em crianças de creches e pré-escolas. A população e os sujeitos são constituídos de educadores infantis, professores e monitores. Verificam-se nos resultados a presença da violência doméstica, praticada principalmente pela mãe, a criança agressiva está presente no ambiente das escolas como uma forma de reprodução de comportamento e também da negligência com relação aos cuidados e a atenção à criança no cotidiano. Esses comportamentos podem gerar outras formas de violência, mantendo a criança sempre em ambientes de risco durante várias fases da vida.La presente investigación utiliza el estudio descriptivo y también la análisis del contenido para conocer la violencia familiar en niños de jardines infantiles y Pre-escuela. La población y los sujetos son constituidos de educadores infantiles, profesores y monitores. Verificase en los resultados la presencia de la violencia doméstica, practicada principalmente por la madre, el niño agresivo está presente en el ambiente de las escuelas como una forma de reproducción de comportamiento y también, la negligencia con relación a los cuidados y la atención al niño en el cotidiano. Estos comportamientos pueden generar otras formas de violencia, manteniendo el niño siempre en ambientes de riesgo durante varias fases de la vida.The present research uses the descriptive and traversal study and also the content analysis to know the family violence in children of day care center and pre-schools. The population and the subjects are constituted of infantile educators, teachers and monitors. It is verified in the results the presence of the domestic violence, practiced mainly by the mother, the aggressive child is present in the atmosphere of the schools as a form of reproduction of behavior and also, the negligence regarding the cares and the

  18. Preschool Programs. IJR Preschool Project Report, Volume I.

    Science.gov (United States)

    Costello, Joan; And Others

    This paper is the first of three reports based on four years (1965-1969) with a research preschool for disadvantaged blacks on Chicago's Westside. The nine chapters included are titled: (1) Foundations for Planning Preschool Programs--a Position Statement, (2) Curriculum: The Translation of Learning Goals into Teaching Practice, (3) The…

  19. Shared-Reading versus Oral Storytelling: Associations with Preschoolers' Prosocial Skills and Problem Behaviours

    Science.gov (United States)

    Curenton, Stephanie M.; Craig, Michelle Jones

    2011-01-01

    Dyadic shared-reading and oral storytelling practices and their association to American preschoolers' (N = 33) prosocial and problem behaviour was examined. The frequency (how often dyads read) and history (the child's age at first reading) were examined within shared-reading; emotion state talk and evaluative judgments were examined in both…

  20. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

    Science.gov (United States)

    Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

  1. Attachment Relationships as Predictors of Language Skills for At-Risk Bilingual Preschool Children

    Science.gov (United States)

    Oades-Sese, Geraldine V.; Li, Yibling

    2011-01-01

    Parental attachment and close teacher-child relationships offer a protective mechanism to promote language development among bilingual preschool children from economically disadvantaged backgrounds. Research has shown that language skills are an integral part of resilience for young children. This is the first study to examine parental…

  2. Job-Related Stress and Depression in Orphanage and Preschool Caregivers in Ukraine

    Science.gov (United States)

    Raskin, Maryna; Kotake, Chie; Easterbrooks, M. Ann; Ebert, Marina; Miller, Laurie C.

    2015-01-01

    Emotional well-being of child care providers is important to the welfare of their young charges. Elevated depression and job-related stress may affect caregivers' ability to establish empathic connections with children. This study examined work conditions, job-related stress, and depression in 51 orphanage workers and 69 preschool teachers in…

  3. The Role of Persistence at Preschool Age in Academic Skills at Kindergarten

    Science.gov (United States)

    Mokrova, Irina L.; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

    2013-01-01

    The current study examined the role of preschoolers' motivation, operationalized as persistence, in the formation of language and math skills at kindergarten. The participants were 263 children from diverse ethnic and socio-economic backgrounds. Demographic information, child persistence, and early cognitive-linguistic skills were assessed at…

  4. Increasing Fruit and Vegetable Consumption among Preschoolers: Evaluation of "Color Me Healthy"

    Science.gov (United States)

    Witt, Kendra E.; Dunn, Carolyn

    2012-01-01

    Objective: Determine whether "Color Me Healthy" (CMH), an interactive nutrition and physical activity program for preschool children, increases fruit and vegetable consumption. Design: Intervention study. Data were collected at baseline, 1 week post-intervention, and 3 months post-intervention. Setting: Child care centers. Participants: Preschool…

  5. Predicting Preschoolers' Attachment Security from Parenting Behaviours, Parents' Attachment Relationships and Their Use of Social Support

    Science.gov (United States)

    Coyl, Diana D.; Newland, Lisa A.; Freeman, Harry

    2010-01-01

    Associations between preschoolers' attachment security, parenting behaviours (i.e. parent-child involvement, parenting consistency and co-parenting consistency) and parenting context (i.e. parents' internal working models (IWMs) and use of social support) were examined in a sample of 235 culturally diverse families. The authors predicted that…

  6. Exposure to Media Violence and Other Correlates of Aggressive Behavior in Preschool Children

    Science.gov (United States)

    Daly, Laura A.; Perez, Linda M.

    2009-01-01

    This article examines the play behavior of 70 preschool children and its relationship to television violence and regulatory status. Linear regression analysis showed that violent program content and poor self-regulation were independently and significantly associated with overall and physical aggression. Advanced maternal age and child age and…

  7. The Effects of Choice Making on Toy Engagement in Nonambulatory and Partially Ambulatory Preschool Students

    Science.gov (United States)

    Liso, Danielle R.

    2010-01-01

    This study evaluated the effects of an experimenter-delivered choice-making procedure. Three nonambulatory and partially ambulatory preschoolers were given access to six teacher-nominated preferred toys in two conditions: child choice and interventionist choice. Using an alternating treatment design and a 10-second momentary time-sampling…

  8. Exploring Natural Pedagogy in Play with Preschoolers: Cues Parents Use and Relations among Them

    Science.gov (United States)

    Sage, Kara; Baldwin, Dare

    2012-01-01

    Recent developmental work demonstrates a range of effects of pedagogical cues on childhood learning. The present work investigates natural pedagogy in informal parent-child play. Preschool-aged children participated in free play and a toy task with a parent in addition to a toy task with an experimenter. Sessions were extensively coded for use of…

  9. "Read It! Do It! Tell It! Play It!": Preschoolers and Their Families Having Fun with Stories

    Science.gov (United States)

    Bradley, Linda; Donovan, Carol

    2012-01-01

    Young children, their caregivers, and families should take advantage of opportunities to relish stories together. In this article, the authors describe one child's earliest experiences with story that have informed their work with preschool children and their families. Carol's (the second author's) daughter Sloane is privileged in all the ways…

  10. Parent Explanation and Preschoolers' Exploratory Behavior and Learning in a Shadow Exhibition

    Science.gov (United States)

    Van Schijndel, Tessa J. P.; Raijmakers, Maartje E. J.

    2016-01-01

    The present study fills a gap in existing visitor research by focusing on the preschool age group. The study explores relationships between parent explanation, children's exploratory behavior, and their domain-specific learning in a shadow exhibition. In addition, the effect of a preceding theater show on child and parent behaviors is examined. In…

  11. A Robot-Partner for Preschool Children Learning English Using Socio-Cognitive Conflict

    Science.gov (United States)

    Mazzoni, Elvis; Benvenuti, Martina

    2015-01-01

    This paper presents an exploratory study in which a humanoid robot (MecWilly) acted as a partner to preschool children, helping them to learn English words. In order to use the Socio-Cognitive Conflict paradigm to induce the knowledge acquisition process, we designed a playful activity in which children worked in pairs with another child or with…

  12. Monet, Malaguzzi, and the Constructive Conversations of Preschoolers in a Reggio-Inspired Classroom

    Science.gov (United States)

    Kim, Bo Sun; Darling, Linda Farr

    2009-01-01

    This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how social interaction plays a role in young children's learning processes. Drawing on social…

  13. Maternal Provision of Structure in a Deliberate Memory Task in Relation to Their Preschool Children's Recall

    Science.gov (United States)

    Larkina, Marina; Guler, O. Evren; Kleinknecht, Erica; Bauer, Patricia J.

    2008-01-01

    Strategic remembering emerges gradually during the preschool years. Socialization practices, specifically mother-child social interactions, might provide the foundation for the development of skills necessary for effective organization of information in memory. In the current study, 48 mothers and their 40-month-olds were engaged in the process of…

  14. Preschoolers' Recall of Science Content from Educational Videos Presented with and without Songs

    Science.gov (United States)

    Schechter, Rachel L.

    2013-01-01

    This experimental investigation evaluated the impact of educational songs on a child's ability to recall scientific content from an educational television program. Preschoolers' comprehension of the educational content was examined by measuring children's ability to recall the featured science content (the function of a pulley and…

  15. A Case Study of Preschool Children's Musical Interests at Home and at School

    Science.gov (United States)

    Denac, Olga

    2008-01-01

    In the interaction between the child and the adult, interest can be a significant motivational initiator of activities. Systematic monitoring and development of the interest in music activities enables the teachers to influence the preschool children in forming a positive attitude towards the art of music. The research involving preschool…

  16. Professional Development Needs of Directors Leading in a Mixed Service Delivery Preschool System

    Science.gov (United States)

    Ryan, Sharon; Whitebook, Marcy; Kipnis, Fran; Sakai, Laura

    2011-01-01

    This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions…

  17. Maternal Math Talk in the Home and Math Skills in Preschool Children

    Science.gov (United States)

    Susperreguy, Maria Ines; Davis-Kean, Pamela E.

    2016-01-01

    Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the…

  18. Disproportionate Representation in Placements of Preschoolers with Disabilities in Five Southern States

    Science.gov (United States)

    Morrier, Michael J.; Gallagher, Peggy A.

    2011-01-01

    Special education placements for more than 69,000 preschoolers with disabilities were examined within and across five southern states. Data were gathered from the 2007 December 1st Child Count reported to the U.S. Department of Education. All states examined offered state-funded prekindergarten programs. Analyses compared disproportionate…

  19. Communication and Play Behaviors of a Deaf Preschooler and His Younger Sibling.

    Science.gov (United States)

    Kaplan, Barbara J.; McHale, Frederick J.

    This study investigates communication and play behaviors of a deaf preschooler and his younger brother. Observations of four free play sessions suggests that to some extent the normal pattern of sibling interaction was altered. Videotape analysis of the play sessions revealed that a substantial number of the hearing child's communications were not…

  20. Using Songs to Enhance L2 Vocabulary Acquisition in Preschool Children

    Science.gov (United States)

    Coyle, Yvette; Gómez Gracia, Remei

    2014-01-01

    This article looks at the effects of a teaching sequence of song-based activities on the L2 vocabulary acquisition of a group of five-year-old Spanish child EFL learners. Twenty-five preschool children received three 30-minute lessons organized around the presentation and practice of a well-known children's song. Vocabulary picture tests were…

  1. Effects of Public Preschool Expenditures on the Test Scores of Fourth Graders: Evidence from TIMSS

    Science.gov (United States)

    Waldfogel, Jane; Zhai, Fuhua

    2008-01-01

    This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in 7 Organisation for Economic Co-operation and Development (OECD) countries--Australia, Japan, the…

  2. Impact of Adult Interaction on Play Behaviors and Emotional Responses of Preschoolers with Developmental Delays.

    Science.gov (United States)

    Hupp, Susan C.; And Others

    1992-01-01

    The effects of different patterns of adult social interaction during play on children's exploration of toys and emotional responses was investigated with four preschoolers with moderate developmental delays. Results suggested more positive emotional responses during child-centered play than during the adult-centered condition and the possible…

  3. Context Influences Preschool Children's Decisions to Include a Peer with a Physical Disability in Play

    Science.gov (United States)

    Diamond, Karen E.; Hong, Soo-Young; Tu, Huifang

    2008-01-01

    Understanding children's decisions to include a child with a disability in activities is an important component of the social environment of children with disabilities. We examined preschool children's understanding of the motor and social competence of hypothetical children with a physical disability, children's decisions to include or exclude a…

  4. Preschool Children's Views on Emotion Regulation: Functional Associations and Implications for Social-Emotional Adjustment

    Science.gov (United States)

    Dennis, Tracy A.; Kelemen, Deborah A.

    2009-01-01

    Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and…

  5. Preventing preschool externalizing behavior problems through video-feedback intervention in infancy

    NARCIS (Netherlands)

    Klein Velderman, M.; Bakermans-Kranenburg, M.J.; Juffer, F.; IJzendoorn, M.H. van; Mangelsdorf, S.C.; Zevalkink, D.J.

    2006-01-01

    In the present study (1) intervention effects on children's preschool behavior problems were evaluated in a high risk sample with an overrepresentation of insecure adult attachment representations in 77 first-time mothers, and (2) predictors and correlates of child problem behavior were examined. Ea

  6. Parental Numeric Language Input to Mandarin Chinese and English Speaking Preschool Children

    Science.gov (United States)

    Chang, Alicia; Sandhofer, Catherine M.; Adelchanow, Lauren; Rottman, Benjamin

    2011-01-01

    The present study examined the number-specific parental language input to Mandarin- and English-speaking preschool-aged children. Mandarin and English transcripts from the CHILDES database were examined for amount of numeric speech, specific types of numeric speech and syntactic frames in which numeric speech appeared. The results showed that…

  7. Quality in preschool in a cultural context

    DEFF Research Database (Denmark)

    Kragh-Müller, Grethe; Ringsmose, Charlotte

    What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?......What is educational quality i preschools? How can it be evaluated/measured. How can educational quality be developped in everyday life in preschools?...

  8. Conceptualizing the Play Policies in Preschool Curriculums

    Science.gov (United States)

    Sener, Tulin

    2013-01-01

    This research attempted to describe the play policies in preschool institutions in Ankara, Turkey. The aim of this study is to determine the approaches of the preschools to the children's play. "Play Policy Questionnaire" administered to all directors and teachers of 20 public preschools and 20 private preschools. Play policy of…

  9. LEARN 2 MOVE 2-3: a randomized controlled trial on the efficacy of child-focused intervention and context-focused intervention in preschool children with cerebral palsy

    Directory of Open Access Journals (Sweden)

    Verschuren Olaf

    2010-11-01

    Full Text Available Abstract Background Little is known about the efficacy and the working mechanisms of physical and occupational therapy interventions for children with cerebral palsy (CP. In recent years a shift from a child-focused intervention approach to a more context-focused intervention approach can be recognized. Until now the evidence on the efficacy and the working mechanisms of these interventions for children with CP is inconclusive. This study aims to evaluate the efficacy and working mechanisms of two intervention approaches compared to regular care intervention in improving mobility and self-care skills of children (2-3 years with CP and their families: a child-focused intervention approach and a context-focused intervention approach. Methods/Design A multi-centre, randomized controlled trial research design will be used. Ninety-four children with CP (Gross Motor Function Classification System (GMFCS level I-IV; age 2 to 3 years, their parents, and service providers (physical and occupational therapists will be included. During a period of six months children will receive child-focused, context-focused or regular care intervention. Therapists will be randomly assigned to deliver either a child-focused intervention approach, a context-focused intervention approach or regular care intervention. Children follow their therapist into the allocated intervention arm. After the six months study-intervention period, all participants return to regular care intervention. Outcomes will be evaluated at baseline, after six months and at a three months follow-up period. Primary outcome is the capability of functional skills in self-care and mobility, using the Functional Skills Scale of the Pediatric Evaluation of Disability Inventory (PEDI. Other outcomes will be quality of life and the domains of the International Classification of Functioning, Disability and Health - for Children and Youth (ICF-CY, including body function and structure, activities (gross motor

  10. Language development in early childhood in relation to child's gender and parental education

    Directory of Open Access Journals (Sweden)

    Urška Fekonja

    2005-04-01

    Full Text Available Many studies show that parental education and child's gender are the factors that influence child's language development. The purpose of the longitudinal study was to examine the effect of parental education and child's gender on language competence of children aged 3 to 4 years. The sample included 80 randomly chosen children, 39 girls and 41 boys, who were included in one of 13 preschool institutions from different regions of Slovenia. The average age of the children was 3;1 years at the first assessment and 4;1 years at the second assessment, one year later. The characteristics of child'slanguage development were assessed by 3 assessors in 3 different social contexts, in test situation by a trained examiner, in child's home environment by his mother and in the preschool institution by his preschool teacher. Results show a positive effect of mother's educational level on some of the measures of child's language development, e.g. achievements on Language development scale; developmental level of storytelling, mother's estimation of child's language competence, while the father's educational level had no significant effect on any of the obtained measures. Child's gender had only a small effect on his achievements on language expression subscale at the age of 3 and 4 as well as on the preschool teacher's estimations of child's language competence at 4 years of age.

