An aerial radiological survey of the Perry Nuclear Power Plant and surrounding area, North Perry, Ohio: Date of survey: April 1987

International Nuclear Information System (INIS)

Fritzsche, A.E.

1987-01-01

An aerial radiological survey was conducted over the Perry Nuclear Power Plant, North Perry, Ohio. The purpose of the 234-square-kilometer (91-square-mile) survey was to document the terrestrial gamma environment of the plant and surrounding area. An exposure rate contour map at 1 meter above ground level was constructed from the gamma data and overlaid on an aerial photograph and map of the area. Exposure rates increased from 0 microroentgens per hour (μR/h) over Lake Erie to 9 μR/h as the distance from Lake Erie increased. Only one anomalous area appears on the map, which is due to an excess of Bi-214 in a landfill area. Ground-based exposure rate measurements and soil samples were obtained to support the aerial data. Oblique aerial photographs of the plant were also acquired during the survey. 6 refs., 6 figs., 1 tab

Five-dimensional Myers-Perry black holes cannot be overspun in gedanken experiments

Science.gov (United States)

An, Jincheng; Shan, Jieru; Zhang, Hongbao; Zhao, Suting

2018-05-01

We apply the new version of a gedanken experiment designed recently by Sorce and Wald to overspin the five-dimensional Myers-Perry black holes. As a result, the extremal black holes cannot be overspun at the linear order. On the other hand, although the nearly extremal black holes could be overspun at the linear order, this process is shown to be prohibited by the quadratic order correction. Thus, no violation of the weak cosmic censorship conjecture occurs around the five-dimensional Myers-Perry black holes.

Instability in near-horizon geometries of even-dimensional Myers–Perry black holes

International Nuclear Information System (INIS)

Tanahashi, Norihiro; Murata, Keiju

2012-01-01

We study the gravitational, electromagnetic and scalar field perturbations on the near-horizon geometries of the even-dimensional extremal Myers–Perry black holes. By dimensional reduction, the perturbation equations are reduced to effective equations of motion in AdS 2 . We find that some modes in the gravitational perturbations violate the Breitenlöhner–Freedman bound in AdS 2 . This result suggests that the even-dimensional (near-)extremal Myers–Perry black holes are unstable against gravitational perturbations. We also discuss implications of our results to the Kerr–CFT correspondence. (paper)

Evaluating Perry's Structured Approach for Professional Doctorate Theses

Science.gov (United States)

Charles, Michael; Farr-Wharton, Ben; von der Heidt, Tania; Sheldon, Neroli

2017-01-01

Purpose: The purpose of this paper is to investigate examiner reactions to doctorate of business administration (DBA) theses at an Australian university applying Perry's structured approach to thesis presentation, which had its origin in the marketing discipline, but is now widely applied to other business disciplines. Design/methodology/approach:…

On the separability of field equations in Myers-Perry spacetimes

International Nuclear Information System (INIS)

Murata, Keiju; Soda, Jiro

2008-01-01

We study the separability of scalar, vector and tensor fields in five-dimensional Myers-Perry spacetimes with equal angular momenta. In these spacetimes, there exists enlarged symmetry, U(2) ≅ SU(2) x U(1). Using the group theoretical method with a twist, we perform the dimensional reduction at the action level and show that both vector and tensor field equations can be reduced to coupled ordinary differential equations. We reveal the structure of couplings between variables. In particular, we have obtained the decoupled master equations for zero modes of a vector field. The same analysis can be done for zero modes of a tensor field. Therefore, our formalism gives a basis for studying of the stability of Myers-Perry black holes

Human Performance at the Perry Nuclear Power Plant

International Nuclear Information System (INIS)

Rabe, Alan W.

1998-01-01

Provides a description of human performance training for plant workers as implemented at the Perry Nuclear Power Plant. Practical concepts regarding the training are presented as well as a demonstration of some of the training material. Concepts are drawn from INPO, Reason and Deming. The paper encourages the use of site-wide and individual organizational unit training in human performance management techniques. (author)

Preschool Teachers' Views about Classroom Management Models

Science.gov (United States)

Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma

2018-01-01

This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…

Applying a Socioecological Model to Understand Preschool Children's Sedentary Behaviors from the Viewpoints of Parents and Preschool Personnel

Science.gov (United States)

Määttä, Suvi; Ray, Carola; Roos, Gun; Roos, Eva

2016-01-01

This study explored parents' and preschool personnel's opinions on factors influencing 3-5-year-old children's sedentary behaviors by applying the socioecological model. Four focus group interviews with preschool personnel (N = 14) and six interviews with parents (N = 17) were conducted in autumn 2014. Two researchers independently analyzed the…

Perry's Scheme of Intellectual and Epistemological Development as a Framework for Describing Student Difficulties in Learning Organic Chemistry

Science.gov (United States)

Grove, Nathaniel P.; Bretz, Stacey Lowery

2010-01-01

We have investigated student difficulties with the learning of organic chemistry. Using Perry's Model of Intellectual Development as a framework revealed that organic chemistry students who function as dualistic thinkers struggle with the complexity of the subject matter. Understanding substitution/elimination reactions and multi-step syntheses is…

Hawking radiation of Dirac particles from the Myers-Perry black hole

International Nuclear Information System (INIS)

Mao, Pu-Jian; Jia, Lin-Yu; Li, Ran; Ren, Ji-Rong

2011-01-01

In this paper, we apply the quantum anomaly cancelation method and the effective action approach as well as the method of Damour-Ruffini-Sannan to derive Hawking radiation of Dirac particles from the Myers-Perry black hole. Using the dimensional reduction technique, we find that the fermionic field in the background of the Myers-Perry black hole can be treated as an infinite collection of quantum fields in (1+1)-dimensional background coupled with the dilaton field and the U(1) gauge field near the horizon. Thus Hawking temperature and fluxes are found. The Hawking temperature obtained agrees with the surface gravity formula while the Hawking fluxes derived from the anomaly cancelation method and the effective action approach are in complete agreement with the ones obtained from integrating the Planck distribution. (orig.)

Hearing How Students "Make Meaning": Listening Through Perry Ears.

Science.gov (United States)

Stonewater, Jerry K.; And Others

Perry's theory of intellectual and ethical development of college students is briefly reviewed. This theory was based on work with Harvard University students, and addresses dualism, multiplicity, and relativism. In the first stage, a student sees the world in right-wrong, black-white terms, with no room in the thinking process for conditional or…

Painleve-gullstrand-type Coordinates for the Five-dimensional Myers-Perry Black Hole

Science.gov (United States)

Finch, Tehani Kahi

2013-01-01

The Painleve-Gullstrand coordinates provide a convenient framework for presenting the Schwarzschild geometry because of their flat constant-time hypersurfaces, and the fact that they are free of coordinate singularities outside r=0. Generalizations of Painlev´e-Gullstrand coordinates suitable for the Kerr geometry have been presented by Doran and Nat´ario. These coordinate systems feature a time coordinate identical to the proper time of zero-angular-momentum observers that are dropped from infinity. Here, the methods of Doran and Nat´ario are extended to the five-dimensional rotating black hole found by Myers and Perry. The result is a new formulation of the Myers-Perry metric. The properties and physical significance of these new coordinates are discussed.

A performance improvement program applied to the Perry Nuclear Power Plant instrumentation and control section

International Nuclear Information System (INIS)

Anderson, G.R.

1987-01-01

The management at Cleveland Electric Illuminating Company sought to avoid problems typically encountered in the start-up of new nuclear generating units. In response to early indications that such problems may have been developing at their Perry Nuclear Power Plant, several performance improvement initiatives were undertaken. One of these initiatives was a performance improvement evaluation (PIE) for the instrumentation and control (IandC) section at Perry. The IandC PIE, which used a method designed to be adaptable to other disciplines as well, had important results that are applicable to other nuclear power plants

Effects of Peer Models' Food Choices and Eating Behaviors on Preschoolers' Food Preferences.

Science.gov (United States)

Birch, Leann Lipps

1980-01-01

The influence of peer models' food selections and eating behaviors on preschoolers' food preferences was investigated. Thirty-nine preschool children's preferences for vegetables were assessed. (Author/MP)

ISOLASI ANTIOKSIDAN TUMBUHAN SARANG SEMUT (Myrmecodia pendens Merr & Perry ASAL PAPUA

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Islamudin Ahmad

2011-12-01

Full Text Available ABSTRACT   Research about active antioxidant compounds isolated from plants ant nests (Myrmecodia pendens Merr. & Perry from Papua by the method of column chromatography has been done. This study aimed to explore the isolation of the active class of compounds as antioxidants from ant nest plant. Isolates obtained using the method of column chromatography and antioxidant activity of the ant nest plants isolates tested used spraying method with free radical DPPH (2,2-diphenyl-1-picrylhydrazyl after eluted on thin-layer chromatography. At separation by column chromatography, eluate collected in vials with a volume of 10 ml. Based on the results of fractionation, separation of the components obtained by 74 vials. Identification using TLC by determining the Rf value of each component. The same Rf value is considered as a single fraction. Based on the results obtained seven fractions TLC. Active isolates (F6 obtained by spraying. The results of fraction of spot with DPPH staining showed that the isolates was considered the most active isolates as seen from the formation of a yellow color that is lighter and more dominant than the other fractions, this indicates that the fraction (F6 binds more free radicals (DPPH.   Key words: antioxidant, isolates, Myrmecodia pendens Merr & Perry, DPPH (2,2-diphenyl-1-picrylhydrazyl.   ABSTRAK   Telah dilakukan penelitian isolasi senyawa aktif antioksidan dari tumbuhan sarang semut (Myrmecodia pendens Merr. & Perry asal Papua dengan metode kromatografi kolom. Penelitian ini bertujuan untuk mencari isolat golongan senyawa yang aktif sebagai antioksidan dari tumbuhan sarang semut. Isolat diperoleh dengan menggunakan metode kromatografi kolom dan aktivitas antioksidan isolate sarang semut diuji menggunakan metode penyemprotan dengan radikal bebas DPPH (2,2-diphenyl-1-picrylhydrazyl setelah dielusi pada kromatografi lapis tipis. Pada pemisahan dengan kromatografi kolom, eluat ditampung dalam vial dengan volume 10 ml

Validation of the Thomson, Perry and Miller (2007 Collaboration Instrument in the South African context

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Debbie Roberts

2017-02-01

Full Text Available Orientation: Collaboration is deemed important in today’s connected and complex business environment. People’s ability to collaborate with each other in organisations is becoming a business imperative. This study focuses on a valid measurement of collaboration within organisations. Research purpose: Thomson, Perry and Miller (2007 developed a collaboration measurement instrument in the United States. The aim of this study was to validate this instrument for a South African context. Motivation for the study: South African organisations face unique challenges that require optimal use of resources to improve business results. Effective collaboration is considered a powerful strategy to achieve this. Measuring the extent of collaboration can help to identify required changes in business practices. As far as could be established, there is no evidence of collaboration instruments developed and validated in South Africa. Research design, approach and method: Additional items were designed for further development of the Thomson, Perry and Miller (2007 Collaboration Instrument sub-scales, as suggested by the authors. The revised questionnaire consisting of 31 (17 existing, 14 new items was distributed electronically to 4200 employees in two organisations, with 343 valid responses received. Reliability and construct validity were tested, as was convergent validity of the norms factor with the Trust in Teams Scale. Main findings: The results of the study support a four-factor, 29-item model of collaboration when applied to a South African sample. Cronbach’s alpha ranged between 0.85 and 0.95. Confirmatory Factor Analysis fits were at an acceptable level. Convergent validity showed a moderate fit with the data. Practical/managerial implications: South African managers and human resources practitioners can utilise results to foster a collaborative environment. Contribution/value-add: This study builds on the theoretical concept of collaboration as

Radwaste reduction through use of condensate non-precoat filters at Perry Nuclear Power Plant

International Nuclear Information System (INIS)

Hartman, J.L.

1996-01-01

The concept of non-precoat filtration to remove iron oxide without generating traditional resin and fiber precoat material, which is expensive to dispose of as radwaste, is rapidly becoming a trend of the 90's. In 1991, in response to escalating radwaste disposal costs, Perry Nuclear Power Plant was the first BWR to install non-precoat filters (septa) on a full scale basis in a Condensate System. To date, non-precoat septa from three vendors; including Memtec Power Generation have been installed and operated at Perry. It is important that other utilities considering this technology be given as much open-quotes real lifeclose quotes operational data as possible. This paper presents the data from three different companies and provides recommendations for consideration

Teaching Generalized Imitation Skills to a Preschooler with Autism Using Video Modeling

Science.gov (United States)

Kleeberger, Vickie; Mirenda, Pat

2010-01-01

This study examined the effectiveness of video modeling to teach a preschooler with autism to imitate previously mastered and not mastered actions during song and toy play activities. A general case approach was used to examine the instructional universe of preschool songs and select exemplars that were most likely to facilitate generalization.…

Exact constraints on D≤10 Myers-Perry black holes and the Wald problem

International Nuclear Information System (INIS)

Doukas, Jason

2011-01-01

Exact relations on the existence of event horizons of Myers-Perry black holes are obtained in D≤10 dimensions. It is further shown that naked singularities cannot be produced by 'spinning-up' these black holes by shooting particles into their ⌊(D-1/2)⌋ equatorial planes.

Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

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Sanja Berčnik

2017-12-01

Full Text Available This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

78 FR 29367 - Access to Confidential Business Information by ABT Associates, Incorporated; Perry Johnson...

Science.gov (United States)

2013-05-20

... contractor ABT Associates, Incorporated (ABT) and six (6) auditing organizations: Perry Johnson Registrars...), Resource Conservation and Sustainability Division (RCSD) as it conducts a study of the implementation of... industry to contain auditing tools, ownership/operation agreements, amounts and types of e-waste processed...

Quantum anomalies at horizon and Hawking radiations in Myers-Perry black holes

International Nuclear Information System (INIS)

Iso, Satoshi; Morita, Takeshi; Umetsu, Hiroshi

2007-01-01

A new method has been developed recently to derive Hawking radiations from black holes based on considerations of gravitational and gauge anomalies at the horizon. In this paper, we apply the method to Myers-Perry black holes with multiple angular momenta in various dimensions by using the dimensional reduction technique adopted in the case of four-dimensional rotating black holes

Hawking temperatures of Myers-Perry black holes from tunneling

International Nuclear Information System (INIS)

Ma Zhengze

2009-01-01

Using the tunneling method of Parikh and Wilczek, we derive the Hawking temperature of a general higher-dimensional rotating black hole which is equal to its surface gravity on the horizon divided by 2π. In order to eliminate the motion on the rotating degrees of freedom of a tunneling particle from a higher-dimensional rotating black hole, we choose a reference system that is co-rotating with the black hole horizon. Then, we apply the obtained result to the Myers-Perry higher-dimensional asymptotically flat black holes and reproduce their Hawking temperatures using the tunneling approach.

Quantum gravity effects in Myers-Perry space-times

International Nuclear Information System (INIS)

Litim, Daniel F.; Nikolakopoulos, Konstantinos

2014-01-01

We study quantum gravity effects for Myers-Perry black holes assuming that the leading contributions arise from the renormalization group evolution of Newton’s coupling. Provided that gravity weakens following the asymptotic safety conjecture, we find that quantum effects lift a degeneracy of higher-dimensional black holes, and dominate over kinematical ones induced by rotation, particularly for small black hole mass, large angular momentum, and higher space-time dimensionality. Quantum-corrected space-times display inner and outer horizons, and show the existence of a black hole of smallest mass in any dimension. Ultra-spinning solutions no longer persist. Thermodynamic properties including temperature, specific heat, the Komar integrals, and aspects of black hole mechanics are studied as well. Observing a softening of the ring singularity, we also discuss the validity of classical energy conditions

The Structure of Preschoolers' Emotion Knowledge: Model Equivalence and Validity Using a Structural Equation Modeling Approach

Science.gov (United States)

Bassett, Hideko Hamada; Denham, Susanne; Mincic, Melissa; Graling, Kelly

2012-01-01

Research Findings: A theory-based 2-factor structure of preschoolers' emotion knowledge (i.e., recognition of emotional expression and understanding of emotion-eliciting situations) was tested using confirmatory factor analysis. Compared to 1- and 3-factor models, the 2-factor model showed a better fit to the data. The model was found to be…

Medindo a agressão: o Questionário de Buss-Perry

OpenAIRE

Valdiney V. Gouveia; Célia Maria Cruz Marques Chaves; Rejane Ramos Peregrino; Adriana Ortins Castello Branco; Marina Pereira Gonçalves

2008-01-01

The current study aimed to adapt the Buss-Perry Aggression Questionnaire to the Brazilian milieu, testing its construct validity. Participated 308 students from João Pessoa (155 undergraduates; 153 high schools), with a mean age of 18.8 years old (SD = 3.69), most of them females (65.9%). They answered a set of four pencil-paper type measures, among them the Aggression Questionnaire, and demographic asks (e.g., gender, age, and school performance). Results indicated that, although only two fa...

Estimation of sediment sources using selected chemical tracers in the Perry lake basin, Kansas, USA

Science.gov (United States)

Juracek, K.E.; Ziegler, A.C.

2009-01-01

The ability to achieve meaningful decreases in sediment loads to reservoirs requires a determination of the relative importance of sediment sources within the contributing basins. In an investigation of sources of fine-grained sediment (clay and silt) within the Perry Lake Basin in northeast Kansas, representative samples of channel-bank sources, surface-soil sources (cropland and grassland), and reservoir bottom sediment were collected, chemically analyzed, and compared. The samples were sieved to isolate the TOC), and 137Cs were selected for use in the estimation of sediment sources. To further account for differences in particle-size composition between the sources and the reservoir bottom sediment, constituent ratio and clay-normalization techniques were used. Computed ratios included TOC to TN, TOC to TP, and TN to TP. Constituent concentrations (TN, TP, TOC) and activities (137Cs) were normalized by dividing by the percentage of clay. Thus, the sediment-source estimations involved the use of seven sediment-source indicators. Within the Perry Lake Basin, the consensus of the seven indicators was that both channel-bank and surface-soil sources were important in the Atchison County Lake and Banner Creek Reservoir subbasins, whereas channel-bank sources were dominant in the Mission Lake subbasin. On the sole basis of 137Cs activity, surface-soil sources contributed the most fine-grained sediment to Atchison County Lake, and channel-bank sources contributed the most fine-grained sediment to Banner Creek Reservoir and Mission Lake. Both the seven-indicator consensus and 137Cs indicated that channel-bank sources were dominant for Perry Lake and that channel-bank sources increased in importance with distance downstream in the basin. ?? 2009 International Research and Training Centre on Erosion and Sedimentation and the World Association for Sedimentation and Erosion Research.

The "Black Ships" and "Sakoku": Commodore Matthew C. Perry's Expedition to Japan. Asian Studies Module.

Science.gov (United States)

Finkelston, Ted

This curriculum guide presents the components of a U.S. history course examining the causes and immediate effects of the opening of Japan to American trade and diplomacy by Commodore Matthew C. Perry's 1853-1854 Japanese expedition. The first part of the guide introduces the goals of the course. Next, the student objectives of the course are…

Integrability of geodesics in near-horizon extremal geometries: Case of Myers-Perry black holes in arbitrary dimensions

Science.gov (United States)

Demirchian, Hovhannes; Nersessian, Armen; Sadeghian, Saeedeh; Sheikh-Jabbari, M. M.

2018-05-01

We investigate dynamics of probe particles moving in the near-horizon limit of extremal Myers-Perry black holes in arbitrary dimensions. Employing ellipsoidal coordinates we show that this problem is integrable and separable, extending the results of the odd dimensional case discussed by Hakobyan et al. [Phys. Lett. B 772, 586 (2017)., 10.1016/j.physletb.2017.07.028]. We find the general solution of the Hamilton-Jacobi equations for these systems and present explicit expressions for the Liouville integrals and discuss Killing tensors and the associated constants of motion. We analyze special cases of the background near-horizon geometry were the system possesses more constants of motion and is hence superintegrable. Finally, we consider a near-horizon extremal vanishing horizon case which happens for Myers-Perry black holes in odd dimensions and show that geodesic equations on this geometry are also separable and work out its integrals of motion.

Near horizon extremal Myers–Perry black holes and integrability of associated conformal mechanics

Directory of Open Access Journals (Sweden)

Tigran Hakobyan

2017-09-01

Full Text Available We investigate dynamics of probe particles moving in the near-horizon limit of (2N+1-dimensional extremal Myers–Perry black hole with arbitrary rotation parameters. We observe that in the most general case with non-equal non-vanishing rotational parameters the system admits separation of variables in N-dimensional ellipsoidal coordinates. This allows us to find solution of the corresponding Hamilton–Jacobi equation and write down the explicit expressions of Liouville constants of motion.

Commitment to Classroom Model Philosophy and Burnout Symptoms among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders

Science.gov (United States)

Coman, Drew; Alessandri, Michael; Gutierrez, Anibal; Novotny, Stephanie; Boyd, Brian; Hume, Kara; Sperry, Laurie; Odom, Samuel

2013-01-01

Teacher commitment to classroom model philosophy and burnout were explored in a sample of 53 teachers implementing three preschool models at high levels of fidelity for students with autism: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Learning Experiences and Alternative Program for Preschoolers and…

Technical specifications: Perry Nuclear Power Plant, unit no. 1 (Docket no. 50-440): Appendix ''A'' to license no. NPF-58

International Nuclear Information System (INIS)

1986-11-01

This report presents technical specifications for the Perry-1 Reactor in the areas of: safety limits and limiting safety system settings; limiting conditions for operation and surveillance requirements; design features; and administrative controls

Estimation of sediment sources using selected chemical tracers in the Perry lake basin, Kansas, USA

Science.gov (United States)

Juracek, K.E.; Ziegler, A.C.

2009-01-01

The ability to achieve meaningful decreases in sediment loads to reservoirs requires a determination of the relative importance of sediment sources within the contributing basins. In an investigation of sources of fine-grained sediment (clay and silt) within the Perry Lake Basin in northeast Kansas, representative samples of channel-bank sources, surface-soil sources (cropland and grassland), and reservoir bottom sediment were collected, chemically analyzed, and compared. The samples were sieved to isolate the phosphorus), organic and total carbon, 25 trace elements, and the radionuclide cesium-137 (137Cs). On the basis of substantial and consistent compositional differences among the source types, total nitrogen (TN), total phosphorus (TP), total organic carbon (TOC), and 137Cs were selected for use in the estimation of sediment sources. To further account for differences in particle-size composition between the sources and the reservoir bottom sediment, constituent ratio and clay-normalization techniques were used. Computed ratios included TOC to TN, TOC to TP, and TN to TP. Constituent concentrations (TN, TP, TOC) and activities (137Cs) were normalized by dividing by the percentage of clay. Thus, the sediment-source estimations involved the use of seven sediment-source indicators. Within the Perry Lake Basin, the consensus of the seven indicators was that both channel-bank and surface-soil sources were important in the Atchison County Lake and Banner Creek Reservoir subbasins, whereas channel-bank sources were dominant in the Mission Lake subbasin. On the sole basis of 137Cs activity, surface-soil sources contributed the most fine-grained sediment to Atchison County Lake, and channel-bank sources contributed the most fine-grained sediment to Banner Creek Reservoir and Mission Lake. Both the seven-indicator consensus and 137Cs indicated that channel-bank sources were dominant for Perry Lake and that channel-bank sources increased in importance with distance

Modeling Child–Nature Interaction in a Nature Preschool: A Proof of Concept

Directory of Open Access Journals (Sweden)

Peter H. Kahn

2018-05-01

Full Text Available This article provides a proof of concept for an approach to modeling child–nature interaction based on the idea of interaction patterns: characterizations of essential features of interaction between humans and nature, specified abstractly enough such that countless different instantiations of each one can occur – in more domestic or wild forms – given different types of nature, people, and purposes. The model draws from constructivist psychology, ecological psychology, and evolutionary psychology, and is grounded in observational data collected through a time-sampling methodology at a nature preschool. Through using a nature language that emphasizes ontogenetic and phylogenetic significance, seven keystone interaction patterns are described for this nature preschool: using one’s body vigorously in nature, striking wood on wood, constructing shelter, being in solitude in nature, lying on earth, cohabiting with a wild animal, and being outside in weather. These 7 interactions patterns are then brought together with 13 other patterns published elsewhere to provide a total of 20 keystone interaction patterns that begin to fill out the model, and to show its promise. Discussion focuses on what the model aims to be in terms of both product and process, on what work the model can currently do, and how to further develop the model.

Swedish Preschool Teachers' Ideas of the Ideal Preschool Group

Science.gov (United States)

Pramling Samuelsson, Ingrid; Williams, Pia; Sheridan, Sonja; Hellman, Annette

2016-01-01

In Sweden, preschool has been noted as being of a high quality compared to many other countries. However, dramatic changes in the preschool sector are taking place. A recent law states that it is a child's right to get a preschool place within a few months. As a consequence, the number of children in preschool has increased, which could influence…

Effects of the northern Ohio earthquake on the Perry nuclear power plant

International Nuclear Information System (INIS)

Stevenson, J.D.

1987-01-01

On January 31, 1986 at 11:47 A.M. EST, a brief strong motion duration and shallow (10 km focal depth) earthquake with a 5.0 Richter magnitude occurred. Its epicenter was located near Leroy, Ohio which is south of Lake Erie, at a distance of approximately ten (10) miles from the Perry Nuclear Power Plant site at Perry, Ohio. The potential safety significance of the Leroy 1986 earthquake is that it produced a recorded component of earthquake motion zero period acceleration approximately equal to the 0.15g zero period ground acceleration defined as the Safe Shutdown Earthquake for the site. The Leroy 1986 earthquake is the first recorded instance in the U.S. of a nuclear power plant being subjected to some level of OBE exceedance. In general, the short duration and high frequency non-damaging character of the Leroy 1986 earthquake cannot be equated directly on the basis of peak ground acceleration alone with the longer duration, lower frequency content of earthquakes which are expected to do structural damage. However, all the available evidence suggests that the Leroy 1986 is not atypical of what might be expected earthquake activity in the area of the eastern U.S. with 1-10 year return periods. On this basis, it is essential that new methods be developed which properly characterized the damage potential of these types of earthquakes and not simply process the raw data associated with recorded peak acceleration as the basis of nuclear plant shutdown and potentially lengthly examination

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,…

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....

