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 Development: Preschool Children.

    Science.gov (United States)

    Chiam, Heng Keng, Ed.

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

  3. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

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

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

  4. Maternal and Child Predictors of Preschool Children's Social Competence

    Science.gov (United States)

    Diener, Marissa L.; Kim, Do-Yeong

    2004-01-01

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

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

    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. 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...

  7. 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...

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

    Science.gov (United States)

    Baroody, Alison E.; Dobbs-Oates, Jennifer

    2011-01-01

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

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

    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. 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...

  13. 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...

  14. 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...

  15. 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...

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

    DEFF Research Database (Denmark)

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

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

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

    Science.gov (United States)

    Kaderavek, Joan N.; Pakulski, Lori A.

    2007-01-01

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

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

    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,…

  19. 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...

  20. 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...

  1. 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…

  2. 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…

  3. 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…

  4. 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

  5. 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.

  6. 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

  7. 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...

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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.

  13. 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...

  14. 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...

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

    NARCIS (Netherlands)

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

    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

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

    NARCIS (Netherlands)

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

    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

  17. 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…

  18. 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...

  19. 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)

  20. 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....

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

    OpenAIRE

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

    2013-01-01

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

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

    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…

  3. 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…

  4. 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…

  5. 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…

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

    Science.gov (United States)

    Keown, Louise J.; Woodward, Lianne J.

    2006-01-01

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

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

    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…

  8. 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…

  9. 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…

  10. 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...

  11. 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…

  12. 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,…

  13. 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. PMID:12056110

  14. 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.

  15. 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

  16. 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…

  17. 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…

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

    Directory of Open Access Journals (Sweden)

    Maja Zupančič

    2005-04-01

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

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

    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 ...

  20. 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

  1. 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,…

  2. 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...

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

    OpenAIRE

    Reynolds, Arthur J.; Ou, Suh-Ruu

    2011-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Maša Vidmar

    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.

  5. 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

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

    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...

  7. 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

  8. 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

  9. 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…

  10. 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...

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

    Science.gov (United States)

    Garner, Pamela W.; Waajid, Badiyyah

    2008-01-01

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

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

    NARCIS (Netherlands)

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

    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

  13. 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…

  14. 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.

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

    DEFF Research Database (Denmark)

    Krejsler, John B.

    2012-01-01

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

  16. Preschooler development

    Science.gov (United States)

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

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

    OpenAIRE

    Retnakumari, N.; Gibi Cyriac

    2012-01-01

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

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

    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...

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

    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)…

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

    Directory of Open Access Journals (Sweden)

    Taylor, Jhazmin

    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.

  1. 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

  2. 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.

  3. 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…

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

    Directory of Open Access Journals (Sweden)

    Denisenkova N.S.,

    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.

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

    Directory of Open Access Journals (Sweden)

    Olga Kozachek

    2013-11-01

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

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

    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...

  7. 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...

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Directory of Open Access Journals (Sweden)

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

    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

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

    Science.gov (United States)

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

    2006-01-01

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

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

    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…

  12. 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…

  13. The Interplay among Preschool Child and Family Factors and the Development of ODD Symptoms

    Science.gov (United States)

    Harvey, Elizabeth A.; Metcalfe, Lindsay A.

    2012-01-01

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

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

    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…

  15. 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…

  16. 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…

  17. 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…

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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    OpenAIRE

    Maja Zupančič; Anja Podlesek; Tina Kavčič

    2004-01-01

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

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

    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...

  1. Preschoolers' Aggression and Parent-Child Conflict: A Multiinformant and Multimethod Study

    Science.gov (United States)

    Ostrov, Jamie M.; Bishop, Christa M.

    2008-01-01

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

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

    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…

  3. 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.

  4. Assessment of Attention in Preschoolers

    OpenAIRE

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

    2012-01-01

    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, ac...

  5. 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

  6. 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 ...

  7. 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

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

    Science.gov (United States)

    Anderson, Nancy; Stone, Kristin

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

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

    Science.gov (United States)

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

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

  10. Socioeconomic Status and Parent-Child Relationships Predict Metacognitive Questions to Preschoolers

    Science.gov (United States)

    Thompson, R. Bruce; Foster, Brandon J.

    2014-01-01

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

  11. Teaching Self-Catheterization Skills to a Child with Myelomeningocele in a Preschool Setting.

    Science.gov (United States)

    Robertson, Jo; And Others

    1992-01-01

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

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

    DEFF Research Database (Denmark)

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

    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 extended...... version of the Strengths and Difficulties Questionnaire (SDQ) was answered by parents and pre-school teachers. Data from Danish national registers included perinatal data, socioeconomic data and data on child mental illness diagnosed at hospital in preschool age. Register data from the first year of life...

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

    Directory of Open Access Journals (Sweden)

    N Retnakumari

    2012-01-01

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

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

    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…

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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    Directory of Open Access Journals (Sweden)

    Anna Ek

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

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

    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.…

  18. 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

  19. 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…

  20. 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…

  1. 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…

  2. 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. PMID:25694583

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

    Science.gov (United States)

    McAdoo, Harriette; McAdoo, John L.

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

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

    Science.gov (United States)

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

    2013-10-01

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

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

    Institute of Scientific and Technical Information of China (English)

    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.

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

    OpenAIRE

    Taylor, Jhazmin

    2012-01-01

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

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

    LENUS (Irish Health Repository)

    Jennings, A

    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.

  8. 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...

  9. 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.

  10. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

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

    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...

  13. 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

  14. Quality assurance in preschool surveillance.

    OpenAIRE

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

    1994-01-01

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

  15. Covariates of Sesame Street Viewing by Preschoolers.

    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…

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

    OpenAIRE

    Grembowski, D; Milgrom, P M

    2000-01-01

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

  17. Teaching temperature in pre-school education

    OpenAIRE

    Bergant, Margit

    2015-01-01

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

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

    DEFF Research Database (Denmark)

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

    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....

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

    Institute of Scientific and Technical Information of China (English)

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

    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

  20. Physical exercise of pre-school teachers

    OpenAIRE

    Markovšek, Patricija

    2014-01-01

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

  1. Revitalization process of preschool buildings

    Directory of Open Access Journals (Sweden)

    Kostić Aleksandra

    2014-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Friedrich Lösel

    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.

  3. 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 ...

  4. Child Transportation Safety Tips.

    Science.gov (United States)

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

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

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

    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...

  6. 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…

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

    Science.gov (United States)

    Hvit, Sara

    2015-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

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

    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…

  10. 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.…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    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…

  13. 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...

  14. 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.

  15. 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…

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

    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. PMID:19660906

  17. 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…

  18. 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…

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

    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...

  20. 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...

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

    OpenAIRE

    Jain, Monica

    2013-01-01

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

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

    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…

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

    Science.gov (United States)

    Mardell, Benjamin

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

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

    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...

  5. 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...

  6. 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...

  7. 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...

  8. 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...

  9. 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 ...

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

    DEFF Research Database (Denmark)

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

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

  11. Gender, Play, Language, and Creativity in Preschoolers

    Science.gov (United States)

    Holmes, Robyn M.; Romeo, Lynn

    2013-01-01

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

  12. Correlates of Attraction Among Preschool Children.

    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)

  13. 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)

  14. 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;…

  15. 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.

  16. 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...

  17. 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...

  18. Psychological and Behavioral Impact of Trauma: Preschool Children

    Science.gov (United States)

    National Child Traumatic Stress Network, 2008

    2008-01-01

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

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

    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…

  20. 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…

  1. 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,…

  2. 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…

  3. 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…

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

    Science.gov (United States)

    2010-07-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  6. Preschool Geometry

    CERN Document Server

    Levenson, Esther; Tsamir, Pessia

    2011-01-01

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

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

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne

    2010-01-01

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

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

    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. PMID:24662896

  9. 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,…

  10. Media education and preschool children

    OpenAIRE

    Pikl, Anja

    2014-01-01

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

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

    OpenAIRE

    Tarjei Havnes; Magne Mogstad

    2011-01-01

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

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

    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...

  13. 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…

  14. 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...

  15. 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...

  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 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...

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

    OpenAIRE

    Arabgol, Fariba; Panaghi, Leily; Nikzad, Vahid

    2015-01-01

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

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

    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...

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

    OpenAIRE

    Arsenova, Marina

    2012-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Olga Zabrovskaya

    2013-11-01

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

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

    Directory of Open Access Journals (Sweden)

    M.S. Mirimanova

    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.

  2. Effects of a Physical Activity Intervention in Preschool Children

    OpenAIRE

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

    2015-01-01

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

  3. Sleep and Your Preschooler

    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 ...

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

    OpenAIRE

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

    2010-01-01

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

  5. Questioning as a Component of Scaffolding in Predicting Emotion Knowledge in Preschoolers

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Coyne, Lisa W.; Thompson, Alysha D.