  11. Benefits of Compensatory Preschool Education.

    Science.gov (United States)

    Barnett, W. Steven

    1992-01-01

    Review of 22 studies and cost-benefit analysis of the Perry Preschool Project (Ypsilanti, MI) determined that compensatory preschool education can produce long-term gains in school success through contributions to cognitive abilities. This success is accompanied by improvements in employment, teen pregnancy, and welfare assistance. (SK)

  12. Preschool Screening: An Examination of the Behavioral and Emotional Screening System Preschool Teacher Form (BESS Preschool)

    Science.gov (United States)

    Dowdy, Erin; Chin, Jenna K.; Quirk, Matthew P.

    2013-01-01

    The preschool years are a critical time to identify and treat early emotional or behavioral problems. Universal screening can be used to identify emotional and behavioral risk in preschoolers and fits well within current service delivery frameworks. This criterion-related validity study examined the use of a brief teacher-rated screener, the…

  13. Quality of relationships between preschool children and their divorced mothers

    Directory of Open Access Journals (Sweden)

    Argyrakouli Ε.

    2010-07-01

    Full Text Available It was the purpose of the present study to investigate the consequences of parental divorce on preschool children aged 2,5 to 6,5 years old. More specifically, conflict, dependence and positive aspects of relationship were investigated. A total of 29 divorced mothers and their preschool children and 29 matched control married mothers and their children were ascertained from a general population. Mothers completed the Parent-Child Relationship Scale (PCRS developed by Pianta (1992. Mother –reported PCRS scores showed no differences on dependence and positive aspects of relationship, but conflict scale was significantly lower in children of divorce than in controls. However, younger children of divorced mothers (2,5 -4 years had significantly higher dependence on their mothers than the older ones (4-6,5. Additionally, mothers’ higher education was related to children less dependence and less conflict.

  14. Autobiographical memory specificity among preschool-aged children.

    Science.gov (United States)

    Nuttall, Amy K; Valentino, Kristin; Comas, Michelle; McNeill, Anne T; Stey, Paul C

    2014-07-01

    Overgeneral memory refers to difficulty retrieving specific autobiographical memories and is consistently associated with depression and/or trauma. The present study developed a downward extension of the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986) given the need to document normative developmental changes in ability to retrieve specific memories among preschoolers. Confirmatory factor analysis and item response theory demonstrated that the AMT-Preschool Version maintained the same underlying 1-factor structure as the original. Additionally, the present study determined that child age was associated with increased specificity. Inhibitory control was evaluated as a potential mediator. Although age was related to inhibition, inhibition was unrelated to memory specificity. This finding adds to research suggesting that behavioral inhibition is unrelated to overgeneral memory among youth. PMID:24842462

  15. Healthy incentive scheme in the Irish full-day-care pre-school setting.

    LENUS (Irish Health Repository)

    Molloy, C Johnston

    2013-12-16

    A pre-school offering a full-day-care service provides for children aged 0-5 years for more than 4 h\\/d. Researchers have called for studies that will provide an understanding of nutrition and physical activity practices in this setting. Obesity prevention in pre-schools, through the development of healthy associations with food and health-related practices, has been advocated. While guidelines for the promotion of best nutrition and health-related practice in the early years\\' setting exist in a number of jurisdictions, associated regulations have been noted to be poor, with the environment of the child-care facility mainly evaluated for safety. Much cross-sectional research outlines poor nutrition and physical activity practice in this setting. However, there are few published environmental and policy-level interventions targeting the child-care provider with, to our knowledge, no evidence of such interventions in Ireland. The aim of the present paper is to review international guidelines and recommendations relating to health promotion best practice in the pre-school setting: service and resource provision; food service and food availability; and the role and involvement of parents in pre-schools. Intervention programmes and assessment tools available to measure such practice are outlined; and insight is provided into an intervention scheme, formulated from available best practice, that was introduced into the Irish full-day-care pre-school setting.

  16. Child Abuse

    Science.gov (United States)

    ... or puts a child at risk of harm. Child abuse can be physical, sexual or emotional. Neglect, or not providing for a child's needs, is also a form of abuse. Most abused children suffer greater emotional than physical damage. An abused child may become ...

  17. MOTHER – CHILD RELATION AND FACTORS AFFECTING THIS RELATION

    OpenAIRE

    TEZEL ŞAHİN, Fatma

    2014-01-01

    The social institution where a child first meet with his birth and sets his social relations is his family. The communication of parents and other members of family determines the place of child in the family. In the preschool period when the basis of future lives is formed, healthy relations made with child are of great importance. What kind of a person the child starting to perceive himself and his environment in this period will be is determined with the life in this period. Family and rel...

  18. Intervention effect comparison of lecture, parent-child education and network on family unintentional injury among pre-school children' s parents%成都市三种形式健康教育对儿童家庭意外伤害干预效果比较

    Institute of Scientific and Technical Information of China (English)

    张晓燕; 刘熹; 夏劲节; 田红梅; 邱孟

    2013-01-01

    Objective To compare intervention effect of lecture, parent-child education and network on family un-intentional injury among pre-school children' s parents, and provide suggestions for reducing family unintentional injury inci-dence. Methods Stratified cluster sampling method was used to select 1747 pre-school children' s parents in 9 kindergar-tens to join the intervention. Effectiveness evaluation was carried out after 1 week. Results Lecture, parent-child educa-tion and network interventions showed different effect on knowledge and behavior changes. The awareness rates of furniture supplies safety and macrobiotic knowledge in network intervention group were 15. 37% and 34. 63% , higher than that of oth-er two groups. The rate of correct drug select in lecture group (12. 63% ) was highest. The prevalence of eating behavior in parent-child education group (33. 28% ) and network group (32. 43% ) were higher than that in lecture group (30. 62% ). The rates of correct behaviors of using scissors and eating habit in network were 34. 29% and 86. 66% , respectively. The rate of no playing in kitchen in lecture group (29. 07% ) was highest in three groups (P <0. 05). Conclusion Internet in-tervention in health education plays an important role in reducing family unintentional injury. Various methods should be car-ried out among pre-school children to help them establish safety habit,and then reduce the rate of unintentional injury in fu-ture.%目的 比较授课、亲子教育及网络干预方式对儿童家庭意外伤害的干预效果,为降低儿童家庭意外伤害发生率提供建议.方法 采用分层整群抽样方法,选取成都市9所幼儿园的幼儿家长1747名参加干预活动,在干预后1周采用问卷进行效果评价.结果 在安全知识中,家居用品安全检查最重要的五方面和抗生素治疗的病原类型,网络干预组知晓率最高,分别为15.37%和34.63%;药物的正确选择上,教师讲解组知晓率最高(12.63

  19. Labor Supply Heterogeneity and Demand for Child Care of Mothers with Young Children

    NARCIS (Netherlands)

    Apps, Patricia F.; Kabátek, J.; Rees, Ray; van Soest, A.H.O.

    2012-01-01

    This paper introduces a static structural model of hours of market labor supply, time spent on child care and other domestic work, and bought in child care for married or cohabiting mothers with pre-school age children. The father's behavior is taken as given. The main goal is to analyze the sensiti

  20. Education about Child Sexual Abuse on Interactive Multimedia CD-Rom for Undergraduate Teachers

    Science.gov (United States)

    Goldman, Juliette D. G.; Torrisi-Steele, Geraldine

    2004-01-01

    In many countries, one aspect of health education, namely child sexual abuse, has become an important issue for teachers in pre-schools, primary schools and high schools to address. In Australia, many states now have mandatory reporting of child sexual abuse by teachers to their Principals then to the police or the Department of Families.…

  1. Fertility treatment and child intelligence, attention, and executive functions in 5-year-old singletons

    DEFF Research Database (Denmark)

    Bay, B; Mortensen, E L; Kesmodel, U S

    2014-01-01

    for parental educational level, maternal intelligence, age, parity, body mass index, smoking in pregnancy, alcohol consumption in pregnancy and child gender, child age, and examiner. MAIN OUTCOME MEASURES: Wechsler Preschool and Primary Scale of Intelligence-Revised, the Test of Everyday Attention for Children...

  2. Parental Beliefs and Values Related to Family Risk, Educational Intervention, and Child Academic Competence.

    Science.gov (United States)

    Campbell, Frances A.; And Others

    1991-01-01

    Studied the relation of child-rearing beliefs and values of parents of children entering kindergarten to children's academic achievements. Examined effects of a child-centered educational preschool program for socioeconomically disadvantaged children on parents' beliefs and values. Parents of children at risk differed from other parents in beliefs…

  3. Learning and Language: Educarer-Child Interactions in Singapore Infant-Care Settings

    Science.gov (United States)

    Lim, Cynthia; Lim, Sirene May-Yin

    2013-01-01

    While there has been extensive research exploring the quality of caregiver-child interactions in programmes for preschool children, comparatively less international research has explored the nature of caregiver-child interactions in centre-based infant-care programmes. Nine caregivers in six Singapore infant-care settings were observed and…

  4. Physical Activity Pattern of Malaysian Preschoolers: Environment, Barriers, and Motivators for Active Play.

    Science.gov (United States)

    Lee, Shoo Thien; Wong, Jyh Eiin; Ong, Wei Wen; Ismail, Mohd Noor; Deurenberg, Paul; Poh, Bee Koon

    2016-07-01

    Children's physical activity has been correlated with child characteristics and social or physical environment. This study aimed to compare preschoolers' physical activity among various sociodemographic characteristics and to determine barriers, motivators, and environmental factors for active play. A total of 835 preschoolers were included in this analysis. Time spent on active play, quiet play, and screen time was reported by parents. Boys spent significantly more time on active play and screen time than girls. Time spent on quiet play was highest in East Coast Peninsular Malaysia and lowest in Sarawak. Some 40% of children achieved active play recommendation while 27% exceeded daily screen time recommendation. Most parents reported that their child played actively in the house area; and that the main barrier and motivator to active play were safety and child's enjoyment, respectively. These findings demonstrate that sociodemographic characteristics and environment should be considered in designing physical activity intervention programs.

  5. Physical Activity Pattern of Malaysian Preschoolers: Environment, Barriers, and Motivators for Active Play.

    Science.gov (United States)

    Lee, Shoo Thien; Wong, Jyh Eiin; Ong, Wei Wen; Ismail, Mohd Noor; Deurenberg, Paul; Poh, Bee Koon

    2016-07-01

    Children's physical activity has been correlated with child characteristics and social or physical environment. This study aimed to compare preschoolers' physical activity among various sociodemographic characteristics and to determine barriers, motivators, and environmental factors for active play. A total of 835 preschoolers were included in this analysis. Time spent on active play, quiet play, and screen time was reported by parents. Boys spent significantly more time on active play and screen time than girls. Time spent on quiet play was highest in East Coast Peninsular Malaysia and lowest in Sarawak. Some 40% of children achieved active play recommendation while 27% exceeded daily screen time recommendation. Most parents reported that their child played actively in the house area; and that the main barrier and motivator to active play were safety and child's enjoyment, respectively. These findings demonstrate that sociodemographic characteristics and environment should be considered in designing physical activity intervention programs. PMID:27026634

  6. Prosecutors' reflections on sexually abused preschoolers and their ability to stand trial.

    Science.gov (United States)

    Ernberg, Emelie; Tidefors, Inga; Landström, Sara

    2016-07-01

    Child sexual abuse (CSA) cases are notoriously difficult to investigate, and less than 10% of cases are prosecuted. We aimed to investigate prosecutors' experiences of preparing for and prosecuting suspected CSA cases with preschool aged victims. Nine specialized child prosecutors (6 women, 3 men) took part either in individual interviews or in focus groups on this subject. The transcripts were analyzed thematically. The prosecutors said that children's testimony was sometimes held to an adult standard and that child complainants who expressed emotion could be perceived as more credible than their less expressive counterparts. CSA victims were identified as vulnerable victims who had difficulty telling their stories. Some of the interviewers were described as lacking in the ability to approach these children. The results imply that the reliability and credibility of sexually abused preschoolers and their testimony might be influenced by a number of verbal and non-verbal factors and that there are several obstacles preventing prosecutors from prosecuting these cases. PMID:27286134

  7. Preschool Teachers use of ICTs

    DEFF Research Database (Denmark)

    Masoumi, Davoud

    2015-01-01

    ; and as a communication and documentation tool. In addition, by addressing the teachers’ values and attitudes to the role of ICT in early childhood, the paper also unpacks the stances of teachers who consider ICT to be unsuitable for early childhood education. The findings of this study may bring some clarity......This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool...

  8. Physiological and Behavioral Vulnerability Markers Increase Risk to Early Life Stress in Preschool-Aged Children.

    Science.gov (United States)

    Kushner, Marissa R; Barrios, Chesley; Smith, Victoria C; Dougherty, Lea R

    2016-07-01

    The study examined whether child physiological (cortisol reactivity) and behavioral (negative emotionality) risk factors moderate associations between the early rearing environment, as measured by child exposure to maternal depression and stressful life events, and preschool psychopathology and psychosocial functioning. A sample of 156 preschool-aged children (77 boys, 79 girls; age M = 49.80 months, SD = 9.57, range: 36-71) participated in an observational assessment of temperament and was exposed to a stress-inducing laboratory task, during which we obtained five salivary cortisol samples. Parents completed clinical interviews to assess child and parent psychopathology and stressful life events. Results indicated that the combination of a blunted pattern of cortisol reactivity and recent stressful life events was associated with higher levels of preschoolers' externalizing symptoms and lower psychosocial functioning. In addition, greater life stress was associated with higher levels of preschoolers' internalizing symptoms. Lastly, children with high levels of negative emotionality and who were exposed to maternal depression had the lowest social competence. Our findings highlight the critical role of the early environment, particularly for children with identified risk factors, and add to our understanding of pathways involved in early emerging psychopathology and impairment. PMID:26424217

  9. A New Mother-Child Play Activity Program to Decrease Parenting Stress and Improve Child Cognitive Abilities: A Cluster Randomized Controlled Trial

    OpenAIRE

    Yoshiyuki Tachibana; Ai Fukushima; Hitomi Saito; Satoshi Yoneyama; Kazuo Ushida; Susumu Yoneyama; Ryuta Kawashima

    2012-01-01

    BACKGROUND: We propose a new play activity intervention program for mothers and children. Our interdisciplinary program integrates four fields of child-related sciences: neuroscience, preschool pedagogy, developmental psychology, and child and maternal psychiatry. To determine the effect of this intervention on child and mother psychosocial problems related to parenting stress and on the children's cognitive abilities, we performed a cluster randomized controlled trial. METHODOLOGY/PRINCIPAL ...