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

Science.gov (United States)

Byun, Wonwoo; Blair, Steven N; Pate, Russell R

2013-01-03

This study aimed to compare the levels of objectively-measured sedentary behavior in children attending Montessori preschools with those attending traditional preschools. 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 Montessori preschools, after adjusting for selected potential correlates of preschoolers' sedentary behavior. 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. 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.

Precursor models construction at preschool education: an approach to improve scientific education in the classroom

Directory of Open Access Journals (Sweden)

SABRINA PATRICIA CANEDO- IBARRA

2010-07-01

Full Text Available This study aimed to explore young children scientific precursor models construction and how the designed teaching strategy was successful for improving science learning at preschool in a social context. We describe how 6 years old children built a precursor model of flotation based on density. The exploratory study used a qualitative data collection and analysis following a pre-interview, instructional process and post-interview design. On analyzing children’s answers after the instructional period, we realized that several children were led to both the construction of a precursor model and a general qualitative upgrade in reasoning. We conclude that learning activities were effective and that the approach used in this study may help expand and improve teaching and learning of scientific concepts in preschool education

The prediction of intelligence in preschool children using alternative models to regression.

Science.gov (United States)

Finch, W Holmes; Chang, Mei; Davis, Andrew S; Holden, Jocelyn E; Rothlisberg, Barbara A; McIntosh, David E

2011-12-01

Statistical prediction of an outcome variable using multiple independent variables is a common practice in the social and behavioral sciences. For example, neuropsychologists are sometimes called upon to provide predictions of preinjury cognitive functioning for individuals who have suffered a traumatic brain injury. Typically, these predictions are made using standard multiple linear regression models with several demographic variables (e.g., gender, ethnicity, education level) as predictors. Prior research has shown conflicting evidence regarding the ability of such models to provide accurate predictions of outcome variables such as full-scale intelligence (FSIQ) test scores. The present study had two goals: (1) to demonstrate the utility of a set of alternative prediction methods that have been applied extensively in the natural sciences and business but have not been frequently explored in the social sciences and (2) to develop models that can be used to predict premorbid cognitive functioning in preschool children. Predictions of Stanford-Binet 5 FSIQ scores for preschool-aged children is used to compare the performance of a multiple regression model with several of these alternative methods. Results demonstrate that classification and regression trees provided more accurate predictions of FSIQ scores than does the more traditional regression approach. Implications of these results are discussed.

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.

Effects of pedagogical ideology on the perceived loudness and noise levels in preschools.

Science.gov (United States)

Jonsdottir, Valdis; Rantala, Leena M; Oskarsson, Gudmundur Kr; Sala, Eeva

2015-01-01

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called "Hjalli model", and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the "Hjalli model") experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the "Hjalli model" preschool and fewer "Hjalli model" teachers reported voice symptoms. Public preschool teachers experienced more stress than "Hjalli model" teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences.

Perry Nuclear Power Plant Area/Equipment Temperature Monitoring Program

International Nuclear Information System (INIS)

McGuire, L.L.

1991-01-01

The Perry Nuclear Power Plant Area/Equipment Temperature Monitoring Program serves two purposes. The first is to track temperature trends during normal plant operation in areas where suspected deviations from established environmental profiles exist. This includes the use of Resistance Temperature Detectors, Recorders, and Temperature Dots for evaluation of equipment qualified life for comparison with tested parameters and the established Environmental Design Profile. It also may be used to determine the location and duration of steam leaks for effect on equipment qualified life. The second purpose of this program is to aid HVAC design engineers in determining the source of heat outside anticipated design parameters. Resistance Temperature Detectors, Recorders, and Temperature Dots are also used for this application but the results may include design changes to eliminate the excess heat or provide qualified equipment (cable) to withstand the elevated temperature, splitting of environmental zones to capture accurate temperature parameters, or continued environmental monitoring for evaluation of equipment located in hot spots

Differentiated Rates of Growth across Preschool Dual Language Learners

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Lambert, Richard G.; Kim, Do-Hong; Durham, Sean; Burts, Diane C.

2017-01-01

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

Organising and Leading Systematic Quality Work in the Preschool -- Preschool Managers' Perspectives

Science.gov (United States)

Håkansson, Jan

2016-01-01

Preschool managers' responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers' leadership and management of the systematic quality work in Swedish preschools with reference…

Motor competence and characteristics within the preschool environment.

Science.gov (United States)

True, Larissa; Pfeiffer, Karin Allor; Dowda, Marsha; Williams, Harriet G; Brown, William H; O'Neill, Jennifer R; Pate, Russell R

2017-08-01

Environmental characteristics within preschools that influence children's motor competence are largely unknown. The purpose of the present study was to examine the contribution of various preschool environmental characteristics to children's locomotor, object control, and total gross motor scores. Cross-sectional, observational study of 3-5 year-old children (n=229) from 22 preschools in South Carolina. The Children's Activity and Movement in Preschool Study (CHAMPS) Motor Skills Protocol assessed MC. Preschool directors provided information regarding policies and practices. The research team measured playgrounds and classrooms, and the Early Childhood Environment Rating Scale-Revised assessed preschool quality. Time spent in open space and electronic media use were also assessed using direct observation. The aforementioned variables predicted children's object control, locomotor, and total gross motor scores. Classroom size/child ratio, teacher education, playground size, electronic media use, and trips to outside organizations emerged as significant predictors of locomotor score and total motor score. The object control model was non-significant. Preschools may be able to promote motor competence by allowing children more time in open spaces, structured activity experiences, and by expanding existing outdoor playground space whenever possible. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

The Traditional in Contemporary Curricula of Preschool Education

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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.

Values education in practice in Danish preschools

DEFF Research Database (Denmark)

Broström, Stig; Jensen, Anders Skriver

2018-01-01

preschool, and also shared reflection seminars with practitioners from all three preschools, the practitioners constructed and re-constructed a reflected and goal oriented values education. With particular focus on caring, disciplinary, and democratic values and with use of an educational tool called...... ‘Dynamic Situational Didactics Model’ (Broström, 2015) the practitioners and the researchers constructed an outline of a values education. The chapter communicates the Dynamic Situational Didactics Model and discuss how values related to care, discipline and democracy can be related to pedagogical aims...... and goals, content and educational principles. This illustrates the educational use of the didactic model, and with use of several examples based the data, the chapter communicates a possible outline of a values education in preschool with weight on practice. Keywords: Caring, disciplinary, and democratic...

The High/Scope Preschool Curriculum Comparison Study through Age 23.

Science.gov (United States)

Schweinhart, Lawrence J.; Weikart, David P.

1997-01-01

Assessed the relative effects through age 23 on young participants born in poverty of the High/Scope, Direct Instruction, and traditional Nursery School preschool curriculum models. Found against using Direct Instruction in preschool programs and for using a well-defined curriculum model based on child-initiated learning activities. (Author)

The upper bound of radiation energy in the Myers-Perry black hole collision

International Nuclear Information System (INIS)

Gwak, Bogeun; Lee, Bum-Hoon

2016-01-01

We have investigated the upper bound of the radiation energy in the head-on collision of two Myers-Perry black holes. Initially, the two black holes are far away from each other, and they become one black hole after the collision. We have obtained the upper bound of the radiation energy thermodynamically allowed in the process. The upper bound of the radiation energy is obtained in general dimensions. The radiation bound depends on the alignments of rotating axes for a given initial condition due to spin-spin interaction. We have found that the collision may not be occurred for a initially ultra-spinning black hole.

Particle motion and scalar field propagation in Myers-Perry black-hole spacetimes in all dimensions

International Nuclear Information System (INIS)

Vasudevan, Muraari; Stevens, Kory A; Page, Don N

2005-01-01

We study separability of the Hamilton-Jacobi and massive Klein-Gordon equations in the general Myers-Perry black-hole background in all dimensions. Complete separation of both equations is carried out in cases when there are two sets of equal black-hole rotation parameters, which significantly enlarges the rotational symmetry group. We explicitly construct a nontrivial irreducible Killing tensor associated with the enlarged symmetry group which permits separation. We also derive first-order equations of motion for particles in these backgrounds and examine some of their properties

Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

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Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

2012-01-01

Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…

Preschool Teachers' Emotional Socialization Responses to 4-6 Year-Old Turkish Preschoolers' Emotional Expressions

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Kilic, Sukran

2015-01-01

The goal of the present study was to investigate preschool teachers' emotion socialization responses to Turkish preschoolers' emotional expressions based on children's age and gender. The participants in the current study were 12 preschool full time teachers from 4 preschool and 288 preschoolers ranging in age from 4 to 6 years in Aksaray. In…

The Impact of the "First Language First" Model on Vocabulary Development among Preschool Bilingual Children

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Schwartz, Mila

2014-01-01

The aim of this exploratory study was to examine the role of the "First Language First" model for preschool bilingual education in the development of vocabulary depth. The languages studied were Russian (L1) and Hebrew (L2) among bilingual children aged 4-5 years in Israel. According to this model, the children's first language of…

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

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

2016-01-01

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

Conformance to Regulatory Guide 1.97, Perry Nuclear Power Plant, Unit Nos. 1 and 2 (Docket Nos. 50-440 and 50-441)

International Nuclear Information System (INIS)

Udy, A.C.

1985-03-01

This EG and G Idaho, Inc., report provides a review of the submittals for Regulatory Guide 1.97, Revision 2, for the Perry Nuclear Power Plant, Unit Nos. 1 and 2. Any exception to the guidelines of Regulatory Guide 1.97 are evaluated

The Discourse of a Preschool Education Curriculum

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Lidija Miškeljin

2016-02-01

Full Text Available The paper presents a critical analysis of the discourse of a preschool education curriculum. Its starting point is Foucault’s concept of discourse as language in use, which not only reflects the social order, but also shapes it through a network of conventions, knowledge and practices determining man’s – or, in this case, the reader’s – perception of reality. The analysis is based on identifying the discourse strategies and/or systems of rules laid out in the text The basic principles of the preschool education curriculum for three- to seven-year-old children – model A which make possible certain statements and insights regarding children and thus position the child and the preschool teacher by means of discourse repertoires. This approach helps contextualize the text and leads to an understanding of the basic discourse mechanism involved in the creation of specific versions of preschool education. As discourse analysis itself is related to interpretation and narratology, with the story as a constant, so is this paper a story about a preschool curriculum, for, like any other text, it tells an unfinished story that can yet evolve in different directions.

Local energy decay of massive Dirac fields in the 5D Myers-Perry metric

International Nuclear Information System (INIS)

Daudé, Thierry; Kamran, Niky

2012-01-01

We consider massive Dirac fields evolving in the exterior region of a five-dimensional Myers-Perry black hole and study their propagation properties. Our main result states that the local energy of such fields decays in a weak sense at late times. We obtain this result in two steps: first, using the separability of the Dirac equation, we prove the absence of a pure point spectrum for the corresponding Dirac operator; second, using a new form of the equation adapted to the local rotations of the black hole, we show by a Mourre theory argument that the spectrum is absolutely continuous. This leads directly to our main result. (paper)

An Examination of Parents' and Preschool Workers' Perspectives on Bullying in Preschool

Science.gov (United States)

Cameron, David Lansing; Kovac, Velibor Bobo

2016-01-01

Parents (n = 141) and preschool workers (n = 81) completed a survey regarding their perspectives towards: (a) the existence of bullying in preschool, (b) interpretations of bullying, (c) the roles of bullies and victims, and (d) gender differences. Findings suggest that both groups largely believe that bullying occurs in preschool. Excluding…

Predicting Preschoolers' Attachment Security from Fathers' Involvement, Internal Working Models, and Use of Social Support

Science.gov (United States)

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

2008-01-01

Associations between preschoolers' attachment security, fathers' involvement (i.e. parenting behaviors and consistency) and fathering context (i.e. fathers' internal working models (IWMs) and use of social support) were examined in a subsample of 102 fathers, taken from a larger sample of 235 culturally diverse US families. The authors predicted…

Teachers and Peers as Communication Models to Teach Grammatical Forms to Preschoolers with Hearing Loss

Science.gov (United States)

Richels, Corrin G.; Bobzien, Jonna L.; Schwartz, Kathryn S.; Raver, Sharon A.; Browning, Ellen L.; Hester, Peggy P.

2016-01-01

Structured input from both teachers and peers maximizes the opportunities for preschoolers to learn grammatical forms. The purpose of this pilot study was to evaluate the effectiveness of using a teacher and a peer with typical hearing and language skills to model grammatically correct verbal responses to action "wh-" questions…

The Use of Individualized Video Modeling to Enhance Positive Peer Interactions in Three Preschool Children

Science.gov (United States)

Green, Vanessa A.; Prior, Tessa; Smart, Emily; Boelema, Tanya; Drysdale, Heather; Harcourt, Susan; Roche, Laura; Waddington, Hannah

2017-01-01

The study described in this article sought to enhance the social interaction skills of 3 preschool children using video modeling. All children had been assessed as having difficulties in their interactions with peers. Two were above average on internalizing problems and the third was above average on externalizing problems. The study used a…

Structured Play Therapy Groups for Preschoolers: facilitating the emergence of social competence.

Science.gov (United States)

Stone, Susan; Stark, Martha

2013-01-01

Over the years, we have developed a working model of Structured Play Therapy Groups for Preschoolers, an innovative treatment approach designed to address the needs of young children ages 3 to 5 struggling to adjust to the social demands of their preschool classrooms. These short-term therapy groups facilitate development of the young child's social competence and capacity to participate effectively in a classroom environment. Although the literature on therapy groups for children suggests that preschoolers are not yet evolved enough developmentally to engage actively in a group process, our experience indicates otherwise. The model of treatment presented here will therefore challenge that contention with the claim that not only can preschoolers participate in a structured therapy group of peers but they can, by virtue of that very participation, benefit in ways that will prepare them (as they transition from preschool to kindergarten) for the ever-increasing demands of their ever-expanding social milieus.

When Does Preschool Matter?

Science.gov (United States)

Yoshikawa, Hirokazu; Weiland, Christina; Brooks-Gunn, Jeanne

2016-01-01

We have many reasons to invest in preschool programs, including persistent gaps in school readiness between children from poorer and wealthier families, large increases in maternal employment over the past several decades, and the rapid brain development that preschool-age children experience. But what do we know about preschool education's…

Preschool education studentsʼ attitude towards inclusion in preschool educational context

OpenAIRE

Skubic, Darija; Vidrih, Alenka

2015-01-01

The purpose of the current study was to investigate the attitudes of preschool education students regarding inclusive teaching/inclusive practices. As a research instrument a questionnaire with 17 statements, referred to education, practices and policies of inclusion was developed. 118 students of the preschool education study programme at the Faculty of Education in Ljubljana participated in the study. There were 3 different groups of students: 25 students of the 2nd year of preschool educat...

Assessment of Attention in Preschoolers

Science.gov (United States)

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, accurate identification of “disordered” attention in preschoolers can be challenging, and development of appropriate, norm-referenced tests of attention for preschoolers is also difficult. The current review suggests that comprehensive assessment of attention and related functions in the preschool child should include thorough review of the child’s history, planned observations, and formal psychometric testing. The three primary methods of psychometric assessment that have been used to characterize attentional functioning in preschool children include performance-based tests, structured caregiver interviews, and rating scales (parent, teacher, and clinician). Among performance-based methods for measurement of attention in the preschool years, tests have been developed to assess sustained attention, selective (focused) attention, span of attention (encoding/manipulation), and (top-down) controlled attention—including freedom from distractibility and set shifting. Many of these tests remain experimental in nature, and review of published methods yields relatively few commercially available, nationally normed tests of attention for preschoolers, and an overall dearth of reliability and validity studies on the available measures. PMID:23090646

Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

Science.gov (United States)

Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

2017-01-01

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

Preschool Teachers' Views on Competence in the Context of Home and Preschool Collaboration

Science.gov (United States)

Vuorinen, Tuula; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

The purpose of this article is to analyse and discuss preschool teachers' views regarding competence within their profession in the context of home and preschool collaboration. The question addressed is as follows: In what situations do preschool teachers perceive that their competence becomes visible for parents? The results, based on interviews…

Comprehensive Influence Model of Preschool Children’s Personality Development Based on the Bayesian Network

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Yan Sun

2014-01-01

Full Text Available It is crucial to ascertain the comprehensive influence factors on personality for making effective cultivating plan. However, most existing literatures focus on the effect of individual factor on the personality. In order to comprehensively investigate the causal influences of preschool children’s temperament, school factors (teacher expectation and peer acceptance, and family factors (parental coparenting style, parental education value, and parental parenting style on the personality and the probability of the dependencies among these influence factors, we constructed the influencing factor model of personality development based on the Bayesian network. The models not only reflect the influence on personality development as a whole, but also obtain the probability relationships among the factors. Compared with other influence factors including family and school factors, temperament has more effect on the personality. In addition, teacher expectation also has an important influence on the personality. The experimental results show that it is a valuable exploration to construct the Bayesian network for comprehensively investigating the causal relationships between preschool children’s personality and related influence factors. Further, these results will be helpful to the cultivation of healthy personality.

Cytotoxic potential and chromatogram profile of sarang semut tuber (Myrmecodia Pendans Merr. & Perry) after gamma irradiation

International Nuclear Information System (INIS)

Ermin Katrin Winarno; Susanto; Hendig Winarno; Siva Fauziah

2015-01-01

Sarang semut tuber (Myrmecodia pendans Merr. & Perry) has cytotoxic activity. Preservation efforts of sarang semut tuber was performed with gamma irradiation. The research purposed to study the effect of gamma on cytotoxic activity against leukemia L1210 cell lines and chromatogram profiles of sarang semut tuber (Myrmecodia pendans Merr. & Perry). The dried sarang semut tuber were gamma irradiated with a variety of doses of 5; 7.5; 10; and 15 kGy. The experiments were performed with two replicates for each dose. Then samples were macerated with solvent by gradient polarity with n-hexane, ethyl acetate, and ethanol. Extracts were tested against the leukemia L1210 cell lines. From the results obtained showed that the ethanol extract was the most active against leukemia L1210 cell lines (IC50 9.88 μg/ml) compared with n-heksan (IC50 23.44 μg/ml) and ethyl acetate extract (IC50 17.32 μg/ml). Ethanol extracts were fractionated by column chromatography, the result were obtained 7 fractions. Based on the cytotoxic activity test for each fraction, the fraction 1 had the highest activity (IC50 ≤ 3.23 μg/ml). The identifications of ethanol extract and fraction 1 by CLT-densitometry showed that the spots area increased and decreased after gamma irradiation. The chromatogram profile of fraction 1 showed that the major peak area decreased after irradiation. The maximum irradiation dose without damaging the cytotoxic activity of sarang semut tuber againts leukemia L1210 cell lines was 5 kGy. (author)

The Impact of Individual Differences, Types of Model and Social Settings on Block Building Performance among Chinese Preschoolers.

Science.gov (United States)

Tian, Mi; Deng, Zhu; Meng, Zhaokun; Li, Rui; Zhang, Zhiyi; Qi, Wenhui; Wang, Rui; Yin, Tingting; Ji, Menghui

2018-01-01

Children's block building performances are used as indicators of other abilities in multiple domains. In the current study, we examined individual differences, types of model and social settings as influences on children's block building performance. Chinese preschoolers ( N = 180) participated in a block building activity in a natural setting, and performance was assessed with multiple measures in order to identify a range of specific skills. Using scores generated across these measures, three dependent variables were analyzed: block building skills, structural balance and structural features. An overall MANOVA showed that there were significant main effects of gender and grade level across most measures. Types of model showed no significant effect in children's block building. There was a significant main effect of social settings on structural features, with the best performance in the 5-member group, followed by individual and then the 10-member block building. These findings suggest that boys performed better than girls in block building activity. Block building performance increased significantly from 1st to 2nd year of preschool, but not from second to third. The preschoolers created more representational constructions when presented with a model made of wooden rather than with a picture. There was partial evidence that children performed better when working with peers in a small group than when working alone or working in a large group. It is suggested that future study should examine other modalities rather than the visual one, diversify the samples and adopt a longitudinal investigation.

The rigorous bound on the transmission probability for massless scalar field of non-negative-angular-momentum mode emitted from a Myers-Perry black hole

Energy Technology Data Exchange (ETDEWEB)

Ngampitipan, Tritos, E-mail: tritos.ngampitipan@gmail.com [Faculty of Science, Chandrakasem Rajabhat University, Ratchadaphisek Road, Chatuchak, Bangkok 10900 (Thailand); Particle Physics Research Laboratory, Department of Physics, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Boonserm, Petarpa, E-mail: petarpa.boonserm@gmail.com [Department of Mathematics and Computer Science, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Chatrabhuti, Auttakit, E-mail: dma3ac2@gmail.com [Particle Physics Research Laboratory, Department of Physics, Faculty of Science, Chulalongkorn University, Phayathai Road, Patumwan, Bangkok 10330 (Thailand); Visser, Matt, E-mail: matt.visser@msor.vuw.ac.nz [School of Mathematics, Statistics, and Operations Research, Victoria University of Wellington, PO Box 600, Wellington 6140 (New Zealand)

2016-06-02

Hawking radiation is the evidence for the existence of black hole. What an observer can measure through Hawking radiation is the transmission probability. In the laboratory, miniature black holes can successfully be generated. The generated black holes are, most commonly, Myers-Perry black holes. In this paper, we will derive the rigorous bounds on the transmission probabilities for massless scalar fields of non-negative-angular-momentum modes emitted from a generated Myers-Perry black hole in six, seven, and eight dimensions. The results show that for low energy, the rigorous bounds increase with the increase in the energy of emitted particles. However, for high energy, the rigorous bounds decrease with the increase in the energy of emitted particles. When the black holes spin faster, the rigorous bounds decrease. For dimension dependence, the rigorous bounds also decrease with the increase in the number of extra dimensions. Furthermore, as comparison to the approximate transmission probability, the rigorous bound is proven to be useful.

The rigorous bound on the transmission probability for massless scalar field of non-negative-angular-momentum mode emitted from a Myers-Perry black hole

International Nuclear Information System (INIS)

Ngampitipan, Tritos; Boonserm, Petarpa; Chatrabhuti, Auttakit; Visser, Matt

2016-01-01

Hawking radiation is the evidence for the existence of black hole. What an observer can measure through Hawking radiation is the transmission probability. In the laboratory, miniature black holes can successfully be generated. The generated black holes are, most commonly, Myers-Perry black holes. In this paper, we will derive the rigorous bounds on the transmission probabilities for massless scalar fields of non-negative-angular-momentum modes emitted from a generated Myers-Perry black hole in six, seven, and eight dimensions. The results show that for low energy, the rigorous bounds increase with the increase in the energy of emitted particles. However, for high energy, the rigorous bounds decrease with the increase in the energy of emitted particles. When the black holes spin faster, the rigorous bounds decrease. For dimension dependence, the rigorous bounds also decrease with the increase in the number of extra dimensions. Furthermore, as comparison to the approximate transmission probability, the rigorous bound is proven to be useful.

Exploring the Role of the Speech-language Therapist in City Centre Preschools

Directory of Open Access Journals (Sweden)

Sandra du Plessis

2012-12-01

Full Text Available This study investigates the perception of the strengths and challenges that face city centre preschool teachers and preschool learners in the acquisition of English as medium of instruction and to use the results to explore the role of speech-language therapists in this context. A descriptive survey, incorporating a quantitative data collection method, was selected as the research design and a questionnaire was developed as a survey instrument. The findings identified the strengths as including the creative communication strategies employed by the pre-schoolers and the innovative techniques of the teachers. Perceived challenges include a cultural and linguistic mismatch between teachers and learners and communication barriers that cause emotional and behavioural problems in classrooms. The study suggests that speech-language therapists need to consider and employ service delivery models instead of traditional models with the preschool teachers.

Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

Science.gov (United States)

Karakaya, Esra G.; Tufan, Mumin

2018-01-01

This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

Development of Lubeg (Syzygiumlineatum (Roxb. Merr.& Perry Processed Products

Directory of Open Access Journals (Sweden)

Ronald O. Ocampo

2015-11-01

Full Text Available Lubeg(Syzygiumlineatum(Roxb. Merr.& Perry is a lesser known fruit in the province of Apayao, Philippines. It is a highly perishable fruit and belongs to family Myrtaceae. The primary object of this study is to develop processed products from lubeg fruits. The experimental method of research was conducted. From the result of the study, the following are concluded: Lubeg wine is preferred over other locally produced wine namely bignay and duhat. However, no significant differences were observed in their taste, appearance and aroma. On the other hand, strawberry jam is preferred over lubegandbignay jam. No significant differences were observed in their taste, appearance and aroma. Lubeg fruit preserves, Jam and jelly can be best used as fillers to baked products when mixed with pineapple jam; lubeg juice can be improved when mixed with lemongrass in 1:2, 1:1 and 2:1 ratio. In the light of the findings and conclusion, the following are forwarded as recommendations: mass production of lubeg products should be done; promotion of the developed technology through trainings and attendance to trade fairs should be done; and similar research should be conducted using other flavors fruits or herbs to improve the quality of lubeg products.

Collaboration between Mathematics Facilitators and Preschool Teachers Using the Innovative "Senso-Math" Preschool Program

Science.gov (United States)

Hassidov, Dina; Ilany, Bat-Sheva

2018-01-01

This article presents a mixed-method study of the innovative "Senso-Math" preschool program and the reactions of both the facilitators, who underwent a special training program, and the preschool teachers in whose classes the program was implemented. The goal of the program is to enhance mathematical development in preschool children…

An Evaluation of the Model School Division (MSD) Preschool Program for the School Year 1973-74.

Science.gov (United States)

District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.

This study was designed to assess the extent to which children served by the Model Schools Division Preschool Program developed socially, intellectually, physically and emotionally during the 1973-74 school year. This evaluation was also designed to measure the appropriateness of the learning environment and the amount of services provided by the…

Understanding the complex determinants of height and adiposity in disadvantaged daycare preschoolers in Salvador, NE Brazil through structural equation modelling.