    2011-01-01

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

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

    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…

  8. 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.

  9. 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

  10. 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.

  11. 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)

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

    Institute of Scientific and Technical Information of China (English)

    彭国强; 舒盛芳; 冯文昌

    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.

  13. 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...

  14. Divorce, Single Parenting, and Child Development.

    Science.gov (United States)

    Crossman, Sharyn M.; Adams, Gerald R.

    1980-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Angela Helena Marin

    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

  16. 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....

  17. 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)

  18. 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

  19. 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)

  20. 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...

  1. 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...

  2. 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…

  3. Working with fairytales in preschool period in different media

    OpenAIRE

    Lah, Mateja

    2011-01-01

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

  4. Promoting preliteracy skills through play in preschool period

    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 ...

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

    Science.gov (United States)

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

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

    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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Factors Related to Resilience in Preschool and Kindergarten Students

    Science.gov (United States)

    Nesheiwat, Kathleen M.; Brandwein, David

    2011-01-01

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

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

    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…

  14. 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…

  15. 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…

  16. Literacy Socialization: A Parent Diary of a Preschooler.

    Science.gov (United States)

    Hoffman, Sandra Josephs

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

  17. Fundamental movement skills among Australian preschool children.

    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

  18. 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.

  19. 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…

  20. 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,…

  1. 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…

  2. 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…

  3. 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…

  4. 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,…

  5. Preschoolers' Problem-Solving in Sexually Abusive and Non-Sexual Situations.

    Science.gov (United States)

    Grober, Jacqueline S.; And Others

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

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

    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. 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…

  8. 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,…

  9. 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…

  10. 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…

  11. Effects of Group Socialization Procedures on the Social Interactions of Preschool Children.

    Science.gov (United States)

    Brown, William H.; And Others

    1988-01-01

    Two studies investigated the effects of group socialization procedures (teachers discussed friendship and praised child-child social responding) on the social behavior of preschool children. Results indicated that the procedures were a practical and effective method for improving young children's social interaction during both structured games and…

  12. 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

  13. [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

  14. 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...

  15. 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...

  16. 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 ...

  17. 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

  18. 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; Koch, A B; Froberg, K

    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 and...

  19. Effects of responding to a name and group call on preschoolers' compliance.

    Science.gov (United States)

    Beaulieu, Lauren; Hanley, Gregory P; Roberson, Aleasha A

    2012-01-01

    We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects of teaching preschoolers to attend to their names and a group call on their compliance with typical instructions. We used a multiple baseline design across subjects and a control-group design to evaluate whether gains in compliance were a function of treatment or routine experience in preschool. Results showed that compliance increased as a function of teaching precursors for all children in the experimental group, and the effects on compliance were maintained despite a reduction of the occurrence of precursors. Moreover, it appeared that precursor teaching, not routine preschool experience, was responsible for the changes in compliance. PMID:23322926

  20. 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.

  1. 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.

  2. 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. PMID:8886946

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

    OpenAIRE

    Maryam Bourbour; Camilla Björklund

    2014-01-01

    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 si...

  4. 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).

  5. 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...

  6. Importance of balance for safe mountaineering in pre-school period

    OpenAIRE

    Gotar, Petra

    2014-01-01

    In the thesis we focused on the importance of balance for safe mountaineering. By checking Slovenian and foreign modern literature we highlighted the fundamental motion phase as the key phase for preschool child development. We described main aspects of motoric abilities that develop in preschool period among which we highlighted the importance of balance. We pointed out balance as one of the key abilities (such as eg. endurance) which are needed for safe mountaineering. We wanted to know if ...

  7. Personality traits of preschool teachers in relation to their pedagogical work

    OpenAIRE

    Mirtič, Darja

    2015-01-01

    The preschool period is characterised by intensive psychophysical and personal development of the child. To this end, the quality of the educational process needs to be high. Preschool teachers, who are directly involved in this process, can significantly contribute to the quality of time spent in kindergarten and to the educational process as well. However, their performance at work also depends on their personality traits. The thesis looks into teachers' personality and personality traits a...

  8. 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 ...

  9. Catholic Preschools: Some Legal Concerns.

    Science.gov (United States)

    Shaughnessy, Mary Angela

    This publication looks at the effect of the law on preschool programs conducted by nonpublic agencies. In the first chapter, a distinction is drawn between day care and preschool. The second chapter deals with sources of the law that are applied to preschool. Canon law affects Catholic schools. Catholic schools, as well as public schools, are…

  10. Teaching Emotion Words Using Social Stories and Created Experiences in Group Instruction with Preschoolers Who Are Deaf or Hard of Hearing: An Exploratory Study

    Science.gov (United States)

    Richels, Corrin; Bobzien, Jonna; Raver, Sharon A.; Schwartz, Kathryn; Hester, Peggy; Reed, Lauren

    2014-01-01

    The purpose of this study was to investigate whether specific emotion vocabulary could be taught to children with hearing impairments using child-specific social stories and demonstration tasks. The participants were three preschool-aged children who were being served in an auditory-verbal preschool classroom. An A-B single-subject design was used…

  11. 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

  12. 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

  13. 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…

  14. Proč se chci stát učitelkou v mateřské škole? Pohled kvalitativního výzkumu / Why do I want to become a preschool teacher? The perspective of qualitative research

    OpenAIRE

    Adriana Wiegerová; Peter Gavora

    2014-01-01

    The paper reports on investigation of motives of choosing preschool teacher profession by young people. The sample consisted of 29 students of bachelor programme in preschool education at a university in Moravia who did thematic writing on motives of wanting to be a preschool teacher, on circumstances that influenced their decision as well as about their notion of the child and childhood and conception of performance of the preschool teacher. The thematic writing was conducted twice, in the f...

  15. 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…

  16. 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…

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Dental attendance in preschool children - a prospective study

    OpenAIRE

    Leroy, Roos; Bogaerts, Kris; Hoppenbrouwers, Karel; Martens, Luc C.; Declerck, Dominique

    2013-01-01

    International Journal of Paediatric Dentistry 2013; 23: 8493 Background. At present, our understanding of the use of dental care services is incomplete, certainly where preschool children are concerned. Objectives. To investigate what proportion of 3- and 5-year-olds living in Flanders (Belgium) have already visited the dentist, to describe parents' experience about their child's dental visit, and to explore factors that may have an impact on children's early dental visit. Design. Data were c...

  5. Measuring Children's Progress from Preschool Through Third Grade

    OpenAIRE

    Sally Atkins-Burnett

    2007-01-01

    Research in the past few decades illustrating the potential benefits of quality early childhood education has led to an increase in state-funded programming. This paper discusses measurement of child outcomes in the context of evaluating effectiveness of preschool programs and highlights ways in which this challenge is being addressed. Problems related to relying solely on traditional, on-demand standardized tests to assess achievement of young children are explained. The author notes that ob...

  6. Temperament, family environment and anxiety in preschool children.

    OpenAIRE

    Hudson, Jennifer; Dodd, Helen; 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 that incorporated data from multiple observations of behaviour, diagnostic interviews and questionnaire measures. The results showed that children ca...

  7. 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...

  8. 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 ...

  9. The associations among maternal negative control, children's social information processing patterns, and teachers' perceptions of children's behavior in preschool.

    Science.gov (United States)

    Ziv, Yair; Kupermintz, Haggai; Aviezer, Ora

    2016-02-01

    The links between social information processing (SIP) and social behavior in preschool are well documented. However, the antecedents of SIP in that age group are less clear. A number of influential theoretical models suggest that a major contributor to SIP is the quality of the child's relationships with the parent. Therefore, we examined the links among quality of the mother-child relationships (measured via direct observations of dyadic play interactions), the child's SIP patterns (measured via direct interview with the child), and the child's perceived behavior in preschool (measured via teacher reports) in a sample of 218 preschool and kindergarten children and their mothers. Applying structural equation modeling, we found support for our theoretical model with a specific emphasis on the negative nature of this association. Specifically, we found a strong indirect path from maternal negative control to the teacher's negative perception of the child's behavior in preschool and kindergarten via less competent SIP patterns. This empirical path remained intact after controlling for various variables such as the family income, the mother's education level, and the child's expressive language abilities, thereby providing further support for the robustness of this association. PMID:26452078

  10. 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...

  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. 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.

  13. COW'S MILK ALLERGY IN THE POPULATION OF INFANTS AND EARLY PRESCHOOLERS FROM THE VUKOVAR – SRIJEM COUNTY

    OpenAIRE

    Vrdoljak, Darija; Miškulin, Maja; Vlahović, Jelena; Pavlović, Nika

    2014-01-01

    Introduction: Cow's milk allergy is the most common allergic reaction present among infants and early preschoolers. The early diagnosis of the condition is crucial for adequate treatment of the affected child. Aim: To determine prevalence of cow's milk allergy in the population of infants (0-1 years) and early preschoolers (1-4 years) from Vukovar–Srijem County and demographical characteristics of affected children. Materials and methods: This cross-sectional study was conducted from ...