  10. Preschooler test or procedure preparation

    Science.gov (United States)

    ... the procedure for your child and identify any anxiety your child may have. Tailor this technique to your child. ... with your child for comfort. Avoid showing your anxiety. This will only make your child feel more upset. Research suggests that children are ...

  11. Healthy Eating for Preschoolers

    Science.gov (United States)

    ... 4 ounces yogurt ¾ ounce cheese 1 string cheese Some foods are easy for your child to choke on while eating. Skip hard, small, whole foods, such as popcorn, nuts, seeds, and hard candy. Cut up foods such ...

  12. Child Care Subsidies and School Readiness in Kindergarten

    OpenAIRE

    Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne

    2013-01-01

    The federal child care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B), this paper examines associations, among subsidy-eligible families, between child care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not d...

  13. Philosophical and pedagogical implications of Maria Montessori’s looks in practices of preschool education

    OpenAIRE

    А.В. Дмитруха

    2015-01-01

    In the article the philosophical analysis of preschool education is carried out in constracts of M. Montessori’s anthropological and pedagogical system. It is considered humanism ideas of opening the child’s capabilities without a compulsion above her personality and free education, which must be individual, free and to be leaned on observed data on a child. It is well-proven in the article, that the basic task of educator in modern preschool establishment is creation of receptive terms for a...

  14. Correlates of objectively measured physical activity in 5-6 year old preschool children

    DEFF Research Database (Denmark)

    Olesen, L G; Kristensen, P L; Korsholm, L;

    2015-01-01

    The aim of this study was to identify gender specific physical activity correlates in Danish preschool children. METHODS: Cross--sectional study in Odense, Denmark. The gender specific models were based on data from 174 boys and 177 girls, 5--6 years of age and enrolled in 40 randomly selected....... RESULTS: The gender specific models consistently identified motor coordination and the parents´ perceptions of their child´s activity preferences during free play were positively associated with MVPA. Days with rain or no preschool attendance were negatively associated with MVPA. For boys, rural area...

  15. Perceived Impact of Dental Pain on the Quality of Life of Preschool Children and Their Families

    OpenAIRE

    Marayza Alves Clementino; Monalisa Cesarino Gomes; Tássia Cristina de Almeida Pinto-Sarmento; Carolina Castro Martins; Ana Flávia Granville-Garcia; Saul Martins Paiva

    2015-01-01

    The aim of the present study was to evaluate the perceived impact of dental caries and dental pain on oral health-related quality of life (OHRQoL) among preschool children and their families. A cross-sectional study was conduct with 843 preschool children in Campina Grande, Brazil. Parents/caregivers answered a questionnaire on socio-demographic information, their child's general/oral health and history of dental pain. The Brazilian version of the Early Childhood Oral Health Impact Scale was ...

  16. RELATIONSHIP BETWEEN MATERNAL AND CHILD OVERWEIGHT

    OpenAIRE

    Cunha, Madalena; Albuquerque, Carlos; Duarte, João; Bonito, Jorge; Franco, Vitor; Rodrigues, Vitor; Oliveira, António; Aparício, Graça

    2013-01-01

    Introduction: It is recognized that overweight in childhood as a multifactorial etiology, and parent’s obesity, particularly mother’s obesity is actually known to be an important predictor of the development of obesity in their children. Objectives: To classify the children’s and the mother’s BMI and assess the relationship between maternal and child overweight. Methods: Cross-sectional and observational study comprising 1424 preschool children, average age 4.58 years old (SD=0.990) and...

  17. Parenting, corpus callosum, and executive function in preschool children.

    Science.gov (United States)

    Kok, Rianne; Lucassen, Nicole; Bakermans-Kranenburg, Marian J; van IJzendoorn, Marinus H; Ghassabian, Akhgar; Roza, Sabine J; Govaert, Paul; Jaddoe, Vincent W; Hofman, Albert; Verhulst, Frank C; Tiemeier, Henning

    2014-01-01

    In this longitudinal population-based study (N = 544), we investigated whether early parenting and corpus callosum length predict child executive function abilities at 4 years of age. The length of the corpus callosum in infancy was measured using postnatal cranial ultrasounds at 6 weeks of age. At 3 years, two aspects of parenting were observed: maternal sensitivity during a teaching task and maternal discipline style during a discipline task. Parents rated executive function problems at 4 years of age in five domains of inhibition, shifting, emotional control, working memory, and planning/organizing, using the Behavior Rating Inventory of Executive Function-Preschool Version. Maternal sensitivity predicted less executive function problems at preschool age. A significant interaction was found between corpus callosum length in infancy and maternal use of positive discipline to determine child inhibition problems: The association between a relatively shorter corpus callosum in infancy and child inhibition problems was reduced in children who experienced more positive discipline. Our results point to the buffering potential of positive parenting for children with biological vulnerability. PMID:24028215

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

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne

    universal pre-school programs and family day care vis-à-vis home care. We find that, compared to home care, being enrolled in pre-school at age three does not lead to significant differences in child outcomes at age seven no matter the gender or mother's level of education. Family day care, on the other...... hand, seems to significantly deteriorate outcomes for boys whose mothers have a lower level of education. Finally, increasing hours in family day care from 30-40 hours per week to 40-50 hours per week and hours in pre-school from 20-30 hours per week to 30-40 hours per week leads to significantly...

  19. Child Drama: A Selected and Annotated Bibliography, 1974-1979.

    Science.gov (United States)

    Kennedy, Carol Jean

    The more than 200 entries in this annotated bibliography deal with drama, creative dramatics, and children's theatre. The entries for articles, papers, and books are arranged according to the following categories: (1) bibliographies and references in child drama; (2) theory, research, and methods in preschool dramatic play; (3) theory and research…

  20. The Child with Delayed Language: Assessment and Management

    OpenAIRE

    Tervo, Raymond C.; Kinney, Cheryl A.

    1981-01-01

    Speech and language disorders are the most common developmental problems among preschool children. Early detection and remediation of delayed language development are important in helping the child establish appropriate social behavior and acquire additional information about the world through the use of language.

  1. Child Care Work Environments: The Relationship with Learning Environments

    Science.gov (United States)

    Lower, Joanna K.; Cassidy, Deborah J.

    2007-01-01

    The study explores the relationship between child care program administration, organizational climate, and global quality. The recently developed Program Administration Scale (PAS; Talan & Bloom, 2004) was utilized in the study. Both program administration and organizational climate were found to be positively correlated with preschool classroom…

  2. Predicting asthma in preschool children with asthma symptoms: study rationale and design

    Directory of Open Access Journals (Sweden)

    Hafkamp-de Groen Esther

    2012-10-01

    Full Text Available Abstract Background In well-child care it is difficult to determine whether preschool children with asthma symptoms actually have or will develop asthma at school age. The PIAMA (Prevention and Incidence of Asthma and Mite Allergy Risk Score has been proposed as an instrument that predicts asthma at school age, using eight easy obtainable parameters, assessed at the time of first asthma symptoms at preschool age. The aim of this study is to present the rationale and design of a study 1 to externally validate and update the PIAMA Risk Score, 2 to develop an Asthma Risk Appraisal Tool to predict asthma at school age in (specific subgroups of preschool children with asthma symptoms and 3 to test implementation of the Asthma Risk Appraisal Tool in well-child care. Methods and design The study will be performed within the framework of Generation R, a prospective multi-ethnic cohort study. In total, consent for postnatal follow-up was obtained from 7893 children, born between 2002 and 2006. At preschool age the PIAMA Risk Score will be assessed and used to predict asthma at school age. Discrimination (C-index and calibration will be assessed for the external validation. We will study whether the predictive ability of the PIAMA Risk Score can be improved by removing or adding predictors (e.g. preterm birth. The (updated PIAMA Risk Score will be converted to the Asthma Risk Appraisal Tool- to predict asthma at school age in preschool children with asthma symptoms. Additionally, we will conduct a pilot study to test implementation of the Asthma Risk Appraisal Tool in well-child care. Discussion Application of the Asthma Risk Appraisal Tool in well-child care will help to distinguish preschool children at high- and low-risk of developing asthma at school age when asthma symptoms appear. This study will increase knowledge about the validity of the PIAMA risk score and might improve risk assessment of developing asthma at school age in (specific subgroups

  3. Alimentary fluoride intake in preschool children

    Directory of Open Access Journals (Sweden)

    Lencova Erika

    2011-10-01

    Full Text Available Abstract Background The knowledge of background alimentary fluoride intake in preschool children is of utmost importance for introducing optimal and safe caries preventive measures for both individuals and communities. The aim of this study was to assess the daily fluoride intake analyzing duplicate samples of food and beverages. An attempt was made to calculate the daily intake of fluoride from food and swallowed toothpaste. Methods Daily alimentary fluoride intake was measured in a group of 36 children with an average age of 4.75 years and an average weight of 20.69 kg at baseline, by means of a double plate method. This was repeated after six months. Parents recorded their child's diet over 24 hours and collected duplicated portions of food and beverages received by children during this period. Pooled samples of food and beverages were weighed and solid food samples were homogenized. Fluoride was quantitatively extracted from solid food samples by a microdiffusion method using hexadecyldisiloxane and perchloric acid. The content of fluoride extracted from solid food samples, as well as fluoride in beverages, was measured potentiometrically by means of a fluoride ion selective electrode. Results Average daily fluoride intake at baseline was 0.389 (SD 0.054 mg per day. Six months later it was 0.378 (SD 0.084 mg per day which represents 0.020 (SD 0.010 and 0.018 (SD 0.008 mg of fluoride respectively calculated per kg bw/day. When adding the values of unwanted fluoride intake from the toothpaste shown in the literature (0.17-1.21 mg per day the estimate of the total daily intake of fluoride amounted to 0.554-1.594 mg/day and recalculated to the child's body weight to 0.027-0.077 mg/kg bw/day. Conclusions In the children studied, observed daily fluoride intake reached the threshold for safe fluoride intake. When adding the potential fluoride intake from swallowed toothpaste, alimentary intake reached the optimum range for daily fluoride intake

  4. Child's right to special care.

    Science.gov (United States)

    Sharma, A; Gupta, S

    1991-01-01

    In 1924, the League of Nations adopted the 1st international law recognizing that children have inalienable rights and are not the property of their father. The UN Declaration on the Rights of the Child emerged in 1959. 1979 was the International Year of the Child. In 1990 there was the World Summit on Children and the UN General Assembly adopted the Global Convention on the Rights of the Child. The convention included civil, economic, social, cultural, and political rights of children all of which covered survival, development, protection, and participation. At the end of 1990, 60 countries had ratified the convention, thus including it into their national legislation. Even though India had not yet endorsed the Convention by the end of 1991, it expressed its support during the 1st workshop on the Rights of the Child which focused on girls. India has a history of supporting children as evidenced by 250 central and state laws on their welfare such as child labor and child marriage laws. In 1974, India adopted the National Policy for Children followed by the establishment of the National Children's Board in 1975. The Board's activities resulted in the Integrated Child Development Services Program which continues to include nutrition, immunization, health care, preschool education, maternal education, family planning, and referral services. Despite these laws and actions, however, the Indian government has not been able to improve the status of children. For example, between 1947-88, infant mortality fell only from 100/1000 to 93/1000 live births and child mortality remained high at 33.3 in 1988 compared with 51.9 in 1971. Population growth poses the biggest problem to improving their welfare. Poverty also exacerbates their already low status. PMID:12317284

  5. Can Attribution of a Neutral Emotional State in Child Discipline Play an Adaptive Role in Child Internalising Behaviour?

    Science.gov (United States)

    Alvarenga, Patricia; de Oliveira, Ebenezer A.; Dazzani, Maria Virginia

    2011-01-01

    Maternal rates of child internalising behaviour were compared across children's emotion attributions (neutral, fear, anger, sadness and happiness) to others in a discipline situation, after controlling for socio-demographic covariates. Sixty-five Brazilian mothers provided socio-demographic information and rated their preschool children's…

  6. Mental Health Problems Among Preschoolers in Germany: Results of the BELLA Preschool Study.

    Science.gov (United States)

    Wlodarczyk, Olga; Pawils, Silke; Metzner, Franka; Kriston, Levente; Wendt, Carolin; Klasen, Fionna; Ravens-Sieberer, Ulrike

    2016-08-01

    In a cross-sectional study, the prevalence rates of overall and specific mental health problems (MHP), as well as consequential impairments, were examined in a representative community sample of German preschoolers. MHP in 391 children were assessed by applying the Strength and Difficulties Questionnaire, as well as its impact supplement. Furthermore, the child behaviour checklist 1½-5 (CBCL 1½-5) and the IOWA-Conners behaviour rating scale were applied. Prevalence rates of MHP with 95 % confidence intervals (95 % CI) were determined. Odds ratios were calculated to analyse the relationships between MHP, age, gender, socioeconomic status, and geographical region using logistic regression. Overall, 7.4 % of the children showed symptoms of MHP. 12.9 % of the children were considered to be impaired by psychosocial problems. Depressive and anxiety symptoms were present in 4.2 % of the children; 11.8 % showed hyperactivity symptoms. The observed prevalence rates call for early mental health prevention in preschoolers. PMID:26353908

  7. Modern knowledge about prevention and correction of functional disorders of the supporting-motor apparatus of the senior preschool age children in the process of physical education

    Directory of Open Access Journals (Sweden)

    Kashuba V.A.

    2009-12-01

    Full Text Available Technology of correction of violations of carriage is developed for the children of senior preschool age taking into account spatial organization of their body. Possibilities of application of technology are rotined in the system of physical education of child preschool age and in a medical physical culture. The flowsheet of organization of employments is offered correction-prophylactic macrocycle. Pulling in is selected in a chart, correcting and supporting sanitary the stages.

  8. Informing a culturally appropriate approach to oral health and dental care for pre-school refugee children: a community participatory study

    OpenAIRE

    Nicol, Pam; Al-Hanbali, Arwa; King, Nigel; Slack-Smith, Linda; Cherian, Sarah

    2014-01-01

    Background Pre-school children in families of recently settled refugees often have very high rates of early childhood caries (ECC). ECC is associated with a high level of morbidity and is largely preventable, however effective culturally appropriate models of care are lacking. This study aimed to provide a deeper understanding of the refugee experience related to early oral health by exploring pre-school refugee families (i) understanding of ECC and child oral health, (ii) experiences of acce...

  9. Seasonal prevalence and incidence of Cryptosporidium spp. and Giardia duodenalis and associated diarrhoea in children attending pre-schools in Kafue, Zambia

    DEFF Research Database (Denmark)

    Siwila, J.; Phiri, I.G.K.; Enemark, Heidi L.;

    2011-01-01

    Prevalence, incidence and seasonal variation of Cryptosporidium and Giardia duodenalis were studied over a 12-month period in 100 children from four pre-schools in Kafue, Zambia. Questionnaire data and a single stool sample were collected monthly from each child. Samples were processed using...... = 0.26). We conclude that gastro-intestinal protozoal infections are highly prevalent among children attending pre-school in peri-urban Zambia highlighting the need for further studies of risk factors....