Science.gov (United States)

Lander, Rebecca L; Williams, Sheila M; Costa-Ribeiro, Hugo; Mattos, Angela P; Barreto, Danile L; Houghton, Lisa A; Bailey, Karl B; Lander, Alastair G; Gibson, Rosalind S

2015-10-23

Earlier we reported on growth and adiposity in a cross-sectional study of disadvantaged Brazilian preschoolers. Here we extend the work on these children, using structural equation modelling (SEM) to gather information on the complex relationships between the variables influencing height and adiposity. We hope this information will help improve the design and effectiveness of future interventions for preschoolers. In 376 preschoolers aged 3-6 years attending seven philanthropic daycares in Salvador, we used SEM to examine direct and indirect relationships among biological (sex, ethnicity, birth order, maternal height and weight), socio-economic, micronutrient (haemoglobin, serum selenium and zinc), and environmental (helminths, de-worming) variables on height and adiposity, as reflected by Z-scores for height-for-age (HAZ) and body mass index (BMIZ). Of the children, 11 % had HAZ  1. Of their mothers, 8 % had short stature, and 50 % were overweight or obese. Based on standardized regression coefficients, significant direct effects (p growth, helminth infection was a modifiable risk factor directly and indirectly affecting HAZ and BMIZ, respectively. Hence the WHO de-worming recommendation should include preschoolers living in at-risk environments as well as school-aged children.

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.…

The Analysis of Figurative Language Used in the Lyric of Firework by Katy Perry (a Study of Semantic)

OpenAIRE

Hariyanto, Hariyanto

2017-01-01

Figurative language is a part of semantic. This research analyzed the figurative language used in the lyric of firework by Katy Perry. The aims of this research are to find out the figurative languages used in the lyric of firework and to analyze the contextual meaning of figurative language used in that song. It is expected the result of this study will be useful for the reader especially in knowing what figurative language is and what kinds of figurative language are. The design of this res...

On explicit thermodynamic functions and extremal limits of Myers-Perry black holes

International Nuclear Information System (INIS)

Aaman, Jan E.; Pidokrajt, Narit

2013-01-01

We study thermodynamic geometries of Myers-Perry (MP) black holes with arbitrary number of angular momenta. This geometric method allows us to visualize thermodynamic state spaces of the MP black holes as wedges embedded in a Minkowski-like parameter space. The opening angles of these wedges are uniquely determined by the number of spacetime dimensions d, and the number of angular momenta associated with the MP black holes, n. The geometric structure captures extremal limits of the MP black holes, and hence serves as a method for identifying the black hole's extremal limit. We propose that classification of the MP black hole solutions should based on these uncovered structures. In order for the ultraspinning regime to exist, at least one of the angular momenta has to be set to zero. Finally, we conjecture that the membrane phase of ultraspinning MP black holes is reached at the minimum temperature in the case where 2n< d-3 based on the thermodynamic curvature obtained. (orig.)

Medindo a agressão: o Questionário de Buss-Perry

Directory of Open Access Journals (Sweden)

Valdiney V. Gouveia

2008-01-01

Full Text Available The current study aimed to adapt the Buss-Perry Aggression Questionnaire to the Brazilian milieu, testing its construct validity. Participated 308 students from João Pessoa (155 undergraduates; 153 high schools, with a mean age of 18.8 years old (SD = 3.69, most of them females (65.9%. They answered a set of four pencil-paper type measures, among them the Aggression Questionnaire, and demographic asks (e.g., gender, age, and school performance. Results indicated that, although only two factors had been identified in an exploratory factor analysis, a confirmatory factor analysis permitted to corroborate the theoretical structure = 0.71,aof this instrument, composed by four first order factors: anger ( =a = 0.52, and physical aggression (a = 0.62, verbal aggression (ahostility ( = 0.81. Consistently,a0.65, and one second order factor named as aggression ( females scored higher than males in the anger factor. These findings are discussed based on literature that has considered this measure.

Perturbations of near-horizon geometries and instabilities of Myers-Perry black holes

International Nuclear Information System (INIS)

Durkee, Mark N.; Reall, Harvey S.

2011-01-01

It is shown that the equations governing linearized gravitational (or electromagnetic) perturbations of the near-horizon geometry of any known extreme vacuum black hole (allowing for a cosmological constant) can be Kaluza-Klein reduced to give the equation of motion of a charged scalar field in AdS 2 with an electric field. One can define an effective Breitenloehner-Freedman bound for such a field. We conjecture that if a perturbation preserves certain symmetries then a violation of this bound should imply an instability of the full black hole solution. Evidence in favor of this conjecture is provided by the extreme Kerr solution and extreme cohomogeneity-1 Myers-Perry solution. In the latter case, we predict an instability in seven or more dimensions and, in five dimensions, we present results for operator conformal weights assuming the existence of a conformal field theory dual. We sketch a proof of our conjecture for scalar field perturbations.

The Impact of Individual Differences, Types of Model and Social Settings on Block Building Performance among Chinese Preschoolers

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Mi Tian

2018-01-01

Full Text Available Children’s block building performances are used as indicators of other abilities in multiple domains. In the current study, we examined individual differences, types of model and social settings as influences on children’s block building performance. Chinese preschoolers (N = 180 participated in a block building activity in a natural setting, and performance was assessed with multiple measures in order to identify a range of specific skills. Using scores generated across these measures, three dependent variables were analyzed: block building skills, structural balance and structural features. An overall MANOVA showed that there were significant main effects of gender and grade level across most measures. Types of model showed no significant effect in children’s block building. There was a significant main effect of social settings on structural features, with the best performance in the 5-member group, followed by individual and then the 10-member block building. These findings suggest that boys performed better than girls in block building activity. Block building performance increased significantly from 1st to 2nd year of preschool, but not from second to third. The preschoolers created more representational constructions when presented with a model made of wooden rather than with a picture. There was partial evidence that children performed better when working with peers in a small group than when working alone or working in a large group. It is suggested that future study should examine other modalities rather than the visual one, diversify the samples and adopt a longitudinal investigation.

Nature in Preschool

DEFF Research Database (Denmark)

Husted, Mia; Frøkjær, Thorleif

‘Nature and nature phenomena’ has formed a specific curriculum theme in Danish preschool since early childhood curriculum was prescribed by law in 2004. However, recent evaluations show that the implementation of an early childhood curriculum has not produced an increased pedagogical focus...... on ‘nature and nature phenomena’ in preschools (EVA 2012). This finding, along with an increased political interest in goals and measurable outcome of early childhood curriculum (Broström 2012), will be the starting point in our ambition to carry out a more thorough qualitative investigation into links...... between preschool teachers’ understanding and interest in teaching nature and the rather poor evaluation....

Preschool teachers’ reasoning about interactive whiteboard embedded in Swedish preschools

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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;}

Pre-School Education in Europe.

Science.gov (United States)

Blackstone, Tessa

The extent and nature of preschool education in Europe is discussed, with reference to England and Wales, France, the Netherlands, Norway and Sweden. Reports on preschool education in these countries give examples of both an early and a late start to compulsory education, very extensive and very limited preschool provision, and the effects of…

Physical Activity in Preschool Children: Comparison between Montessori and Traditional Preschools

Science.gov (United States)

Pate, Russell R.; O'Neill, Jennifer R.; Byun, Wonwoo; McIver, Kerry L.; Dowda, Marsha; Brown, William H.

2014-01-01

Background: Little is known about the influence of Montessori methods on children's physical activity (PA). This cross-sectional study compared PA of children attending Montessori and traditional preschools. Methods: We enrolled 301 children in 9 Montessori and 8 traditional preschools in Columbia, South Carolina. PA was measured by accelerometry…

Science Education in Preschool: How to Assimilate the Reggio Emilia Pedagogy in a Turkish Preschool

Science.gov (United States)

Inan, Hatice Zeynep

2009-01-01

This commentary manuscript, which was part of a larger research project, aimed to show how teachers can help preschoolers construct their knowledge of science and meet preschool science standards successfully in a Reggio Emilia approach. The demonstrations for preschool teachers are summarized as follows: be inspired by the Reggio Emilia approach;…

Reference values for spirometry in preschool children.

Science.gov (United States)

Burity, Edjane F; Pereira, Carlos A C; Rizzo, José A; Brito, Murilo C A; Sarinho, Emanuel S C

2013-01-01

Reference values for lung function tests differ in samples from different countries, including values for preschoolers. The main objective of this study was to derive reference values in this population. A prospective study was conducted through a questionnaire applied to 425 preschool children aged 3 to 6 years, from schools and day-care centers in a metropolitan city in Brazil. Children were selected by simple random sampling from the aforementioned schools. Peak expiratory flow (PEF), forced vital capacity (FVC), forced expiratory volumes (FEV1, FEV0.50), forced expiratory flow (FEF25-75) and FEV1/FVC, FEV0.5/FVC and FEF25-75/FVC ratios were evaluated. Of the 425 children enrolled, 321 (75.6%) underwent the tests. Of these, 135 (42.0%) showed acceptable results with full expiratory curves and thus were included in the regression analysis to define the reference values. Height and gender significantly influenced FVC values through linear and logarithmic regression analysis. In males, R(2) increased with the logarithmic model for FVC and FEV1, but the linear model was retained for its simplicity. The lower limits were calculated by measuring the fifth percentile residues. Full expiratory curves are more difficult to obtain in preschoolers. In addition to height, gender also influences the measures of FVC and FEV1. Reference values were defined for spirometry in preschool children in this population, which are applicable to similar populations. Copyright © 2013 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Promoting Social and Emotional Competencies among Young Children in Croatia with Preschool PATHS.

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Josipa Mihic

2016-11-01

Full Text Available Preschool PATHS (Promoting Alternative Thinking Strategies is an evidence-based universal prevention program focused on promoting children’s social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of the first children to participate in Preschool PATHS in Croatia. This study included 164 children, ages 3-6, in 12 preschool classrooms in three cities across Croatia, who participated in the classroom-based Preschool PATHS curriculum. At the beginning and end of the preschool year, teachers completed wellvalidated and reliable assessments of social and emotional competencies on each child. Hierarchical linear models revealed statistically significant and substantial improvements in prosocial behaviour, emotion regulation, emotion symptoms, peer problems, relational aggression, conduct problems, and hyperactive-impulsive behaviour. Study findings reveal significant changes in children’s social and emotional competencies during preschool. This time may present a unique opportunity to buttress children’s skills and improve long-term school success through the implementation of a rigorous empiricallyvalidated prevention program such as Preschool PATHS.

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?...

Preschool teacher's view on learning in preschool in Sweden and Denmark

DEFF Research Database (Denmark)

Broström professor m.so., Stig; Frøkjær, Thorleif; Johansson, Inge

2014-01-01

The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children’s learning in preschool. The study aimed to answer the following questions: What is ‘learning’? How do children learn? What are the best conditions for children’s learning? What is the role of part...

Safety Evaluation Report related to the operation of Perry Nuclear Power Plant, Units 1 and 2 (Docket Nos. 50-440 and 50-441). Supplement No. 9

International Nuclear Information System (INIS)

1986-03-01

Supplement No. 9 to the Safety Evaluation Report (NUREG-0887) on the application filed by the Cleveland Electric Illuminating Company on behalf of itself and as agent for the Duquesne Light Company, the Ohio Edison Company, the Pennsylvania Power Company, and the Toledo Edison Company (the Central Area Power Coordination Group or CAPCO) for a license to operate the Perry Nuclear Power Plant, Units 1 and 2 (Docket Nos. 50-440 and 50-441), has been prepared by the Office of Nuclear Reactor Regulation of the US Nuclear Regulatory Commission. The facility is located in Lake County, Ohio, approximately 35 miles northeast of Cleveland, Ohio. This supplement reports the staff's evaluation findings pertaining to the earthquake event that occurred in the vicinity of the Perry Nuclear Power Plant site on January 31, 1986, and is limited to that evaluation. Future supplemental reports will continue reporting on the status of new or unresolved issues since Supplement No. 8 was issued in January 1986

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; Gonçalves, 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.

2014-01-01

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 factor analyses were used to test the seven-syndrome model separately for each society. Results The primary model fit index, the root mean square error of approximation (RMSEA), indicated acceptable to good fit for each society. Although a six-syndrome model combining the Emotionally Reactive and Anxious/Depressed syndromes also fit the data for nine societies, it fit less well than the seven-syndrome model for seven of the nine societies. Other fit indices yielded less consistent results than the RMSEA. Conclusions The seven-syndrome model provides one way to capture patterns of children's problems that are manifested in ratings by parents from many societies. Clinicians working with preschoolers from these societies can thus assess and describe parents' ratings of behavioral, emotional, and social problems in terms of the seven syndromes. The results illustrate possibilities for culture–general taxonomic constructs of preschool psychopathology. Problems not captured by the CBCL/1.5–5 may form additional syndromes, and other syndrome models may also fit the data. PMID:21093771

Reading use in preschool

OpenAIRE

Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

2016-01-01

Abstract: Reading in preschool is a time of awakening the taste and pleasure in reading, it is also a source of reflection, discovery and learn to listen. It is then necessary that the contact with the reading start from pre-school, with a variety of texts and the teacher also has the habit of reading in their daily lives. Therefore, this study aimed to investigate the benefits of daily reading in the classroom pre-school life of a student, which the characteristics of a player and teacher re...

Motivations and Barriers in Promoting Preschool Education

Science.gov (United States)

Küçükturan, A. Güler; Akbaba Altun, Sadegül

2017-01-01

This study is designed to explore the reasons for sending and not sending preschool age children to preschools at an early age by exploring the motivations for and barriers towards promoting preschool education in Turkey. It aimed to determine various stakeholders' perceptions, attitudes, and knowledge related to preschool education in order to…

BEYOND THE DYAD: THE RELATIONSHIP BETWEEN PRESCHOOLERS' ATTACHMENT REPRESENTATIONS AND FAMILY TRIADIC INTERACTIONS.

Science.gov (United States)

C, Francisca Pérez; Moessner, Markus; A, María Pía Santelices

2017-03-01

This study examines the relationship between triadic family interactions and preschoolers' attachment representations, or internal working models (IWMs), from a qualitative and dimensional perspective. Individual, relational, and sociocultural variables were evaluated using two different samples. The results showed that triadic family interactions were linked to preschoolers' attachment security levels in both groups, indicating the reliability of the proposed model. © 2017 Michigan Association for Infant Mental Health.

Prognosis of Preschool Eczema and Factors of Importance for Remission.

Science.gov (United States)

Johansson, Emma Kristin; Bergström, Anna; Kull, Inger; Lind, Tomas; Söderhäll, Cilla; Melén, Erik; Asad, Samina; Bradley, Maria; Liedén, Agne; Ballardini, Natalia; Wahlgren, Carl-Fredrik

2018-03-02

Information on factors of importance for remission of eczema is scarce. This study explored factors related to the remission and course of preschool eczema (eczema at 1, 2 and/or 4 years of age) to 16 years of age (n = 889) in a Swedish cohort. Half of the children were in complete remission by school age. In multivariate prognostic models, persistent preschool eczema (eczema at 1, 2 and 4 years of age) (odds ratio 0.27 (95% confidence interval 0.18-0.41)), preschool eczema with sleep disturbance (due to itch at least once a week at 1, 2 and/or 4 years of age) (0.59 (0.43-0.81)), parental allergy (0.73 (0.55-0.96)), parental smoking at child's birth (0.70 (0.50-0.99)) and filaggrin mutation (R501X, R2447X, 2282del4) (0.47 (0.26-0.85)) were inversely associated with complete remission by school age. Male sex (1.37 (1.03-1.82)) and exclusive breastfeeding ≥4 months (1.44 (1.01-2.05)) were positively associated with complete remission by school age. In conclusion, half of the children with preschool eczema were in complete remission by school age. The most important prognostic factors were persistent preschool eczema and preschool eczema with sleep disturbance due to itch.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study.

Science.gov (United States)

Lillard, Angeline S; Heise, Megan J; Richey, Eve M; Tong, Xin; Hart, Alyssa; Bray, Paige M

2017-01-01

Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Directory of Open Access Journals (Sweden)

Angeline S. Lillard

2017-10-01

Full Text Available Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3–6, on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children’s outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori

What Is the Long-Run Impact of Learning Mathematics During Preschool?

Science.gov (United States)

Watts, Tyler W; Duncan, Greg J; Clements, Douglas H; Sarama, Julie

2018-03-01

The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., ) using national data sets. Implications for developmental theory and practice are discussed. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

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.

The dynamics of reproductive rate, offspring survivorship and growth in the lined seahorse, Hippocampus erectus Perry, 1810

Science.gov (United States)

Lin, Qiang; Li, Gang; Qin, Geng; Lin, Junda; Huang, Liangmin; Sun, Hushan; Feng, Peiyong

2012-01-01

Summary Seahorses are the vertebrate group with the embryonic development occurring within a special pouch in males. To understand the reproductive efficiency of the lined seahorse, Hippocampus erectus Perry, 1810 under controlled breeding experiments, we investigated the dynamics of reproductive rate, offspring survivorship and growth over births by the same male seahorses. The mean brood size of the 1-year old pairs in the 1st birth was 85.4±56.9 per brood, which was significantly smaller than that in the 6th birth (465.9±136.4 per brood) (Pseahorses H. erectus increased with the brood pouch development. PMID:23213429

Defining Nature-Based Preschools

Science.gov (United States)

Larimore, Rachel

2016-01-01

Nature-based early childhood education. Nature-based preschool. Nature preschool. Forest kindergarten. Nature kindergarten. Waldkindergarten. Forest school. These are a few of the program terms currently being discussed among early childhood environmental education professionals in the United States. Why is there so much discussion about the names…

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…

Passive sampling of bioavailable organic chemicals in Perry County, Missouri cave streams.

Science.gov (United States)

Fox, J Tyler; Adams, Ginny; Sharum, Martin; Steelman, Karen L

2010-12-01

Two types of passive samplers--semipermeable membrane devices (SPMDs) and polar organic chemical integrative samplers (POCIS)--were deployed in spring 2008 to assess bioavailable concentrations of aquatic contaminants in five cave streams and resurgences in Perry County, Missouri. Study sites represent areas of high cave biodiversity and the only known habitat for grotto sculpin (Cottus carolinae). Time-weighted average (TWA) water concentrations were calculated for 20 compounds (n = 9 SPMDs; n = 11 POCIS) originating primarily from agricultural sources, including two organochlorine insecticides, dieldrin and heptachlor epoxide, which were found at levels exceeding U.S. EPA criteria for the protection of aquatic life. GIS data were used to quantify and map sinkhole distribution and density within the study area. Infiltration of storm runoff and its influence on contaminant transport were also evaluated using land cover and hydrological data. This work provides evidence of cave stream contamination by a mix of organic chemicals and demonstrates the applicability of passive samplers for monitoring water quality in dynamic karst environments where rapid transmission of storm runoff makes instantaneous water sampling difficult.

Do Members of the Public Have a ‘Right to Know’ about Similar Fact Evidence? The Emily Perry Story and the ‘Right to Know’ in the Context of a Fair Re-Trial

Directory of Open Access Journals (Sweden)

Rachel M.A. Spencer

2014-10-01

Full Text Available In South Australia in 1981, an intriguing criminal trial took shape around Emily Perry who was charged with two counts of attempting to murder her husband with arsenic. Similar fact evidence about the deaths of a former husband, a de facto partner and a brother led to a jury finding her guilty of the attempted murder of her husband who denied any claim that she had tried to harm him. An appeal to the South Australian Court of Criminal Appeal on the basis that the previous deaths should not have been brought to the attention of the jury was unsuccessful but Emily Perry’s case went all the way to the High Court of Australia. Her conviction was quashed and she was never re-tried. This article examines the dichotomy of an accused’s right to a fair trial (and the rules of evidence that flow from that right and the public’s so-called ‘right to know’ about a person charged with a serious offence. It posits the Perry case as an example of the opposing perspectives of lawyers and journalists, and explores the different narratives to which the case gave rise. The paper questions whether a fair re-trial for Emily Perry would ever have been possible after the vast media attention that it received. En 1981 en Australia Meridional se desarrolló un fascinante juicio criminal alrededor de Emily Perry, a quien se acusó de dos intentos de asesinar a su marido con arsénico. Pruebas similares sobre las muertes de un esposo anterior, su pareja de hecho y su hermano llevaron al jurado a declararla culpable de intento de asesinato de su marido, quien rechazó en sus declaraciones que ella hubiera tratado de hacerle daño. No prosperó una apelación a la Corte de Apelación Penal de Australia Meridional alegando que las muertes previas no deberían haberse mencionado al jurado, pero el caso de Emily Perry siguió su curso hasta el Tribunal Superior de Justicia de Australia. Se anuló su condena y nunca se le volvió a juzgar. Este artículo analiza la

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 ...

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 the...

How Does the Relationship Between Motor Skill Performance and Body Mass Index Impact Physical Activity in Preschool Children?

Science.gov (United States)

Guo, Haixia; Schenkelberg, Michaela A; O'Neill, Jennifer R; Dowda, Marsha; Pate, Russell R

2018-05-01

To determine if weight status modifies the relationship between motor skill (MS) performance and physical activity (PA) in preschoolers. Preschoolers (N = 227, age 3-5 y) were recruited from 22 preschools. Preschoolers' MS (locomotor, object control, and total MS) were assessed with the Children's Activity and Movement in Preschool Study MS protocol. PA was measured by accelerometry. Mixed linear models were used to examine the relationship of MS performance and body mass index (BMI) z score to PA. Models were adjusted for age, race, sex, and parent education, with preschool as a random effect. There was a significant correlation between MS performance and PA (r = .14-.17, P < .05). A significant interaction was observed between BMI z score and object control, and between BMI z score and total MS score on PA (P = .03). Preschoolers with higher BMI z scores and high object control scores engaged in significantly (P = .03) more PA than preschoolers with lower BMI z scores and high object control scores (PA = 15.04 min/h and 13.54 min/h, respectively). Similarly, preschoolers with higher BMI z scores and high total MS scores spent significantly (P = .01) more time in PA compared with those with lower BMI z scores and high total MS scores (PA = 15.65 min/h and 13.91 min/h, respectively). Preschool children's MS performance is positively correlated with PA, and BMI z score modified the relationship between MS performance and PA.

Perry Anderson, Spectrum. From Right to Left in the World of Ideas, Londres-New York, Verso, 2005.

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Gabriele Pedullà

2010-09-01

Full Text Available Perry Anderson se charge d’expliciter lui-même le sens de son dernier recueil d’essais, Spectrum : « On peut le considérer comme une sorte de travelling qui, se déplaçant de droite à gauche, éclaircit un paysage intellectuel particulier. […] Voilà le spectre auquel fait allusion le titre. » Il y a toutefois de bonnes raisons de proposer une autre lecture. Étant donné que le grand thème unificateur de ces essais, parus à l’origine entre 1992 et 2005 en différents lieux, est le monde des idées ...

Developing a health education game for preschoolers: What should we consider?

Science.gov (United States)

Arbianingsih; Rustina, Yeni; Krianto, Tri; Ayubi, Dian

2018-02-01

To provide a comprehensive picture of what preschoolers prefer in computer game so that such game may be developed as a medium in health education. This is an important step to attract the children's attention so that the learning objectives from the educational game can be achieved. This study used descriptive qualitative approach and involved seven children aged from three to six years. Purposive sampling was used to choose participants in accordance with the inclusion criteria. Participants were also chosen on the basis of whether they had good communication skills based on evaluation by their teachers. Data were collected through interviews and observation of types and models preferred by preschoolers followed by the analysis process using the Colaizzi method. Research showed there were three characteristic features of games preferred by preschoolers: 1) main character was preferred to be a moving creature, contain elements of fantasy, and have an attractive appearance; 2) game model was favored when it involved activities and rewards, and 3) the use of bright colors, particularly primary and secondary colors. To develop an appealing game for preschoolers, features such as the main character, activities in the games, and bright colors should be considered. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

Preschool Teachers use of ICTs

DEFF Research Database (Denmark)

Masoumi, Davoud

2015-01-01

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

ICF-CY as a Framework for Understanding Child Engagement in Preschool

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Margareta Adolfsson

2018-05-01

Full Text Available Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ. The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set

Effect of risk-based payment model on caries inequalities in preschool children assessed by geo-mapping.

Science.gov (United States)

Holmén, Anders; Strömberg, Ulf; Håkansson, Gunnel; Twetman, Svante

2018-01-05

To describe, with aid of geo-mapping, the effects of a risk-based capitation model linked to caries-preventive guidelines on the polarization of caries in preschool children living in the Halland region of Sweden. The new capitation model was implemented in 2013 in which more money was allocated to Public Dental Clinics surrounded by administrative parishes inhabited by children with increased caries risk, while a reduced capitation was allocated to those clinics with a low burden of high risk children. Regional geo-maps of caries risk based on caries prevalence, level of education and the families purchasing power were produced for 3-6-year-old children in 2010 (n = 10,583) and 2016 (n = 7574). Newly migrated children to the region (n = 344 in 2010 and n = 522 in 2016) were analyzed separately. A regional caries polarization index was calculated as the ratio between the maximum and minimum estimates of caries frequency on parish-level, based on a Bayesian hierarchical mapping model. Overall, the total caries prevalence (dmfs > 0) remained unchanged from 2010 (10.6%) to 2016 (10.5%). However, the polarization index decreased from 7.0 in 2010 to 5.6 in 2016. Newly arrived children born outside Sweden had around four times higher caries prevalence than their Swedish-born peers. A risk-based capitation model could reduce the socio-economic inequalities in dental caries among preschool children living in Sweden. Although updated evidence-based caries-preventive guidelines were released, the total prevalence of caries on dentin surface level was unaffected 4 years after the implementation.

Who Goes to Preschool and Why Does It Matter? Preschool Policy Brief. Issue 15

Science.gov (United States)

Barnett, W. Steven; Yarosz, Donald J.

2007-01-01

In a world shaped by global competition, preschool education programs play an increasingly vital role in child development and school readiness. There is growing awareness that early learning's impacts persist across children's life spans, affecting educational achievement, adult earning and even crime and delinquency. Preschool education is…

Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition.