  14. 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.

  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. 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.

  17. Vision screening in preschool children: comparison of orthoptists and clinical medical officers as primary screeners.

    OpenAIRE

    Bolger, P. G.; Stewart-Brown, S L; Newcombe, E; Starbuck, A

    1991-01-01

    OBJECTIVE--To see if there were differences in referral rates and abnormalities detected from two areas that were operating different preschool vision screening programmes. DESIGN--Cohort study using case notes of referrals. SETTING--Community based secondary referral centres in the county of Avon. PATIENTS--263 referrals from a child population of 7105 in Southmead district, an area that used orthoptists as primary vision screeners; 111 referrals from a child population of 2977 in Weston-sup...

  18. 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...

  19. Prosthetic rehabilitation of a preschooler with induced anodontia – A clinical report

    OpenAIRE

    Hugar, Shivayogi M; Anand L Shigli; Ravindranath Reddy, P. V.; N M Roshan

    2011-01-01

    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.

  20. 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…

  1. Discriminating between Hyperactive and Control Preschoolers: The Preschool Vigilance Task.

    Science.gov (United States)

    Harper, Gary W.; And Others

    This study examined the ability of a newly developed computerized visual vigilance measure, the Preschool Vigilance Task (PVT), to differentiate between 20 hyperactive and 20 control preschoolers. The PVT was developed to minimize cognitive requirements in a vigilance measure. The study compared performance of the subjects on the PVT and the…

  2. How Do Early Childhood Education Teachers Perceive Their Expertise? A Qualitative Study of Child Care Providers in Lapland, Finland

    Science.gov (United States)

    Happo, Iiris; Maatta, Kaarina; Uusiautti, Satu

    2013-01-01

    Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Screening Preschoolers with Special Problems: Use of the Personality Inventory for Children (PIC).

    Science.gov (United States)

    Keenan, P. A.; Lachar, David

    The Personality Inventory for Children (PIC) is an objectively scored, multidimensional measure of child and adolescent behavior, affect, and cognitive ability and can be completed by parents. The overall goal of this project was to evaluate the psychometric characteristics of the PIC as a screening device for use with preschool populations. The…

  9. 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…

  10. 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…

  11. 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…

  12. Contingent Access to Preferred Items versus a Guided Compliance Procedure to Increase Compliance among Preschoolers

    Science.gov (United States)

    Wilder, David A.; Saulnier, Renee; Beavers, Gracie; Zonneveld, Kimberley

    2008-01-01

    Noncompliance with instructions is among the most common behavior problems exhibited by preschoolers. Although three-step guidance compliance procedures have been shown to be effective to increase compliance among some children, they may require that a child be exposed to a number of trials before compliance begins to increase. In this study, a…

  13. Japanese and United States Preschool Children's Responses to Conflict and Distress.

    Science.gov (United States)

    Zahn-Waxler, Carolyn; And Others

    1996-01-01

    Examined 30 Japanese and 30 American preschoolers' responses to hypothetical interpersonal dilemmas as a function of culture, gender, and maternal child rearing values. Found that American children showed more anger, more aggressive behavior and language, and underregulation of emotion than Japanese children. Children from both cultures appeared…

  14. 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…

  15. Preschool Traumatic Brain Injury: A Review for the Early Childhood Special Educator

    Science.gov (United States)

    Wetherington, Crista E.; Hooper, Stephen R.

    2006-01-01

    This article reviews an emergent area of traumatic brain injury (TBI) literature; namely, developmental outcomes of TBI sustained during the early childhood and preschool period. The developmental time period from birth through age 5 years is one of significant growth and maturity, particularly in the neurological development of the child. An…

  16. Community Involvement in Adapting and Testing a Prevention Program for Preschoolers Living in Urban Communities: Parentcorps

    Science.gov (United States)

    Caldwell, Melissa B.; Brotman, Laurie M.; Coard, Stephanie I.; Wallace, Scyatta A.; Stellabotte, Debra J.; Calzada, Esther J.

    2005-01-01

    We describe a university-community collaborative effort to tailor and deliver a prevention program for families of preschoolers living in low-income, urban communities. ParentCorps, which builds on efficacious interventions with parents and young children, aims to promote child social competence and prevent conduct problems by strengthening…

  17. Parent Perceptions of the Impact of Stuttering on Their Preschoolers and Themselves

    Science.gov (United States)

    Langevin, Marilyn; Packman, Ann; Onslow, Mark

    2010-01-01

    Speech-language pathologists (SLPs) are advised to consider the distress of preschoolers and parents along with the social consequences of the child's stuttering when deciding whether to begin or delay treatment. Seventy-seven parents completed a survey that yielded quantitative and qualitative data that reflected their perceptions of the impact…

  18. An Early Intervention Program for Parents of Language Delayed Preschool Children.

    Science.gov (United States)

    Reblin, Patricia A.

    A program was implemented to involve 10 parents in helping their preschool children with language delays. Monthly parent support groups were held, and 10 professional speakers lectured to parents on child development topics. Parents were trained by a speech language pathologist to be language facilitators for their children. Parents were also…

  19. 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…

  20. 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…

  1. 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…

  2. "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…

  3. The Effects of a Buddy Skills Package on Preschool Children's Social Interactions and Play

    Science.gov (United States)

    Hughett, Kristy; Kohler, Frank W.; Raschke, Donna

    2013-01-01

    The purpose of this study was to examine the impact of a buddy skills package on the social and play interactions between three preschoolers with developmental delays and their peers. Each child participated in sociodramatic play activities with two peers who exhibited age-appropriate social and play skills. Following baseline, the children…

  4. Evaluation of the Preschool Life Skills Program in Head Start Classrooms: A Systematic Replication

    Science.gov (United States)

    Hanley, Gregory P.; Fahmie, Tara A.; Heal, Nicole A.

    2014-01-01

    In an attempt to address risk factors associated with extensive nonfamilial child care, we implemented the preschool life skills (PLS) program (Hanley, Heal, Tiger, & Ingvarsson, 2007) in two community-based Head Start classrooms. A multiple baseline design across classrooms, repeated across skills, showed that the program resulted in a 5-fold…

  5. 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…

  6. A Population-Based Study of Preschoolers' Food Neophobia and Its Associations with Food Preferences

    Science.gov (United States)

    Russell, Catherine Georgina; Worsley, Anthony

    2008-01-01

    Objective: This cross-sectional study was designed to investigate the relationships between food preferences, food neophobia, and children's characteristics among a population-based sample of preschoolers. Design: A parent-report questionnaire. Setting: Child-care centers, kindergartens, playgroups, day nurseries, and swimming centers. Subjects:…

  7. 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

  8. 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?...

  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. Child Abuse

    Science.gov (United States)

    ... 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 ...

  12. Child Poverty and Child Outcomes.

    Science.gov (United States)

    Bradshaw, Jonathan

    2002-01-01

    Reviews the evidence on the prevalence of child poverty in Britain including: (1) how child poverty has changed over the last 20 years; (2) how child poverty in Britain compares with that in other countries; (3) characteristics of poor children; (4) impact of poverty on child well-being; and (5) government attempts to abolish child poverty. (SD)

  13. 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…

  14. Definition, assessment and treatment of wheezing disorders in preschool children

    DEFF Research Database (Denmark)

    Brand, P L P; Baraldi, E; Bisgaard, H;

    2008-01-01

    There is poor agreement on definitions of different phenotypes of preschool wheezing disorders. The present Task Force proposes to use the terms episodic (viral) wheeze to describe children who wheeze intermittently and are well between episodes, and multiple-trigger wheeze for children who wheeze...... both during and outside discrete episodes. Investigations are only needed when in doubt about the diagnosis. Based on the limited evidence available, inhaled short-acting beta(2)-agonists by metered-dose inhaler/spacer combination are recommended for symptomatic relief. Educating parents regarding...... preschool child with recurrent wheeze, but should be discontinued if there is no clear clinical benefit. Large well-designed randomised controlled trials with clear descriptions of patients are needed to improve the present recommendations on the treatment of these common syndromes....

  15. 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

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

    DEFF Research Database (Denmark)

    Datta Gupta, Nabanita; Simonsen, Marianne

    Exploiting a rich panel data child survey merged with administrative records along with a pseudo-experiment generating variation in the take-up of pre-school across municipalities, we provide evidence of the effects on non-cognitive child outcomes of participating in large scale publicly provided...... 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...

  17. 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.