  10. The relationship between teacher responsiveness and the engagement of children with aggressive behavior in preschool : A systematic literature review from 2000-2016

    OpenAIRE

    Papadopoulou, Vasiliki

    2016-01-01

    The importance of aggressive behavior in preschool ages can be seen from the serious impact it has later in children's lives if a suitable change will not take place. the number of children with behavioral rpoblems in preschool are increasing with a great amount of teachers admitting that they are insufficiently prepared to manage it. The aim of this systematic literature review is to examine the evidence of teacher responsiveness affecting child engagement, with specific focus on children fr...

  11. Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

    OpenAIRE

    Byun Wonwoo; Blair Steven N; Pate Russell R

    2013-01-01

    Abstract Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as

  12. Women and Children First? : Labor market effects of universal child care for toddlers

    OpenAIRE

    2013-01-01

    The last decade, more industrialized countries and international organizations have shown interest in different types of government intervention in the market for child care. Among these is the OECD, and in his most recent State of the Union address, President Obama proposed to make “high-quality preschool available to every single child in America” (Obama, 2013). Similar moves towards child care reform have been made in Germany and other European countries. Such interventions are usually...

  13. Prevalence of overweight and obesity in Danish preschool children over a 10-year period

    DEFF Research Database (Denmark)

    Larsen, Lone Marie; Hertel, Niels Thomas; Mølgaard, Christian;

    2012-01-01

    Aim:  To determine change in the prevalence of overweight and obesity in preschool children, over a 10-year period and to identify possible predictors of overweight in 5-year-old children. Methods:  Anthropometric data from birth and routine child health examinations at 3 and 5 years of age...... of preschool children, the average BMI and prevalence of overweight and obesity did not vary significantly during the 10-year period. No significant changes in mean birth weight were registered and mean BMI in the group of obese children did not increase. Overweight or obesity at 5 years was strongly...... associated with overweight and obesity at 3 years and with birth weight and gender. Conclusion:  The prevalence of overweight and obesity was observed to be stable over a decade in Danish preschool children without changes in mean BMI in the group of obese children. A strong association between overweight...

  14. Barriers to and facilitators of nurse-parent interaction intended to promote healthy weight gain and prevent childhood obesity at Swedish child health centers

    OpenAIRE

    Regber, Susann; Mårild, Staffan; Johansson Hanse, Jan

    2013-01-01

    Background Overweight and obesity in preschool children have increased worldwide in the past two to three decades. Child Health Centers provide a key setting for monitoring growth in preschool children and preventing childhood obesity. Methods We conducted semi-structured interviews with 15 nurses working at Child Health Centers in southwest Sweden in 2011 and 2012. All interviews were tape recorded and transcribed verbatim and imported to QSR N’Vivo 9 software. Data were analyzed deductively...

  15. Mothers’ estimates of their preschool children and parenting stress

    Directory of Open Access Journals (Sweden)

    Benjamin Loader

    2011-06-01

    Full Text Available The present study investigates whether the results of the study of Willinger and Eisenwort (2005 could also apply to a sample of preschool children not referred to a tertiary medical institution. Moreover, we were interested in the accuracy of maternal estimates of their children’s development regarding vocabulary for parenting stress, regarding behavioural problems, intellectual development, age and gender of the child. 108 children between the ages of three and six and their mothers were investigated by several diagnostic scales concerning child development with respect to language, motor and intellectual development as well as child behavioural problems and parenting stress concering child and parent characteristics. The mothers’ estimates regarding the children`s vocabulary were assessed by the same vocabulary test used for the children by presenting the test as questionnaire to the mothers. There was a significant trend towards an overestimation of a child’s developmental functioning regarding vocabulary. Group comparisons between groups of different levels of maternal overestimations (mild, moderate and severe overestimation of their child’s language development with respect to parenting stress levels considering age, sex, intellectual develoment and child behaviour problems showed the lowest parenting stress level regarding child characteristics in the group of severe overestimation and the highest level of parenting stress regarding parent characteristics in the group of mild overestimation. Significant influences of child behaviour and intellectual level on parenting stress were found. The results showed that mothers should not be used as only source of information about their children’s developmental status, especially with respect to their active vocabulary. However, maternal overestimation seems to have a positive impact on parenting stress regarding child characteristics, which could possibly be explained as a defense

  16. Developing Relationships between Language and Behaviour in Preschool Children from the Early Language in Victoria Study: Implications for Intervention

    Science.gov (United States)

    Bretherton, Lesley; Prior, Margot; Bavin, Edith; Cini, Eileen; Eadie, Patricia; Reilly, Sheena

    2014-01-01

    Following a biopsychosocial model, the study investigated the role of child factors (gender, IQ), maternal factors (psychological distress, maternal education and vocabulary, maternal distress) and environmental factors (SES) in the relationship between language impairment and behaviour problems in preschool children. Participants were drawn from…

  17. Maternal Dysphoric Mood, Stress, and Parenting Practices in Mothers of Head Start Preschoolers: The Role of Experiential Avoidance

    Science.gov (United States)

    Shea, Sarah E.; Coyne, Lisa W.

    2011-01-01

    Maternal dysphoria predicts behavioral difficulties in preschool-aged children, and may contribute to negative child outcomes by exacerbating parenting stress. Parenting stress increases the likelihood of maladaptive parenting practices, especially when mothers face multiple contextual stressors. We explored maternal experiential avoidance (EA) as…

  18. Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin.

    Science.gov (United States)

    Duncan, Robert M.; Tarulli, Donato

    2003-01-01

    Discusses ideas from Vygotsky, Leont'ev and Bakhtin to show how fantasy play acts as its own zone of proximal development that contributes to the development of symbolic mediation, the appropriation of social roles and symbols, and the preschool child's preparation for elementary school. (JPB)

  19. Formation of Communication Skills in Preschool Children with Visual Impairments as an Important Factor of Their Socialization

    Science.gov (United States)

    Kamalova, Lera A.; Vasilyeva, Nadezda N.

    2016-01-01

    The urgency of the problem under investigation due to the provisions of the new federal state educational standards of preschool education in the Russian Federation, according to which at the present stage of priority education is to implement a high level of social and communicative potential of the child's personality as a prerequisite for its…

  20. Similarity of Mothers' and Preschool Teachers' Evaluations of Socialization Goals in a Cross-Cultural Perspective

    Science.gov (United States)

    Döge, Paula; Keller, Heidi

    2014-01-01

    This study examines the similarity of socialization goals of a group of mothers with different cultural backgrounds and their children's respective preschool teachers in Germany. Additionally, the researchers were interested in the relationship between the degree of mother-teacher similarity and maternal satisfaction with child care.…

  1. The Movement Assessment Battery in Greek Preschoolers: The Impact of Age, Gender, Birth Order, and Physical Activity on Motor Outcome

    Science.gov (United States)

    Giagazoglou, Paraskevi; Kabitsis, Nikolaos; Kokaridas, Dimitrios; Zaragas, Charilaos; Katartzi, Ermioni; Kabitsis, Chris

    2011-01-01

    Early identification of possible risk factors that could impair the motor development is crucial, since poor motor performance may have long-term negative consequences for a child's overall development. The aim of the current study was the examination of disorders in motor coordination in Greek pre-school aged children and the detection of…

  2. Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children with ADHD

    Science.gov (United States)

    Halperin, Jeffrey M.; Marks, David J.; Bedard, Anne-Claude V.; Chacko, Anil; Curchack, Jocelyn T.; Yoon, Carol A.; Healey, Dione M.

    2013-01-01

    Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance…

  3. The Arts in Turkish Preschool Education

    Science.gov (United States)

    Acer, Dilek

    2015-01-01

    One of the most important factors determining a nation's level of development in the modern world is preschool education. When preschool education is perceived as an entity that affects every aspect of childhood development, this fact is undeniable. Several aspects of preschool education, including art education, play a significant role in a…

  4. Enhancing Preschool Education in Hong Kong.

    Science.gov (United States)

    Rao, Nirmala; Koong, Maggie

    2000-01-01

    Presents overview of Hong Kong preschool education. Considers the history of preschool education, early childhood curriculum, training of early childhood professionals, and monitoring of standard services. Discusses trends in Hong Kong preschool education and problems in early childhood education, including exclusion from the main education…

  5. Number Relationships in Preschool

    Science.gov (United States)

    Jung, Myoungwhon

    2011-01-01

    When a child understands number relationships, he or she comprehends the meaning of numbers by developing multiple, flexible ways of representing them. The importance of developing number relationships in the early years has been highlighted because it helps children build a good foundation for developing a more sophisticated understanding of…

  6. Food as a tool for learning in everyday activities at preschool – an exploratory study from Sweden

    Directory of Open Access Journals (Sweden)

    Hanna Sepp

    2016-10-01

    Full Text Available Background: There is a need for research both in relation to food education at preschools and in relation to how the individual teacher can handle and relate to the many different scientific facts and paradigms that are prevalent in relation to food, health, and a sustainable lifestyle. Objective: The aim of this study was to explore the experiences and meanings that preschool teachers associate with involving food as a tool for learning in planned educational activities. Design: An exploratory study was conducted in 14 preschools with 131 teachers. Twenty semi-structured individual or group interviews with 45 preschool staff were conducted, and 10 interviews were selected for analysis. Results: According to participants, both children and teachers developed a sensory language; children became more positive towards tasting and teachers discovered new possibilities for interdisciplinary work. However, the results also show that an allowing system, with both an interested and confident teacher who recognises the competent child and a supportive organisation, is needed in order to make food a meaningful tool for learning in preschool. Discussion: According to previous studies, food has the potential to play an important part in everyday activities at preschool, both in planned educational activities as well as at meal situations. Our results imply that a holistic understanding of food in preschool is required for long-term work with food as a natural part of the everyday activities. Conclusion: The results imply that it is fun and meaningful for both children and teachers, and quite possible, to work with food as a tool for learning in everyday activities at preschool. In order to include food as a way to work with the preschool curriculum for a sustainable lifestyle, an allowing system is needed.

  7. Food as a tool for learning in everyday activities at preschool – an exploratory study from Sweden

    Science.gov (United States)

    Sepp, Hanna; Höijer, Karin

    2016-01-01

    Background There is a need for research both in relation to food education at preschools and in relation to how the individual teacher can handle and relate to the many different scientific facts and paradigms that are prevalent in relation to food, health, and a sustainable lifestyle. Objective The aim of this study was to explore the experiences and meanings that preschool teachers associate with involving food as a tool for learning in planned educational activities. Design An exploratory study was conducted in 14 preschools with 131 teachers. Twenty semi-structured individual or group interviews with 45 preschool staff were conducted, and 10 interviews were selected for analysis. Results According to participants, both children and teachers developed a sensory language; children became more positive towards tasting and teachers discovered new possibilities for interdisciplinary work. However, the results also show that an allowing system, with both an interested and confident teacher who recognises the competent child and a supportive organisation, is needed in order to make food a meaningful tool for learning in preschool. Discussion According to previous studies, food has the potential to play an important part in everyday activities at preschool, both in planned educational activities as well as at meal situations. Our results imply that a holistic understanding of food in preschool is required for long-term work with food as a natural part of the everyday activities. Conclusion The results imply that it is fun and meaningful for both children and teachers, and quite possible, to work with food as a tool for learning in everyday activities at preschool. In order to include food as a way to work with the preschool curriculum for a sustainable lifestyle, an allowing system is needed. PMID:27717411

  8. Scoliosis surgery - child

    Science.gov (United States)

    Spinal curvature surgery - child; Kyphoscoliosis surgery - child; Video-assisted thoracoscopic surgery - child; VATS - child ... Before surgery, your child will receive general anesthesia. This will make your child unconscious and unable to feel pain ...

  9. The temperament of preterm infant in preschool age

    Directory of Open Access Journals (Sweden)

    Morales M Regina

    2011-01-01

    Full Text Available Abstract Background The study deals with the characteristics of temperament of preterm infants during their preschool age in order to not only investigate likely "difficult or problematic profiles", guided by impairments driven by their preterm birth, but also to provide guidelines for the activation of interventions of prevention, functional to improve the quality of preterm infant's life. Methods The study involved a group of 105 children where 50 preterm children at the average age of 5 years and 2 months, enrolled in preschools of Palermo. The research planned the child reference teachers to be administered a specific questionnaire, the QUIT, made up of 60 items investigating six specific typical dimensions of temperament (Motor control activity - related to the ability of practicing motor control activity; Attention - related to the ability of guiding and keeping the focus of attention on a certain stimulus; Inhibition to novelty - regarding with emotional reactivity in front of environmental stimuli; Social orientation - meant in terms of attention and interest towards social stimuli; Positive and negative emotionality - regarding the tendency to mainly express positive or negative emotions. Results The results show in general how preschool-aged preterm infants, identified by such a study, compared with full-term children, are characterized by "normal" temperament based on a strong inclination and orientation in mainly expressing positive feelings. Yet, an impairment of the areas most relating to attention and motor control activity seems to emerge. Conclusions The data suggest specific interventions for preterm infant development and their reference systems and, at the same time, can guide paediatrician and neonatologist dealing with preterm infants, in focalizing and monitoring, even since health status assessments, specific areas of development that, since preschool age, can highlight the presence of real forerunners of maladjustments

  10. What Do Teacher-Child Interactions in Early Childhood Classrooms in India Look Like? Teachers' and Parents' Perspectives

    Science.gov (United States)

    Joshi, Arti

    2009-01-01

    The study assessed the nature of teacher-child interactions in early childhood classrooms in India, from the teachers' and parents' perspectives. Specifically, the impact of teacher training, satisfaction with training and job, years of experience, and class size on the teacher-child interactions were examined. Sixty-five preschool teachers and…

  11. Proposing a contextual approach to pre-school teacher education in Ghana

    Directory of Open Access Journals (Sweden)

    Nana Yaa A. Nyarko

    2016-12-01

    Full Text Available Efforts of Ghanaian Universities and Colleges of Education in training pre-school teachers have been found inadequate and unable to meet their training needs. As a result, other private and non-governmental organisations have been contributing to the education of early childhood practitioners, although on pilot basis. Currently, most pre-school teachers remain untrained. Using the Cultural Historical Activity Theory as a Framework, this paper proposes a contextual approach to pre-school teacher education using radio as a training tool for teachers. The radio is easily accessible, handy, far reaching to remote rural settlements (than the Internet and low in cost. It is suggested that as in other community radio efforts it should be localised so the community “runs” their own stations. Specific programmes should be devoted to topics on child development, child survival, early childhood pedagogy and other practical issues relevant to pre-school classrooms. The paper concludes by suggesting periodic community (of stakeholders meetings to form a support group.