Science.gov (United States)

Lindau, Tâmara Andrade; Rossi, Natalia Freitas; Giacheti, Celia Maria

2016-01-01

The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings. © 2016 S. Karger AG, Basel.

Affordances of Ditches for Children in Preschool

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth; Møller, Maja Steen

2016-01-01

This study aims to expand understanding of the affordances provided by ditches in a Danish preschool context. Affordances are defined as the meaningful action possibilities of the environment. At a forest preschool, a group of 21 children aged approximately 3to 6.5 years accompanied by two to three...... offered varied and changing action possibilities for the preschool children. The paper discusses the possible incorporation of this largely unrecognized design element by planners and managers of green spaces and playgrounds for children in preschool....

Intimate partner violence and preschoolers' explicit memory functioning.

Science.gov (United States)

Jouriles, Ernest N; Brown, Alan S; McDonald, Renee; Rosenfield, David; Leahy, Matthew M; Silver, Cheryl

2008-06-01

This research examines whether parents' intimate partner physical violence (IPV) relates to their preschoolers' explicit memory functioning, whether children's symptoms of hyperarousal mediate this relation, and whether mothers' positive parenting moderates this relation. Participants were 69 mothers and their 4- or 5-year-old child (34 girls). Mothers completed measures of IPV, children's hyperarousal symptoms, parent-child aggression, and positive parenting. Measures of explicit memory functioning were administered to preschoolers. As expected, IPV correlated negatively with preschoolers' performance on explicit memory tasks, even after controlling for parent-child aggression and demographic variables related to preschoolers' memory functioning. Preschoolers' hyperarousal symptoms did not mediate the relation between IPV and explicit memory functioning, but mothers' positive parenting moderated this relation. Specifically, the negative relation between IPV and preschoolers' performance on 2 of the 3 explicit memory tasks was weaker when mothers engaged in higher levels of positive parenting. These findings extend research on IPV and children's adjustment difficulties to explicit memory functioning in preschoolers and suggest that mothers can ameliorate the influence of IPV on preschoolers' memory functioning via their parenting. (c) 2008 APA, all rights reserved

METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

OpenAIRE

Y. S. Rubinchik

2015-01-01

The article suggests a methodology of historical research of preschool education. The analysis of theoretical and methodical provisions for the education of preschool children. Discusses the importance of the achievements of the Soviet system of preschool upbringing and education. Shows the principles, directions, methods and conditions for their implementation when working with children of preschool age. Discusses the state of childhood in modern Russia, problems of development of preschool ...

Communication Patterns in Preschool Education Institutions ? Practical Examples

OpenAIRE

Radic-Hozo, Endica

2014-01-01

Introduction: Proper communication in pre-school institutions for education is undeniable importance to the development of the child, as evidenced by numerous studies. After the child's birth follows the most complex phase in its early phases - preschool education. Only high-quality, synergistic relationship triad: parent-child-educator and the modern postulates of preschool child education, warrants successful preschool child education. Methods and materials: Description, with examples from ...

A theoretical framework for analysing preschool teaching

DEFF Research Database (Denmark)

Chaiklin, Seth

2014-01-01

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

Gendering in one Icelandic preschool

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Gudrun Alda Hardardottir

2014-05-01

Full Text Available The aim of this article is to shed light on gendering in preschool. It analyzes the opinions and beliefs of preschool teachers with regard to boys and girls in one Icelandic preschool, and how gender performative acts are manifested in the preschool’s children. The preschool, which was observed for one school year, comprised 60 children, aged 18 months to five years, and 20 employees, of which eight were qualified teachers. The research material is analyzed in terms of Judith Butler’s gender constructivism. Butler contends that gender is constituted by, and is a product of, society, and that the individual’s empowerment is therefore limited in relation to society, with individuals typically seeking to identify themselves with the dominant norms concerning gender. The main conclusions suggest that “gendering” is prominent within the preschool. There is a strong tendency among the preschool teachers to classify the children into categories of boys/masculine and girls/feminine, and specific norms direct the children into the dominant feminine and masculine categories, thus maintaining and reinforcing their gender stereotypes. The children used symbols such as colors, locations and types of play as means to instantiate the “girling” and the “boying”. These findings are consistent with previous Nordic research and indicate a prevailing essentialist perspective towards both girls and boys. The originality of the research, however, lies in focusing on children’s gender from the individual’s perspective and how the individual child generally enacts gender performatively within the confines of society’s norms.

A model of roles and responsibilities in oral health promotion based on perspectives of a community-based initiative for pre-school children in the U.K.

Science.gov (United States)

Henderson, E; Rubin, G

2014-03-01

(i) To explore dental, school and family perspectives of an oral health promotion (OHP) initiative to improve access for pre-school children in deprived communities; (ii) to develop a model of roles and responsibilities for OHP in community settings. Semi-structured focus groups (n = 6) with dental practice staff (n = 24), and semi-structured interviews with school staff (n = 9) and parents and children (n = 4) who were involved in an OHP initiative for pre-school children. Framework analysis was applied to identify themes. Themes were used to develop a model of roles and responsibilities for OHP, based on the WHO Planning and evaluating health promotion model. Respondents subscribed to a community-based approach to improving access to dental services for pre-school children in deprived areas, with an emphasis on shared responsibility and communication. In addition to macro-level actions in directing health policy and services, commissioners were held responsible for investing in micro-level actions, such as funding OHP training and involving parents, and meso-level actions such as reducing barriers to access. The model we have developed builds on WHO recommendations on health promotion to identify the key roles and responsibilities that should be incorporated into further initiatives in OHP.

short communication mathematical modelling for magnetite

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The present research focuses to develop mathematical model for the ..... Staler, M.J. The Principle of Ion Exchange Technology, Butterworth-Heinemann: Boston; ... Don, W.G. Perry's Chemical Engineering Hand Book, 7th ed., McGraw-Hill:.

Risk Factors in Preschool Children for Predicting Asthma During the Preschool Age and the Early School Age: a Systematic Review and Meta-Analysis.

Science.gov (United States)

Bao, Yixia; Chen, Zhimin; Liu, Enmei; Xiang, Li; Zhao, Deyu; Hong, Jianguo

2017-11-18

The aim of this study was to identify risk factors of asthma among children asthma during the preschool age and early school age (≤ 10 years of age). MEDLINE, Cochrane, EMBASE, and Google Scholar databases were searched until June 30, 2017. Prospective or retrospective cohort and case-control studies were included. Studies had to have evaluated risk factors or a predictive model for developing asthma in children ≤ 6 years of age or persistent asthma in early school age. A total of 17 studies were included in the analysis. Factors associated with developing asthma in children ≤ 10 years of age (both pre-school and early school age) included male gender (pooled OR = 1.70, P asthma (pooled OR = 2.20, P asthma in early school age (pooled OR = 1.51, P = 0.030 and pooled OR = 2.59, P asthma predictive models (e.g., API, PIAMA, PAPS) had relatively low sensitivity (range, 21% to 71.4%) but high specificity (range, 69% to 98%). The study found that male gender, exposure to smoke, atopic dermatitis, family history of asthma, history of wheezing, and serum IgE level ≥ 60 kU/l or having specific IgE were significantly associated with developing asthma by either preschool or early school age. Asthma predictive models can be developed by those risk factors.

Hidden Spaces and Places in the Preschool: Withdrawal Strategies in Preschool Children's Peer Cultures

Science.gov (United States)

Skanfors, Lovisa; Lofdahl, Annica; Hagglund, Solveig

2009-01-01

The article discusses how children make use of their preschool context in order to withdraw. Ethnographic observations were made of two-to five-year-old children's interactions during free play and teacher-led activities in the preschool, and documentation was carried out through field notes and video recordings. The empirical material was…

Estimation of the Level of Cognitive Development of a Preschool Child Using the System of Situations with Mathematical Contents

Science.gov (United States)

Gorev, Pavel M.; Bichurina, Svetlana Y.; Yakupova, Rufiya M.; Khairova, Irina V.

2016-01-01

Cognitive development of personality can be considered as one of the key directions of preschool education presented in the world practice, where preschool programs are educational ones, and preschool education is the first level of the general education. Thereby the purpose of the research is to create a model of reliable estimation of cognitive…

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…

Participation in sports practice and motor competence in preschoolers

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Daniel da Rocha Queiroz

2014-03-01

Full Text Available Recent theoretical model suggests that motor competence during early childhood is related to one's current and future health status and that practicing sports seems to be playing a special role in creating such competence. This study aimed to compare performance in gross motor skills among preschoolers participating in regular sports practice (SP and those not participating (NSP, including comparisons by gender. The study uses secondary data from a population-based study of performance regarding the locomotor and object control skills of preschoolers (3 to 5 years old. Preschoolers were assigned to groups SP or NSP, paired by age and sex according to skills: locomotor (n = 54; 30 boys or object control (n = 37; 17 boys. Analysis of variance showed that the SP group outperformed the NSP one, and there were gender differences only within SP group. Starting to practice sports during early childhood helps to build motor competence and benefits both genders.

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...

Propagação vegetativa de jambeiro vermelho [Syzygium malaccense (L. Merr. & L.M. Perry] Vegetative propagation of malay apple [Syzygium malaccense (L. Merr. & L.M. Perry

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Eduardo José de Almeida

2010-12-01

Full Text Available O jambeiro vermelho [Syzygium malaccense (L. Merr. & L.M. Perry] se apresenta como opção ao fruticultor por apresentar frutos atrativos e bem aceitos pelo consumidor. A dificuldade de cultivo dessa espécie reside no fato de que a planta possui um porte demasiadamente alto e longo período juvenil quando propagada por semente, com isso, é desejável sua multiplicação vegetativa visando a antecipar o período produtivo e diminuir seu porte. Foi estudada a possibilidade de clonagem dessa espécie pelas técnicas de estaquia, alporquia e enxertia. No experimento por estaquia, testaram-se três doses de ácido indolbutírico (AIB (0, 1.000 3.000 e 5.000 mg L-1 em dois comprimentos de estacas herbáceas (15 e 25 cm. No experimento de alporquia, avaliaram-se duas épocas de realização do alporque (verão e outono e quatro doses de AIB (0, 1.000, 4.000, 7.000 e 10.000 mg kg-1. Na enxertia, analisou-se a compatibilidade do jambeiro vermelho (S. malaccense sobre o jambeiro rosa [Syzygium jambos (L. Alston] com dois diâmetros de porta-enxertos (0,5 e 0,8 cm em duas épocas (inverno e verão, pelo método de enxertia de topo em fenda cheia. A estaquia obteve até 20% de enraizamento, independentemente da dose de AIB, exceto na dose de 5.000 mg L-1, que apresentou efeito negativo ao enraizamento entre estacas de 15 cm; não houve sucesso para alporquia e enxertia, nas condições estudadas.The Malay Apple [Syzygium malaccense (L. Merr. & L.M. Perry] is an option for the producer as its fruits are attractive and well accepted by the consumer. The difficulty of culture of this species is that the plant is very tall and has a long juvenile period when propagated by seed, making its vegetative propagation necessary to anticipate the productive period and decrease its size. The possibility of vegetative propagation of this species was studied by cutting, layering, and grafting. In the cutting experiment, three doses of indolbutyric acid (IBA (0, 1,000, 3

Social games with pre-school children

OpenAIRE

Tomažin, Maja

2013-01-01

The aim of the thesis Social games with pre-school children is to present social games as one of the work methods for relational learning. The theoretical part defines the social development of pre-school children and focuses on social skills that begin to emerge in the preschool period and of course social games. The purpose of social games is active learning, meaning they provide concrete situations, through which children actively learn as well as use social skills and express their views ...

Reducing Maladaptive Behaviors in Preschool-Aged Children with Autism Spectrum Disorder Using the Early Start Denver Model

OpenAIRE

Fulton, Elizabeth; Eapen, Valsamma; Črnčec, Rudi; Walter, Amelia; Rogers, Sally

2014-01-01

The presence of maladaptive behaviors in young people with autism spectrum disorder (ASD) can significantly limit engagement in treatment programs, as well as compromise future educational and vocational opportunities. This study aimed to explore whether the Early Start Denver Model (ESDM) treatment approach reduced maladaptive behaviors in preschool-aged children with ASD in a community-based long day care setting. The level of maladaptive behavior of 38 children with ASD was rated using an ...

Reducing maladaptive behaviors in preschool-aged children with Autism Spectrum Disorder using the Early Start Denver Model

OpenAIRE

Elizabeth eFulton; Elizabeth eFulton; Valsamma eEapen; Valsamma eEapen; Rudi eČrnčec; Amelia eWalter; Amelia eWalter; Sally eRogers

2014-01-01

The presence of maladaptive behaviors in young people with Autism Spectrum Disorder (ASD) can significantly limit engagement in treatment programs, as well as compromise future educational and vocational opportunities. This study aimed to explore whether the Early Start Denver Model (ESDM) treatment approach reduced maladaptive behaviors in preschool-aged children with ASD in a community-based long day care setting. The level of maladaptive behavior of 38 children with ASD was rated using an ...

Preschool Weight and Body Mass Index in Relation to Central Obesity and Metabolic Syndrome in Adulthood

DEFF Research Database (Denmark)

Graversen, Lise; Sørensen, Thorkild I A; Petersen, Liselotte

2014-01-01

BACKGROUND: If preschool measures of body size routinely collected at preventive health examinations are associated with adult central obesity and metabolic syndrome, a focused use of these data for the identification of high risk children is possible. The aim of this study was to test the associ......BACKGROUND: If preschool measures of body size routinely collected at preventive health examinations are associated with adult central obesity and metabolic syndrome, a focused use of these data for the identification of high risk children is possible. The aim of this study was to test...... the associations between preschool weight and body mass index (BMI) and adult BMI, central obesity and metabolic alterations. METHODS: The Northern Finland Birth Cohort 1966 (NFBC1966) (N = 4111) is a population-based cohort. Preschool weight (age 5 months and 1 year) and BMI (age 2-5 years) were studied...... in relation to metabolic syndrome as well as BMI, waist circumference, lipoproteins, blood pressure, and fasting glucose at the age of 31 years. Linear regression models and generalized linear regression models with log link were used. RESULTS: Throughout preschool ages, weight and BMI were significantly...

Green Settings for Children in Preschools

DEFF Research Database (Denmark)

Lerstrup, Inger Elisabeth

settings for preschools. The intent is to facilitate transfer of knowledge from preschools to planners and managers of green settings such as woodland, parks, green lots and playgrounds. The central concept applied is that of affordances, here defined as the meaningful action possibilities......This Danish study investigates the relationship between children in preschool (age range 3-6.5 years) and the outdoor environments they use. The main aim is to describe and analyse the outdoor features of significance for children’s activities and of importance for design and management of green...... between forest features and manufactured features, a detailed account of the affordances of ditches, and a description of the forest sites used by a Danish forest preschool. Children were attracted to features with changing and not fully explored action possibilities; forest features added variation...

Psychometrics of the preschooler physical activity parenting practices instrument among a Latino sample.

Science.gov (United States)

O'Connor, Teresia M; Cerin, Ester; Hughes, Sheryl O; Robles, Jessica; Thompson, Deborah I; Mendoza, Jason A; Baranowski, Tom; Lee, Rebecca E

2014-01-15

Latino preschoolers (3-5 year old children) have among the highest rates of obesity. Low levels of physical activity (PA) are a risk factor for obesity. Characterizing what Latino parents do to encourage or discourage their preschooler to be physically active can help inform interventions to increase their PA. The objective was therefore to develop and assess the psychometrics of a new instrument: the Preschooler Physical Activity Parenting Practices (PPAPP) among a Latino sample, to assess parenting practices used to encourage or discourage PA among preschool-aged children. Cross-sectional study of 240 Latino parents who reported the frequency of using PA parenting practices. 95% of respondents were mothers; 42% had more than a high school education. Child mean age was 4.5 (±0.9) years (52% male). Test-retest reliability was assessed in 20%, 2 weeks later. We assessed the fit of a priori models using Confirmatory factor analyses (CFA). In a separate sub-sample (35%), preschool-aged children wore accelerometers to assess associations with their PA and PPAPP subscales. The a-priori models showed poor fit to the data. A modified factor structure for encouraging PPAPP had one multiple-item scale: engagement (15 items), and two single-items (have outdoor toys; not enroll in sport-reverse coded). The final factor structure for discouraging PPAPP had 4 subscales: promote inactive transport (3 items), promote screen time (3 items), psychological control (4 items) and restricting for safety (4 items). Test-retest reliability (ICC) for the two scales ranged from 0.56-0.85. Cronbach's alphas ranged from 0.5-0.9. Several sub-factors correlated in the expected direction with children's objectively measured PA. The final models for encouraging and discouraging PPAPP had moderate to good fit, with moderate to excellent test-retest reliabilities. The PPAPP should be further evaluated to better assess its associations with children's PA and offers a new tool for measuring PPAPP

Association between Obesity and Asthma in Preschool Mexican Children

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Francisco Vázquez-Nava

2010-01-01

Full Text Available The elevated prevalence of obesity as well as of asthma in preschool children has prompted investigators to speculate that obesity in childhood might be a causal factor in the development of asthma. The results obtained to date are debatable. We investigated the association between obesity and asthma in 1,160 preschool Mexican children. Diagnosis of asthma was performed using the International Study of Asthma and Allergy in Childhood (ISAAC questionnaire. The body mass index (BMI in units of kg/m2 was determined, and children were categorized according to age- and gender-specific criteria, such as normal weight (5th-85th percentile, overweight (ࣙ85th and <95th percentile, and obesity (ࣙ95th percentile. Power test for logistic regression model was calculated. We found no association between overweight (adjusted OR = 1.02; 95% CI = 0.66–1.58, obesity (adjusted OR = 0.94; 95% CI = 0.68–1.30, and wheezing during the last year as determined by logistic regression model adjusted. We did not find an association between overweight, obesity, and asthma-associated hospitalizations. Further longitudinal studies are required to provide a better understanding of the relationship between obesity and asthma in preschool children.

Systematic Quality Work in Preschool

Science.gov (United States)

Sheridan, Sonja; Williams, Pia; Sandberg, Anette

2013-01-01

The purpose of this study was to investigate the meaning that Swedish preschool teachers ascribe to systematic quality work. In Sweden, all preschools are required to work systematically with quality issues. This involves several interdependent steps that follow each other in a specific order. Although the concept of systematic quality work might…

The Situated Nature of Preschool Children's Conflict Strategies

Science.gov (United States)

Thornberg, Robert

2006-01-01

The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict…

Peer Effects on Head Start Children’s Preschool Competency

Science.gov (United States)

DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A.

2015-01-01

The goals of the present study were to investigate whether young children attending Head Start (N=292; Mage=4.3 years) selected peers based on their preschool competency and whether children’s levels of preschool competency were influenced by their peers’ levels of preschool competency. Children’s peer interaction partners were intensively observed several times a week over one academic year. Social network analyses revealed that children selected peer interaction partners with similar levels of preschool competency and were influenced over time by their partners’ levels of preschool competency. These effects held even after controlling for several child (e.g., sex and language) and family factors (e.g., financial strain and parent education). Implications for promoting preschool competency among Head Start children are discussed. PMID:26479545

Preschool Personnel Exposure to Occupational Noise

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Kaļužnaja Darja

2016-10-01

Full Text Available Increased noise, which is also below the occupational exposure values and is “hearing safe” noise, affects the exposed person’s health as a non-specific stressor. Increased noise level also creates an environment for additional vocal apparatus load. The objective of this study was to determine preschool personnel occupational noise and its relationship with subjective health complaints. Data were obtained with survey assistance through subjective answers of respondents about health complaints and noise exposure among Rīga preschool personnel. Objective noise measurements were made to assess real noise levels in the preschool environment. Data from 155 respondents and objective measurements of 37 preschool classrooms were obtained. The results showed that the average 8-h noise exposure among Rīga preschool educational institutions was 70 dB(A, which did not exceed the Latvian work environment noise limits, but exceeded the 35–40 dB(A noise limit in the educational environment guidelines recommended by the WHO. The survey results showed that loud noise is one of the most important workplace environmental factors (~70% of respondents feel a necessity to increase voice because of noise. A constant feeling of fatigue, headache, irritable feeling, and a desire to isolate oneself from others more often occurred in respondents exposed to increased noise, compared with those who noted that they were not exposed to increased noise. In general, loud noise was associated with increased subjective health complaints in preschool education institution personnel.

Literature review on the preschool pedestrian

Science.gov (United States)

1985-01-01

The purpose of this literature review was to describe (1) the factors leading to typical preschool pedestrian accidents, (2) the developmental characteristics of the preschool child that affect his/her behavior in traffic, (3) social factors that may...

Anaemia, Nutritional Status and Parasitic Infection among Preschool ...

African Journals Online (AJOL)

Objective: This study was carried out to determine the packed cell volume nutritional status and parasitic infection among preschool children living in rural villages. Subjects and Methods: A total of 116 preschool children in nine villages formed the population for this study. The preschool children were studied using ...

Integration of Interactive Whiteboard in Swedish Preschool Practices

Science.gov (United States)

Bourbour, Maryam; Vigmo, Sylvi; Samuelsson, Ingrid Pramling

2015-01-01

This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided…

Children´s and Preschool Teacher´s Photographs of New Preschool Architecture

DEFF Research Database (Denmark)

Rasmussen, Kim

In an ongoing project (2013-2014) about children´s and preschool teacher´s interactions with and experiences of new architecture/physical environment, young children between 2-5 years and their preschool teachers has photographed the physical and social environment. A numbers of photo...... architecture. The architecture in new childcare-institutions breaks on several points with the former idea of "kindergarten" (small environments with an emphasis on domesticity, development and play). The new preschools in Denmark are bulky, contains many children (some more than 200 children), and are highly...... transparent (widespread use of glass in both interior and exterior walls). The new architecture is based on (neoliberal) ideas of flexibility and puts the emphasis on early childhood learning. But one thing is the ideas of politicians, architects and builders, another is how the buildings are "lived...

Print Knowledge of Preschool Children with Hearing Loss

Science.gov (United States)

Werfel, Krystal L.; Lund, Emily; Schuele, C. Melanie

2015-01-01

Measures of print knowledge were compared across preschoolers with hearing loss and normal hearing. Alphabet knowledge did not differ between groups, but preschoolers with hearing loss performed lower on measures of print concepts and concepts of written words than preschoolers with normal hearing. Further study is needed in this area.

EFFICIENCY OF DIFFERENT METHODOLOGICAL MODELS OF SWIMMING PRACTICE WITH PRE-SCHOOL CHILDREN

Directory of Open Access Journals (Sweden)

Dragan Krivokapić

2006-06-01

Full Text Available On the sample of 68 preschool boys and girls aged five to six years two models of swimming teaching realised with purpose to research their efficacity. lt was finded before that they were nonswimers. Testers deviated in two similar groups by basic motor and cognitive abilities. First model of swim teaching, signed as time deviated learning, was realised at the cloused swimming pool with 36 testers which exercised twice of week during three months. Second model of swim teaching, signed as time concentrated learning, was realised as a two-week course with 32 testers which exercised at the sea side. Two control assessment of swimming level knowledge were made during experimental process, and a final assesment was made at the and of the experiment Scaling tehnicque was used for assesing. An analysis of the obtained data resulted in the following conclusions: the both models of swim teaching were efficacity and majority of children accepted swim knovvledge. Results of time concentrated model learning were statistical significance beter then time deviated learning only in the control assesments, but the svviming level knowledge was not different in the final assment. That conclusion shows that model of time concentrated learning has more efficacity in the begining, and model of time deviated learning in the later period of teaching

European column buckling curves and finite element modelling including high strength steels

DEFF Research Database (Denmark)

Jönsson, Jeppe; Stan, Tudor-Cristian

2017-01-01

Eurocode allows for finite element modelling of plated steel structures, however the information in the code on how to perform the analysis or what assumptions to make is quite sparse. The present paper investigates the deterministic modelling of flexural column buckling using plane shell elements...... imperfections may be very conservative if considered by finite element analysis as described in the current Eurocode code. A suggestion is given for a slightly modified imperfection formula within the Ayrton-Perry formulation leading to adequate inclusion of modern high grade steels within the original four...... bucking curves. It is also suggested that finite element or frame analysis may be performed with equivalent column bow imperfections extracted directly from the Ayrton-Perry formulation....

Factors of the active listening of preschool children

Directory of Open Access Journals (Sweden)

Purić Daliborka S.

2016-01-01

Full Text Available Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198: (a evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject, than to the factors related to the speaker (motivation for listening, quality of the narrative. More than two-thirds of surveyed preschool teachers (172 or 86.9% define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening

Effectiveness of a Danish early year preschool program

DEFF Research Database (Denmark)

Jensen, Bente; Holm, Anders; Bremberg, Sven

2013-01-01

A significant number of studies indicate that early year preschool programs lead to positive long-term effects. Systematic quality improvement of early year preschool may enhance these outcomes. The ASP Program was built on this principle. In this program preschool staff are supported...... in their efforts to critically reflect on current practices and to change these. A randomized controlled study was carried out in Denmark from September 2006 to May 2008. The study encompassed 2323 children in 59 preschools in two municipalities. Children were assessed using the Strength and Difficulties...

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

Science.gov (United States)

Almqvist, Anna-Lena; Almqvist, Lena

2015-01-01

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

Positioning masculinities and femininities in preschool EFLl1 education

OpenAIRE

CASTAÑEDA-PEÑA, HAROLD

2008-01-01

Positioning Masculinities and Femininities in Preschool EFL Education seeks to describe and interpret how masculinities and femininities are communicated in the preschool EFL classroom and is aimed at discussing whether those masculinities and femininities are likely to have an impact on the preschoolers' learning of English as a foreign language. Preschoolers' classroom interactions taking place in a Colombian kindergarten, videotaped from 2004 to 2006, are analysed via ideas of 'positioning...

The Assessment of Hyperactivity in Preschool Populations: A Multidisciplinary Perspective.

Science.gov (United States)

Rosenberg, Michael S.; And Others

1989-01-01

The variety of methods available for the assessment of hyperactivity in preschool populations is reviewed. Specific procedures for assessment are presented from a multidisciplinary perspective, integrating biophysical, behavioral, cognitive, and ecological models. (Author/JDD)

45 CFR 84.38 - Preschool and adult education.

Science.gov (United States)

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Preschool and adult education. 84.38 Section 84.38..., and Secondary Education § 84.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the basis of handicap...