  18. Does maternal psychopathology increase the risk of pre-schooler obesity? A systematic review.

    Science.gov (United States)

    Benton, Pree M; Skouteris, Helen; Hayden, Melissa

    2015-04-01

    The preschool years may be a critical period for child obesity onset; however, literature examining obesity risk factors to date has largely focused on school-aged children. Several links have been made between maternal depression and childhood obesity risks; however, other types of maternal psychopathology have been widely neglected. The aim of the present review was to systematically identify articles that examined relationships between maternal psychopathology variables, including depressive and anxiety symptoms, self-esteem and body dissatisfaction, and risks for pre-schooler obesity, including weight outcomes, physical activity and sedentary behaviour levels, and nutrition/diet variables. Twenty articles meeting review criteria were identified. Results showed positive associations between maternal depressive symptoms and increased risks for pre-schooler obesity in the majority of studies. Results were inconsistent depending on the time at which depression was measured (i.e., antenatal, postnatal, in isolation or longitudinally). Anxiety and body dissatisfaction were only measured in single studies; however, both were linked to pre-schooler obesity risks; self-esteem was not measured by any studies. We concluded that maternal depressive symptoms are important to consider when assessing risks for obesity in preschool-aged children; however, more research is needed examining the impact of other facets of maternal psychopathology on obesity risk in pre-schoolers. PMID:25572134

  19. Smoking during Pregnancy Is a Risk Factor for Executive Function Deficits in Preschool-aged Children

    Science.gov (United States)

    Daseking, M.; Petermann, F.; Tischler, T.; Waldmann, H.-C.

    2015-01-01

    Introduction: Maternal nicotine use during pregnancy has a negative impact on the child. Numerous studies have demonstrated an association between smoking during pregnancy and psychological deficits. This study looks at deficits in executive functioning in preschool-aged children. Methods: The executive functioning of preschool children was assessed by asking parents to complete the parental form of the Behavior Rating Inventory of Executive Functions – Preschool Version (BRIEF-P, German version). The results for preschool children whose mothers had smoked during pregnancy (n = 71) were compared with those of a control group. In a subsample, parental assessments of children of smokers (n = 42) and non-smokers (n = 27) were complemented by the teacher form of the BRIEF-P (German version), which allowed inter-rater agreement (parents vs. preschool teachers) to be assessed. Results: An increased incidence of executive function deficits was noted in the children of smokers, based on parental assessment. Clinically relevant deficits were particularly evident with regard to inhibition, with inhibitory deficits in children of smokers found to be almost four times higher than in the control group (p = 0.006). Inhibitory deficits were reported both by parents and by preschool teachers. Discussion: The increased percentage of executive function deficits described here, particularly the increased inhibitory deficits, confirms the current state of research on smoking during pregnancy. Poor inhibition or impulse control is a key symptom of ADHD. PMID:25684788

  20. 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

  1. 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

  2. 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

  3. 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...

  4. 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

  5. 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...

  6. Less than Optimal Parenting Strategies Predict Maternal Low-Level Depression beyond that of Child Transgressions

    Science.gov (United States)

    Lagace-Seguin, Daniel G.; d'Entremont, Marc-Robert L.

    2006-01-01

    The relationship between less than optimal parenting styles, child transgressions and maternal depression were examined. It was predicted that variations in parenting styles would predict maternal depression over and above child transgressions. The present study involved approximately 68 children, their mothers and their preschool teachers.…

  7. Teacher-Reported Effects of the Playing-2-Gether Intervention on Child Externalising Problem Behaviour

    Science.gov (United States)

    Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde

    2015-01-01

    This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…

  8. 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.…

  9. Teacher Support as a Buffer between Interparental Conflict and Child Social Skills

    Science.gov (United States)

    Spjeldnes, Solveig; Koeske, Gary; Sales, Esther

    2010-01-01

    This study, conducted in 2004, investigated the direct effect of interparental conflict (IPC) about child-raising issues on the social skills of middle-class US children who attended a suburban preschool and the buffering effect of teacher support (n = 170). Findings indicated that greater IPC was associated with poorer child social skills. The…

  10. 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…

  11. Effects of Universal Child Care Participation on Pre-teen Skills and Risky Behaviors

    DEFF Research Database (Denmark)

    Gupta, Nabanita Datta; Simonsen, Marianne

    This paper uses a Danish panel data child survey merged with administrative records along with a pseudo-experiment that generates variation in the take-up of preschool across municipalities to investigate pre-teenage effects of child care participation at age three (either parental care, preschoo...

  12. 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

  13. 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 ...

  14. 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...

  15. Mothers' Representations of the Role of Parents and Preschools in Promoting Children's Development

    OpenAIRE

    Jessica Taisey Petrie; Holloway, Susan D.

    2006-01-01

    This qualitative study investigated mothers' views about their role in their children's education and their expectations of their child's preschool. A particular focus of the study was to contrast the views of mothers with differing degrees of parenting self-efficacy and to contrast the perceptions of working-class and middle-class mothers. In-depth interviews were conducted with eight working-class and eight middle-class mothers of preschool-age children. Most mothers were engaged in home le...

  16. 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 ...

  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. 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 ...

  19. 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...

  20. Maternal Styles of Talking about Child Feeding across Sociodemographic Groups

    OpenAIRE

    Pesch, Megan H.; Harrell, Kristina J.; Kaciroti, Niko; Rosenblum, Kate; Lumeng, Julie C

    2011-01-01

    This study sought to identify maternal styles of talking about child feeding from a semi-structured interview and to evaluate associated maternal and child characteristics. Mothers of preschool-aged children (n = 133) of diverse race/ethnicity and socioeconomic status (SES) (45 lower SES black, 29 lower SES white, 32 lower SES Hispanic, 15 middle to upper SES white, 12 middle to upper SES Asian) participated in a semi-structured interview about feeding. Interviews were audio-taped and transcr...

  1. Preschool Teachers use of ICTs

    DEFF Research Database (Denmark)

    Masoumi, Davoud

    2015-01-01

    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...... practices by providing a variety of complementary opportunities to enrich and transform existing curricula. The study shows that in the studied preschools ICTs have been appropriated in distinctive ways: as an object to enrich existing practices; as a cultural mediator; as a way to entertain young children......; 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...

  2. Woodworking for Preschool Handicapped Children.

    Science.gov (United States)

    Kulla-Branz, John

    1984-01-01

    Woodworking experiences based on a task analysis approach can be motivating instructional experiences for preschool handicapped children. The article presents sequentially ordered hammering and sawing skills adaptations for specific disability groups. (CL)

  3. Developmental Disabilities Preschool Language Program

    Science.gov (United States)

    Schaub, Mary T.; Ritenour, J. V.

    1977-01-01

    Suggested are procedures for providing a developmental program for preschool children with communication disorders complicated by other disorders such as mental retardation, epilepsy, cerebral palsy, and other neurological dysfunctions. (IM)

  4. 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...

  5. 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

  6. 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

  7. Get Ready to Read! Making Child Care Work for You

    Science.gov (United States)

    Moomaw, Sally; Hieronymus, Brenda; Pearson, Yvonne

    2006-01-01

    Teachers can help parents foster emerging literacy skills in their preschool children in a way that is developmentally appropriate and fun: by collaborating to develop their child's lifelong love of reading and writing. Incorporating selected teacher-tested activities from the popular book "More Than Letters," this accessible guide includes a…

  8. 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…

  9. A Comparison of Book Text and Child Directed Speech

    Science.gov (United States)

    Cameron-Faulkner, Thea; Noble, Claire

    2013-01-01

    This article evaluates the extent to which pre-schoolers' picture books can be viewed as a form of enriched linguistic input. Twenty best-selling picture books were analysed in terms of syntactic constructions and compared with a sample of Child Directed Speech. The findings of the study demonstrate the prevalence of canonical utterances (i.e.…

  10. Enhancing Parent-Child Book Reading in a Disadvantaged Community

    Science.gov (United States)

    Elias, Gordon; Hay, Ian; Homel, Ross; Freiberg, Kate

    2006-01-01

    A parent-child dialogic reading program was implemented across four preschools, involving 62 caregivers/parents in a low socioeconomic status, disadvantaged community where English was not the first language in 54 per cent of the homes. This socioculturally sensitive program aimed to enhance children's language and emergent literacy development,…

  11. 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.

  12. 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…

  13. 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

  14. Child Care Providers’ Perceptions of Children’s Lifestyles and Risk Factors for Obesity: A Focus Group Study

    OpenAIRE

    Chiyori Haga; Shizuyo Takagi; Satoko Nakagomi

    2014-01-01

    Objective: This study attempts to understand child care providers’ perceptions of remarkable children’s lifestyles and discusses potentially successful strategies of cooperation among child care providers, parents, and health professionals for health promotion and the prevention of obesity in preschool children. Methods: We conducted 6 focus group discussions consisting of 34 child care providers employed by private and public child care centers, and a public kindergarten in Yamanashi Prefect...