  12. Emotion Regulation in Sexually Abused Preschoolers: The Contribution of Parental Factors.

    Science.gov (United States)

    Langevin, Rachel; Hébert, Martine; Allard-Dansereau, Claire; Bernard-Bonnin, Anne-Claude

    2016-04-01

    Child sexual abuse (CSA) is associated with emotion regulation deficits in childhood. Parents play a crucial role in the development of emotion regulation in their children, especially at younger ages. Close to 50% of mothers of sexually abused children report having been sexually victimized themselves as children. They are consequently at risk of experiencing significant distress following the disclosure of sexual abuse of their child. Parents' distress could interfere with their ability to provide support and to foster development of emotion regulation in their children. The aim of the present study was to explore the relationship of parental factors (history of sexual victimization in childhood and the current level of distress) to sexually abused preschoolers' emotion regulation competencies. Emotion regulation was assessed in 153 preschoolers by their parents with the Emotion Regulation Checklist; 75 of these children were abused (14 boys); 78 were not abused (21 boys) and were part of a comparison group. Parents reported their level of distress using the Psychiatric Symptom Index. Results indicated that parental factors contributed to some dimensions of preschoolers' emotion regulation (namely displays of underregulation of emotion) above and beyond children's victimization status and gender (Cohen's ƒ(2) = .15). Identifying parental distress and history of sexual victimization as positively associated with emotional dysregulation in preschool children victims of CSA has important research and clinical implications. PMID:26915665

  13. PROVISION OF SOCIALIZATION OF THE PERSONALITY IN THE PRESCHOOL CHILDHOOD IN THE MULTICULTURAL EDUCATIONAL ENVIRONMENT OF TRANSCARPATHIA

    Directory of Open Access Journals (Sweden)

    Anna Reho

    2015-04-01

    Full Text Available The rapid tempo of social changes is inherent in the modern Ukrainian society that has resulted in the actual and problematic personality socialization questions in preschool childhood. This period is exactly that sensitive period for the primary child world view formation, consciousness, social features etc. The stay in preschool educational institution plays an important role in preschool age child personality development. Transcarpathian region is the region situated on the southwest of Ukraine within the western part of Ukrainian Carpathians and Transcarpathian lowland. At about 80% of the region’s territory is covered by the Carpathian Mountains. In accordance with the Ukrainian Law “On the Status of Mountainous Settlements in Ukraine”, until recently 192 settlements (31% out of the total quantity belong to the mountainous. Volovets and Mizhgirya districts fully subject to the action of the above indicated law, while in other districts the portion of settlements with the mountainous settlements status is presented from 13,6 (in Mukachevo district up to 84,4 percent (in Rakhiv disctrict. In our publication we will pay attention to four mountainous districts of Transcarpathian region: Velykyi Bereznyi, Volovets, Mizhgirya and Rakhiv districts. This publication presents the comparative status analysis of preschool age children support carried out by the preschool educational institutions in Transcarpathian region in the period starting from the year of 2000 until 2013. In the mountainous districts of Transcarpathian region the preschool educational institutions establishment, quantity of children in them and preschool institutions loading tendency analysis is completed. The distribution of preschool educational institutions as per children educational languages is given in this article.The above mentioned confirms, that in recent years, active attention has been paid to the new preschool institutions creation, namely in mountainous and

  14. Evaluation of an Urban Farm-to-Preschool and Families Program.

    Science.gov (United States)

    Carbone, Elena T; DiFulvio, Gloria T; Susi, Toni; Nelson-Peterman, Jerusha; Lowbridge-Sisley, Joan; Collins, Jessica

    2016-04-01

    Over the past 30 years, the rate of childhood obesity has risen dramatically. Despite recent declines in prevalence among preschool-aged children, child obesity is still a significant public health concern. Healthy People 2020 objectives include increasing fruit and vegetable consumption among children over 2 years of age and increasing the number of schools that offer access to fresh fruits and vegetables. To reach these objectives, farm-to-school programs are being implemented across the United States. The purpose of this evaluation was to: (a) identify factors that facilitate adoption of the Farm-to-Preschool and Families program in Springfield, MA, specifically; and (b) provide recommendations and guidelines for successful implementation of Farm-to-Preschool and Families programs generally. Using a combination of classroom observations of preschoolers, teacher and food service interviews, and administrator surveys, the findings suggest that having a strong programmatic infrastructure, administrative support, and external support from families is important to sustain a Farm-to-Preschool and Families program.

  15. Preschool Education, Educational Attainment, and Crime Prevention: Contributions of Cognitive and Non-Cognitive Skills

    Science.gov (United States)

    Reynolds, Arthur J.; Temple, Judy A.; Ou, Suh-Ruu

    2016-01-01

    We investigated the extent to which cognitive and noncognitive skills accounted for the measured links between participation in preschool intervention and high school completion, highest grade completed, and incarceration history in early adulthood. Using data from the Chicago Longitudinal Study, an on-going 20-year investigation of the effects of the school-based Child-Parent Center early intervention program for over 1,500 children, we assessed the contribution of school readiness and achievement test scores up to age 14 and remedial education as well as measures of social adjustment, motivation, educational expectations, problem behavior, and juvenile arrest to the estimated direct effect of preschool. Hierarchical regression analysis indicated that when assessed separately, cognitive factors accounted for 42% of the preschool effect on high school completion, 37% on highest grade completed, and 23% on incarceration history by age 24 while noncognitive factors accounted for, respectively, 36%, 45%, and 59%. Together, cognitive and noncognitive factors explained 46%, 51%, and 59% of the main effect of preschool participation. The set of cognitive skills made greater value-added contributions to educational attainment while noncognitive skills made greater value-added contributions to incarceration history. Our findings support the important role of test scores, school performance, and social and motivational factors in explaining the effect of preschool participation on economically important indicators of well-being.

  16. Aberrant behavior and cognitive ability in preschool children

    Directory of Open Access Journals (Sweden)

    Bala Gustav

    2007-01-01

    Full Text Available The sample included 712 preschool boys and girls at the age of 4 to 7 years (mean 5.96 decimal years and standard deviation .96 from preschool institutions in Novi Sad, Sombor, Sremska Mitrovica and Bačka Palanka. Information concerning 36 indicators of aberrant behavior of the children were supplied by their parents, whereas their cognitive ability was tested by Raven’s progressive colored matrices. Based on factor analysis (promax method, four factors i.e. generators of aberrant behavior in children were singled out: aggression, anxiousness, dissociation, and hysteria, whose relations with cognitive functioning and age were also analyzed by factor analysis. Aberrant behavior and cognitive abilities show significant interrelatedness. Owing to orderly developed cognitive abilities, a child understands essence and reality of problems, realizes possibilities and manners of solving them, and succeeds in realizing successful psycho-social functioning. Developed cognitive abilities enable a child to recognize and understand her/his own reactions in different situations and develop manners of reacting, which leads to strengthening psycho-social safety and adapting behavior in accordance with her/his age and abilities.

  17. Authoritative parenting among immigrant Chinese mothers of preschoolers.

    Science.gov (United States)

    Cheah, Charissa S L; Leung, Christy Y Y; Tahseen, Madiha; Schultz, David

    2009-06-01

    The goals of this study were: (a) to examine authoritative parenting style among Chinese immigrant mothers of young children, (b) to test the mediational mechanism between authoritative parenting style and children's outcomes; and (c) to evaluate 3 predictors of authoritative parenting style (psychological well-being, perceived support in the parenting role, parenting stress). Participants included 85 Chinese immigrant mothers and their preschool children. Mothers reported on their parenting style, psychological well-being, perceived parenting support and stress, and children's hyperactivity/attention. Teacher ratings of child adjustment were also obtained. Results revealed that Chinese immigrant mothers of preschoolers strongly endorsed the authoritative parenting style. Moreover, authoritative parenting predicted increased children's behavioral/attention regulation abilities (lower hyperactivity/inattention), which then predicted decreased teacher rated child difficulties. Finally, mothers with greater psychological well-being or parenting support engaged in more authoritative parenting, but only under conditions of low parenting stress. Neither well-being nor parenting support predicted authoritative parenting when parenting hassles were high. Findings were discussed in light of cultural- and immigration-related issues facing immigrant Chinese mothers of young children.

  18. The Development of Theory of Mind and Positive and Negative Reciprocity in Preschool Children.

    Science.gov (United States)

    Schug, Joanna; Takagishi, Haruto; Benech, Catalina; Okada, Hiroyuki

    2016-01-01

    This study examined the relation between the acquisition of false-beliefs theory of mind (ToM) and reciprocity in preschoolers. Preschool-aged children completed a task assessing the understanding of false beliefs, and played an Ultimatum Game (UG) with another child in a face-to-face setting. Negative reciprocity was assessed by examining the rejection of unfair offers made by another child in the UG, while positive reciprocity was assessed by examining allocations made by participants in a Dictator Game (DG) following the UG. The results indicated that children who had passed a task assessing first-order false beliefs were more likely to make generous offers in a DG following a fair offer made by their partner in a proceeding UG, but that false beliefs ToM was unrelated to the rejection of unfair offers in the UG.

  19. Wishful thinking in preschoolers.

    Science.gov (United States)

    Bernard, Stéphane; Clément, Fabrice; Mercier, Hugo

    2016-01-01

    The current experiment sought to demonstrate the presence of wishful thinking--when wishes influence beliefs--in young children. A sample of 77 preschoolers needed to predict, eight times in a row, which of two plastic eggs, one containing one toy and the other containing three toys, would be drawn by a blinded experimenter. On the four trials in which the children could not keep the content of the egg drawn, they were equally likely to predict that either egg would be drawn. By contrast, on the four trials in which the children got to keep the content of the egg, they were more likely to predict that the egg with three toys would be drawn. Any effort the children exerted would be the same across conditions, so that this demonstration of wishful thinking cannot be accounted for by an effort heuristic. One group of children--a subgroup of the 5-year-olds--did not engage in wishful thinking. Children from this subgroup instead used the representativeness heuristic to guide their answers. This result suggests that having an explicit representation of the outcome inhibits children from engaging in wishful thinking in the same way as explicit representations constrain the operation of motivated reasoning in adults.

  20. The influence of advertising on pre-school children in comparison to children in primary school

    OpenAIRE

    Sywalová, Linda

    2015-01-01

    Bachelor thesis The influence of advertising on pre-school children in comparison to children in primary school deals with characteristics of television advertising aimed at children. Targeting ads to this particular group tends to be controversial these days and there is an increasing rate of child protection under the laws of the Czech Republic. This thesis analyses the characteristics of television advertising and its impact on children. The goal is to find differences among children in ki...

  1. Pleoptic and orthoptic training for visually impaired children in preschool age.

    OpenAIRE

    ŠTOČKOVÁ, Šárka

    2009-01-01

    The theoretical part of this bachelor's paper is aimed at the development of visual perception since the child{\\crq}s birth until pre-school age, and further at pleoptic and orthoptic training. The paper also mentions the anatomy of the organ of vision, and the eyesight impairments of childhood. The theoretical part examines in more detail binocular vision, as pleoptic and orthoptic training are aimed exactly at binocular vision impairments (strabismus and amblyopia). The practical part prese...

  2. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    OpenAIRE

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children’s social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. Participants included 1,117 children enrolled in the NICHD Early Child Care Study. During preschool, mothers and childcare providers rated children’s temperamental shyness and inhibitory control, and SPS was assessed using a hypothetical-reflective measure during a lab...

  3. Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes

    OpenAIRE

    McClelland, Megan M.; Acock, Alan C.; Piccinin, Andrea; Rhea, Sally Ann; Stallings, Michael C.

    2012-01-01

    This study examined relations between children’s attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children’s age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skil...

  4. Effects of Public Preschool Expenditures on the Test Scores of 4th Graders: Evidence from TIMSS

    OpenAIRE

    Waldfogel, Jane; Zhai, Fuhua

    2008-01-01

    This study examines the effects of public preschool expenditures on the math and science scores of 4th graders, holding constant child, family, and school characteristics, other relevant social expenditures, and country and year effects, in seven Organization for Economic Co-operation and Development (OECD) countries -- Australia, Japan, Netherlands, New Zealand, Norway, U.K., and U.S -- using data from the 1995 and 2003 Trends in International Mathematics and Science Study (TIMSS). Our resul...

  5. Predictors of cognitive enhancement after training in preschoolers from diverse socioeconomic backgrounds

    OpenAIRE

    María SoledadSegretin; TiffanyD.Sheffield; KimberlyAndrewsEspy

    2014-01-01

    The association between socioeconomic status and child cognitive development, and the positive impact of interventions aimed at optimizing cognitive performance, are well-documented. However, few studies have examined how specific socio-environmental factors may moderate the impact of cognitive interventions among poor children. In the present study, we examined how such factors predicted cognitive trajectories during the preschool years, in two samples of children from Argentina, who partici...

  6. Does IQ influence Associations between ADHD Symptoms and other Cognitive Functions in young Preschoolers?

    OpenAIRE

    Rohrer-Baumgartner, Nina; Zeiner, Pål; Egeland, Jens; Gustavson, Kristin; Skogan, Annette Holth; Reichborn-Kjennerud, Ted; Aase, Heidi

    2014-01-01

    Background Working memory, inhibition, and expressive language are often impaired in ADHD and many children with ADHD have lower IQ-scores than typically developing children. The aim of this study was to test whether IQ-score influences associations between ADHD symptoms and verbal and nonverbal working memory, inhibition, and expressive language, respectively, in a nonclinical sample of preschool children. Methods In all, 1181 children recruited from the Norwegian Mother and Child Cohort Stu...

  7. Tuning in to Kids: an effectiveness trial of a parenting program targeting emotion socialization of preschoolers.

    Science.gov (United States)

    Wilson, Katherine R; Havighurst, Sophie S; Harley, Ann E

    2012-02-01

    This article reports on an effectiveness trial of the Tuning in to Kids (TIK) parenting program. TIK aims to improve emotion socialization practices in parents of preschool children; it is a universal prevention program that teaches parents the skills of emotion coaching and also targets parents' own emotion awareness and regulation. The present study followed a 2 × 2 (Treatment Condition × Time) design. One hundred twenty-eight parents of children ages 4.0-5.11 years were recruited from preschools and randomized into intervention and waitlist conditions. Parents in the intervention condition (n = 62) attended a six-session group parenting program delivered by community practitioners who followed intervention fidelity protocols. Parents and preschool teachers completed questionnaires twice during the preschool year: at preintervention and at follow-up (approximately 7 months later). Parents reported on their emotion socialization beliefs and practices, other parenting practices, and on child behavior. Teachers reported on child behavior (Social Competence and Anger-Aggression). Data were analyzed using multilevel modeling. At follow-up, compared to the control group, intervention parents were significantly less emotionally dismissive in their beliefs, less dismissive and more coaching in their practices in response to children's negative emotions, and more positively involved. Although there were improvements in both conditions over time for parent-reported child behavior and teacher-reported social competence, compared to the waitlist group, intervention parents reported a significantly greater reduction in number of behavior problems. This trial demonstrates the potential for community agencies and practitioners in real-world settings to deliver a new parenting program that targets emotional communication in parent-child relationships.

  8. Coping strategies in mothers and fathers of pre-school and school age children with autism

    OpenAIRE

    Hastings, Richard P.; Kovshoff, Hanna; Brown, Tony; Ward, Nicholas J.; Degli Espinosa, Francesca; Remington, Bob

    2005-01-01

    Despite the theoretical and demonstrated empirical significance of parental coping strategies for the wellbeing of families of children with disabilities, relatively little research has focused explicitly on coping in mothers and fathers of children with autism. In the present study, 89 parents of preschool children and 46 parents of school-age children completed a measure of the strategies they used to cope with the stresses of raising their child with autism. Factor analysis revealed f...