Swedish Preschool Leadership--Supportive of Music or Not?

Science.gov (United States)

Ehrlin, Anna

2015-01-01

This study uses observations and interviews to investigate how the leadership at three Swedish preschools in Sweden has impacted the didactic choices made. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool serves as a comparison. The inspiration that the leadership has brought to…

Using the Preschool Language Scale, Fourth Edition to Characterize Language in Preschoolers with Autism Spectrum Disorders

Science.gov (United States)

Volden, Joanne; Smith, Isabel M.; Szatmari, Peter; Bryson, Susan; Fombonne, Eric; Mirenda, Pat; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Zwaigenbaum, Lonnie; Georgiades, Stelios; Duku, Eric; Thompson, Ann

2011-01-01

Purpose: The Preschool Language Scale, Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) was used to examine syntactic and semantic language skills in preschool children with autism spectrum disorders (ASD) to determine its suitability for use with this population. We expected that PLS-4 performance would be better in more…

Construction environment education development activity for children pre-school

OpenAIRE

MA. TRAN THI THUY NGA; MA. PHAM THI YEN

2015-01-01

Education motor development contribute to the comprehensive development of pre-school children. Building educational environment for young athletes develop in pre-school is one of many issues of concern in the current stage of pre-school education in Vietnam.

Universal Preschool Programs and Long-Term Child Outcomes

DEFF Research Database (Denmark)

Dietrichson, Jens; Kristiansen, Ida Lykke; Viinholt Nielsen, Bjørn Christian

2018-01-01

This systematic review included 25 studies using natural experiments to estimate the effects of universal preschool programs for children aged 0-6 years on child outcomes measured from third grade to adulthood. Studies comparing preschool with parental, family, or other informal modes of care...... alternative types of universal preschool programs in terms of long-term outcomes....

A Method and a Model for Describing Competence and Adjustment: A Preschool Version of the Classroom Behavior Inventory.

Science.gov (United States)

Schaefer, Earl S.; Edgerton, Marianna D.

A preschool version of the Classroom Behavior Inventory which provides a method for collecting valid data on a child's classroom behavior from day care and preschool teachers, was developed to complement the earlier form which was developed and validated for elementary school populations. The new version was tested with a pilot group of twenty-two…

Do children's health resources differ according to preschool physical activity programmes and parental behaviour? A mixed methods study.

Science.gov (United States)

Sterdt, Elena; Pape, Natalie; Kramer, Silke; Liersch, Sebastian; Urban, Michael; Werning, Rolf; Walter, Ulla

2014-02-26

Preschool can have positive effects on the development of a healthy lifestyle. The present study analysed to what extent different conditions, structures and behavioural models in preschool and family-children's central social microsystems-can lead to differences in children's health resources. Using a cross-sectional mixed methods approach, contrast analyses of "preschools with systematic physical activity programmes" versus "preschools without physical activity programmes" were conducted to assess the extent to which children's physical activity, quality of life and social behaviour differ between preschools with systematic and preschools without physical activity programmes. Differences in children's physical activity according to parental behaviour were likewise assessed. Data on child-related outcomes and parent-related factors were collected via parent questionnaires and child interviews. A qualitative focused ethnographic study was performed to obtain deeper insight into the quantitative survey data. Two hundred and twenty seven (227) children were interviewed at 21 preschools with systematic physical activity programmes, and 190 at 25 preschools without physical activity programmes. There was no significant difference in children's physical activity levels between the two preschool types (p = 0.709). However, the qualitative data showed differences in the design and quality of programmes to promote children's physical activity. Data triangulation revealed a strong influence of parental behaviour. The triangulation of methods provided comprehensive insight into the nature and extent of physical activity programmes in preschools and made it possible to capture the associations between systematic physical activity promotion and children's health resources in a differential manner.

Preschool Teachers' Use of Music in the Classroom: A Survey of Park District Preschool Programs

Science.gov (United States)

Rajan, Rekha S.

2017-01-01

The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music…

Preschool Teachers' Attitudes and Beliefs Toward Science

Science.gov (United States)

Lloyd, Sharon Henry

In the United States, a current initiative, Advancing Active STEM Education for Our Youngest Learners, aims to advance science, technology, engineering, and math (STEM) education in early childhood. The purpose of this study was to understand preschool teachers' proficiency with science and address the problem of whether or not science learning opportunities are provided to young children based on teachers' attitudes and beliefs. A theoretical framework for establishing teachers' attitudes toward science developed by van Aalderen-Smeets, van der Molen, and Asma, along with Bandura's theory of self-efficacy were the foundations for this research. Research questions explored preschool teachers' attitudes and beliefs toward science in general and how they differed based on education level and years of preschool teaching experience. Descriptive comparative data were collected from 48 preschool teacher participants using an online format with a self-reported measure and were analyzed using nonparametric tests to describe differences between groups based on identified factors of teacher comfort, child benefit, and challenges. Results indicated that the participants believed that early childhood science is developmentally appropriate and that young children benefit from science instruction through improved school-readiness skills. Preschool teachers with a state credential or an associate's degree and more teaching experience had more teacher comfort toward science based on attitudes and beliefs surveyed. The data indicated participating preschool teachers experienced few challenges in teaching science. The study may support positive social change through increased awareness of strengths and weaknesses of preschool teachers for the development of effective science professional development. Science is a crucial component of school-readiness skills, laying a foundation for success in later grades.

Preschool classroom processes as predictors of children's cognitive self-regulation skills development.

Science.gov (United States)

Fuhs, Mary Wagner; Farran, Dale C; Nesbitt, Kimberly Turner

2013-12-01

This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Assessing executive functions in preschoolers using Shape School Task

Directory of Open Access Journals (Sweden)

Marta Nieto

2016-09-01

Full Text Available Over the last two decades, there has been a growing interest in the study of the development of executive functions in preschool children due to their relationship with different cognitive, psychological, social and academic domains. Early detection of individual differences in executive functioning can have major implications for basic and applied research. Consequently, there is a key need for assessment tools adapted to preschool skills: Shape School has been shown to be a suitable task for this purpose. Our study uses Shape School as the main task to analyze development of inhibition, task-switching and working memory in a sample of 304 preschoolers (age range 3.25-6.50 years. Additionally, we include cognitive tasks for the evaluation of verbal variables (vocabulary, word reasoning and short-term memory and performance variables (picture completion and symbol search, so as to analyze their relationship with executive functions. Our results show age-associated improvements in executive functions and the cognitive variables assessed. Furthermore, correlation analyses reveal positive relationships between executive functions and the other cognitive variables. More specifically, using structural equation modeling and including age direct and indirect effects, our results suggest that executive functions explain to a greater extent performance on verbal and performance tasks. These findings provide further information to support research that considers preschool age to be a crucial period for the development of executive functions and their relationship with other cognitive processes

Using iPad Tablets for Self-modeling with Preschoolers: Videos versus Photos

Science.gov (United States)

McCoy, Dacia M.; Morrison, Julie Q.; Barnett, Dave W.; Kalra, Hilary D.; Donovan, Lauren K.

2017-01-01

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video…

Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

Science.gov (United States)

Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

2015-01-01

Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

Provisions for Outdoor Play and Learning in Slovene Preschools

Science.gov (United States)

Kos, Marjanca; Jerman, Janez

2013-01-01

This study examined play and learning in the natural environment and on the playgrounds of Slovene preschools. It included 140 preschool teachers and 264 parents of children who attended preschools in 21 Slovene towns. Data were collected through questionnaires with questions referring to time spent outdoors, children's outdoor activities,…

Lexical and metaphonological abilities in preschoolers with phonological disorders.

Science.gov (United States)

Costa, Ranilde Cristiane Cavalcante; Avila, Clara Regina Brandão de

2010-01-01

lexical and metaphonological abilities of phonologically disordered preschoolers. to investigate the influence of Phonological Disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them. participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the Research Group, composed of 28 preschoolers with Phonological Disorder, and the Control Group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. All of the participants were initially assessed by the ABFW Test - Phonology. After that, they were assessed on their lexical and metaphonological abilities by the ABFW Test - Vocabulary and phonological awareness test: sequential assessment instrument, CONFIAS - identification tasks and, rhyme and alliteration production, respectively. regarding lexical ability, the preschoolers from both groups presented similar behavior. The disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. Age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the Control Group. Correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities. the influence of Phonological Disorder may only be observed on the metaphonological performance. Phonological Disorder did not interfere with the development of the lexical ability of this group of preschoolers. Positive correlations were identified between both abilities in the studied age group.

Dietary Quality of Preschoolers' Sack Lunches as Measured by the Healthy Eating Index.

Science.gov (United States)

Romo-Palafox, Maria Jose; Ranjit, Nalini; Sweitzer, Sara J; Roberts-Gray, Cindy; Hoelscher, Deanna M; Byrd-Williams, Courtney E; Briley, Margaret E

2015-11-01

Eating habits are developed during the preschool years and track into adulthood, but few studies have quantified dietary quality of meals packed by parents for preschool children enrolled in early care and education centers. Our aim was to evaluate the dietary quality of preschoolers' sack lunches using the Healthy Eating Index (HEI) 2010 to provide parents of preschool children with guidance to increase the healthfulness of their child's lunch. This study is a cross-sectional analysis of baseline dietary data from the Lunch Is in the Bag trial. A total of 607 parent-child dyads from 30 early care and education centers in Central and South Texas were included. Total and component scores of the HEI were computed using data obtained from direct observations of packed lunches and of children's consumption. Three-level regression models with random intercepts at the early care and education center and child level were used; all models were adjusted for child sex, age, and body mass index (calculated as kg/m(2)). Mean HEI-2010 total scores were 58 for lunches packed and 52 for lunches consumed, out of 100 possible points. Mean HEI component scores for packed and consumed lunches were lowest for greens and beans (6% and 8% of possible points), total vegetables (33% and 28%), seafood and plant proteins (33% and 29%), and whole grains (38% and 34%); and highest for empty calories (85% and 68% of possible points), total fruit (80% and 70%), whole fruit (79% and 64%), and total protein foods (76% and 69%). Parents of preschool children pack lunches with low dietary quality that lack vegetables, plant proteins, and whole grains, as measured by the HEI. Education of parents and care providers in early care and education centers is vital to ensure that preschoolers receive high dietary-quality meals that promote their preference for and knowledge of a healthy diet. Copyright © 2015 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

The Situated Nature of Preschool Children's Conflict Strategies

OpenAIRE

Thornberg, Robert

2006-01-01

The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent's strategies....

A survey on parental expectations toward preschool programs

OpenAIRE

菊池, 知美

2009-01-01

The purpose of this study was to investigate what parents expect from preschool programs. Pilot Study tried to construct a scale to measure parental expectations toward preschools. Based on weekly observation of children at a preschool, interviews with their teachers, and open-end questionnaires filled in by mothers, the parental expectations were hypothesized to involve four dimensions of children's competencies: intellectual abilities, good classroom attitude, sociability, and interactions....

An Electric Preschool: Pros and Cons.

Science.gov (United States)

Lee, Marjorie W.

An electric preschool is a classroom or center for children 3 to 5 years of age in which the curriculum with its supportive activities, materials, and equipment depends more on technology that is powered by electricity than on manually operated objects. Certainly, preschoolers need stimulating and safe environments managed by adults who allow them…

Evaluation of gas radiation models in CFD modeling of oxy-combustion

International Nuclear Information System (INIS)

Rajhi, M.A.; Ben-Mansour, R.; Habib, M.A.; Nemitallah, M.A.; Andersson, K.

2014-01-01

Highlights: • CFD modeling of a typical industrial water tube boiler is conducted. • Different combustion processes were considered including air and oxy-fuel combustion. • SGG, EWBM, Leckner, Perry and WSGG radiation models were considered in the study. • EWBM is the most accurate model and it’s considered to be the benchmark model. • Characteristics of oxy-fuel combustion are compared to those of air–fuel combustion. - Abstract: Proper determination of the radiation energy is very important for proper predictions of the combustion characteristics inside combustion devices using CFD modeling. For this purpose, different gas radiation models were developed and applied in the present work. These radiation models vary in their accuracy and complexity according to the application. In this work, a CFD model for a typical industrial water tube boiler was developed, considering three different combustion environments. The combustion environments are air–fuel combustion (21% O 2 and 79% N 2 ), oxy-fuel combustion (21% O 2 and 79% CO 2 ) and oxy-fuel combustion (27% O 2 and 73% CO 2 ). Simple grey gas (SGG), exponential wide band model (EWBM), Leckner, Perry and weighted sum of grey gases (WSGG) radiation models were examined and their influences on the combustion characteristics were evaluated. Among those radiation models, the EWBM was found to provide close results to the experimental data for the present boiler combustion application. The oxy-fuel combustion characteristics were analyzed and compared with those of air–fuel combustion

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Relational Aggression in Children with Preschool-Onset Psychiatric Disorders

Science.gov (United States)

Belden, Andy C.; Gaffrey, Michael S.; Luby, Joan L.

2012-01-01

Objective: The role of preschool-onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or first grade was tested in a sample of 146 preschool-age children (age 3 to 5.11 years). Method: Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment.…

Correlates of adiposity among Latino preschool children

Science.gov (United States)

Childhood obesity is at record high levels in the US and disproportionately affects Latino children; however, studies examining Latino preschool children's obesity-related risk factors are sparse. This study determined correlates of Latino preschoolers' (ages 3-5 years) adiposity to inform future ob...

Effects of Enrichment Preschooling at Bourke: A Further Follow-up Study

Science.gov (United States)

De Lacey, P. R.; Nurcombe, B.

1977-01-01

As a test of the persistence of the effects of enrichment preschooling, and as a further stage of the evaluation of the Bourke preschool in New South Wales, 96 Aboriginal and white children, preschooled and non-preschooled, were given a battery of tests in 1974 measuring verbal intelligence, language development and classificatory skills.…

The Use of Video Modeling with the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers with Autism and Developmental Delays

Science.gov (United States)

Cihak, David F.; Smith, Catherine C.; Cornett, Ashlee; Coleman, Mari Beth

2012-01-01

The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had…

Noise and stress effects on preschool personnel

Directory of Open Access Journals (Sweden)

Fredrik Sjödin

2012-01-01

Full Text Available The aim of the study was to analyze the presence of stress-related health problems among preschool employees and the way in which these reactions are related to noise and other work parameters. The investigation included 101 employees at 17 preschools in Umeå County, located in northern Sweden. Individual noise recordings and recordings in dining rooms and play halls were made at two departments from each preschool. The adverse effects on the employees were analyzed by use of different validated questionnaires and by saliva cortisol samples. Stress and energy output were pronounced among the employees, and about 30% of the staff experienced strong burnout syndromes. Mental recovery after work was low, indicated by remaining high levels of stress after work. The burnout symptoms were associated with reduced sleep quality and morning sleepiness. Cortisol levels supported the conclusion about pronounced daily stress levels of the preschool employees.

Difference in children's gross motor skills between two types of preschools.

Science.gov (United States)

Chow, Bik C; Louie, Lobo H T

2013-02-01

The purpose of this study was to assess the influence of preschool type (public vs private) on motor skill performance in 239 (121 boys, 118 girls) preschool children ages 3 to 6.5 yr. Preschoolers were tested on 12 fundamental motor skills from the Test of Gross Motor Development-Second Edition and 11 anthropometrics (body height, weight, Body Mass Index, waist and hip girths, and body segment lengths). Analysis of variance controlled for anthropometrics and age indicated that children from private preschools performed better on locomotor skills than those from public preschools. However, no difference was found in object control skills. The results suggest that performance of locomotor skills by preschool children is affected by their schools' physical environment.

Parental knowledge of pre-school child oral health.

Science.gov (United States)

Prabhu, Anand; Rao, Arun Prasad; Reddy, Venugopal; Ahamed, Syed Shaheed; Muhammad, Shameer; Thayumanavan, Shanmugam

2013-10-01

The dental health of preschool children has extensive implications on the oral heath of the individual as he grows into an adult. Parents/guardians of preschool children play a central role in enforcing proper oral hygiene and preventive regime in these children. This study was conducted with the aim of describing the views of parents/guardians about the dental health of pre-school children. Response was obtained on a 21 point questionnaire from randomly visiting parents of the outpatient section of Rajah Muthiah dental college and Hospital, Annamalainagar, India. The findings of the present study point towards poor awareness among the parents/guardians of preschool children, pertaining to their childs' oral health and this could directly translate to poor oral health among the children in this area.

Language Learning in Outdoor Environments: Perspectives of preschool staff

Directory of Open Access Journals (Sweden)

Martina Norling

2015-03-01

Full Text Available Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

Do Children’s Health Resources Differ According to Preschool Physical Activity Programmes and Parental Behaviour? A Mixed Methods Study

Directory of Open Access Journals (Sweden)

Elena Sterdt

2014-02-01

Full Text Available Preschool can have positive effects on the development of a healthy lifestyle. The present study analysed to what extent different conditions, structures and behavioural models in preschool and family—children’s central social microsystems—can lead to differences in children’s health resources. Using a cross-sectional mixed methods approach, contrast analyses of “preschools with systematic physical activity programmes” versus “preschools without physical activity programmes” were conducted to assess the extent to which children’s physical activity, quality of life and social behaviour differ between preschools with systematic and preschools without physical activity programmes. Differences in children’s physical activity according to parental behaviour were likewise assessed. Data on child-related outcomes and parent-related factors were collected via parent questionnaires and child interviews. A qualitative focused ethnographic study was performed to obtain deeper insight into the quantitative survey data. Two hundred and twenty seven (227 children were interviewed at 21 preschools with systematic physical activity programmes, and 190 at 25 preschools without physical activity programmes. There was no significant difference in children’s physical activity levels between the two preschool types (p = 0.709. However, the qualitative data showed differences in the design and quality of programmes to promote children’s physical activity. Data triangulation revealed a strong influence of parental behaviour. The triangulation of methods provided comprehensive insight into the nature and extent of physical activity programmes in preschools and made it possible to capture the associations between systematic physical activity promotion and children’s health resources in a differential manner.

The Effect of Tier 2 Intervention for Phonemic Awareness in a Response-to-Intervention Model in Low-Income Preschool Classrooms

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Koutsoftas, Anthony D.; Harmon, Mary Towle; Gray, Shelley

2009-01-01

Purpose: This study assessed the effectiveness of a Tier 2 intervention that was designed to increase the phonemic awareness skills of low-income preschoolers who were enrolled in Early Reading First classrooms. Method: Thirty-four preschoolers participated in a multiple baseline across participants treatment design. Tier 2 intervention for…

Planning and Evaluating Educational Work in Slovene Preschools

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Marcela Batistič Zorec

2012-01-01

Full Text Available The present article examines the changes in Slovene preschools subsequent to Slovenia’s independence in 1991. In the socialist period, the national education programme for preschools was highly structured, goaland content-oriented and subject to schoolization. The Curriculum for Preschools (1999 brought conceptual changes towards education “based on the child” and the process approach, as well as giving more autonomy to preschool teachers and their assistants. In the empirical study, we examine changes in planning and evaluating educational work compared to the past. The results show that the majority of professional workers have reduced the high level of structure and rigidity in planning, and that there is better cooperation between preschool teachers and teachers’ assistants. Unlike in the past, most professional workers regularly evaluate their educational work. As the data was gathered in two phases, before and after the training of professional workers in the Reggio Emilia concept, we also search for the (probably indirect influencesof this training. We conclude that after the training the participation of children in planning and evaluating educational work is higher.

Developing preschool children social aptitudes

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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.

Sustaining Preschoolers' Engagement during Interactive Writing Lessons

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Hall, Anna H.

2016-01-01

Interactive writing is a developmentally appropriate activity used to enhance children's literacy development in the preschool setting. This article describes the unique needs of preschoolers as emerging writers, including their developing fine motor skills, early literacy skills, and social skills related to group writing. Strategies are provided…

Smoking habits of Greek preschool children's parents

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Linardakis Manolis K

2007-06-01

Full Text Available Abstract Background Smoking is Greece's largest public health threat. Greece has the highest adult smoking prevalence among all E.U countries, which in turn possibly predisposes Greek children and adolescents to smoke. The purpose of our study was to research into the smoking habits of preschool children's parents since children of that age could be vulnerable to parental negative role modeling and to investigate into the necessity of conducting a public health awareness programme aimed at the general population. Methods A cross-sectional study was performed on the parents of children enrolled in kindergarten in western Crete-Greece (2809 parents, and interviewed during the 2004–2005 Cretan school health promotion programme. Results 63% of households had at least one parent a current smoker and in 26% both parents were found to be current smokers. Smoking prevalence among adults with preschool children was estimated at 44% (52% of fathers and 36% of mothers. Paternal education and nationality were statistically significantly related to smoking (p Conclusion Smoking prevalence is high even among parents with preschool children. Taking into account the parents' significant primary role in the children's upbringing and the effect that parental induced passive smoking has on children's health and health attitude; one can deduce that the health of Greek children is under threat. It is of major importance that educational and policy intervention measures are implemented to reduce such a situation that could contribute to promoting the initiation of smoking among Greek adolescents.

Smoking habits of Greek preschool children's parents.

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Vardavas, Constantine I; Athanasopoulos, Dimitrios; Balomenaki, Evaggelia; Niaounaki, Dora; Linardakis, Manolis K; Kafatos, Anthony G

2007-06-14

Smoking is Greece's largest public health threat. Greece has the highest adult smoking prevalence among all E.U countries, which in turn possibly predisposes Greek children and adolescents to smoke. The purpose of our study was to research into the smoking habits of preschool children's parents since children of that age could be vulnerable to parental negative role modeling and to investigate into the necessity of conducting a public health awareness programme aimed at the general population. A cross-sectional study was performed on the parents of children enrolled in kindergarten in western Crete-Greece (2809 parents), and interviewed during the 2004-2005 Cretan school health promotion programme. 63% of households had at least one parent a current smoker and in 26% both parents were found to be current smokers. Smoking prevalence among adults with preschool children was estimated at 44% (52% of fathers and 36% of mothers). Paternal education and nationality were statistically significantly related to smoking (p parents with preschool children. Taking into account the parents' significant primary role in the children's upbringing and the effect that parental induced passive smoking has on children's health and health attitude; one can deduce that the health of Greek children is under threat. It is of major importance that educational and policy intervention measures are implemented to reduce such a situation that could contribute to promoting the initiation of smoking among Greek adolescents.

Relational Aggression in Children with Preschool Onset (PO) Psychiatric Disorders

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Belden, Andy C.; Gaffrey, Michael S.; Luby, Joan L.

2012-01-01

Objective The role of preschool onset (PO) psychiatric disorders as correlates and/or risk factors for relational aggression during kindergarten or 1st grade was tested in a sample of N = 146 preschool-age children (3 to 5.11). Method Axis-I diagnoses and symptom scores were derived using the Preschool Age Psychiatric Assessment. Children’s roles in relational aggression as aggressor, victim, aggressive-victim, or non-aggressor/non-victim were determined at preschool and again 24 months later at elementary school entry. Results Preschoolers diagnosed with PO-psychiatric disorders were 3 times as likely as the healthy preschoolers to be classified aggressors, victims, or aggressive-victims. Children diagnosed with PO-disruptive, depressive, and/or anxiety disorders were at least 6 times as likely as children without PO-psychiatric disorders to become aggressive-victims during elementary school after covarying for other key risk factors. Conclusions Findings suggested that PO-psychiatric disorders differentiated preschool and school-age children’s roles in relational aggression based on teacher-report. Recommendations for future research and preventative intervention aimed at minimizing the development of relational aggression in early childhood by identifying and targeting PO-psychiatric disorders are made. PMID:22917202

Acquiring the Language of Learning: The Performance of Hawaiian Preschool Children on the Preschool Language Assessment Instrument (PLAI).

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Martini, Mary

The Preschool Language Assessment Instrument (PLAI) was designed as a diagnostic tool for 3- to 6-year-old children to assess children's abilities to use language to solve thinking problems typically posed by teachers. The PLAI was developed after observing middle-class teachers in preschool classrooms encourage children to use language in…

Thought Disorder in Preschool Children with Attention Deficit/Hyperactivity Disorder (ADHD).

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Hutchison, Amanda K; Kelsay, Kimberly; Talmi, Ayelet; Noonan, Kate; Ross, Randal G

2016-08-01

Preschool identification of and intervention for psychiatric symptoms has the potential for lifelong benefits. However, preschool identification of thought disorder, a symptom associated with long term risk for social and cognitive dysfunction, has received little attention with previous work limited to examining preschoolers with severe emotional and behavioral dysregulation. Using story-stem methodology, 12 children with ADHD and 12 children without ADHD, ages 4.0-6.0 years were evaluated for thought disorder. Thought disorder was reliably assessed (Cronbach's alpha = .958). Children with ADHD were significantly more likely than children without ADHD to exhibit thought disorder (75 vs 25 %; Fischer's Exact Test = .0391). Thought disorder can be reliably assessed in preschool children and is present in preschool children with psychiatric illness including preschool children with ADHD. Thought disorder may be identifiable in preschool years across a broad range of psychiatric illnesses and thus may be an appropriate target of intervention.

Teaching social-communication skills to preschoolers with autism: efficacy of video versus in vivo modeling in the classroom.

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Wilson, Kaitlyn P

2013-08-01

Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants' learning preferences and processes, as well as educators' perceptions of the acceptability of each intervention's procedures in the classroom setting.

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Fedorova Svetlana Yurievna

2013-04-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used: the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing. The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps: diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions. The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers.

Preschool Teaching Staff's Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

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Zupancic, Tomaž; Cagran, Branka; Mulej, Matjaž

2015-01-01

This article presents preschool teachers' and assistant teachers' opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers' and…

Preschool Teachers' Language Use in Sociodramatic Play

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Meacham, Sohyun

2013-01-01

Preschool teachers' language use has been described in recent research, as preschoolers' language development is found to be an important preparation for later reading development. Based on existing research on teachers' language use in sociodramatic play, however, it is still unclear how teachers use their language specifically in sociodramatic…

A Study of Music Instruction in Preschool Education Training : Part II

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丸山, 京子; Kyoko, Maruyama

2001-01-01

Last year, the author and others studied music instruction in preschool education training. In that paper, we learn what was required to become successful preschool teacher and the relationship between kindergarten children and preschool education major students. Based on the results of that study, the author has come to realize the importance of music instruction and music performance in childhood development in the preschool curriculum.