  15. 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…

  16. 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.

  17. 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....

  18. 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...

  19. 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...

  20. 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

  1. Preschool Roundup: Costly Rodeo or Primary Prevention?

    Science.gov (United States)

    Asbed, Ruth Alice; And Others

    1977-01-01

    Assessment of the Montgomery County (Maryland) preschool health roundup indicated that this standardized screening program is cost-effective for early identification of preschool children who will need health and/or educational intervention to achieve their maximum potential. (MJB)

  2. 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

  3. Efeitos do tempo de freqüência do pré-escolar do Programa Centro de Educação e Alimentação do Pré-Escolar sobre o desenpenho avaliado pelo "Instrumento II", adicional The effects of the length of attendance of the preschool child at the CEAPE Program on performance as evaluated by the additional method of assessment ("Instrument II"

    Directory of Open Access Journals (Sweden)

    José Fernandes

    1981-12-01

    Full Text Available É estudada a influência do tempo de freqüência dos pré-escolares ao programa CEAPE sobre o desempenho de algumas tarefas cognitivas, perceptivas e de linguagem quando analisadas pelo "Instrumento Adicional de Avaliação do Desenvolvimento de Pré-Escolares" (IADPE-II. Os pré-escolares de 5 a 6 anos de idade, recém ingressados ("R" e com mais de seis meses de freqüência ("A" foram testados e retestados após um intervalo de 6 meses letivos. Os resultados obtidos com os testes iniciais discriminaram significantemente estes dois grupos de pré-escolares. O estudo dos incrementos obtidos quando avaliados pelo "Reteste" indicou que todos os grupos de estudo apresentaram incrementos significantes, embora os grupos recém ingressados "R" tenderam a obter maiores progressos que os respectivos grupos iniciais antigos "A". Os incrementos nos resultados obtidos pelo pré-escolar são maiores nos 6-7 meses letivos iniciais, o que poderá sugerir a necessidade da reestruturação das atividades de Recreação orientada em termos de ordenação crescente de aquisição mais complexa.The influence of the length of attendance at the CEAPE program is studied on the cognitive, perceptive and linguistic abilities of the preschool child when these abilities were analysed by "Instrument II". Preschool children from 5 to 6 years old recently admitted ("R" to the program and those with more than 6 months of attendance ("A", were tested and retested after 6 months. The first tests differentiated significantly between the two groups of children "A" x "R". The "re-test" after 6 months, shows that all the groups had progressed significantly but the groups of preschool children recently admitted ("R" to the program demonstrated greater progress than the group "A". The progress achieved was greater within the first six-month period than in the subsequent one. This perhaps suggests, that the activities of the Guided Recreation plan should be restructured in order

  4. Use dialects in a seaside preschools

    OpenAIRE

    Smerdelj, Martina

    2015-01-01

    When I was in a preschool I found out that many children were using their dialects while speaking; therefore I decided to do a research on the Use of dialects in preschools of the Slovene Littoral. I wanted to research the speech of children in other preschools in the Littoral and determine, if the dialects were being used in other preschools as well. In the theoretical part of the thesis I presented the speech, speech development, encouragement of speech, language, language features, rol...

  5. 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…

  6. 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…

  7. Preschoolers Use Speakers' Preferences to Learn Words

    Science.gov (United States)

    Saylor, Megan M.; Sabbagh, Mark A.; Fortuna, Alexandra; Troseth, Georgene

    2009-01-01

    In two studies, we investigated preschoolers' ability to use others' preferences to learn names for things. Two studies demonstrated that preschool children make smart use of others' preferences. In the first study, preschool children only used information about others' preferences when they were clearly linked to referential intentions. The…

  8. 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

  9. 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...

  10. 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…

  11. 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…

  12. 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.…

  13. Patterns in Early Interaction between Young Preschool Children with Severe Speech and Physical Impairments and Their Parents

    Science.gov (United States)

    Sandberg, Annika Dahlgren; Liliedahl, Marie

    2008-01-01

    The aim of this study is to examine whether the asymmetrical pattern of communication usually found between people who use augmentative and alternative communication and their partners using natural speech was also found in the interaction between non-vocal young preschool children with cerebral palsy and their parents. Three parent-child dyads…

  14. Sleep and Adjustment in Preschool Children: Sleep Diary Reports by Mothers Relate to Behavior Reports by Teachers.

    Science.gov (United States)

    Bates, John E.; Viken, Richard J.; Alexander, Douglas B.; Beyers, Jennifer; Stockton, Lesley

    2002-01-01

    Investigated the relationship between sleep patterns and behavioral adjustment with 4- to 5-year-old children from low-income families. Found that disrupted child sleep patterns, including variability in parentally reported amount of sleep, variability in bedtime, and lateness of bedtime, predicted less optimal adjustment in preschool, even after…

  15. 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…

  16. Does Caregiver’s Social Bonding Enhance the Health of their Children?:The Association between Social Capital and Child Behaviors

    OpenAIRE

    Fujiwara, Takeo; Takao,Soshi; Iwase,Toshihide; Hamada,Jun; Kawachi, Ichiro

    2012-01-01

    Little is known about the association between social capital and child behaviors. This study aims to investigate that association. A complete population-based, cross-sectional survey was conducted for all the caregivers with preschool children in a rural town in Okayama prefecture in Japan. Two dimensions of individual-level social capital and unhealthy child behaviors were reported by parent-administered questionnaire. We analyzed 354 preschool children (57.6% of all children for whom questi...

  17. 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...

  18. 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…

  19. 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

  20. 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

  1. 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.

  2. Preschool anxiety disorders: comprehensive assessment of clinical, demographic, temperamental, familial, and life stress correlates.

    Science.gov (United States)

    Dougherty, Lea R; Tolep, Marissa R; Bufferd, Sara J; Olino, Thomas M; Dyson, Margaret; Traditi, Jennifer; Rose, Suzanne; Carlson, Gabrielle A; Klein, Daniel N

    2013-01-01

    This study examined correlates of preschoolers' anxiety disorders using a comprehensive, multimethod design. Participants included a community sample of 541 three-year-old children, of whom 106 (19.6%) met criteria for at least 1 anxiety disorder. Child and parental psychopathology and life stress were assessed with clinical interviews. Child temperament and parenting behavior were assessed with laboratory observations. Mothers and fathers reported on their parenting styles. Compared to preschoolers with no anxiety disorder, preschoolers with an anxiety disorder were more likely to meet criteria for comorbid depressive and oppositional defiant disorders and to exhibit greater temperamental behavioral inhibition and lower positive affectivity, and more sleep problems. Children with anxiety disorders also experienced more stressful life events in the previous 6 months, and their mothers had a higher rate of current anxiety disorders. Compared to children with other anxiety disorders, children with only specific phobia exhibited a somewhat different pattern of associations than children with other anxiety disorders. Overall, the findings suggest that many of the correlates observed in older youth with anxiety disorders are also observed in preschoolers. PMID:23368788

  3. 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

  4. 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. PMID:26984184

  5. Child Support

    OpenAIRE

    Bradshaw, J. (Jonathan)

    2006-01-01

    Child support is a private transfer, which for many people is mediated by the government, and which mainly benefits lone parents. Children in lone parent families represented 42 per cent of all poor children in 2003/4. Therefore child support might play an important part in reducing child poverty. Although this was not an aspiration of the 1991 Child Support Act it was certainly the main aspiration of the Child Support, Pensions and Social Security Act 2000. This paper is a review of the pote...

  6. 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.

  7. Managing unwanted behaviour in pre-school children.

    Science.gov (United States)

    Taylor, Theresa

    2007-04-01

    This paper describes a behaviour group, set up as a pilot project to empower parents and to promote their self-confidence in managing pre-school children's undesirable behaviour. Led by community nursery nurses (CNNs), the programme has already worked with six groups, each of six parents or carers and their children. Families are guided through coping strategies and learn management skills in changing undesirable behaviour problems in their pre-school children. Children between the ages of two to five years have been referred along with their parents to the group. Types of behaviours referred include: sleep problems, feeding/eating difficulties, sibling rivalry, temper tantrums, defiant anti-social behaviour and toilet/potty training. All these behaviours are prevalent among pre-school children, but are sometimes difficult for parents to manage. The evaluation of this pilot programme was based on pre-post-programme questionnaires and direct observation of parent-child interaction. Success of the behaviour group has indicated the need for such early preventative work to continue with parents and children. The children's services team, which includes health visitors and school health advisors, refers targeted families for immediate intervention, without families being on a long waiting list. Parents and carers who have difficulties coping with their child's undesirable behaviour can now access a service in their local clinic. Feedback from parents has been positive. Such a group is also beneficial in reducing the problem of less severe behavioural difficulties being referred to hard pressed and understaffed CAMHS teams. PMID:17455575

  8. SEEDS of Opportunity: Final Report on the San Francisco United School District's Child Development Program. Executive Summary.