  9. Objectively measured sedentary behavior in preschool children: comparison between Montessori and traditional preschools

    Directory of Open Access Journals (Sweden)

    Byun Wonwoo

    2013-01-01

    Full Text Available Abstract Background This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. Methods The participants in this study were preschool children aged 4 years old who were enrolled in Montessori and traditional preschools. The preschool children wore ActiGraph accelerometers. Accelerometers were initialized using 15-second intervals and sedentary behavior was defined as Results Children attending Montessori preschools spent less time in sedentary behavior than those attending traditional preschools during the in-school (44.4. min/hr vs. 47.1 min/hr, P = 0.03, after-school (42.8. min/hr vs. 44.7 min/hr, P = 0.04, and total-day (43.7 min/hr vs. 45.5 min/hr, P = 0. 009 periods. School type (Montessori or traditional, preschool setting (private or public, socio-demographic factors (age, gender, and socioeconomic status were found to be significant predictors of preschoolers’ sedentary behavior. Conclusions Levels of objectively-measured sedentary behavior were significantly lower among children attending Montessori preschools compared to children attending traditional preschools. Future research should examine the specific characteristics of Montessori preschools that predict the lower levels of sedentary behavior among children attending these preschools compared to children attending traditional preschools.

  10. The placemat protocol: Measuring preschoolers' healthy-meal schemas with pretend meals.

    Science.gov (United States)

    Harrison, Kristen; Peralta, Mericarmen; Jacobsohn, Gwen Costa; Grider, David T

    2016-01-01

    Nutrition instruction can lead to more healthful food choices among children, but little is known about preschoolers' healthy-meal schemas because there are few developmentally appropriate measures. This study validated the Placemat Protocol, a novel measure of preschooler healthy-meal schemas using realistic food models to assemble pretend meals. Preschoolers (N = 247, mean age 4 years 8 months) created 2 meals (preferred and healthy), completed measures of verbal nutrition knowledge and vocabulary, and were weighed and measured for BMI. Parents reported healthy eating guidance, child dietary intake, and family demographics. Children used an average of 5.1 energy-dense (ED) and 3.4 nutrient-dense (ND) foods for their preferred meal, but reversed the ratio to 3.1 ED and 5.1 ND foods for their healthy meal. Healthy meals contained fewer estimated kcal, less fat, less sugar, and more fiber than preferred meals. Meal differences held for younger children, children with lower verbal nutrition knowledge and vocabulary, and child subgroups at higher risk for obesity. Placemat Protocol data correlated with parent healthy eating guidance and child obesogenic dietary intake as expected. The Placemat Protocol shows promise for assessing developing healthy-meal schemas before children can fully articulate their knowledge on verbal measures.

  11. Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

    Directory of Open Access Journals (Sweden)

    Maryam Bourbour

    2014-01-01

    Full Text Available This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematic education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices. Normal 0 21 false false false SV JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Normal tabell"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Cambria","serif"; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;}

  12. PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Early childhood is known as a critical period for development and fundamental movement skills. Growing and development of children have an effect on gaining fundamental movement skills. Besides, the opportu nities and movement education provided for the students play an essential role on developing fundamental movement skills poisedly. In preschool education, physical training is the leading activity given the least importance. From the early years of child hood on, promoting basic skills of children such as walking, running, jumping besides bending over, twisting, flinging something away have great importance because it is closely connected to the other zones of development. Physical training strengthens co gnitive skills such as inquiring mind, problem solving skills and concept acquisition. Besides, fine and gross motor development is consistent with emotional and social life skills. In virtue of physical training, awareness level of children is heightened and a basis for lifelong sport habits is provided. Consequently, children acquire much more than movement skills thanks to physical training. In this study, the importance of physical training and sports activities, the points to be paid attention to while practicing, basic activities in physical training, and education models and methods used have been issued relevantly.

  13. Physical Activity Lessons in Preschools

    Science.gov (United States)

    Obeng, Cecilia Sem

    2010-01-01

    A review of the current literature indicates that childhood obesity is on the rise. What is more disconcerting is that this epidemic has significantly affected the preschool-age population, with the percentage of overweight children increasing from 5.0% to 12.4%, as indicated by National Health and Nutrition Examination Survey (NHANES) surveys…

  14. Mozart Effect in Preschool Children?

    Science.gov (United States)

    Hui, Ken

    2006-01-01

    In 1993, Rauscher et al. reported a temporary increase in spatial-temporal ability after listening to Mozart's music. This led to numerous replication and extension studies with mixed findings in the past decade. This study investigated the "Mozart effect" in preschool children. Forty-one boys and girls, aged three to five, attempted a series of…

  15. Controlling Relationships in Preschool Children

    Science.gov (United States)

    Munoz, Jose Manuel; Braza, Francisco; Carreras, Rosario

    2004-01-01

    In order to facilitate the comprehension of social structure in preschool children, our research has two foci: first, to define controlling behaviours (nonaggressive group organisation) and to determine their organisational principles, and second, to analyse the relation of the controlling behaviours with aggressive behaviours. Through direct…

  16. Inclusion in Malaysian Integrated Preschools

    Science.gov (United States)

    Sukumaran, Sailajah; Loveridge, Judith; Green, Vanessa A.

    2015-01-01

    Inclusive education has been introduced through a number of policy developments in Malaysia over the last 10 years but there is little research investigating the extent and nature of inclusive education for preschoolers with special educational needs (SEN). This study surveyed both regular and special education teachers in Malaysian integrated…

  17. Preschoolers' Thinking during Block Play

    Science.gov (United States)

    Piccolo, Diana L.; Test, Joan

    2010-01-01

    Children build foundations for mathematical thinking in early play and exploration. During the preschool years, children enjoy exploring mathematical concepts--such as patterns, shape, spatial relationships, and measurement--leading them to spontaneously engage in mathematical thinking during play. Block play is one common example that engages…

  18. Evaluation of Praxis in Preschoolers.

    Science.gov (United States)

    Parham, L. Diane

    1987-01-01

    A rationale and procedures are presented for occupational therapy evaluation of the preschooler whose problems suggest dyspraxia. Two evaluative domains are examined: sensory processing (assessment of tactile, proprioceptive, vestibular, auditory and visual functions) and praxis (ideation, motor planning and execution). Procedures include…

  19. Short- and Long-Term Effects of Parent Training for Preschool Children With or at Risk of ADHD

    DEFF Research Database (Denmark)

    Rimestad, Marie Louise; Lambek, Rikke; Zacher Christiansen, Helene;

    2016-01-01

    -ups of 3 to 12 months. Program type, intervention modality, and child diagnostic status did not moderate the effect. CONCLUSION: PT was partially supported as an efficacious intervention for preschool children with ADHD or ADHD symptoms with moderate ESs on parent-rated outcomes, but no significant results......OBJECTIVE: The aim of the study was to synthesize the evidence of parent training (PT) as an early intervention for preschool children aged 2.5 to 6 years with ADHD or ADHD symptoms. METHOD: A systematic review and meta-analysis was conducted. RESULTS: Sixteen studies including 1,003 children were...

  20. Cultural socialization and school readiness of African American and Latino preschoolers.

    Science.gov (United States)

    Caughy, Margaret O'Brien; Owen, Margaret Tresch

    2015-07-01

    Cultural socialization practices are common among ethnic minority parents and important for ethnic minority child development. However, little research has examined these practices among parents of very young children. In this study, we report on cultural socialization practices among a sample of parents of low income, African American (n = 179) and Latino (n = 220) preschool-age children in relation to children's school readiness. Cultural socialization was assessed when children were 2.5 years old, and child outcomes assessed 1 year later included pre-academic skills, receptive language, and child behavior. Children who experienced more frequent cultural socialization displayed greater pre-academic skills, better receptive language, and fewer behavior problems. This association did not differ by child gender or ethnicity. The implications of these findings for the development of parent interventions to support school readiness are discussed.

  1. Nutrition and physical activity randomized control trial in child care centers improves knowledge, policies, and children's body mass index.

    OpenAIRE

    Alkon, A; Crowley, AA; Neelon, SE; Hill, S.; Pan, Y.; Nguyen, V.; Rose, R.; Savage, E; Forestieri, N; Shipman, L; Kotch, JB

    2014-01-01

    BACKGROUND: To address the public health crisis of overweight and obese preschool-age children, the Nutrition And Physical Activity Self Assessment for Child Care (NAP SACC) intervention was delivered by nurse child care health consultants with the objective of improving child care provider and parent nutrition and physical activity knowledge, center-level nutrition and physical activity policies and practices, and children's body mass index (BMI). METHODS: A seven-month randomized control tr...

  2. Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers

    Science.gov (United States)

    Kiliç, Sükran

    2015-01-01

    The aim of this research is to thoroughly investigate preschool teachers' opinions about emotional competence and emotion socialization. The study group was comprised of 20 preschool teachers working in preschools in the city-center of Aksaray. A semi-structured interview form prepared by the researcher was used as the data collection tool. Data…

  3. O ensino de psicologia e a educação infantil: a nova política pública para a educação infantil e o ensino fundamental e suas possíveis repercussões para o desenvolvimento psicológico infantil/The teaching of psychology and preschool: the new public policies for pre and elementary school and its possible repercussions for child psychological development

    Directory of Open Access Journals (Sweden)

    Maria Silvia Pinto de Moura Librandi da Rocha

    2007-01-01

    Full Text Available O objetivo deste texto é abordar questões que permitam refletir sobre desafios enfrentados pelo ensino de Psicologia quando este focaliza a Educação Infantil. Optou-se por tematizar estas reflexões a partir da mudança recentemente implantada no sistema educacional brasileiro, tornando obrigatório que as crianças saiam mais cedo das pré-escolas e tenham antecipado o seu ingresso no Ensino Fundamental, para os 6 anos de idade. Os possíveis impactos desta mudança são analisados focalizando a atividade lúdica, com especial ênfase nas brincadeiras de faz-de-conta. Para estas análises, toma-se como pontos de sustentação conceitos da teoria histórico-cultural (especialmente os trabalhos de Vygotsky, L.S., Leontiev, A. N. e Elkonin, D. B., os documentos oficiais propostos como referências para o trabalho com crianças (publicados pelo MEC e o que tem sido possível identificar nas práticas educacionais em relação às brincadeiras infantis. O texto problematiza as relações entre estes discursos (permeadas por contradições e sugere que o enfrentamento destas pode se constituir em compromisso extremamente importante nas atividades de docência que abordam as inter-relações entre Psicologia e a educação de crianças pequenas. The objective of this text is to deal with issues which allow us to reflect upon the challenges faced in the teaching of psychology towards preschool. These reflections were highlighted after the recent changes made in the Brazilian educational system, which determines that kids leave preschool one year earlier, and start elementary school at the age of 6. The possible impacts of this change are analyzed having in focus the playful activity, with special stress on the make-believe activities.In order to make these analyses, concepts of the historical-cultural theory are taken as background , especially the works of Vygotsky, L.S., Leontiev, A.N. And Elkonin, D. B., the official documents proposed as

  4. Child Care and Child Nutrition

    Science.gov (United States)

    Karolak, Eric

    2009-01-01

    The weak economy is challenging the child care program budget. Fluctuations in enrollment come up against rising costs making every penny count. So for many reasons a federal program that helps defray the costs of snacks and meals in child care programs is particularly important and timely. In this article, the author pushes for the…

  5. Mutually Responsive Orientation: A novel observational assessment of mother-child mealtime interactions.

    Science.gov (United States)

    Bergmeier, Heidi; Aksan, Nazan; McPhie, Skye; Fuller-Tyszkiewicz, Matthew; Baur, Louise; Milgrom, Jeannette; Campbell, Karen; Demir, Defne; Skouteris, Helen

    2016-10-01

    Mother-child mealtime interactions during preschool years is an important but overlooked factor when evaluating the influence of parent-child relationships on child eating and weight. This paper describes the validation of the Mutually Responsive Orientation (MRO) coding system adapted for assessing parent-child interactions during food preparation and consumption situations. Home-based mealtimes of 94 mothers and their children (3.03 ± 0.75 years) were filmed at two time points, 12-months apart. Filmed dimensions of mutual mother-child responsiveness, shared positive affect, maternal control relating to food and child compliance were assessed. Objective BMI and maternal reports of parenting, feeding, child eating, diet and child temperament were also collected. Correlations, repeated measures ANOVAs and regressions were performed to examine the validity of MRO variables and their stability across both time points. Validation analysis showed the MRO coding system performed as expected: dyads with higher MRO scores expressed lower control/power assertion, lower child non-compliance, and greater committed compliance. The measure demonstrated sensitivity to specific contexts: maternal responsiveness, mother and child positive affect were higher during food consumption compared to food preparation. Coded dimensions were stable across time points, with the exception of decreases in maternal responsiveness in food consumption and child non-compliance in food preparation. MRO and maternal dimensions were correlated with maternally reported parenting and feeding measures. Maternal responsiveness (inversely) and child responsiveness (positively) were concurrently associated with child fussy eating, and child refusal was prospectively and inversely associated with child fussy eating. Findings suggest the adapted MRO coding system is a useful measure for examining observed parent-child mealtime interactions potentially implicated in preschoolers' eating and weight

  6. The Importance of Preschool and Child Care for Working Mothers

    Science.gov (United States)

    Glynn, Sarah Jane; Farrell, Jane; Wu, Nancy

    2013-01-01

    In his 2013 State of the Union address, President Barack Obama made a historic pledge to provide universal, high-quality pre-K education to the nation's children. Early childhood education has myriad benefits, including better, more equitable long-term outcomes for children of divergent economic backgrounds Moreover, investments in these programs…

  7. Cortisol Patterns at Home and Child Care: Afternoon Differences and Evening Recovery in Children Attending Very High Quality Full-Day Center-Based Child Care

    Science.gov (United States)

    Watamura, Sarah E.; Kryzer, Erin M.; Robertson, Steven S.

    2008-01-01

    Previous work has found that many young children show different patterns of production of the hormone cortisol, which is sensitive to stress and challenge, on days when they are at child care compared with days when they are at home. At home, preschool age children typically show a decreasing pattern of cortisol production across the day which is…

  8. Perceived Impact of Dental Pain on the Quality of Life of Preschool Children and Their Families.

    Science.gov (United States)

    Clementino, Marayza Alves; Gomes, Monalisa Cesarino; Pinto-Sarmento, Tássia Cristina de Almeida; Martins, Carolina Castro; Granville-Garcia, Ana Flávia; Paiva, Saul Martins

    2015-01-01

    The aim of the present study was to evaluate the perceived impact of dental caries and dental pain on oral health-related quality of life (OHRQoL) among preschool children and their families. A cross-sectional study was conduct with 843 preschool children in Campina Grande, Brazil. Parents/caregivers answered a questionnaire on socio-demographic information, their child's general/oral health and history of dental pain. The Brazilian version of the Early Childhood Oral Health Impact Scale was administered to determine the perceived impact of caries and dental pain on OHRQoL. The children underwent an oral examination. Logistic regression for complex sample was used to determine associations between the dependent and independent variables (OR: Odds ratio, α = 5%). The independents variables that had a p-value <0.20 in the bivariate analysis were selected for the multivariate model. The prevalence of dental caries and dental pain was 66.3% and 9.4%, respectively. Order of birth of the child, being the middle child (OR: 10.107, 95%CI: 2.008-50.869) and youngest child (OR: 3.276, 95%CI: 1.048-10.284) and dental pain (OR: 84.477, 95%CI: 33.076-215.759) were significant predictors of the perceived impact on OHRQOL for children. Poor perception of oral health was significant predictor of the perceived impact on OHRQOL for family (OR=7.397, 95%CI: 2.190-24.987). Dental caries was not associated with a perceived impact on the ORHQoL of either the children or their families. However, order of child birth and dental pain were indicators of impact of OHRQoL on preschool children and poor perception of oral health was indicators of impact on families. PMID:26090927

  9. Perceived Impact of Dental Pain on the Quality of Life of Preschool Children and Their Families.

    Directory of Open Access Journals (Sweden)

    Marayza Alves Clementino

    Full Text Available The aim of the present study was to evaluate the perceived impact of dental caries and dental pain on oral health-related quality of life (OHRQoL among preschool children and their families. A cross-sectional study was conduct with 843 preschool children in Campina Grande, Brazil. Parents/caregivers answered a questionnaire on socio-demographic information, their child's general/oral health and history of dental pain. The Brazilian version of the Early Childhood Oral Health Impact Scale was administered to determine the perceived impact of caries and dental pain on OHRQoL. The children underwent an oral examination. Logistic regression for complex sample was used to determine associations between the dependent and independent variables (OR: Odds ratio, α = 5%. The independents variables that had a p-value <0.20 in the bivariate analysis were selected for the multivariate model. The prevalence of dental caries and dental pain was 66.3% and 9.4%, respectively. Order of birth of the child, being the middle child (OR: 10.107, 95%CI: 2.008-50.869 and youngest child (OR: 3.276, 95%CI: 1.048-10.284 and dental pain (OR: 84.477, 95%CI: 33.076-215.759 were significant predictors of the perceived impact on OHRQOL for children. Poor perception of oral health was significant predictor of the perceived impact on OHRQOL for family (OR=7.397, 95%CI: 2.190-24.987. Dental caries was not associated with a perceived impact on the ORHQoL of either the children or their families. However, order of child birth and dental pain were indicators of impact of OHRQoL on preschool children and poor perception of oral health was indicators of impact on families.