EDUCATIONAL MEDIA (TV) FOR THE PRESCHOOL CHILD. FINAL REPORT.

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BECK, LESTER F.

THE PHILOSOPHY AND CONTENT OF EIGHT EDUCATIONAL TV SERIES FOR PRESCHOOL CHILDREN WERE DESCRIBED BY THE PEOPLE WHO CREATED THEM. PHOTOGRAPHS ARE INCLUDED TO ILLUSTRATE THE USE OF EDUCATIONAL MEDIA - STILL PICTURES, FILMS, GRAPHIC AIDS, MODELS, PUPPETS, AND PICTURE BOOKS - IN ASSOCIATION WITH TELEVISION. THE PAPERS THAT MADE UP THIS REPORT INCLUDED…

Challenges to preschool teachers in learner\\'s acquisition of English ...

African Journals Online (AJOL)

knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school.

Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

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Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

2009-06-01

In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

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Ma, Xin; Nelson, Regena F.; Shen, Jianping; Krenn, Huilan Y.

2015-01-01

Using hierarchical linear modeling, the present study aimed to examine whether targeted intervention strategies implemented individually during a preschool program exhibited any short-term and long-term effects on children's school readiness in kindergarten, utilizing data gathered through the Supporting Partnerships to Assure Ready Kids (SPARK)…

Continuous Improvement in State Funded Preschool Programs

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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…

Preschool Teachers' Use of ICTs: Towards a Typology of Practice

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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…

Double dose: the cumulative effect of TV viewing at home and in preschool on children's activity patterns and weight status.

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Taverno Ross, Sharon; Dowda, Marsha; Saunders, Ruth; Pate, Russell

2013-05-01

Little is known about how screen-based sedentary behavior at home and in preschool influences children's health and activity patterns. The current study examined the individual and cumulative influence of TV viewing at home and in preschool on children's physical activity (PA) and weight status. Children (n = 339) attending 16 preschools in South Carolina were grouped into high and low TV groups based on parent report of children's TV viewing at home and director report of TV use/rules in preschool. T-tests and mixed model ANOVAs examined differences in weight status and PA (min/hr) by high and low TV groups. Results revealed that children who were classified as High TV both at home and in pre- school had significantly lower levels of moderate-to-vigorous PA compared with their Low TV counterparts (8.3 (0.3) min/hr vs. 7.6 (0.2) min/hr, p TV groups at home or in preschool when examined individually. These findings demonstrate the importance of total environmental TV exposure on preschooler's PA. Longitudinal and observational research to assess preschoolers' cumulative screen-based sedentary behavior and its relationship with PA and weight status is needed.

Laying a Firm Foundation: Embedding Evidence-Based Emergent Literacy Practices Into Early Intervention and Preschool Environments.

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Terrell, Pamela; Watson, Maggie

2018-04-05

As part of this clinical forum on curriculum-based intervention, the goal of this tutorial is to share research about the importance of language and literacy foundations in natural environments during emergent literacy skill development, from infancy through preschool. Following an overview of intervention models in schools by Powell (2018), best practices at home, in child care, and in preschool settings are discussed. Speech-language pathologists in these settings will be provided a toolbox of best emergent literacy practices. A review of published literature in speech-language pathology, early intervention, early childhood education, and literacy was completed. Subsequently, an overview of the impact of early home and preschool literacy experiences are described. Research-based implementation of best practice is supported with examples of shared book reading and child-led literacy embedded in play within the coaching model of early intervention. Finally, various aspects of emergent literacy skill development in the preschool years are discussed. These include phonemic awareness, print/alphabet awareness, oral language skills, and embedded/explicit literacy. Research indicates that rich home literacy environments and exposure to rich oral language provide an important foundation for the more structured literacy environments of school. Furthermore, there is a wealth of evidence to support a variety of direct and indirect intervention practices in the home, child care, and preschool contexts to support and enhance all aspects of oral and written literacy. Application of this "toolbox" of strategies should enable speech-language pathologists to address the prevention and intervention of literacy deficits within multiple environments during book and play activities. Additionally, clinicians will have techniques to share with parents, child care providers, and preschool teachers for evidence-based literacy instruction within all settings during typical daily

The status of preschool teachers in two municipalities following the economic collapse

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Laufey Axelsdóttir

2014-06-01

Full Text Available This feminist study examines the working conditions of preschool teachers, a female dominated occupation, in two municipalities in Iceland and asks, in light of government policy, if and then how the municipalities facilitate preschool teachers professionalism following the 2008 bank collapse. Weber´s (2001 theoretical framework is applied to explore the professional status of the preschools and the impact of local government on preschool teachers’ position. Qualitative methods were used and data was gathered in 2011 and 2012. Thirteen interviews were conducted with women and men in two preschools and the schools administrative environment. Preschool teachers employed in management and non-management positions as well as assistants were interviewed. The study’s results show that financial cutbacks in local government affect preschool teachers and assistants and thus the position of women in the labour market by preserving their subordination. Furthermore, preschool children seem to be affected by the cutbacks which possibly have negative consequences on their well-being. Reforms and developments of the preschool teachers education seem to be met with considerable opposition from local government and more emphasis is placed on operational costs rather than strengthening the preschool teachers in their role as professionals. The results thus point to a gap between government policy and the municipalities’ local version of that same policy.

Preschool Teachers' Level of Attitudes toward Early Mathematics Education

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Çelik, Meryem

2017-01-01

Purpose of this study isexamining the preschool teachers' level of attitudes toward early mathseducation and correlation between these levels and various variables.“Preschool Teachers' Attitudes towards Early Childhood Math AssessmentInstrument" is applied to 60 teachers who were pre-school teachers in 2013and formed the sample of this study. As a result of these analysis, it has beenprecipitated that teachers' level of attitudes toward early maths education isgood. Meanin...

Neck Circumference to Assess Obesity in Preschool Children.

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Kondolot, Meda; Horoz, Duygu; Poyrazoğlu, Serpil; Borlu, Arda; Öztürk, Ahmet; Kurtoğlu, Selim; Mazıcıoğlu, Mümtaz M

2017-03-01

Limited information is available about the use of neck circumference (NC) to assess obesity in preschool children. This study aims to provide NC percentiles and determine the cut-off levels of NC as a measure to assess obesity in preschool children. The data were obtained from the Anthropometry of Turkish Children aged 0-6 years (ATCA-06) study database. A total of 21 family health centers were chosen and children aged 2-6 years old from all socioeconomic levels were randomly selected from the lists of district midwives; 1766 children (874 male and 892 female; 88.3% of sample size) were included in the study. The smoothed centile curves of NC were constructed by the LMS method. Receiver operating characteristic (ROC) analysis was performed to calculate cut-off points for NC using body mass index ≥95 th percentile. Mean NC was greater in males than females. Cut-off values for obesity were found to be statistically significant in both genders other than 3 years old boys. The NC percentiles of Turkish preschool children were slightly greater than those of other European preschool children in both genders. This difference disappeared around the adiposity rebound period. The 97th percentile values for Turkish preschool children continue to be greater in both genders. NC may be useful to define obesity in preschool children. Since ethnic and various other factors may have a role in incidence of obesity, local reference data are important in assessment of obesity.

Shadow Formation at Preschool from a Socio-Materiality Perspective

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Impedovo, Maria Antonietta; Delserieys-Pedregosa, Alice; Jégou, Corinne; Ravanis, Konstantinos

2017-01-01

The paper is set in socio-material farming to offer a way of conceptualising actions and interactions of children in preschool involved in the understanding of scientific concepts. A model of early science education about the physical phenomena of shadow formation is implemented in group work in a French context. The research involved 44 children…

Science and mathematics teaching through local games in preschools of Botswana

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Kabita Bose

2016-11-01

Full Text Available This article presents a study regarding preschool teachers’ skills and competencies in teaching science and mathematics. The aim of the project was twofold; one to find out the preschool teachers’ knowledge about mathematics and science concepts and then to develop support material to empower them with skills and competencies to teach these concepts in preschools. A qualitative approach was adopted, and a case study method was used. Data were collected through two workshops and focus group discussions with preschool teachers. The study revealed that the preschool teachers had content knowledge, but lacked pedagogical knowledge that is crucial in teaching of preschool children, and they provided science and mathematics experiences in preschools scarcely. A resource book of 33 local games and rhymes thus was developed as a support material to empower the teachers with skills and competencies to use play to teach science and mathematics in preschools. The resource book developed consists of 33 local games/rhymes and is packaged with the games’ illustrations, steps and rules followed in the games, science and mathematics concepts and competencies that could be taught to children, along with probing questions that would help in teaching of science and mathematics concepts to children.

Building a Model of Support for Preschool Children with Speech and Language Disorders

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Robertson, Natalie; Ohi, Sarah

2016-01-01

Speech and language disorders impede young children's abilities to communicate and are often associated with a number of behavioural problems arising in the preschool classroom. This paper reports a small-scale study that investigated 23 Australian educators' and 7 Speech Pathologists' experiences in working with three to five year old children…

An Evaluation of Preschool Education in the Awutu Efutu Senya ...

African Journals Online (AJOL)

The study examined the state of preschool education in the Winneba district with the intent of identifying strengths and weaknesses of the sub system. A comparison of rural and urban preschools in the district was also explored. A sample of 30 preschools made up of 16 public and 14 private ones were selected through ...

METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

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Светлана Юрьевна Федорова

2013-05-01

Full Text Available Education and training of gifted children today appropriate to consider as an important strategic task of modern society. In this context, the purpose of research is the development motor giftedness, which is particularly relevant at the stage of pre-school education, which is caused by age-preschoolers. Preschoolers' motor giftedness is considered by the author as developing integrated quality, including psychomotor skills, inclinations, increased motivation for motor activity. In the process of study the following methods are used:  the study and analysis of the scientific and methodological literature on studies, questioning, interview, testing of physical fitness, statistical data processing.The result of research work is methodic of development of motor giftedness on physical education in preschool. The author's methodic consists of four steps:  diagnostic, prognostic, practice and activity, social and pedagogical. Each step determines the inclusion of preschool children in sports and developing environment that meets his or her abilities and needs through the creation of certain social and educational conditions.The area of using results of the author's methodic is preschool and the system of improvement professional skill of teachers. DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-31

Assessing fears of preschool children with nighttime fears by a parent version of the fear survey schedule for preschool children.

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Kushnir, Jonathan; Gothelf, Doron; Sadeh, Avi

2015-01-01

Although excessive fears are common in preschool children, validated assessment tools for this age are lacking. Our aim was to modify and provide preliminary evidence of the utility of a preschoolers' fear screening tool, a parent-reported Fear Survey Schedule for Preschool Children (FSS-PC). 109 Israeli preschool children (aged 4-6 years) with chronic night time fears (NF) and 30 healthy children (controls) participated. The FSS-PC analysis included: 1) internal reliability, 2) correlations between FSS-PC scores and Child Behavior Checklist (CBCL) measures, 3) differences between NF and a comparison sample of FSS-PC scores, and 4) FSS-PC sensitivity in detecting change in NF following an intervention for NF. There were low-to-medium positive correlations between the FSS-PC scores and several internalizing scales of the CBCL measures. FSS-PC scores in the NF group were significantly higher than the control children's score. FSS-PC scores had adequate internal reliability and were also sensitive for detecting significant changes in fear levels following behavioral interventions. Unique cultural and environmental circumstances and specific study group. This new version of the FSS-PC may provide clinicians with a novel and useful screening tool for early assessment of fear- and anxiety-related phenomena of preschool children.

The Importance of Music in Preschool Education

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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…

Characteristics of Preschoolers with Lower Perceived Competence

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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…

Age Specifics of Cognitive Activity Development in Preschool Age

OpenAIRE

Klopotova E.E.; Samkova I.A.

2017-01-01

This paper present results of the research on the specifics of cognitive activity development in preschool children. The hypothesis tested was that content and dynamic components of cognitive activity reveal themselves in a different way depending on the stage of preschool childhood. The authors reviewed the diagnostic tools suitable for studying cognitive activity in preschoolers and selected the techniques. The research proved that content and dynamic components of cognitive activity have t...

Augmented Reality: Daily Prayers for Preschooler Student

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Hendra Pradibta

2018-01-01

Full Text Available Education is one of the aspects that many synthesized with technology. Yet, this is contrary to the fact that where most of the learning materials are still based on text. This research aims to develop an alternative learning media by implementing Augmented Reality Technology for Preschooler students. Augmented Reality (AR is an application that can combine the virtual object as text, pictures and animation into the real world. Development of Augmented Reality application uses Web Aurasma Based Studio, with learning materials of daily prayer for preschool student. The development of the characters and the animations were using Adobe Illustrator and Adobe After Effects. The results of the study showed that technology Augmented Reality can be used as an alternative learning media especially in the learning process in Preschool Al Furqon. This is because the content Augmented Reality in the form of animation can gives more understanding and attention for preschool student to follow the learning process

Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

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Aydogdu, Bülent; Peker, Murat

2016-01-01

The aim of this research was to examine science and mathematics teaching efficacy beliefs of pre-school teachers in terms of some variables. The sample of the study was comprised of 191 pre-school teachers working in a city in Aegean Region of Turkey. Since it attempted to define self-efficacy beliefs of pre-school teachers toward science and…

Cerebral Palsy Checklist: Babies & Preschoolers (Birth to age 5)

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... Staying Safe Videos for Educators Search English Español Cerebral Palsy Checklist: Babies & Preschoolers KidsHealth / For Parents / Cerebral Palsy Checklist: Babies & Preschoolers What's in this article? Step ...

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

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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 Youth…

Gross-Motor Skill Acquisition by Preschool Dance Students under Self-Instruction Procedures

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Vintere, Parsla; Hemmes, Nancy S.; Brown, Bruce L.; Poulson, Claire L.

2004-01-01

The effects of two training procedures -- (a) modeling and praise and (b) self-instruction, modeling, and praise -- on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment…

Punishment Insensitivity and Impaired Reinforcement Learning in Preschoolers

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Briggs-Gowan, Margaret J.; Nichols, Sara R.; Voss, Joel; Zobel, Elvira; Carter, Alice S.; McCarthy, Kimberly J.; Pine, Daniel S.; Blair, James; Wakschlag, Lauren S.

2014-01-01

Background: Youth and adults with psychopathic traits display disrupted reinforcement learning. Advances in measurement now enable examination of this association in preschoolers. The current study examines relations between reinforcement learning in preschoolers and parent ratings of reduced responsiveness to socialization, conceptualized as a…

ADHD in Preschool: Approaches and Teacher Training

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Singh, Ajay; Squires, Jane

2014-01-01

Due to the prevalence of ADHD, there is a need for early intervention at the preschool level to improve children's chance of academic success in later years. Yet few preschool teachers are trained to meet the challenges children with ADHD present. This paper gives a rationale and curriculum for teacher training in ADHD, with an emphasis on Social…

Research of Fears of Preschool Age Children

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Konkabayeva, Aiman E.; Dakhbay, Beybitkhan D.; Oleksyuk, Z?ryana Ya.; Tykezhanova, Gulmira M.; Alshynbekova, Gulnaziya K.; Starikova, Anna Ye.

2016-01-01

One of the symptoms of neurosis at preschool age children is fear. In our opinion, research in this area will help to solve a number of problems of children of preschool age, including difficulties of acceptance on themselves in the new social roles in relation from kindergarten transition to school adjustment problems and a number of other…

The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: a review.

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Spira, Elana Greenfield; Fischel, Janet E

2005-07-01

The literature on the prevalence and stability of preschool problems of inattention, hyperactivity, and impulsivity suggests a number of links to early literacy skills and broader school achievement. Developmental considerations in the assessment of preschool ADHD are reviewed in this paper, along with evidence for the stability of symptoms over time and the relationship between early symptoms of ADHD and elementary school achievement. Emphasis is placed on describing the nature of the connection between preschool ADHD symptoms and academic achievement, as few studies to date have focused specifically on that relationship. Several explanations for the relationship between preschool ADHD symptoms and achievement are analyzed, including an explanation that focuses on the relationship between inattention, hyperactivity, and impulsivity and the acquisition of emergent literacy and language skills. Finally, the evidence for four models that have been proposed to account for the link between behavior and learning is reviewed and critically analyzed. Suggestions are made for future research that might resolve important questions only partially addressed in studies to date.

The State of Preschool 2012: State Preschool Yearbook. Executive Summary

Science.gov (United States)

Barnett, W. Steven; Carolan, Megan E.; Fitzgerald, Jen; Squires, James H.

2012-01-01

The 2012 "State Preschool Yearbook" profiles state-funded prekindergarten programs in the United States. The "Yearbook" compares each state program's standards against a checklist of 10 research-based quality standards benchmarks. Although the benchmarks against which the National Institute for Early Education Research (NIEER)…

Understanding Barriers and Solutions Affecting Preschool Attendance in Low-Income Families

Science.gov (United States)

Susman-Stillman, Amy; Englund, Michelle M.; Storm, Karen J.; Bailey, Ann E.

2018-01-01

Preschool attendance problems negatively impact children's school readiness skills and future school attendance. Parents are critical to preschoolers' attendance. This study explored parental barriers and solutions to preschool attendance in low-income families. School-district administrative data from a racially/ethnically diverse sample of…

Influence of preschool-teacher-efficacy, social skills and work satisfaction on mental health

OpenAIRE

前田, 直樹; 金丸, 靖代; 畑田, 惣一郎; マエダ, ナオキ; カネマル, ヤスヨ; ハタダ, ソウイチロウ; Naoki, MAEDA; Yasuyo, KANEMARU; Soichiro, HATADA

2009-01-01

The purpose of the present study was to investigate preschool teacher's mental health and to examine the influence of preschool-teacher-efficacy, social skills and work satisfaction on their mental health. One hundred preschool teachers (8 males, 92 females) were administered a questionnaire including preschool teacher-efficacy scale, Kiss-18, work satisfaction scale and BDI-II. With regard to the situation of mental health, preschool teachers scored slightly lower than the general level. Pas...

Sun Protection is Fun! A Skin Cancer Prevention Program for Preschools.

Science.gov (United States)

Tripp, Mary K.; Herrmann, Nancy B.; Parcel, Guy S.; Chamberlin, Robert M.; Gritz, Ellen R.

2000-01-01

Describes the Sun Protection is Fun! skin cancer prevention program for preschool children that features intervention methods grounded in social cognitive theory and emphasizes symbolic modeling, vicarious learning, enactive mastery experiences, and persuasion. Program components include a curriculum and teacher's guide, videos, newsletters,…

Profilicollis altmani (Perry, 1942 Van Cleave, 1947 (Acanthocephala en el Perú. Con notas sobre la infección experimental de mamiferos terrestres

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Manuel Tantaleán

2013-06-01

Full Text Available Entre los meses de enero y febrero de 2001, se hizo el estudio parasitológico de Emerita analoga Stimpson (Hippidae procedentes de la playa Bujama (Mala, Lima, encontrando que de 37 a 48% de ellos estaban infectados con cistacantos identificados como de Profilicollis altmani (Perry, 1942 Van Cleave, 1947. Estos cistacantos se inocularon en ratas, ratones, hamsters y un cachorro de perro, que resultaron todos infectados. Los parásitos se localizaron principalmente en la cavidad abdominal y/o adheridos a la mucosa del intestino delgado y grueso. El hombre puede infectarse con estos parásitos al ingerir E. analoga infectados.

The Parent Version of the Preschool Social Skills Rating System: Psychometric Analysis and Adaptation with a German Preschool Sample

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Hess, Markus; Scheithauer, Herbert; Kleiber, Dieter; Wille, Nora; Erhart, Michael; Ravens-Sieberer, Ulrike

2014-01-01

The Social Skills Rating System (SSRS) developed by Gresham and Elliott (1990) is a multirater, norm-referenced instrument measuring social skills and adaptive behavior in preschool children. The aims of the present study were (a) to test the factorial structure of the Parent Form of the SSRS for the first time with a German preschool sample (391…

Preschool Children's Conceptions of Moral and Social Rules.

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Smetana, Judith G.

1981-01-01

Examined preschool children's conceptions of moral and conventional rules. Children judged the seriousness, rule contingency, rule relativism, and amount of deserved punishment for 10 depicted moral and conventional preschool transgressions. Constant across ages and sexes, children evaluated moral transgressions as more serious offenses and more…

Preschool education as a determinant of educational attainment: An analysis of Serbia

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Vuksanović Nemanja

2017-01-01

Full Text Available The subject of this paper is preschool education as a determinant of students’ educational attainment in Serbia and factors that influence whether a Serbian child is included in preschool programmes. This paper aims 1 to assess how attendance of preschool programmes in Serbia affects a student’s educational attainment in terms of mathematical, reading, and scientific literacy; 2 to explore how preschool education differs for students who occupy different positions in the distribution of educational attainment; and 3 to examine the determinants of a child in Serbia receiving preschool education. The analysis is based on data from PISA2012 testing. In order to assess the significance and nature of the effect of preschool education on educational attainment in terms of mathematical, reading, and scientific literacy we use unconditional quantile regression. To analyse factors that affect whether a child is included in the preschool programme we apply probit regression. Unconditional quantile regression results suggest that the sign and intensity of the effect of preschool education for more than a year are positive and increasing. The results of the probit regression show that socio-economic family background and parental status in the labour market are the factors that determine whether the student will attend preschool education for more than a year. The results indicate that the educational system in Serbia reproduces poverty and social exclusion.

Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

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Kettler, Todd; Oveross, Mattie E.; Bishop, James C.

2017-01-01

Substantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were…

Promoting mental health in Swedish preschool-teacher views.

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Isaksson, Pernilla; Marklund, Bertil; Haraldsson, Katarina

2017-02-01

The promotion of childhood mental health is an important investment for the future. Many young children spend a large amount of time in preschool, which have unique opportunities to promote mental health at an early stage. The aim of this study was to illuminate teachers’ views of what they do in ordinary work to promote mental health among preschool children. This qualitative study had a descriptive and exploratory design and qualitative content analysis was utilized. Six focus group interviews with preschool teachers, concerning families from different cultural, geographical and socioeconomic backgrounds, were conducted in a county in the southwest of Sweden. Both manifest and latent content appeared. Three categories, ‘structured world’, ‘pleasant climate’ and ‘affirming the child’ and 10 subcategories emerged. The latent content of these categories is described under the theme ‘creating an atmosphere where each child can flourish in harmony with their environment’. The results show teachers different working approaches with mental health in preschool and together with previous research these results can provide a basis of knowledge for preschool teachers and inspire them to develop and maintain their health-promoting work. In future studies it should be particularly interesting to investigate how the promotive way to work can be transferred to strengthen mental health throughout the school years.

[Protocols Related to Food Allergies and Intolerances in Preschools in Reykjavik, Iceland].

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Thrastardottir, Adalheidur Ran; Thordardottir, Frida Run; Torfadottir, Johanna

2018-01-01

The aim of the study was to explore prevalence of food allergies and intolerances among children in preschools in Reykjavik, Iceland. Also, to investigate how well preschools maintain a safe environment for children with food allergies. In 2014, a questionnaire designed specifically for this study, was sent to 65 preschools. Forty-nine participated (75%) representing a total of 4225 children. Prevalence of food allergy and intolerance was determined based on medical certificates from physi-cians delivered to the preschools. Descriptive statistics were used to assess whether there were protocols related to food allergy, and if there was a difference between schools based on staff's education and number of children. The prevalence of documented food allergies/intolerances in children aged 2-6 years was 5%, 1% had severe allergy and 1% had multiple food allergies. Lactose intolerance was most frequent (2%), then milk allergy (2%) and egg allergy (1%). Only 41% preschools had a protocol that was activated if food with an allergen was accidentally given. Moreover, only 55% of preschools with children with severe -allergy reported all of their staff to have knowledge of symptoms related to anaphylaxis and only 64% were trained to respond to an anaphylactic shock. The education of preschool principals, kitchen employees and number of children in preschool were not related to having an active protocol at site. Prevalence of food allergy and intolerance was 5% in preschools in Reykjavik. Strategy for an active protocol related to food allergy was lacking in 59% of pre-schools.

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

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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…

Play or hard work: unpacking well-being at preschool.

Science.gov (United States)

Kennedy-Behr, A; Rodger, S; Mickan, S

2015-03-01

Well-being or quality of life is thought to give a more accurate picture of the impact a condition has on day-to-day functioning than traditional outcome measures. This study sought to examine the relationship between engagement in play and well-being for preschool children with and without developmental coordination disorder (DCD). A quasi-experimental design was used with two independent groups of preschool children aged 4-6 years with (n=32) and without (n=31) probable DCD. Play skills were assessed using the Play Observation Scale based on 30min of videotape of free-play at preschool. Well-being was assessed using a parent-proxy version of the Revised Children Quality of Life Questionnaire (KINDL(R)). Spearman rho correlations were performed to examine the relationship between play and well-being. Well-being at preschool was significantly lower for the children in the DCD group however overall well-being was not significantly different. Engagement in type of social play (solitary, parallel or group) was found to predict well-being for the typically developing children. For the children with DCD, engagement in group play was not associated with well-being. An explanation for this difference may be that children with DCD may not experience free-play at preschool as "play" but rather as hard work. Further research is needed to determine why children with DCD experience lower well-being at preschool than their peers and to investigate children's perceptions of free-play. This may enable teachers and therapists to better support children with DCD in the preschool environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

Nutrition Knowledge Assessment of Preschool Children

OpenAIRE

Plum, Jane Meacham Jr.

1997-01-01

A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care center...

Social-cognitive processes in preschoolers' selective trust: three cultures compared.