    Science.gov (United States)

    Child Care Law Center, San Francisco, CA.

    An in-depth assessment of all aspects of the San Francisco School District's Child Development Program (CDP) was conducted. Assessment measures included: (1) on-site observations of preschool, kindergarten, and school-age child care classroom environments and of teacher behaviors and sensitivity; (2) reviews of physical environments and provisions…

  9. A discrete choice model for labor supply and child care

    OpenAIRE

    Kornstad, Tom; Thoresen, Thor Olav

    2002-01-01

    Abstract: A discrete choice model for labor supply and child care for mothers of preschoolers is presented. The mothers are assumed to make choices from a finite set of job possibilities and from a finite set of child care options. The options in the markets for child care are characterized by opening hours, fees and a number of quality attributes, such as mode of care. Similarly, jobs are characterized by a (fixed) wage rate, working hours and a number of variables related to job satisfac...

  10. 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...

  11. 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...

  12. 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...

  13. 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...

  14. 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...

  15. International comparisons of behavioral and emotional problems in preschool children: parents' reports from 24 societies

    OpenAIRE

    Rescorla, Leslie A.; Thomas M. Achenbach; Gonçalves, Miguel M.; Ivanova, Masha Y.; Harder, Valerie S.; Otten, Laura; Bilenberg, Niels; Bjarnadottir, Gudrun; Capron, Christiane; De Pauw, Sarah S. W.; Dias, Pedro; Dobrean, Anca; Döpfner, Manfred; Duyme, Michel; Eapen, Valsamma

    2011-01-01

    International comparisons were conducted of preschool children’s behavioral and emotional problems as reported on the Child Behavior Checklist for Ages 1½–5 by parents in 24 societies (N =19,850). Item ratings were aggregated into scores on syndromes; Diagnostic and Statistical Manual of Mental Disorders–oriented scales; a Stress Problems scale; and Internalizing, Externalizing, and Total Problems scales. Effect sizes for scale score differences among the 24 societies ranged from small to med...

  16. 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...

  17. 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...

  18. Presentation of Three Types of The Scale of Self-Perception for Preschool Children (LSPO)

    OpenAIRE

    Zlatka Cugmas

    2001-01-01

    The author describes the established methods of measuring child's self-perception. She points out that in creating the instruments for measuring self-perception of younger children, it is necessary to take into account some of their developmental psychological characteristics, such as short attention-span, inconsistency in their answers, tendency to give socially acceptable answers, etc. The author presents the Scale of Self-Perception for Preschool Children (slov.: LSPO) which she develo...

  19. A Descriptive Assessment of Instruction-Based Interactions in the Preschool Classroom

    OpenAIRE

    Ndoro, Virginia W; Hanley, Gregory P; Tiger, Jeffrey H; Heal, Nicole A

    2006-01-01

    The current study describes preschool teacher–child interactions during several commonly scheduled classroom activities in which teachers deliver instructions. An observation system was developed that incorporated measurement of evidence-based compliance strategies and included the types of instructions delivered (e.g., integral or deficient directives, embedded directives, “do” or “don't” commands), the children's behavior with respect to the instructions (e.g., compliance, noncompliance, ac...

  20. Coexisting Disorders and Problems in Preschool Children with Autism Spectrum Disorders

    OpenAIRE

    Lotta Höglund Carlsson; Fritjof Norrelgen; Liselotte Kjellmer; Joakim Westerlund; Christopher Gillberg; Elisabeth Fernell

    2013-01-01

    Objectives. To analyze cooccurring disorders and problems in a representative group of 198 preschool children with autism spectrum disorders (ASD) who had had interventions at a specialized habilitation center. Methods. Parents and children were seen by a research team. Data were based on parental interviews, pediatric assessments, and tests of the child. Information on autistic symptoms, general cognitive function, speech and language, motor function, epilepsy, vision, hearing, activity leve...

  1. 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...

  2. Obesity Among U.S. Urban Preschool Children: Relationships to Race, Ethnicity, and Socioeconomic Status.

    OpenAIRE

    Robert C. Whitaker; Sean Orzol

    2006-01-01

    In the United States, a disparity among racial/ethnic groups in the prevalence of obesity is one of the great concerns and enigmas in the obesity epidemic. This article seeks to determine whether there are racial/ethnic differences in the prevalence of obesity among preschool children and determine whether these differences are explained by socioeconomic factors. Using data Mathematica collected for the Fragile Families and Child Well-Being Study in 20 large U.S. cities, the researchers found...

  3. Obesity Among US Urban Preschool Children Relationships to Race Ethnicity and Socioeconomic Status

    OpenAIRE

    Robert C Whitaker Sean Orzol

    2006-01-01

    In the United States, a disparity among racial/ethnic groups in the prevalence of obesity is one of the great concerns and enigmas in the obesity epidemic. This article seeks to determine whether there are racial/ethnic differences in the prevalence of obesity among preschool children and determine whether these differences are explained by socioeconomic factors. Using data Mathematica collected for the Fragile Families and Child Well-Being Study in 20 large U.S. cities, the researchers found...

  4. 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.

  5. Social–Cognitive Predictors of Low-Income Parents’ Restriction of Screen Time Among Preschool-Aged Children

    Science.gov (United States)

    Lampard, Amy M.; Jurkowski, Janine M.; Davison, Kirsten K.

    2015-01-01

    Parents’ rules regarding child television, DVD, video game, and computer use (screen time) have been associated with lower screen use in children. This study aimed to identify modifiable correlates of this behavior by examining social–cognitive predictors of parents’ restriction of child screen time. Low-income parents (N = 147) of preschool-aged children (2–6 years) completed self-administered questionnaires examining parent and child screen time, parent restriction of screen time, self-efficacy to restrict screen time, and beliefs about screen time. Structural equation modeling results indicated that greater self-efficacy to restrict screen time (β = .29, p = .016) and greater perceived importance of restricting child screen use (β = .55, p child screen use, after controlling for parent screen time. Family-based interventions that consider broader attitudinal factors around child screen time may be necessary to engage parents in restricting screen use. PMID:23239766

  6. 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;}

  7. 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.

  8. 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…

  9. 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…

  10. 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…

  11. Preschoolers' Quarantining of Fantasy Stories

    Science.gov (United States)

    Richert, Rebekah A.; Smith, Erin I.

    2011-01-01

    Preschool-aged children are exposed to fantasy stories with the expectation that they will learn messages in those stories that are applied to real-world situations. We examined children's transfer from fantastical and real stories. Over the course of 2 studies, 3 1/2- to 5 1/2-year-old children were less likely to transfer problem solutions from…

  12. 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…

  13. Imaginary Companions of Preschool Children.

    Science.gov (United States)

    Gleason, Tracy R.; Sebanc, Anne M.; Hartup, Willard W.

    2000-01-01

    Interviewed mothers to examine the developmental significance of preschoolers' imaginary companions. Found that relationships with invisible companions were described as sociable and friendly, whereas personified objects were usually nurtured. Object personification frequently occurred as a result of acquiring a toy; invisible friends were viewed…

  14. Developing preschool children social aptitudes

    Directory of Open Access Journals (Sweden)

    Ana Teresa Brás

    2012-12-01

    Full Text Available The kindergarten teachers must be aware of the importance of the acquisition of social skills for children, with a view to appropriate adaptation and overcoming the various challenges that will have those throughout existence. This article is the presentation of a research work within the pre-school educational context, in the field of ʻSocial and Personal Educationʼ which may lead to improved social skills within the group of children. In order to accomplish this, after the teaching training with the pre-school class which focussed on the acquisition of social competence, an assessment of the modified social skills within the class was carried out. These activities were included in the preschool lesson planning during the ʻSupervised Teaching Practiceʼ. They were developed based on childrenʼs daily life situations, focussing mainly on using games in the learning contexts. The aim of these games was to motivate and involve the children in order to enhance their balanced social development. The results obtained suggest that the introduction of this type of learning activities may be an asset in Pre-school Education because they develop both childrenʼs social skills and social competence. Moreover, this type of learning activities may also lead to changes in childrenʼs social interaction with both adults and their peers which may favour pro social behaviour.