  10. Getting my child to eat the right amount. Mothers' considerations when deciding how much food to offer their child at a meal.

    Science.gov (United States)

    Johnson, Susan L; Goodell, L Suzanne; Williams, Kimberly; Power, Thomas G; Hughes, Sheryl O

    2015-05-01

    Feeding young children successfully requires parenting skills, trust that children will eat, and nutrition and child development knowledge to ensure that foods and the amounts offered are developmentally appropriate. Mothers are often responsible for determining how much food is offered to their children; however, the influences on mothers' decisions regarding how much to offer their children--their motivations, goals for feeding and child consumption--have not been investigated. Study aims included gathering qualitative data regarding mothers' decisional processes related to preparing a dinner meal plate for her preschooler. Low income mothers (n = 15 African American and n = 15 Latina mothers) were recruited from preschools in the Denver, CO metropolitan area to participate in semi-structured interviews. Mothers prepared a plate for their preschooler and were asked about influences on their decisions about portion sizes and their expectations for children's eating. Data were coded by 2 independent coders using a consensus coding process and analyzed by investigators. Three themes emerged: (1) portion sizes differ for children who are "good" eaters and "picky" eaters; (2) mothers know the "right amounts" to serve their child; and (3) mothers have emotional investments in their children's eating. Some influencing factors were child-centered (e.g. child's likes and dislikes, "picky" and "good" eaters, and foods previously eaten in the day) and some related to adult expectations and concerns (nutrient content and waste). Interventions focusing on portion size may be more effective if tailored to the mothers' perceptions regarding her child's eating characteristics. PMID:25510530

  11. INNOVATIVE METHODICAL ACTIVITY IN PRESCHOOL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yakovleva Galina Vladimirovna

    2013-04-01

    Full Text Available n article on the basis of the analysis of modern researches concept definition innovative methodical activity» in preschool education is offered. Its forms, structural components are allocated. Purpose: to specify a phenomenon «innovative methodical activity in preschool education». Method or methodology of carrying out work: methodology of pedagogical research Results: on the basis of understanding of the maintenance of this kind of activity in preschool educational institution the system of methodical work providing development of methodical activity, its transfer to innovative methodical activity can be built. Scope of results: practice of preschool education.

  12. A theoretical framework for analysing preschool teaching

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    2014-01-01

    This article introduces a theoretical framework for analysing preschool teaching as a historically-grounded societal practice. The aim is to present a unified framework that can be used to analyse and compare both historical and contemporary examples of preschool teaching practice within and across...... national traditions. The framework has two main components, an analysis of preschool teaching as a practice, formed in relation to societal needs, and an analysis of the categorical relations which necessarily must be addressed in preschool teaching activity. The framework is introduced and illustrated...... teaching as a practice....

  13. Preschooler's social skills and behavior problems: comparison between mother and teacher assessments / Habilidades sociais e problemas de comportamento de pré-escolares: comparando avaliações de mães e de professoras

    OpenAIRE

    Alessandra Turini Bolsoni-Silva; Edna Maria Marturano; Verônica Aparecida Pereira; Jair Wagner de Souza Manfrinato

    2006-01-01

    This work compared assessments carried out by mothers and teachers about the social skills and behavior problems of children identified by their teachers as having behavior problems. Participants were mothers and teachers of 24 preschool children presenting behavior problems, and 24 preschool children with high levels of social skills. The instruments used were the Socially Desired Behavior Questionnaire and the Rutter Child Behavior Scale: versions for parents and teachers. The main results ...

  14. Linguistic analysis of the Preschool Five Minute Speech Sample: what the parents of preschool children with early signs of ADHD say and how they say it?

    Directory of Open Access Journals (Sweden)

    Elvira Perez

    Full Text Available A linguistic analysis was performed on the Preschool Five Minute Speech Sample (PFMSS of 42 parents. PFMSS is a validated measure for Expressed Emotion (EE to assess parent-child relationship. Half of these parents (n = 21, clinical group had preschool children with early symptoms of attention deficit hyperactivity disorder (ADHD, the rest had typically developing children. Early symptoms of ADHD were identified with the Werry-Weiss Peters Rating Scale. The linguistic component of the PFMSS was analysed with keyword and linguistic pattern identification. The results of these two complementary analyses (i.e., EE and linguistic analysis provided relevant recommendations that may improve the efficacy of psychological treatment for ADHD such as parenting interventions. We discuss the practical implications of these findings.

  15. MOTHER – CHILD RELATION AND FACTORS AFFECTING T H I S RELATION

    OpenAIRE

    Fatma TEZEL ŞAHİ N

    2014-01-01

    The social institution where a child first meet with his birth and sets his social relations is his family. The communication of parents and other members of family determines the place of child in the family. In the preschool period when the basis of futu re lives is formed, healthy relations made with child are of great importance. What kind of a person the child starting to perceive himself and his environment in this period will be is determined with the life in this ...

  16. Shared activities of parents with their preschool children during family pastime.

    Directory of Open Access Journals (Sweden)

    Sobkin V.S.

    2015-06-01

    Full Text Available This article studies the structure of the pastime of contemporary preschool children and the importance and prevalence of various kinds of activities that parents and their children share. The emphasis is on those features of parental behavior that are determined by gender role (mother/father, family status (two-parent/separated family, style of parentchild relationship, and also child’s gender. The work is based on data from 1,936 questionnaires received from parents of preschool children (from 1.5 to 7 years old who were attending Moscow kindergartens. The research was carried out in 41 kindergartens in 9 districts of Moscow. The survey uncovered several social-psychological features of the position parents take while organizing their shared pastime with preschool children: the influence of traditional gender-role models of parental behavior; the “complementary” principle of mother’s and father’s social-role positions in the upbringing of a daughter; the distortion of traditional maternal behavior in the upbringing of a son in a separated family; the reduced organization of shared play with a child in a separated family; the influence of the style of the parent-child relationship on the participation of parents in their children’s activities. The dynamics show how the parents’ position changes as their children grow older (from 1.5 years to 7 years: namely, the decrease of parents’ organization of and participation in a preschool child’s activities has a negative impact on their emotional state while interacting with the child.

  17. Disobedient Child

    Science.gov (United States)

    ... of their parents' rules and of their own self-control. Sometimes, however, these conflicts are more than occasional ... a timeout until he calms down and regains self-control. When your child is obedient and respectful, compliment ...

  18. "Are You Done?" Child Care Providers' Verbal Communication at Mealtimes that Reinforce or Hinder Children's Internal Cues of Hunger and Satiation

    Science.gov (United States)

    Ramsay, Samantha A.; Branen, Laurel J.; Fletcher, Janice; Price, Elizabeth; Johnson, Susan L.; Sigman-Grant, Madeleine

    2010-01-01

    Objective: To explore the verbal communication of child care providers regarding preschool children's internal and non-internal hunger and satiation cues. Methods: Video observation transcripts of Head Start staff (n=29) at licensed child care centers in Colorado, Idaho, and Nevada were analyzed for common themes. Results: Adults' verbal…

  19. PRE-SCHOOL UPBRINGING OF CHILDREN WITH DEVELOPMENTAL DIFFICULTIES-CONDITION FOR SUCCESSFUL INTEGRATIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Zora JACOVA

    1997-12-01

    developmental difficulties in integrational conditions, will follow the child for a longer period and will enable interdisciplinary approach in diagnostics, work and evaluation of the capabilities of the child, like a base in planning of the upbringing and educational work with children at preschool age.

  20. Acute Diarrhoeal Diseases Among Preschool Children in Western Maharashtra, India.

    Directory of Open Access Journals (Sweden)

    Mahesh B Tondare , Vaishali V Raje, Satish V Kakade , Madhavi V Rayate

    2014-01-01

    Full Text Available "Background: Malnutrition and infectious diseases both occur in the same unfortunate children and together they play a major role in causing the high morbidity and mortality in them. Out of all the childhood illnesses, acute respiratory tract infections, diarrhoeal diseases and malnutrition are the principle causes of illness and death in the developing countries. Acute Diarrhoeal diseases (ADD’s are reported to be the 2nd leading cause of child morbidity and mortality. Objectives: To study the attack rate of Acute Diarrhoeal Disease among pre-school children and to study the socio-demographic variables of pre-school children suffering from Acute Diarrhoeal Disease. Methods: A Longitudinal study was conducted among preschool children (3-5years who were selected from Private pre-primary school of urban area and followed for the period of one year. Mother/guardian/teacher was interviewed by using pre-tested proforma during this period. Results: About 56% of children found suffering from ADD with 0.6 episodes per children per year among private pre-primary school. Higher proportions of ADD affected children were residing in nuclear type of family, belonging to middle socio-economic class, mothers were literate & housewives, born with order >2 compared to non ADD affected children. Conclusion: Maximum number of children from private pre-primary schools suffered with nearly one attack of Acute Diarrhoeal Disease with maternal illiteracy and working mothers found favorable factors. Immunization coverage, EBF and proper weaning play a very important role in prevention of infections."

  1. Growing up with Frisian and Dutch: The role of language input in the early development of Frisian and Dutch among preschool children in Friesland

    NARCIS (Netherlands)

    J.E. Dijkstra

    2013-01-01

    Bilingual acquisition largely depends on the input that children receive in each language. The more input in a language, the more proficient a child becomes in that language. The current project studied the role of language input among bilingual Frisian-Dutch preschool children (age 2.5-4 years) in

  2. Training the Hippocampus and Amygdala of Preschool Children by Means of Priming Tasks: Should Parents Rather Focus on Learning of Facts than Reading Fairytales?

    Science.gov (United States)

    Pretorius, E.; Naude, H.; Pretorius, U.

    2005-01-01

    One of the main functions of the human brain is memory, and this forms the basis of learning and is the cornerstone of IQ. One of the important aims for both parents and educators of preschool children is to improve or develop the child's self-application of intelligence in the classroom, which indirectly involves memory capability development.…

  3. Family Relationships and Children's Emotional Adjustment as Correlates of Maternal and Paternal Differential Treatment: A Replication with Toddler and Preschool Siblings.

    Science.gov (United States)

    Volling, Brenda L.; Elins, Julie L.

    1998-01-01

    Examined patterns of differential parental treatment, child outcomes, and family functioning with 60 families with toddler and preschool siblings. Found that congruence in mothers' and fathers' reports of differential treatment was most frequent. Reports of differential enjoyment were related to differential favoritism, whereas reports of…

  4. Psychological Assessment through Performance-Based Techniques and Self-Reports: A Case Study of a Sexually Abused Girl at Preschool Age

    Science.gov (United States)

    Khalily, Muhammad Tahir; Hallahan, Brian

    2011-01-01

    We investigated the implicit psychological and behavioral consequences of sexual abuse in an adolescent girl who suffered child sexual abuse at preschool age in this case report. We report the manifestations of this abuse on her personality and psychological functioning using a structured clinical interview and a comprehensive psychological…

  5. Examining Preschool Teachers' Attitudes, Comfort, Action Orientation and Preparation to Work with Children Reared by Gay and Lesbian Parents

    Science.gov (United States)

    Hegde, Archana V.; Averett, Paige; Parker White, Carmel; Deese, Shannon

    2014-01-01

    The present study assessed preschool teachers' attitudes towards homosexuality, their comfort levels in working with same sex parents and their children, their action orientation and preparedness to work on this topic. Twenty teachers from public schools and 20 from private child care settings in North Carolina, USA, participated in the…

  6. "We Got Our Heads Together and Came up with a Plan": Young Children's Perceptions of Curriculum Development in One Canadian Preschool

    Science.gov (United States)

    Rosen, Rachel

    2010-01-01

    This study investigated young children's perceptions of their role in curriculum development in one Canadian preschool. There is no consensus that children have a role to play in developing curriculum. However, the United Nations Convention on the Rights of the Child (1989) confirms children's right to be listened to about all aspects of their…

  7. Parenting Behaviors and Preschool Children's Social and Emotional Skills: A Question of the Consequential Validity of Traditional Parenting Constructs for Low-Income African Americans

    Science.gov (United States)

    McWayne, C. M.; Owsianik, M.; Green, L. E.; Fantuzzo, J. W.

    2008-01-01

    Few researchers have questioned the validity of traditional parenting dimensions (based largely on Baumrind's [Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43-88; Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4, 1-103] work)…

  8. The Implementation of Character Education and Children's Literature to Teach Bullying Characteristics and Prevention Strategies to Preschool Children: An Action Research Project

    Science.gov (United States)

    Freeman, Greta Griffin

    2014-01-01

    Bullying behaviors among young children are taking place in preschool classrooms and child-development centers. The author makes a case, based on bullying themes in children's literature and both qualitative and quantitative data collection with young children, for the use of children's picture books to teach character as bullying…

  9. Beverages intake among preschool children

    OpenAIRE

    Kolman, Mojca

    2012-01-01

    In the thesis we dealt with the consumption of beverages among preschool children. The purpose was to research the children's habits related to beverage consumption, especially sugar-sweetened beverages. The theoretical part presents the development factors that affect the eating habits of children. It also presents various factors of environment and the composition as well as the quality of different kinds of beverages. We conducted a qualitative study involving in-depth interviews. We in...

  10. Preschool teachers and inclusive education

    OpenAIRE

    Jovanova-Mitkovska, Snezana; Popeska, Biljana

    2014-01-01

    Quality of education largely depends of the quality of the work of one of the key subjects in education, teacher, preschool teacher, of his expert knowledge of teaching area, the subject and the methods of teaching, of its abilities of the teaching and learning; creativity in creating a stimulating learning environment; of its abilities of the establishing social and educational inclusion in class, school; of its communication and cooperation with the family and of his interest and opportunit...