Science.gov (United States)

Lucas, Amanda J; Lewis, Charlie; Pala, F Cansu; Wong, Katie; Berridge, Damon

2013-03-01

Research on preschoolers' selective learning has mostly been conducted in English-speaking countries. We compared the performance of Turkish preschoolers (who are exposed to a language with evidential markers), Chinese preschoolers (known to be advanced in executive skills), and English preschoolers on an extended selective trust task (N = 144). We also measured children's executive function skills and their ability to attribute false belief. Overall we found a Turkish (rather than a Chinese) advantage in selective trust and a relationship between selective trust and false belief (rather than executive function). This is the 1st evidence that exposure to a language that obliges speakers to state the sources of their knowledge may sensitize preschoolers to informant reliability. It is also the first demonstration of an association between false belief and selective trust. Together these findings suggest that effective selective learning may progress alongside children's developing capacity to assess the knowledge of others.

Pre-School Education in Morocco and Algeria

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Bouzoubaa, Khadija; Benghabrit-Remaoun, Nouria

2004-01-01

This article is an analysis of the current state of early childhood care in the Maghreb, in particular in Morocco and Algeria, where the pre-schooling rate for 5-year-olds is on the increase. Extending pre-school infrastructures and the need to create unified curricula have been among the most urgent questions to be tackled over the last decade in…

Creative Potential and Conceptual Tempo in Preschool Children.

Science.gov (United States)

Broberg, Gayle Christensen; Moran, James D., III

1988-01-01

Individual stylistic variations of creative potential and conceptual tempo were investigated in 61 preschool children. No differences between reflective and impulsive preschoolers were found on the ideational fluency measure. Conceptual tempo scores revealed greater originality scores for the fast/accurate and slow/inaccurate groups compared to…

Problems of computerization in the brunch of preschool education

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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.

Reducing maladaptive behaviors in preschool-aged children with autism spectrum disorder using the early start denver model.

Science.gov (United States)

Fulton, Elizabeth; Eapen, Valsamma; Crnčec, Rudi; Walter, Amelia; Rogers, Sally

2014-01-01

The presence of maladaptive behaviors in young people with autism spectrum disorder (ASD) can significantly limit engagement in treatment programs, as well as compromise future educational and vocational opportunities. This study aimed to explore whether the Early Start Denver Model (ESDM) treatment approach reduced maladaptive behaviors in preschool-aged children with ASD in a community-based long day care setting. The level of maladaptive behavior of 38 children with ASD was rated using an observation-based measure on three occasions during the intervention: on entry, 12 weeks post-entry, and on exit (post-intervention) over an average treatment duration of 11.8 months. Significant reductions were found in children's maladaptive behaviors over the course of the intervention, with 68% of children showing a treatment response by 12 weeks and 79% on exit. This change was accompanied by improvement in children's overall developmental level as assessed by the Mullen scales of early learning, but not by significant changes on the Vineland Adaptive Behavior Scales-II or Social Communication Questionnaire. Replication with a larger sample, control conditions, and additional measures of maladaptive behavior is necessary in order to determine the specific factors underlying these improvements; however, the findings of the present study suggest that the ESDM program may be effective in improving not only core developmental domains, but also decreasing maladaptive behaviors in preschool-aged children with ASD.

Reducing maladaptive behaviors in preschool-aged children with Autism Spectrum Disorder using the Early Start Denver Model

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Elizabeth eFulton

2014-05-01

Full Text Available The presence of maladaptive behaviors in young people with Autism Spectrum Disorder (ASD can significantly limit engagement in treatment programs, as well as compromise future educational and vocational opportunities. This study aimed to explore whether the Early Start Denver Model (ESDM treatment approach reduced maladaptive behaviors in preschool-aged children with ASD in a community-based long day care setting. The level of maladaptive behavior of 38 children with ASD was rated using an observation based measure on three occasions during the intervention: on entry, 12 weeks post-entry, and on exit (post-intervention over an average treatment duration of 11.8 months. Significant reductions were found in children’s maladaptive behaviors over the course of the intervention, with 68% of children showing a treatment response by 12 weeks and 79% on exit. This change was accompanied by improvement in children’s overall developmental level as assessed by the Mullen Scales of Early Learning, but not by significant changes on the Vineland Adaptive Behavior Scales-II or Social Communication Questionnaire. Replication with a larger sample, control conditions and additional measures of maladaptive behavior is necessary in order to determine the specific factors underlying these improvements; however, the findings of the present study suggest that the ESDM program may be effective in improving not only core developmental domains, but also decreasing maladaptive behaviors in preschool-aged children.

Learning craft skills. Exploring preschoolers' craft making process

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Virpi Yliverronen

2016-06-01

Full Text Available The aim of this study was to explore a preschooler craft-making process in which 18 preschool novices cut pieces for fabric bags and designed and printed patterns to decorate the bags. Through the task, children were familiarised with a small-scale holistic craft process. The intention was to determine how preschoolers perceived, verbalised and interpreted the craft-making process and how children used bodily expressions when explaining a learned craft skill. The present study relies on the videographic method: two preschool groups’ stamp printing activities were recorded, and each child was interviewed individually. Children’s embodied expressions were particularly in focus in video analysis. The results reveal that all the children were able to sufficiently explain the making phase, however, some children compensated for missing words using bodily and facial expressions and gestures when talking about making. The results showed that children worked logically, and the skill learning phases of perceiving, making, and interpretation were revealed from their learning.

Healthy Start: a comprehensive health education program for preschool children.

Science.gov (United States)

Williams, C L; Squillace, M M; Bollella, M C; Brotanek, J; Campanaro, L; D'Agostino, C; Pfau, J; Sprance, L; Strobino, B A; Spark, A; Boccio, L

1998-01-01

Healthy Start is a 3-year demonstration and education research project designed to evaluate the effectiveness of a multidimensional cardiovascular (CV) risk reduction intervention in preschool centers over a 3-year period of time. Two primary interventions are employed. The first is the preschool food service intervention program designed to reduce the total fat in preschool meals and snacks to less than 30% of calories and reduce the saturated fat to less than 10% of calories. The second major intervention is a comprehensive preschool health education curriculum, focused heavily on nutrition. Effectiveness of the intervention will be determined through evaluation of changes in dietary intake of preschool children at school meals and snacks, especially with respect to intake of total and saturated fat. Evaluation of the education component will include assessment of program implementation by teachers, assessment of changes in nutrition knowledge by preschool children, and assessment of changes in home meals that children consume (total and saturated fat content). Blood cholesterol will be evaluated semiannually to evaluate changes that may be due to modification of dietary intake. Growth and body fatness will also be assessed. While substantial efforts have targeted CV risk reduction and health education for elementary school children, similar efforts aimed at preschool children have been lacking. The rationale for beginning CV risk reduction programs for preschool children is based upon the premise that risk factors for heart disease are prevalent by 3 years of age and tend to track over time, most commonly hypercholesterolemia and obesity, both related to nutrition. Since the behavioral antecedents for nutritional risk factors begin to be established very early in life, it is important to develop and evaluate new educational initiatives such as Healthy Start, aimed at the primary prevention of cardiovascular risk factors in preschool children. The purpose of this

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

Science.gov (United States)

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

2013-01-01

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…

Dietary patterns and nutritional status of pre-school children in Nairobi

African Journals Online (AJOL)

Objective: To determine the dietary patterns and nutritional status of pre-school children in Nairobi, Kenya. Design: A cross-sectional study. Setting: Pre-schools in Nairobi, Kenya. Subjects: Three hundred and four pre-school children (149 males and 155 females) aged three to five years were assessed. Results: About 96% ...

Preschool Teacher Education as an Example of an Open Social System

Science.gov (United States)

Tekmen, Belkis

2017-01-01

With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers' education has come under increasing scrutiny in recent years. Moreover, other than the studies that focus on providing evidence for the impact of preschool education on children's outcomes,…

Computer Education and Computer Use by Preschool Educators

Science.gov (United States)

Towns, Bernadette

2010-01-01

Researchers have found that teachers seldom use computers in the preschool classroom. However, little research has examined why preschool teachers elect not to use computers. This case study focused on identifying whether community colleges that prepare teachers for early childhood education include in their curriculum how teachers can effectively…

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 (pskills and boys 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.

Preschool Children with ADHD

OpenAIRE

J Gordon Millichap

2001-01-01

Differences in behavioral, social, and school functioning of 58 preschool-age (3 -5 years) children with attention deficit/hyperactivity disorder and 36 normal controls were examined at Lehigh University, Bethlehem, PA.

Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up

Science.gov (United States)

Barnett, W. Steven; Jung, Kwanghee; Youn, Min-Jong; Frede, Ellen C.

2013-01-01

New Jersey's Abbott Preschool program is of broad national and international interest because the Abbott program provides a model for building a high-quality system of universal pre-K through public-private partnerships that transform the existing system. The program offers high-quality pre-K to all children in 31 New Jersey communities with high…

Investigation of Environmental Problem Solving Skills of Preschool Age Children

Science.gov (United States)

Ulutas, Aysegül; Köksalan, Bahadir

2017-01-01

The study was conducted to determine problem-solving skills of preschool age children on environment as well as factors affecting this skill. For this purpose, quantitative and qualitative research methods were used together in the study and the research was designed in the screening model. This study is a descriptive type research since it…

The inclusion of disadvantaged children in preschool programs: The children’s rights and social responsibility

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Jager Jerneja

2016-01-01

Full Text Available Participation of at least 95% of children between the ages of 4 and the mandatory school age in high-quality preschool programs represents an important contribution to the achievement of the Europe 2020 strategy. Slovenia is not far from achieving this objective; however, if we consider participation in preschool programs from the perspective of the entire population of preschool children and the realisation of children’s rights, we note that nearly a quarter of children - among them (at least in the wider European area the most disadvantaged - have not realised the right to education. We studied the awareness of the importance of ensuring access to preschool programs for all children on a representative sample of 106 Slovenian preschool principals by means of quantitative pedagogical research. The results show a high percentage of disadvantaged children in the preschool areas and in the preschools themselves; on the other hand, only a low percentage (only one-third of preschools collect data about disadvantaged children and implement preschool programs for them; only one-fifth of preschools implement preschool programs for disadvantaged children. In order to act responsibly and enable all children the right to education, we must start devoting greater attention to identifying and including disadvantaged children in preschool programs.

Preschools Under the Fair Labor Standards Act. (Revised).

Science.gov (United States)

Employment Standards Administration (DOL), Washington, DC. Wage and Hour Div.

This pamphlet provides general information concerning the application of the Fair Labor Standards Act (FLSA) to employees of preschool centers. The contents include discussion of the purview of the Act regarding preschools; monetary requirements such as minimum wages and employee facilities; provisions for equal pay, overtime pay, work hours,…

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

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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.

Preschool Deployment of Evidence-Based Social Communication Intervention: JASPER in the Classroom.

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Chang, Ya-Chih; Shire, Stephanie Y; Shih, Wendy; Gelfand, Carolyn; Kasari, Connie

2016-06-01

Few research-developed early intervention models have been deployed to and tested in real world preschool programs. In this study, teaching staff implemented a social communication modularized intervention, JASPER, in their daily program. Sixty-six preschool children with autism in twelve classrooms (12 teachers) were randomized to receive immediate JASPER training (IT) or were waitlisted (WL) for 3 months with a 1-month follow up. Measures of core deficits (initiations of joint engagement, joint attention gestures and language, play skills) and standardized cognitive measures were improved for IT over WL children. IT teachers achieved and maintained high fidelity. Teachers can implement evidence-based interventions with significant improvements in core deficits of their children with ASD.

Intrinsic reading motivation of Chinese preschoolers and its relationships with home literacy.

Science.gov (United States)

Zhou, Hui; Salili, Farideh

2008-10-01

The relationship between intrinsic motivation and home literacy of preschoolers was explored. One hundred and seventy-seven preschool children (3.8 to 6.6 years old) in Mainland China and one of the parents who primarily took care of each child participated in the study. Six indicators were considered as a measure of home literacy. Results showed that after controlling for parents' education level and children's age, three home literacy indicators-parental model of reading behaviour, number of books, and years of character teaching-could explain children's intrinsic reading motivation. Contrary to previous Western studies, Chinese children's freedom of book choice was not related to their intrinsic reading motivation. Results are discussed in the context of culture differences.

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

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Kopas-Vukašinović Emina

2005-01-01

Full Text Available 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 influence the development of a child’s creativity. Data was collected from a judgment scale given to pre-school and school teachers and arts creativity task given to children. It was concluded that the level of children’s creativity started to drop after they started primary school. Different understanding of the idea of creativity between pre-school and primary school teachers could be a possible reason leading to the phenomenon of decreasing creative expression in children starting primary school. On the basis of previous theoretical assumptions and the research results it is possible to define measures to be taken in view of teacher training, both at pre-school and primary school level. It is also important to check the validity of suggested measures in future research.

English Verb Accuracy of Bilingual Cantonese-English Preschoolers

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Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-01-01

Purpose: Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. Method: The sample included…

Do Preschool Teachers Consider Inferences for Book Discussions?

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Scheiner, Esther Y.; Gorsetman, Chaya

2009-01-01

This study examined whether or not preschool teachers attended to instances requiring inference-making in story books. Thirty-one preschool teachers were asked to read three fictional story books and to identify parts of the story that would be difficult for young children to interpret. Additionally, they were asked to construct questions that…

Ação do óleo essencial de Syzygium aromaticum (L. Merr. & L.M.Perry sobre as hifas de alguns fungos fitopatogênicos Action of Syzygium aromaticum (L. Merr. & L.M.Perry essential oil on the hyphae of some phytopathogenic fungi

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A.R.T Costa

2011-01-01

Full Text Available Atualmente o uso de métodos alternativos para o controle de doenças e pragas na agricultura, visando minimizar os danos ao meio ambiente e à saúde pública é uma prática reconhecida e necessária. Este trabalho objetivou investigar a ação do óleo essencial de Syzygium aromaticum (L. Merr. & L.M.Perry sobre o crescimento micelial in vitro dos fungos fitopatogênicos Rhizoctonia solani, Fusarium solani, Fusarium oxysporum e Macrophomina phaseolina. A análise por cromatografia gasosa acoplada com espectrometria de massa possibilitou a identificação de eugenol (83,6%, acetato de eugenila (11,6% e cariofileno (4,2%. A avaliação microscópica dos micélios dos fungos evidenciou diversas alterações morfológicas, como a presença de vacúolos, desorganização dos conteúdos celulares, diminuição na nitidez da parede celular, intensa fragmentação e menor turgência das hifas. O óleo essencial de cravo apresentou atividade fungicida na concentração de 0,15% sobre o crescimento de R. solani, F. oxysporum e F. solani, entretanto não demonstrou essa atividade sobre M. phaseolina. Esses resultados indicam perspectivas favoráveis para posterior uso do óleo de cravo no controle desses fitopatógenos na agricultura.Currently, the use of alternative methods to control diseases and pests in agriculture has been a recognized and necessary practice to minimize damages to the environment and public health. This study aimed to investigate the action of clove [Syzygium aromaticum (L. Merr. & L.M.Perry] essential oil on the in vitro mycelial growth of the phytopathogenic fungi Rhizoctonia solani, Fusarium solani, Fusarium oxysporum and Macrophomina phaseolina. Analysis by gas chromatography-mass spectrometry allowed the identification of eugenol (83.6%, eugenyl acetate (11.6% and caryophyllene (4.2%. Microscopic evaluation of mycelia showed several morphological changes such as presence of vacuoles, cell content disorganization, decreased

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

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Sobkin V.S.

2015-06-01

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

Vocabulary of preschool children with typical language development and socioeducational variables.

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Moretti, Thaís Cristina da Freiria; Kuroishi, Rita Cristina Sadako; Mandrá, Patrícia Pupin

2017-03-09

To investigate the correlation between age, socioeconomic status (SES), and performance on emissive and receptive vocabulary tests in children with typical language development. The study sample was composed of 60 preschool children of both genders, aged 3 years to 5 years 11 months, with typical language development divided into three groups: G I (mean age=3 years 6 months), G II (mean age=4 years 4 months) and G III (mean age=5 years 9 months). The ABFW Child Language Test - Vocabulary and the Peabody Picture Vocabulary Test (PPVT) for emissive and receptive language were applied to the preschoolers. The socioeconomic classification questionnaire of the Brazilian Association of Survey Companies (ABEP) was applied to the preschoolers' parents/legal guardians. Data were analyzed according to the criteria of the aforementioned instruments and were arranged in Excel spreadsheet for Windows XP®. A multiple linear regression model was used, adopting a statistical significance level of 5%, to analyze the correlation between age, SES, and performance on the receptive and emissive vocabulary tests. In the ABEP questionnaire, participants were classified mostly into social level C (63.3%), followed by levels B (26.6%) and D (10%). The preschoolers investigated presented emissive and receptive vocabulary adequate for the age groups. No statistically significant difference was found for the variables age and SES regarding emissive and receptive vocabulary. Higher test scores were observed with increased age and SES, for social levels "B" compared with "D" and for "C" with "D". The variables age and socioeconomic status influenced the performance on emissive and receptive vocabulary tests in the study group.

Examination of the Relationship between the Preschool Teachers' Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children

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Çelik, Meryem

2017-01-01

This study was carried out to determine whether there is a relationship between the preschool teachers' attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent…

Construct Validity of the Movement Assessment Battery for Children-Second Edition Test in Preschool Children with Respect to Age and Gender

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Jakub Kokštejn

2018-01-01

Full Text Available BackgroundThe Movement Assessment Battery for Children-second edition (MABC-2 Age Band 1 is widely used to identify preschoolers with motor difficulties. Despite unsatisfactory construct validity of the original three-factor model, MABC-2 (manual dexterity, aiming and catching, and balance, previous research has not considered possible age and gender differences throughout the entire preschool period.AimThe aim of this study was to verify the construct validity of the MABC-2 Age Band 1 in a population of Czech preschoolers with respect to age and gender.MethodsUsing data from 510 Czech preschoolers (3–6 years; 4.9 ± 1.1 years, confirmatory factor analyses (CFA were used for each age category and gender.ResultsThe goodness-of-fit indices of CFA supported the original three-factor model of the MABC-2 only in 3- and 4-year-old children, and in boys (3–6 years. Low factor loadings and ceiling effects of several test items (Drawing Trail, Walking Heels Raised, and Jumping on Mats seem to be a probable cause of weak fit indices in 5- and 6-year-old children and in girls (3–6 years.ConclusionThese results suggest that the MABC-2 can be a valid tool for assessing motor development and identifying motor difficulties among 3- to 4-year olds, and generally fits better for preschool boys in the Czech Republic. However, in 5- to 6-year olds, ceiling effects and a low power of discrimination was found for the Drawing Trail, Walking Heels Raised, and Jumping on Mats tests. Therefore, the three-factor model is not appropriate for all preschoolers, and separate norms should be established for each age and gender.

The Development of Preschoolers' Appreciation of Communicative Ambiguity

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Nilsen, Elizabeth S.; Graham, Susan A.

2012-01-01

Using a longitudinal design, preschoolers' appreciation of a listener's knowledge of the location of a hidden sticker after the listener was provided with an ambiguous or unambiguous description was assessed. Preschoolers (N = 34) were tested at 3 time points, each 6 months apart (4, 4 1/2, and 5 years). Eye gaze measures demonstrated that…

Assessing Gross Motor Skills of Kosovar Preschool Children

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Shala, Merita

2009-01-01

In the light of the new developments in preschool education in Kosovo, this study attempts to carry out an assessment of the development of gross motor skills of preschool children attending institutional education. The emphasis is on creating a set of tests to measure the motor attainments of these children by conducting assessments of the…

An Examination of the Relationship between Pre-School Children's and Their Teachers' Attitudes and Awareness towards the Environment

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Buldur, Aycan; Ömeroglu, Esra

2018-01-01

The purpose of this study is to determine the level of awareness and attitudes towards environment of pre-school children's and their teachers' and to examine the relationship between them. This study was based on correlational research model. The study group consisted of 26 pre-school teachers working in kindergartens and primary schools in a…

Naps Enhance Executive Attention in Preschool-Aged Children.

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Cremone, Amanda; McDermott, Jennifer M; Spencer, Rebecca M C

2017-09-01

Executive attention is impaired following sleep loss in school-aged children, adolescents, and adults. Whether naps improve attention relative to nap deprivation in preschool-aged children is unknown. The aim of this study was to compare executive attention in preschool children following a nap and an interval of wake. Sixty-nine children, 35-70 months of age, completed a Flanker task to assess executive attention following a nap and an equivalent interval of wake. Overall, accuracy was greater after the nap compared with the wake interval. Reaction time(s) did not differ between the nap and wake intervals. Results did not differ between children who napped consistently and those who napped inconsistently, suggesting that naps benefit executive attention of preschoolers regardless of nap habituality. These results indicate that naps enhance attention in preschool children. As executive attention supports executive functioning and learning, nap promotion may improve early education outcomes. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

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Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

2016-01-01

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

Testing Models of Psychopathology in Preschool-aged Children Using a Structured Interview-based Assessment

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Dougherty, Lea R.; Bufferd, Sara J.; Carlson, Gabrielle A.; Klein, Daniel N.

2014-01-01

A number of studies have found that broadband internalizing and externalizing factors provide a parsimonious framework for understanding the structure of psychopathology across childhood, adolescence, and adulthood. However, few of these studies have examined psychopathology in young children, and several recent studies have found support for alternative models, including a bi-factor model with common and specific factors. The present study used parents’ (typically mothers’) reports on a diagnostic interview in a community sample of 3-year old children (n=541; 53.9 % male) to compare the internalizing-externalizing latent factor model with a bi-factor model. The bi-factor model provided a better fit to the data. To test the concurrent validity of this solution, we examined associations between this model and paternal reports and laboratory observations of child temperament. The internalizing factor was associated with low levels of surgency and high levels of fear; the externalizing factor was associated with high levels of surgency and disinhibition and low levels of effortful control; and the common factor was associated with high levels of surgency and negative affect and low levels of effortful control. These results suggest that psychopathology in preschool-aged children may be explained by a single, common factor influencing nearly all disorders and unique internalizing and externalizing factors. These findings indicate that shared variance across internalizing and externalizing domains is substantial and are consistent with recent suggestions that emotion regulation difficulties may be a common vulnerability for a wide array of psychopathology. PMID:24652485

Effects of sarang semut (Myrmecodia Pendens Merr. & Perry extracts on Enterococcus faecalis sensitivity

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Cut Soraya

2016-12-01

Full Text Available Background: Enterococcus faecalis (E. faecalis is a gram positive oral pathogen that reported at the main agent infection of endodontic treatment. Its activities are influenced by the virulence factors facilitating the interaction process between agents with host cells. Like aggregation substance, cytolysin, extracellular superoxide, gelatinase, hyaluronidase, sex pheromones, and surface adhesions molecules. Plant extracts are reported as the material antibacterial as well as E. faecalis in pathogenesis of endodontic infections. Purpose: Purpose of this study was to analyse of sarang semut extracts (Myrmecodia Pendens Merr. & Perry towards sensitivity of E. faecalis. Method: This research used the methanol extract of sarang semut, E. faecalis ATCC 29212, and fosfomycin also chlorhexidine as the positive controls. Whereas, Bradford protein method was measured the concentration of the surface protein of E. faecalis and active component of the sarang semut extract. Result: Generally, the sarang semut extract possessed low sensitivity toward E. faecalis (≤ 13 mm, but on the concentrations of 100 µg/ml and 75 µg/ml better than inhibition of other concentrations, round 10.6-11.6 (mm. Specifically, on 100 µg/ml has indicator the minimal bactericidal concentration (MBC on E. faecalis. Whereas minimal inhibition concentration (MIC on the concentration of 3,125 µg/ml. Conclusion: Based on MBC and MIC assay, the extract of sarang semut has potential effects to adherence growth of E. faecalis, mainly on the highest concentration 100 µg/ml also MIC on 3,125 µg/ ml.

design guidelines for High/Scope methodology in pre-schools

African Journals Online (AJOL)

Quality design and appropriate space organization in preschool settings can support ... framework for teachers without any architectural background and designers with no ... books and journal articles related to preschool education and children's ..... Brown JE, Isaacs JS, Krinke UB, Lechtenberg E & Murtaugh MA 2011.

FLAT FEET OF DHE CHILDREN IN PRE-SCHOOL AGE

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Admira Koničanin

2011-03-01

Full Text Available Subjekt : Of this research are flat feet of the children of both sexes in pre-school age children Aim : Of the research is confirm wheter is exists or flat feel of the children of both sexes in pre-school age.

Mapping area variability in social and behavioural difficulties among Glasgow pre-schoolers: linkage of a survey of pre-school staff with routine monitoring data.

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Barry, S J E; Marryat, L; Thompson, L; Ellaway, A; White, J; McClung, M; Wilson, P

2015-11-01

Social, emotional and behavioural development in early to middle childhood impact upon many outcomes in future life and are influenced by home, neighbourhood and school environments. We used linked data to investigate differences between areas in Glasgow City in level of difficulties in pre-school age children, after consideration of demographics, including area-level deprivation. Pre-school education staff completed Strengths and Difficulties Questionnaires (SDQ) on all children progressing to school from a local authority or partnership (local authority-funded private) pre-school in Glasgow City between 2010 and 2012. These data were linked to individual (age, gender) and area-level (deprivation) demographics from the City Council Education Services Department. Statistical models were fitted to the SDQ scores, adjusting for age, gender, area deprivation, year of school entry, pre-school establishment attended and electoral ward of residence. Correlation between neighbouring wards was incorporated to allow for clustering of scores. Boys and those living in more deprived areas had higher levels of difficulties. Children aged 5.0-5.5 years had fewest difficulties, while the oldest and youngest children had similar levels of difficulties. There were no significant secular trends by year of school entry. There remained differences among areas after adjusting for these variables, with children living in some areas having fewer difficulties than would be expected based on their socio-demographic characteristics. There remained differences in children's levels of difficulties between areas after adjusting for age, gender, area deprivation and year of school entry. Children in some very deprived areas had fewer difficulties than might be expected, while those in relatively affluent areas had more difficulties than expected based on their deprivation level. There may be other, unmeasured, individual- and area-level reasons for children's level of difficulties, and these

Theory of Mind deficits and social emotional functioning in preschoolers with Specific Language Impairment

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Constance Vissers

2016-11-01

Full Text Available Children with Specific Language Impairment (SLI often experience emotional and social difficulties. In general, problems in social emotional functioning can be cognitively explained in terms of Theory of Mind (ToM. In this mini-review, an overview is provided of studies on social-emotional functioning and ToM in preschoolers (average age from 2.3 to 6.2 years with SLI. It is concluded that, similar to school-aged children with SLI, preschoolers with SLI have several social-emotional problems and that both cognitive and affective aspects of ToM are impaired in those children. Based hereon, three possible causal models for the interrelation between language, ToM and social emotional functioning are put forward. It is proposed that future research on the construct and measurement of early ToM, social emotional functioning and language development in preschoolers with SLI is needed to achieve early detection, tailored treatment, and ultimately insight into the pathogenesis of SLI.