  15. Children's Participation in Preschool--On the Conditions of the Adults? Preschool Staff's Concepts of Children's Participation in Preschool Everyday Life

    Science.gov (United States)

    Sandberg, Anette; Eriksson, Anette

    2010-01-01

    The purpose of this study was to investigate, analyse and describe preschool staff's concepts of children's participation in everyday preschool life, as well as preschool staff's experiences and concepts of what characterises the children who participate. Furthermore, it addresses the conditions that preschool staff consider as crucial in…

  16. Refining the Preschool Self-Regulation Assessment for Use in Preschool Classrooms

    Science.gov (United States)

    Bassett, Hideko Hamada; Denham, Susanne; Wyatt, Todd M.; Warren-Khot, Heather Kiernan

    2012-01-01

    To aid in understanding preschoolers' self-regulation and refinement of measurement, we examined properties of a field-based assessment battery of preschooler's self-regulation, the Preschool Self-regulation Assessment (PSRA). The PSRA, which includes seven age-appropriate tasks that tap children's executive control, was…

  17. 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…

  18. Preschool Teachers' Informal Online Professional Development in Relation to Educational Use of Tablets in Swedish Preschools

    Science.gov (United States)

    Marklund, Leif

    2015-01-01

    This paper focuses on preschool teachers' use of online social networks for discussions about tablets in preschools. Posts initiating discussions (n = 465) were analysed to increase understanding of what questions tablets raise among preschool teachers and to understand online communication from a professional development perspective. Posts were…

  19. Transition between Swedish Preschool and Preschool Class: A Question about Interweaving Care and Knowledge

    Science.gov (United States)

    Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

    2016-01-01

    This study highlights teachers' experiences with transition from Swedish preschool to preschool class, i.e. from the daycare centre to the formal school. One assumption was that transition activities, to favour continuity in the long-term, need to focus on children's learning within the target areas that the policy documents specify for preschool.…

  20. A theoretical framework for analysing preschool teaching

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    2014-01-01

    through the analysis of one of the earliest recorded examples of preschool education (initiated by J. F. Oberlin in northeastern France in 1767). The general idea of societal need is elaborated as a way of analysing practices, and a general analytic schema is presented for characterising preschool......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...

  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. Prevalence of major depression in preschool children

    OpenAIRE

    Domènech-Llaberia, Edelmira; Viñas, Ferran; Pla, Esther; Jané, Maria Claustre; Mitjavila, Mercè; Corbella, Teresa; Canals, Josefa

    2009-01-01

    Abstract The prevalence of preschool major depressive disorder (MDD) was studied in the community. The whole population of children between 3 and 6 years attending preschool nurseries in three areas (one urban, one rural and one suburban) in Spain (n = 1,427) were contacted. Selection was by a two-stage procedure. At stage I, the ESDM 3-6, a screening measure for preschool depression, was used to identify a sample for more intensive interviewing. Sensitivity and specificity of the ...

  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. 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

  5. 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.

  6. Primary prevention of overweight in preschool children, the BeeBOFT study (breastfeeding, breakfast daily, outside playing, few sweet drinks, less TV viewing): design of a cluster randomized controlled trial

    OpenAIRE

    Raat, H.; Struijk, M.K.; Remmers, T.; Vlasblom, E.; van Grieken, A.; Broeren, S.M.; Velde, S.J. te; Beltman, M.; Broere-Boonekamp, M.M.; l' Hoir, M.P.

    2013-01-01

    textabstractBackground: Two overweight prevention interventions were developed to be offered by preventive Youth Health Care (YHC) in addition to the currently applied overweight prevention protocol to parents of 0-3 year old children. The two interventions aim to support parents of preschool children to realize healthy child nutrition and activity behaviors of their young child. The aim of this study is to assess the effects of the two overweight prevention interventions with regard to child...

  7. Primary prevention of overweight in preschool children, the BeeBOFT study (breastfeeding, breakfast daily, outside playing, few sweet drinks, less TV viewing): design of a cluster randomized controlled trial

    OpenAIRE

    Raat, H.; Struijk, M.K.; Remmers, T.; Vlasblom, E.; van Grieken, A.; Broeren, S.M.; Velde, S.J. te; Beltman, M.; Broere-Boonekamp, M.M.; L'Hoir, M.P.

    2013-01-01

    Background Two overweight prevention interventions were developed to be offered by preventive Youth Health Care (YHC) in addition to the currently applied overweight prevention protocol to parents of 0-3 year old children. The two interventions aim to support parents of preschool children to realize healthy child nutrition and activity behaviors of their young child. The aim of this study is to assess the effects of the two overweight prevention interventions with regard to child health behav...

  8. Primary prevention of overweight in preschool children, the BeeBOFT study (breastfeeding, breakfast daily, outside playing, few sweet drinks, less TV viewing): design of a cluster randomized controlled trial

    OpenAIRE

    Raat, H.; Struijk, M.K.; Remmers, T.; Vlasbom, E.; Grieken, van, N.C.T.; Broeren, S. M. L.; Velde, te, H.A.; Beltman, M.; Boere-Boonekamp, M.M.; L'Hoir, M.P.

    2013-01-01

    Background: Two overweight prevention interventions were developed to be offered by preventive Youth Health Care (YHC) in addition to the currently applied overweight prevention protocol to parents of 0-3 year old children. The two interventions aim to support parents of preschool children to realize healthy child nutrition and activity behaviors of their young child. The aim of this study is to assess the effects of the two overweight prevention interventions with regard to child health beha...

  9. Primary prevention of overweight in preschool children, the BeeBOFT study (breastfeeding, breakfast daily, outside playing, few sweet drinks, less TV viewing): Design of a cluster randomized controlled trial

    OpenAIRE

    Raat, Hein; Struijk, Mirjam; Remmers, Teun; Vlasblom, Jan Dirk; van Grieken, Amy; Broeren, Suzanne; Velde, Saskia; Beltman, Peter; Boere-Boonekamp, Magda; Hoir, Monique

    2013-01-01

    textabstractBackground: Two overweight prevention interventions were developed to be offered by preventive Youth Health Care (YHC) in addition to the currently applied overweight prevention protocol to parents of 0-3 year old children. The two interventions aim to support parents of preschool children to realize healthy child nutrition and activity behaviors of their young child. The aim of this study is to assess the effects of the two overweight prevention interventions with regard to child...

  10. 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 ...

  11. 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.

  12. 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

  13. Assessment Of Knowledge And Skills Of Anganwadi Workers For Conduct Of Preschool Education Activities

    Directory of Open Access Journals (Sweden)

    Rajni Dhingra , Iesha Sharma And Priyanka Sharma

    2013-08-01

    Full Text Available The present research was carried out to assess the Knowledge and Skills of Anganwadi workers (the keyfunctionary in the ICDS programme for delivery of services for conduct of preschool education activities inAnganwadi centres. A sample of 105 Anganwadi workers was randomly drawn from three urban blocks of Jammudistrict. The tools used for collecting information were Observation and Rating scales. Rating scale devised byNational Institute of Public Cooperation and Child Development (NIPCCD for “Assessment of PreschoolEducation (PSE skills of Anganwadi workers” and self devised rating scale for “Assessing knowledge level ofAnganwadi workers” were used. The results of the study revealed that majority of the respondents had adequateknowledge regarding their roles and responsibilities in preschool education component of ICDS programme. Theconceptual understanding of respondents on the issues related to growth and development of child, age forpreschool education, teaching method and language to be used for communication was found to be in accordancewith child development theory. On the other hand, knowledge level of Anganwadi workers on the aspect ofimportance of early childhood, concept and need of preschool education were found inadequate. Regarding theskills of Anganwadi worker, it was found that the Anganwadi worker demonstrated good skills for communication,preparation of teaching aids, motivating and organising PSE activities, while they were optimal in other skills likeinteraction between Anganwadi worker and helper and several aspects related to knowledge across the selectedblocks. Knowledge and skills of Anganwadi workers were found to share high positive correlation (0.75 thusdepicting the interdependence of these two factors. The study has important implication for policy makers, trainersand staff of Anganwadi Training Centres (AWTCs particularly for improvement in knowledge and skills ofAnganwadi workers especially in view of large

  14. 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…

  15. 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

  16. 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 ...

  17. "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…

  18. 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."

  19. 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…

  20. Does It Matter if Preschool Children and Mothers Discuss Positive vs. Negative Events during Reminiscing? Links with Mother-Reported Attachment, Family Emotional Climate, and Socioemotional Development

    Science.gov (United States)

    Laible, Deborah

    2011-01-01

    The purpose of the study was to examine the differential relations between mother-child reminiscing about a positive emotional event vs. a negative emotional event and attachment security, family climate, and young children's socioemotional development. Fifty preschool children (M age = 50.69 months, SD = 4.64) and their mothers completed two…

  1. 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)…

  2. 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…

  3. 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…

  4. 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...

  5. Developing preschool children social aptitudes

    OpenAIRE

    Ana Teresa Brás; Carlos Sousa Reis

    2012-01-01

    The kindergarten teachers must be aware of the importance of the acquisition of social skills for children, with a view to appropriate adaptation and overcoming the various challenges that will have those throughout existence. This article is the presentation of a research work within the pre-school educational context, in the field of ʻSocial and Personal Educationʼ which may lead to improved social skills within the group of children. In order to accomplish this, after the teaching training...