  11. DEVELOPMENT OF FINE MOTOR COORDINATION AND VISUAL-MOTOR INTEGRATION IN PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Haris MEMISEVIC

    2013-03-01

    Full Text Available Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegboard Test. Data were analyzed with one-way ANOVA, followed by planned com­parisons between the age groups. We also performed a regression analysis to assess the influence of age and motor coordination on visual-motor integration. The results showed that age has a great effect on the development of fine motor skills. Furthermore, the results indicated that there are possible sensitive periods at preschool age in which the development of fine motor skills is accelerated. Early intervention specialists should make a thorough evaluations of fine motor skills in preschool children and make motor (rehabilitation programs for children at risk of fine motor delays.

  12. Synopsis: An analysis of trends and determinants of child undernutrition in Ethiopia, 2000-2011:

    OpenAIRE

    Headey, Derek D.

    2015-01-01

    This study uses two rounds of the Ethiopian Demographic Health Survey (EDHS) to statistically analyze patterns and trends in undernutrition (child growth) in Ethiopia over the period 2000 to 2011. In 2000, over half of Ethiopian preschool children were stunted and almost a third were severely stunted. However, progress against child undernutrition over the study period was solid, with stunting prevalence reduced by 1.4 percentage points per year, although progress has slowed since to 1.0 poin...

  13. Single Parenting and Child Behavior Problems in Kindergarten

    OpenAIRE

    Jackson, Aurora P.; Preston, Kathleen S.; Franke, Todd M.

    2010-01-01

    Two waves of data from a sample of 89 poor and near-poor single black mothers and their preschool children were used to study the influences of parenting stress, physical discipline practices, and nonresident fathers’ relations with their children on behavior problems in kindergarten. The results indicate that higher levels of parent stress, more frequent spanking, and less frequent father–child contact at time 1 were associated with increased teacher-reported behavior problems at time 2. In ...

  14. Forming the basis of argumentative comments in preschool children

    Directory of Open Access Journals (Sweden)

    Aksana Filippova

    2016-01-01

    Full Text Available The article reveals the importance of the formation of argumentative statements in preschool children. Based on the analysis of educational programs of pre-school education are allocated and characterized ar-gumentative skills available for the formation of preschool children in the conditions of preschool educa-tional organizations.

  15. 45 CFR 605.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on...

  16. Teaching Islam: A Look Inside an Islamic Preschool in Malaysia

    Science.gov (United States)

    Borhan, Lihanna

    2004-01-01

    Although required to use the National Preschool Curriculum for the five- to six-year-old age group, preschools in Malaysia can add to this curriculum to suit their individual purposes. Thus, preschools with religious emphasis are common in Malaysia. Parents send their children to the religiously affiliated preschools in the hope of inculcating…

  17. Preschoolers' emotion knowledge and the differential effects of harsh punishment.

    Science.gov (United States)

    Berzenski, Sara R; Yates, Tuppett M

    2013-06-01

    This study examined the influence of caregiver-reported harsh physical and verbal punishment on children's behavioral and self-system adjustment. Children's emotion knowledge was evaluated as a heretofore unrecognized moderator of these relations. We assessed 250 preschool-aged children (50% female; Mage = 49.06 months) from diverse backgrounds (50% Hispanic, 18% African American, 10.4% Caucasian, 21.6% multiracial/other) using various instruments through teacher, caregiver, self, and observer report in the domains of harsh punishment, conduct problems, self-concept, and emotion knowledge. Emotion knowledge moderated the relation between harsh punishment and child adjustment. Harsh physical punishment was associated with conduct problems for children with higher emotion knowledge, especially for boys. Harsh verbal punishment was associated with self-concept deficits among children with higher emotion knowledge, especially for girls. These relations were also specifically applicable to non-Hispanic children. These results highlight the importance of investigating hypothesis-driven interactive effects and the specificity of experience to understand the psychosocial sequelae of parenting practices broadly, and to clarify the mixed evidence in the punishment literature specifically. Clinical implications point to the salience of emotion processes in parent-child disciplinary interventions for understanding the prevalence and pattern of child behavioral adjustment and self-concept, as well as more broadly to the role of individual differences in children's responses to adversity and subsequent therapeutic needs. PMID:23750528

  18. Variance in fasting breath hydrogen concentrations in Guatemalan preschool children.

    Science.gov (United States)

    Barillas-Mury, C; Solomons, N W

    1987-01-01

    The concentration of hydrogen (H2) in expired air after an overnight fast is receiving interest as a diagnostic indicator in itself. We analyzed 319 fasting samples collected from 90 healthy, well-nourished preschool children aged 29-72 months in two institutional settings in Guatemala City. The overall range of fasting H2 concentration was 0-40 ppm, with an arithmetic mean of 4.4 +/- 5.4 ppm (+/- SD) and a geometric mean of 3.2 ppm. No differences between boys and girls was found, but there was a progressive increase in the mean levels and an increase in the number of samples with H2 concentrations greater than 10 ppm with decreasing chronological age. One child with three of six samples having H2 concentrations greater than 40 ppm was found to have intestinal multiple parasitism and hence was excluded from the sample. As compared with a previous report from the United States of fasting breath H2 concentrations in older children, the mean and distribution of values for Guatemalan preschoolers is identical. Intraindividual coefficients of variation in 48 children studied on four occasions had a mean of 62 +/- 31% (range 0-143%). PMID:3794926

  19. Developing Psychological Well-Being Scale for Preschool Children.

    Science.gov (United States)

    Abed, Nazanin; Pakdaman, Shahla; Heidari, Mahmood; Tahmassian, Karineh

    2016-01-01

    The aim of this research was to develop a scale in order to measure psychological well-being in preschool children. Three hundred and seventy five to six year old children participated in the research from 5 regions of Tehran, using accidental sampling method. The participants were individually interviewed with the Well-Being in Preschool Children Scale, and their teachers completed Rutter's Child Behavior Questionnaire about each of them. Data was analyzed with both exploratory and confirmatory factor analysis methods using WLSMV and GEOMIN oblique rotation, to examine factorial structure. Samejima's graded response model was used to access psychometric features of the items. Test-retest reliability was measured and Pearson's correlation was also used to assess divergent and convergent validity. Findings revealed that this scale has 3 main factors: self-concept, life satisfaction and resilience. The validity and reliability of the scale is also satisfactory. The well-being indicators in this scale are consistent with previous research on components of well-being in children. In addition there is a negative correlation between psychological well-being and behavioral problems, which is also illustrated in previous research. PMID:27241414

  20. Music Enhances Sleep in Preschool Children.

    Science.gov (United States)

    Field, Tiffany

    1999-01-01

    Examined the effect of playing background classical guitar music at nap time on alternate days to toddlers and preschool children attending a model preschool. Specifically assessed music's effect on nap-time sleep onset. Found that children fell asleep faster on the music days than on the nonmusic days. Toddlers fell asleep faster than did the…

  1. The Importance of Music in Preschool Education

    Science.gov (United States)

    Ehrlin, Anna; Gustavsson, Hans-Olof

    2015-01-01

    At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen…

  2. Looking for Theory in Preschool Education

    Science.gov (United States)

    Stephen, Christine

    2012-01-01

    This paper sets out to examine the place of theory in preschool education, considering the theories to which practitioners and providers have access and which provide a rationale for everyday practices and shape the experiences of young children. The paper reflects the circumstances of preschool provision, practices and thinking in the UK in…

  3. Developing Gifted Children in Hungarian Preschool Education

    Science.gov (United States)

    Nagy, Iren; Papp, Irene

    2013-01-01

    At a conference, a secondary school teacher was very surprised when she heard about the idea of talent development in preschool education. "What does it mean?" she asked. In this paper we answer the above question with a model created by joint research. We describe our method of developing gifted children with the involvement of preschool teachers…

  4. The Ecological Education of Preschool Children

    Science.gov (United States)

    Nikolaeva, S. N.

    2008-01-01

    The system of ecological education of preschool children includes multiple interconnected blocks that cover all aspects of the ecological pedagogical process in a preschool institution: the content of the ecological education, the ways it is conducted (methods and technologies), and the organization and management of the process.

  5. Documentation and Communication in Swedish Preschools

    Science.gov (United States)

    Emilson, Anette; Pramling Samuelsson, Ingrid

    2014-01-01

    The aim of this study is to investigate communication between preschool teachers and children in documentation situations. The focus is also on what preschool teachers actually document. The research questions are: What characterizes the communication between teachers and children when these teachers are documenting at the same time? What is the…

  6. Creative Inspiration for Preschoolers from Museums

    Science.gov (United States)

    Rönkkö, Marja-Leena; Aerila, Juli-Anna; Grönman, Satu

    2016-01-01

    This research explores the learning outcomes of preschool children produced through visits to an historic house museum environment. The new Finnish preschool curriculum identifies the importance of arts-based approaches for children and that these approaches should be closely aligned to experiential and holistic education. The aim of the research…

  7. Managing Challenging Behaviors in Preschool Settings

    Science.gov (United States)

    Mitchell, Bridgitt Lenore

    2014-01-01

    Despite state mandated early childhood education (ECE) teacher competencies, many children are removed from preschool settings for behaviors related to socioemotional problems. This study's rationale was the propensity of expulsions among children exhibiting challenging behaviors in preschool programs. Guided by Bronfenbrenner's ecological model…

  8. Preschoolers' Choice: Tofu or Potato Chips?

    Science.gov (United States)

    Jacobson, Linda

    2004-01-01

    Statistics show a growing need for American children to develop healthy nutrition habits and make physical activity a routine part of their day. This article discusses the importance of knowledge about lessons on healthy lifestyles in preschool population to check obesity. By targeting preschoolers, the New York City obesity-prevention program and…

  9. Characteristics of Preschoolers with Lower Perceived Competence

    Science.gov (United States)

    Coplan, Robert J.; Findlay, Leanne C.; Nelson, Larry J.

    2004-01-01

    The goal of the present study was to identify preschool children with "age-inappropriate" less positive self-perceptions, and to explore their parental and peer relationships as compared to their classmates with "age normal" self-perceptions. Participants were n = 127 preschool children ([M.sub.age] = 54.98 mos., SD = 8.21). Data were collected…

  10. Psychiatric treatment outcomes of preschool children in a family day hospital.

    Science.gov (United States)

    Müller, Jörg Michael; Averbeck-Holocher, Marlies; Romer, Georg; Fürniss, Tilman; Achtergarde, Sandra; Postert, Christian

    2015-04-01

    This study describes the treatment outcomes of preschoolers with severe mental health problems who were treated at the child psychiatric family day hospital for preschool children in Münster, Germany. The eclectic multi-modal treatment combines behavioral and psychodynamic techniques for both parents and children in various settings within an intermittent attendance structure provided by a multi-disciplinary team. This study evaluated 185 children with the Caregiver-Teacher Report Form (C-TRF/1.5-5), which was completed by therapists, and the Child Behavior Checklist (CBCL/1.5-5), which was completed by mothers, at admission and discharge. The mothers' ratings of their children were statistically adjusted for the distortion caused by their own psychopathology. After treatment, the patients showed significant improvement on the C-TRF/CBCL Total Problem score with an average Cohen's d = -0.50 based on therapists' ratings, d = -0.97 for the non-adjusted maternal ratings, and d = -0.68 for the adjusted maternal ratings. We conclude that specialized family day hospitals may successfully treat preschool psychiatric patients.

  11. Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

    Science.gov (United States)

    Williford, Amanda P; Wolcott, Catherine Sanger; Whittaker, Jessica Vick; Locasale-Crouch, Jennifer

    2015-11-01

    This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

  12. Relationship between Maternal Language Parameters and the Child's Language Competency and Developmental Condition.

    Science.gov (United States)

    Hooshyar, Nahid T.

    Maternal language directed to 21 nonhandicapped, 21 Down syndrome, and 19 language impaired preschool children was examined. The three groups (all Caucasian and middle-class) were matched in mean length of utterance (MLU) and in developmental skills as measured on the Vineland Adaptive Behavior Scale. Mother-child language interaction was…

  13. Using Food Aversion to Decrease Severe Pica by a Child with Autism

    Science.gov (United States)

    Ferreri, Summer J.; Tamm, Lori; Wier, Kristin G.

    2006-01-01

    Food aversion was shown to be effective in the reduction of plastic pica by a 4-year-old boy with autism. The participant was suffering from digestive complications due to the ingestion of plastic from a variety of toys. The intervention was initially conducted in the child's preschool classroom during instructional periods and was systematically…

  14. An Infant Sonicguide Intervention Program for a Child with a Visual Disability.

    Science.gov (United States)

    Hill, M.-M.; And Others

    1995-01-01

    A 5-year-old preschool child with a visual impairment and significant developmental delay underwent training to learn to reach and locate objects from a sitting position and to locate and move toward given objects in the environment using the Infant Sonicguide. Time constraints prevented achievement of the second goal. (Author/SW)

  15. Identification and management of psychosocial problems among toddlers in Dutch preventive child health care

    NARCIS (Netherlands)

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

    2004-01-01

    Objectives: To assess the degree to which preventive child health professionals (CHPs) identify and manage psychosocial problems among preschool children in the general population and to determine the association with parent-reported behavioral and emotional problems, sociodemographic factors, and m

  16. Investigating the Relation between Kindergarten Preparation and Child Socio-Behavioral School Outcomes

    Science.gov (United States)

    Wildenger, Leah K.; McIntyre, Laura Lee

    2012-01-01

    Research suggests that many typically developing children in the United States experience problems during the transition from preschool to kindergarten. Despite the fact that early school experiences impact educational trajectories, few empirical studies investigate the effect of kindergarten preparation variables on child outcomes. The primary…

  17. Acute Stress Reactions in Couples after a Burn Event to Their Young Child

    NARCIS (Netherlands)

    Bakker, A.; Van Loey, N.E.; Van der Heijden, P.G.M.; Van Son, M.J.M.

    2012-01-01

    Objective This multicenter study examines acute stress reactions in couples following a burn event to their preschool child. Methods Participants were 182 mothers and 154 fathers, including 143 couples, of 193 children (0–4 years) with acute burns. Parents’ self-reported acute stress reactions and e

  18. Child-to-Teacher Ratio and Day Care Teacher Sickeness Absenteeism

    DEFF Research Database (Denmark)

    Gørtz, Mette; Andersson, Elvira

    2014-01-01

    The literature on occupational health points to work pressure as a trigger of sickness absence. However, reliable, objective measures of work pressure are in short supply. This paper uses Danish day care teachers as an ideal case for analysing whether work pressure measured by the child-to-teache...... for nursery care teachers, but not for preschool teacher...

  19. Family Child Care Learning Environments: Caregiver Knowledge and Practices Related to Early Literacy and Mathematics

    Science.gov (United States)

    Phillips, Beth M.; Morse, Erika E.

    2011-01-01

    This paper presents findings from a stratified-random survey of family child care providers' backgrounds, caregiving environments, practices, attitudes, and knowledge related to language, literacy, and mathematics development for preschool children. Descriptive results are consistent with prior studies suggesting that home-based providers are…

  20. Pathways of Influence: Chinese Parents' Expectations, Parenting Styles, and Child Social Competence

    Science.gov (United States)

    Ren, Lixin; Edwards, Carolyn Pope

    2015-01-01

    This study examines relations among Chinese parents' expectations for children's development of social-emotional skills, parenting styles, and child social competence. A total of 154 parents with preschool-aged children from mainland China completed questionnaires measuring their timing of expectations for children's mastery of…