  6. 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

    2016-04-01

    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 mass index (BMI) among a multicultural sample of caregivers who were predominantly low-income and foreign-born.Methods A total of 980 caregivers (72% Hispanic, 71% born outside of the United States) of preschool-age children (N= 1,105) were asked if their child was normal weight, overweight, or obese. Answers were compared to actual child BMI percentile category via chi-square analysis. Logistic regression analysis was performed to assess predictors of accurate perception of child BMI percentile category.Results More than one third of preschoolers were either overweight (18.4%) or obese (16.5%). The majority (92%) of caregivers of an overweight/obese child inaccurately perceived that their child was in a normal BMI category. Overall, foreign-born caregivers were significantly less likely to accurately perceive their child's BMI percentile category versus U.S.-born caregivers (odds ratio [OR] = 0.65, 95% confidence interval [CI] = 0.48-0.88). Specifically, those born in South America (OR = 0.59, 95% CI = 0.36-0.98), Central America/Mexico (OR = 0.59, 95% CI = 0.41-0.85), and Caribbean Hispanic nations (OR = 0.54, 95% CI = 0.35-0.83) were significantly less likely to accurately perceive their child's BMI category versus U.S.-born caregivers.Conclusions The results of this study suggest that foreign-born caregivers of U.S. preschool-age overweight/obese children in particular do not accurately perceive their child's BMI status. Health care professionals serving foreign-born caregivers may consider additional culturally appropriate healthy weight counseling for these families. PMID:26304710

  7. 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.

  8. 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…

  9. 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.

  10. 34 CFR 104.38 - Preschool and adult education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Preschool and adult education. 104.38 Section 104.38... ASSISTANCE Preschool, Elementary, and Secondary Education § 104.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education...

  11. 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...

  12. 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

  13. 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 ...

  14. 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

  15. 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

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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…

  2. 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…

  3. Continuous Improvement in State Funded Preschool Programs

    Science.gov (United States)

    Jackson, Sarah L.

    2012-01-01

    State funded preschool programs were constantly faced with the need to change in order to address internal and external demands. As programs engaged in efforts towards change, minimal research was available on how to support continuous improvement efforts within the context unique to state funded preschool programs. Guidance available had…

  4. 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…

  5. Grapheme-Phoneme Acquisition of Deaf Preschoolers

    Science.gov (United States)

    Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.

    2012-01-01

    We examined acquisition of grapheme-phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign…

  6. 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…

  7. 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...

  8. Study of child language development and disorders in Iran: A systematic review of the literature

    OpenAIRE

    Yalda Kazemi; Helen Stringer; Thomas Klee

    2015-01-01

    Child language development and disorder in Iran has been the focus for research by different professions, the most prominent ones among them being psychologists and speech therapists. Epidemiological studies indicate that between 8% and 12% of children show noticeable signs of language impairment in the preschool years; however, research on child language in Iran is not extensive compared to studies in English speaking countries, which are currently the basis of clinical decision-making in Ir...

  9. 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 ...

  10. Preschooler's Physical Activity Levels and Associations with Lesson Context, Teacher's Behavior, and Environment during Preschool Physical Education

    Science.gov (United States)

    Van Cauwenberghe, Eveline; Labarque, Valery; Gubbels, Jessica; De Bourdeaudhuij, Ilse; Cardon, Greet

    2012-01-01

    Preschools offer two main opportunities, recess and physical education (PE), for preschool children to participate in physical activity (PA) and are considered a suitable institution for PA promotion given the large number of children enrolled. Although PE can have a meaningful effect on preschoolers' PA levels, preschool PE characteristics…

  11. Physical Education at Preschools: The Meaning of "Physical Education" to Practitioners at Three Preschool Settings in Scotland

    Science.gov (United States)

    McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew

    2015-01-01

    Background: Preschool physical education has been largely unexplored by researchers. This article examines the meaning of the term "physical education", in relation to preschool contexts, to 14 practitioners working at three preschool settings in Scotland. Our focus on preschool physical education reflects a change in the language…

  12. Preschool Children's Ideas on Sustainable Development: How Preschool Children Perceive Three Pillars of Sustainability with the Regard to 7R

    Science.gov (United States)

    Kahriman-Ozturk, Deniz; Olgan, Refika; Guler, Tulin

    2012-01-01

    The purpose of this study is to describe ideas of preschool children about sustainable development. Basic qualitative research was utilized and 36 preschool children enrolled in four different preschools in Ankara were included in the study. Semi-structured interviews were used to obtain data related to ideas of preschool children on three pillars…

  13. Discounting in preschoolers: effect of type of reward agent.

    Science.gov (United States)

    Aloise, P A; Miller, P H

    1991-08-01

    The effect of type of reward agent on children's discounting was examined. In Study 1, 49 preschool children were told two stories illustrated with small dolls and toys. Subjects discounted intrinsic interest in toy A when a "big, mean brother" told a sibling that if he played with toy A he could play with toy B. Discounting did not appear when the reward agent in the story was the child's mother, which is the typical outcome in previous research with young children. Studies 2 and 3 suggested that the combination of a negative valence and a particular social role/status accounted for the effect of the big, mean brother of Study 1. More specifically, neither a "big brother" nor a "mean mother" as reward agents elicited a significant amount of discounting. The results suggest that social knowledge guides the application of the discounting schema. PMID:1890382

  14. Applicative Aspect of Child’s Narration in Preschool Period

    Directory of Open Access Journals (Sweden)

    Barbara Baloh

    2015-12-01

    Full Text Available By narrating, the child communicates his experience, gained either on his own or mediated to him by someone else. This is how children extend their narrative textual world and build their narrative scheme as a means of further narrative text composition. Taking into consideration the importance of narration in the curriculum, we are faced with the question how it would be possible to properly encourage narration, which is the child’s natural need, and how to further develop it according to the child’s age. The paper introduces curricular problems concerning the role of the adult (preschool teacher/teacher in narration and narration as a culturally based activity, which is extremely important for child’s literacy.

  15. Development of Science Spiritual Model for Pre-school Education

    Directory of Open Access Journals (Sweden)

    Hamdi Rahman, M.Y

    2012-06-01

    Full Text Available According to the Islamic Education Philosophy, the success of the education system can be achieved when an individual who has total devotion to God in all areas could be produced. The objective of this paper is to develop a science spiritual model for pre-school level to cultivate a balanced character of Muslim child as early as that, to be at the starting point to the formation of personality in the future. This model focusses on the development of the child’s spiritual intelligence through comprehensive application of three skills such as cognitive intelligence, emotional intelligence and physically intelligence, all of which are part of the National Education Philosophy where it emerges in the implementation of contemplation (tafakkur. This approach is expected to endow with strong foundation for the students in developing their spiritual cognitive intellegence as a preparation to obtain the next level of education more efficiently, especially to strengthen their spiritual elements .

  16. Physical Activity and Health in Preschool Children

    DEFF Research Database (Denmark)

    Christensen, Line Brinch

    Physical activity is beneficial in relation to several life style diseases and the association between physical activity and early predictors of life style diseases seem to be present already in preschool age. Since physical activity and other health behaviours are established during childhood and...... track from childhood into adult life, it is relevant to address physical activity already in the preschool age. The research in preschool children’s physical activity is relatively new, and because of methodological inconsistencies, the associations between physical activity and health are less clear in...... this age group. The objective of this thesis was to contribute to the knowledge base regarding physical activity in preschoolers; How active are preschoolers? Are activity levels related to specific settings during a typical week? And are the activity levels related to a range of health outcomes...

  17. Different forms of assessment and documentation in Swedish preschools

    OpenAIRE

    Ann-Christine Vallberg-Roth

    2012-01-01

    Abstract: The aim is to describe and discuss documentation and assessment practices in Swedish preschools from a didaktik perspective. What different forms of documentation and assessment are found in the preschools? Preschools in both urban and rural municipalities are included in the selection.  Document and textual analysis are used. A varied multi-documentation emerge. The multi-documentation at each preschool expose that preschool teachers seem to switch between different forms of docume...

  18. On the importance of families and public policies for child development outcomes

    NARCIS (Netherlands)

    J.A. Rosero Moncayo

    2012-01-01

    This thesis investigates how public interventions in developing countries can promote human capital accumulation of children at different stages of life (pre-school, compulsory and post-compulsory school) and how a specific characteristic of a child, the order of birth, might affect the intrahouseho

  19. Use of the Canterbury Child's Aid in Infancy and Early Childhood: A Case Study.

    Science.gov (United States)

    Harris, Leonard; And Others

    1985-01-01

    A blind infant used the Canterbury Child's Aid (a binaural spatial sensor) for such purposes as reaching, feeding, and walking. As a preschooler, she used it to explore novel environments and avoid objects in her path. Training increased her responsiveness to and action upon the environment. (CL)

  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…