FUNDAMENTAL MOVEMENT SKILLS OF PRESCHOOL CHILDREN IN NORTHWEST ENGLAND.

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Foulkes, J D; Knowles, Z; Fairclough, S J; Stratton, G; O'Dwyer, M; Ridgers, N D; Foweather, L

2015-08-01

This cross-sectional study examined fundamental movement skill competency among deprived preschool children in Northwest England and explored sex differences. A total of 168 preschool children (ages 3-5 yr.) were included in the study. Twelve skills were assessed using the Children's Activity and Movement in Preschool Motor Skills Protocol and video analysis. Sex differences were explored at the subtest, skill, and component levels. Overall competence was found to be low among both sexes, although it was higher for locomotor skills than for object-control skills. Similar patterns were observed at the component level. Boys had significantly better object-control skills than girls, with greater competence observed for the kick and overarm throw, while girls were more competent at the run, hop, and gallop. The findings of low competency suggest that developmentally appropriate interventions should be implemented in preschool settings to promote movement skills, with targeted activities for boys and girls.

Memory development in preschool children with disabilities in the game

OpenAIRE

Viktoriya Shypikova

2013-01-01

The scientific article "Development of memory in preschool children with disabilities in the game" reveals the relevance of the application of the game as the leading activity during the preschool years to optimize the development of the mental process of memory in children with disabilities. Work on the development of children's memory in the form of a game as the most effective form, aimed at attracting the attention of professionals working with preschool children with disabilities, a...

Preschool wheeze: pathogenetic factors

African Journals Online (AJOL)

Ehab

trigger wheeze are more likely to have asthma compared to those with ... The role of airway infections in preschool wheeze ... and immunocompromised patients, with children younger than five ... expiratory flows and volumes were observed in.

Do Space Requirement Applicable in Private Preschools?

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Salleh Naziah Muhamad

2016-01-01

Full Text Available Working or studying in a comfortable environment enhances not only well-being, but also satisfaction and therefore increase the productivity and learning. The numbers of private preschool in Malaysia boost every year. Frequently they operate in premises that have been fully refurbished. This has invited the questions on the building capability and space condition to provide a good environment to the children during the learning activities. Most of the building was refurbished to enhance it applicability as a school. Yet, these adaptive-reused buildings are doubtful. This research focused to identify the characteristics of the buildings’ physical and condition as well as the scenario of refurbished private preschool in accordance with the standard. Observation particularly on space and pupils density either it is reckoning with the authorities’ requirements. Most of the building was refurbished to enhance it applicability as a school. The data obtained from the observation and staff’s interview to 237 preschool (771 classrooms. The data revealed in most of preschools, the occupants in the classrooms were over the limit regulating by the authority. The data obtained was analyzed to become a reference and benchmark to the authorities to prepare the private preschool’s applications.

Malnutrition among Preschool-Aged Autistic Children in Oman

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Al-Farsi, Yahya M.; Al-Sharbati, Marwan M.; Waly, Mostafa I.; Al-Farsi, Omar A.; Al Shafaee, Mohammed A.; Deth, Richard C.

2011-01-01

To assess prevalence of malnutrition indicators among preschool children with autism spectrum disorder (ASD) a cross-sectional study was conducted among 128 Omani autistic children 3-5 years of age. Based on standardized z-scores, the overall prevalence of malnutrition was 9.2 per 100 preschool ASD children (95% CI 4.1, 11.6). The most common type…

Sticky Dots and Lion Adventures Playing a Part in Preschool Documentation Practices

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Elfström Pettersson, Katarina

2015-01-01

This article examines how material objects such as photographs, papers and computers influence documentation practices in a Swedish preschool. The importance of teacher documentation is emphasized in the 2010 revised Swedish preschool curriculum as a means of evaluating preschool quality. However, the curriculum gives no specific guidelines about…

Preschool as an Arena for Developing Teacher Knowledge Concerning Children's Language Learning

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Sheridan, Sonja; Gjems, Liv

2017-01-01

The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as…

Motor Skills and Free-Living Physical Activity Showed No Association Among Preschoolers in 2012 U.S. National Youth Fitness Survey.

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Loprinzi, Paul D; Frith, Emily

2017-04-01

Albeit limited, some emerging work, using convenience-based samples, has demonstrated that greater motor skill development is associated with higher physical activity among preschool-aged children. The purpose of this study was to evaluate this topic using data from the 2012 National Youth Fitness Survey that included 329 preschool-aged children (3-5 years). Parents proxy-reported their child's physical activity, with motor skill level assessed from the Test of Gross Motor Development-Second Edition (TGMD2). Motor skill levels (Gross Motor Quotient, locomotor or object control) were not associated with preschool free-living physical activity in any analytic model. Thus, in this large sample of preschoolers, contrary to research with older children, motor skill level was not associated with physical activity. Findings are discussed in terms of study limitations of (a) a reliance on parent report of children's physical activity levels and (b) the possibility that physical activity data within the national survey were too limited in range to show possible associations to motor skill development with higher levels of free-living physical activity in preschoolers.

Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

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Schmitt, Sara A.; Finders, Jennifer K.; McClelland, Megan M.

2015-01-01

Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children…

Preschool Gifted Education: Perceived Challenges Associated with Program Development

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Kettler, Todd; Oveross, Mattie E.; Salman, Rania C.

2017-01-01

This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived…

Preschool Siblings of Handicapped Children--Impact of Peer Support and Training. Brief Report.

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Lobato, Debra

1985-01-01

Six developmentally normal preschool siblings of disabled children participated in workshops in which modeling, rehearsal, and role play were used to improve siblings' understanding of disabilities while strengthening their self-perceptions and attitudes toward their disabled brother or sister. (Author/CL)

Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process.

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Altin, Carolina; Kvist Lindholm, Sofia; Wejdmark, Mats; Lättman-Masch, Robert; Boldemann, Cecilia

2015-07-01

Redesigning outdoor preschool environment may favorably affect multiple factors relevant to health and reach many children. Cross-sectional studies in various landscapes at different latitudes have explored the characteristics of preschool outdoor environment considering the play potential triggering combined physical activity and sun-protective behavior due to space, vegetation, and topography. Criteria were pinpointed to upgrade preschool outdoor environment for multiple health outcomes to be applied in local government in charge of public preschools. Purposeful land use policies and administrative management of outdoor land use may serve to monitor the quality of preschool outdoor environments (upgrading and planning). This study evaluates the process of implementing routines for upgrading outdoor preschool environments in a medium-sized municipality, Sweden, 2008-2011, using qualitative and quantitative analysis. Recorded written material (logs and protocols) related to the project was processed using thematic analysis. Quantitative data (m(2) flat/multileveled, overgrown/naked surface, and fraction of free visible sky) were analyzed to assess the impact of implementation (surface, topography, greenery integrated in play). The preschool outdoor environments were upgraded accordingly. The quality of implementation was assessed using the theory of policy streams approach. Though long-term impact remains to be confirmed the process seems to have changed work routines in the interior management for purposeful upgrading of preschool outdoor environments. The aptitude and applicability of inexpensive methods for assessing, selecting, and upgrading preschool land at various latitudes, climates, and outdoor play policies (including gender aspects and staff policies) should be further discussed, as well as the compilation of data for monitoring and evaluation. © 2015 Society for Public Health Education.

Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

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Tomaž Zupančič

2015-12-01

Full Text Available This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that preschool teachers find individual educational fields, individual art genres, and individual visual arts activities to be of different importance; consequently, education in kindergarten does not achieve the requisite holism. The study is based on the descriptive and causal-non-experimental method. We have determined that the greatest importance is attributed to movement and language, followed by nature, society, art and mathematics. Within art genres, the greatest importance is attributed to visual arts and music and the least to audio-visual activities. Within visual arts, drawing and painting are considered to be the most important and sculpting the least. These findings can support future studies and deliberation on the possible effects on practice in terms of requisitely holistically planned preschool education.

Language development and assessment in the preschool period.

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Conti-Ramsden, Gina; Durkin, Kevin

2012-12-01

Most young children make significant progress in learning language during the first 4 years of life. Delays or differences in patterns of language acquisition are sensitive indicators of developmental problems. The dynamic, complex nature of language and the variability in the timing of its acquisition poses a number of challenges for the assessment of young children. This paper summarises the key developmental milestones of language development in the preschool years, providing a backdrop for understanding difficulties with language learning. Children with specific language impairment (SLI) are characterised illustrating the types of language difficulties they exhibit. Genetic evidence for language impairment suggests complex interactions among multiple genes of small effect. There are few consistent neurobiological abnormalities and currently there is no identified neurobiological signature for language difficulties. The assessment of young children's language skills thus focuses on the evaluation of their performances in comparison to typically developing peers. Assessment of language abilities in preschool children should involve an evaluation of both expressive and receptive skills and should include an evaluation of more than one dimension of language. The use of a single measure of a language component, such as vocabulary, is considered inadequate for determining whether preschool children have typical language or language impairment. Available evidence supports the inclusion of measures of phonological short-term memory in the assessment of the language abilities of preschool children. Further study of genetic, neurobiological and early behavioural correlates of language impairments in preschool children is needed.

Comorbidities in preschool children at family risk of dyslexia

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Gooch, Debbie; Hulme, Charles; Nash, Hannah M; Snowling, Margaret J

2015-01-01

Background Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children’s outcomes. Method The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3 ½ and 4 ½. The performance of these children was compared to the performance of children with language impairment and typically developing controls. Results Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related in the preschool period and preschool motor skills predicted unique variance (4%) in early reading skills over and above children’s language ability. Conclusion Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children’s early language and motor skills are predictors of children’s later reading skills. PMID:24117483

Sleep Duration and School Readiness of Chinese Preschool Children.

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Tso, Winnie; Rao, Nirmala; Jiang, Fan; Li, Albert Martin; Lee, So-Lun; Ho, Frederick Ka-Wing; Li, Sophia Ling; Ip, Patrick

2016-02-01

To examine the average sleep duration in Chinese preschoolers and to investigate the association between sleep duration and school readiness. This is a cross-sectional study that included 553 Chinese children (mean age = 5.46 years) from 20 preschools in 2 districts of Hong Kong. Average daily sleep duration in the last week was reported by parents and school readiness as measured by the teacher-rated Chinese Early Development Instrument (CEDI). Most Chinese preschoolers had 9-10 hours of sleep per day. Only 11% of preschoolers had the recommended 11-12 hours of sleep per day. This group was associated with more "very ready" CEDI domains. Sleep deprivation (≤7 hours per day) was associated with a lower CEDI total score, lower scores in the emotional maturity and language/cognitive domain, and prosocial behaviors subdomain but a greater score in the hyperactivity/inattention subdomain. Children with a lower family socioeconomic index, lower maternal education level, infrequent parent-child interactions, and who used electronic devices for more than 3 hours per day had shortened sleep durations. Optimal sleep duration was associated with better school readiness in preschool children, whereas sleep deprivation was associated with lower school readiness, more hyperactivity and inattention, and less prosocial behavior. Copyright © 2016 Elsevier Inc. All rights reserved.

Preschool Children's Healthy Lifestyles: South African Parents' and Preschool Staff Perceptions

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Daniels, Karen; Forinder, Ulla; Clarke, Marina; Snyman, Stefanus; Ringsberg, Karin C.

2016-01-01

Background: The worldwide growth of non-communicable diseases requires important lifestyle adaptations. The earlier a healthy lifestyle is adopted, the better. Enabling a healthy lifestyle for children during the preschool years ideally involves the cooperation of parents and teachers. Health promotion with parents and teachers is most effective…

The Universal and the National in Preschool Education. Papers from the OMEP International Seminar (Moscow, Russia, December 4-7, 1991). YCF Series 3.

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Organisation Mondiale Pour l'Education Prescolaire, Warsaw (Poland).

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood:…

Student-Teacher Relationships Matter: Moderating Influences between Temperament and Preschool Social Competence

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Griggs, Marissa Swaim; Gagnon, Sandra Glover; Huelsman, Timothy J.; Kidder-Ashley, Pamela; Ballard, Mary

2009-01-01

Ecological approaches to preschool assessment, which consider both within-child and environmental variables, are considered best practice for school psychologists. This study employs such a model to investigate the interactive influence of child temperament and student-teacher relationship quality on peer play behaviors. Parents of 44 preschool…

Preschool attachment, self-esteem and the development of preadolescent anxiety and depressive symptoms.

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Lecompte, Vanessa; Moss, Ellen; Cyr, Chantal; Pascuzzo, Katherine

2014-01-01

This study examined the longitudinal association between preschool attachment patterns, the development of anxiety and depression at preadolescence and the mediational role of self-esteem. Child-mother attachment classifications of 68 children (33 girls) were assessed between 3-4 years of age (M = 3.7 years, SD = 4.4 months) using the Separation-Reunion Procedure. At age 11-12 (M = 11.7 years, SD = 4.3 months), anxiety and depressive symptoms (Dominic Interactive Questionnaire), and self-esteem (Self-Perception Profile for Children) were also evaluated. Preadolescents who had shown disorganized attachment at preschool age scored higher on both anxiety and depression and lower on self-esteem than those who had shown secure and insecure-organized attachment strategies. Self-esteem was a partial mediator of the association between preschool disorganization and symptoms of preadolescent depression, but the model was not supported for anxiety. These findings support the idea that early attachment and self-esteem should be central themes in prevention programs with young children.

Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

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Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

2003-01-01

This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies.

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Gena, Angeliki; Couloura, Sophia; Kymissis, Effie

2005-10-01

The purpose of this study was to modify the affective behavior of three preschoolers with autism in home settings and in the context of play activities, and to compare the effects of video modeling to the effects of in-vivo modeling in teaching these children contextually appropriate affective responses. A multiple-baseline design across subjects, with a return to baseline condition, was used to assess the effects of treatment that consisted of reinforcement, video modeling, in-vivo modeling, and prompting. During training trials, reinforcement in the form of verbal praise and tokens was delivered contingent upon appropriate affective responding. Error correction procedures differed for each treatment condition. In the in-vivo modeling condition, the therapist used modeling and verbal prompting. In the video modeling condition, video segments of a peer modeling the correct response and verbal prompting by the therapist were used as corrective procedures. Participants received treatment in three categories of affective behavior--sympathy, appreciation, and disapproval--and were presented with a total of 140 different scenarios. The study demonstrated that both treatments--video modeling and in-vivo modeling--systematically increased appropriate affective responding in all response categories for the three participants. Additionally, treatment effects generalized across responses to untrained scenarios, the child's mother, new therapists, and time.

Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

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Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia

2017-01-01

Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…

Household market participation and stunting in preschool children in ...

African Journals Online (AJOL)

Background: Stunting among Malawian preschool children continues to be a concern. Method: A cross-sectional survey of 251 semi-urban households, who participated in a community-supported preschool programme, was conducted. Results: Of the 433 participating two- to five-year-old children, 34.4% had stunting.

Nighttime Fears and Fantasy-Reality Differentiation in Preschool Children

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Zisenwine, Tamar; Kaplan, Michal; Kushnir, Jonathan; Sadeh, Avi

2013-01-01

Nighttime fears are very common in preschool years. During these years, children's fantasy-reality differentiation undergoes significant development. Our study was aimed at exploring the links between nighttime fears and fantasy-reality differentiation in preschool children. Eighty children (aged: 4-6 years) suffering from severe nighttime fears…

Maternal and Child Predictors of Preschool Children's Social Competence

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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…

Sharing Expository Texts with Preschool Children in Special Education

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Breit-Smith, Allison; Busch, Jamie; Guo, Ying

2015-01-01

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository tests offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between…

Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory

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Sundberg, Bodil; Areljung, Sofie; Due, Karin; Ekström, Kenneth; Ottander, Christina; Tellgren, Britt

2016-01-01

The aim of this study is to explore how cultural factors interact with preschool teachers' shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group…

How much change is true change?: The smallest detectable difference of the Preschool Imitation and Praxis Scale (PIPS) in preschoolers with intellectual disabilities of heterogeneous aetiology

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Vanvuchelen, Marleen; Vochten, Christine

2011-01-01

The teaching of imitation skills is often the first step in interventions for young learners with intellectual disabilities. The main goal of this study was to determine the smallest detectable difference (SDD) at 95% confidence of the Preschool Imitation and Praxis Scale(PIPS) in preschoolers with intellectual disabilities. Two raters independently scored videotapes of the imitation performance of 44 preschoolers (27 with Down syndrome, 10 with Non-Specific Mental Retardation and 7 with Low-...

Latent trajectories of internalizing symptoms from preschool to school age: A multi-informant study in a high-risk sample.

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Klein, Annette M; Schlesier-Michel, Andrea; Otto, Yvonne; White, Lars O; Andreas, Anna; Sierau, Susan; Bergmann, Sarah; Perren, Sonja; von Klitzing, Kai

2018-04-29

Recent proposals suggest early adversity sets in motion particularly chronic and neurobiologically distinct trajectories of internalizing symptoms. However, few prospective studies in high-risk samples delineate distinct trajectories of internalizing symptoms from preschool age onward. We examined trajectories in a high-risk cohort, oversampled for internalizing symptoms, several preschool risk/maintenance factors, and school-age outcomes. Parents of 325 children completed the Strengths and Difficulties Questionnaire on up to four waves of data collection from preschool (3-5 years) to school age (8-9 years) and Preschool Age Psychiatric Assessment interviews at both ages. Multi-informant data were collected on risk factors and symptoms. Growth mixture modelling identified four trajectory classes of internalizing symptoms with stable low, rising low-to-moderate, stable moderate, and stable high symptoms. Children in the stable high symptom trajectory manifested clinically relevant internalizing symptoms, mainly diagnosed with anxiety disorders/depression at preschool and school age. Trajectories differed regarding loss/separation experience, maltreatment, maternal psychopathology, temperament, and stress-hormone regulation with loss/separation, temperament, maternal psychopathology, and stress-hormone regulation (trend) significantly contributing to explained variance. At school age, trajectories continued to differ on symptoms, disorders, and impairment. Our study is among the first to show that severe early adversity may trigger a chronic and neurobiologically distinct internalizing trajectory from preschool age onward.

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills.

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Escolano-Pérez, Elena; Herrero-Nivela, Maria Luisa; Blanco-Villaseñor, Angel; Anguera, M Teresa

2017-01-01

Executive functions (EFs) are high-level cognitive processes that allow us to coordinate our actions, thoughts, and emotions, enabling us to perform complex tasks. An increasing number of studies have highlighted the role of EFs in building a solid foundation for subsequent development and learning and shown that EFs are associated with good adjustment and academic skills. The main objective of this study was to analyze whether EF levels in 44 Spanish children in the last year of preschool were associated with levels of literacy and math skills the following year, that is, in the first year of compulsory education. We used a multi-method design, which consisted of systematic observation to observe preschool children during play and selective methodology to assess their reading, writing, and math skills in the first year of compulsory primary education. General linear modeling was used to estimate the percentage of variability in academic skills in the first year of primary school that was explained by preschool EF abilities. The results showed that preschool EF level, together with participants and the instrument used to assess academic skills, explained 99% of the variance of subsequent academic performance. Another objective was to determine whether our findings were generalizable to the reference population. To make this determination, we estimated the optimal sample size for assessing preschool EFs. To do this, we performed a generalizability analysis. The resulting generalizability coefficient showed that our sample of 44 students was sufficient for assessing preschool EFs. Therefore, our results are generalizable to the reference population. Our results are consistent with previous reports that preschool EF abilities may be associated with subsequent literacy and math skills. Early assessment of EFs may therefore contribute to identifying children who are likely to experience later learning difficulties and guide the design of suitable interventions for the

Effects of nursing intervention models on social adaption capability development in preschool children with malignant tumors: a randomized control trial.

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Yu, Lu; Mo, Lin; Tang, Yan; Huang, Xiaoyan; Tan, Juan

2014-06-01

The objectives of this study are to compare the effects of two nursing intervention models on the ability of preschool children with malignant tumors to socialize and to determine if these interventions improved their social adaption capability (SAC) and quality of life. Inpatient preschool children with malignant tumors admitted to the hospital between December 2009 and March 2012 were recruited and randomized into either the experimental or control groups. The control group received routine nursing care, and the experimental group received family-centered nursing care, including physical, psychological, and social interventions. The Infants-Junior Middle School Student's Social-Life Abilities Scale was used to evaluate SAC development of participants. Participants (n = 240) were recruited and randomized into two groups. After the intervention, the excellent and normal SAC rates were 27.5% and 55% in the experimental group, respectively, compared with 2.5% and 32.5% in the control group (p intervention, SAC in experimental group was improved compared with before intervention (54.68 ± 10.85 vs 79.9 ± 22.3, p intervention in the control group (54.70 ± 11.47 vs. 52 ± 15.8, p = 0.38). The family-centered nursing care model that included physical, psychological, and social interventions improved the SAC of children with malignancies compared with children receiving routine nursing care. Establishing a standardized family-school-community-hospital hierarchical multi-management intervention model for children is important to the efficacy of long-term interventions and to the improvement of SAC of children with malignancies. Copyright © 2014 John Wiley & Sons, Ltd.

Tracing developmental trajectories of oppositional defiant behaviors in preschool children.

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Lourdes Ezpeleta

Full Text Available Previous studies on developmental trajectories have used ad hoc definitions of oppositional defiant behaviors (ODB, which makes it difficult to compare results. This article defines developmental trajectories of ODB from ages 3-5 based on five different standard measurements derived from three separate instruments.A sample of 622 three-year-old preschoolers, followed up at ages 4, 5, and 6, was assessed with the five measures of oppositionality answered by parents and teachers. Growth-Mixture-Modeling (GMM estimated separate developmental trajectories for each ODB measure for ages 3 to 5.The number of classes-trajectories obtained in each GMM depended on the ODB measure, but two clear patterns emerged: four trajectories (persistent low, decreasers, increasers/high increasers, persistent moderate/persistent high or three trajectories (persistent low, decreasers, increasers/high increasers. Persistent high trajectories accounted for 4.4%-9.5% of the children. The trajectories emerging from the different ODB measures at ages 3 to 5 discriminated disruptive disorders, comorbidity, use of services, and impairment at age 6, and globally showed a similar pattern, summarizing longitudinal information on oppositionality in preschool children in a similar way.Trajectories resulting from standard scales of the questionnaires have predictive validity for identifying relevant clinical outcomes, but are measure-specific. The results contribute to knowledge about the development of ODB in preschool children.

Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

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Keefe-Cooperman, Kathleen; Brady-Amoon, Peggy

2014-01-01

Research Findings: Preschoolers' sleep patterns were examined related to cognitive and adaptive functioning. The sample consisted of 874 typically developing preschool children with a mean age of 40.01 months. Parent/caregiver reports of children's sleep pattern factors, Stanford-Binet 5 intelligence scale scores, and Behavior Assessment System…

Pre-School Educational Provision in Rural Areas. Interchange 69.

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Copus, Andrew; Petrie, Scott; Shucksmith, Janet; Shucksmith, Mark; Still, Margaret; Watt, Joyce

The Scottish Executive Education Department has pledged to achieve universal provision of preschool education for 3- and 4-year-olds, whose parents want it, by 2002. The particular factors affecting delivery of preschool education in rural areas were examined through telephone interviews with local education authorities and voluntary preschool…

Cross-Informant Evaluations of Preschoolers' Adjustment in Different Cultures

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Israelashvili, Moshe

2017-01-01

An accurate and agreed upon evaluation of preschoolers' behavior is crucial for young children's positive development. This study explores possible cultural differences in cross-informants' evaluations. The premise is that informants who are from different cultures tend to give different evaluations of preschoolers' adjustment and/or that the…

The role of social interaction and pedagogical cues for eliciting and reducing overimitation in preschoolers.

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Hoehl, Stefanie; Zettersten, Martin; Schleihauf, Hanna; Grätz, Sabine; Pauen, Sabina

2014-06-01

The tendency to imitate causally irrelevant actions is termed overimitation. Here we investigated (a) whether communication of a model performing irrelevant actions is necessary to elicit overimitation in preschoolers and (b) whether communication of another model performing an efficient action modulates the subsequent reduction of overimitation. In the study, 5-year-olds imitated irrelevant actions both when they were modeled by a communicative and pedagogical experimenter and when they were modeled by a non-communicative and non-pedagogical experimenter. However, children stopped using the previously learned irrelevant actions only when they were subsequently shown the more efficient way to achieve the goal by a pedagogical experimenter. Thus, communication leads preschoolers to adapt their imitative behavior but does not seem to affect overimitation in the first place. Results are discussed with regard to the importance of communication for the transmission of cultural knowledge during development. Copyright © 2014 Elsevier Inc. All rights reserved.

Trans/re/formulações sígnicas da imagem-sonho deleuziana no videoclipe E.T., de Katy Perry

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Denise Azevedo Duarte Guimarães

2016-12-01

Full Text Available Este artigo discute as interlocuções tecnoestéticas entre produtos audiovisuais e cinema, para propor uma análise da narrativa fantástica, futurística e onírica do videoclipe E.T., de Katy Perry, de 2011. O principal aporte teórico do artigo é o conceito de imagem-tempo de Gilles Deleuze, em sua instância sígnica de imagem-sonho. O diálogo com Charles Sanders Peirce é fundamental para compreender os onirosignos deleuzianos no videoclipe selecionado. Para desenvolver as reflexões pretendidas, são utilizadas contribuições teóricas de pesquisadores das linguagens audiovisuais e das novas mídias. Finalmente, objetivando interpretar as modulações espaço-temporais da narrativa onírica e pós utópica na tela, as imagens mitopoéticas são analisadas com aporte em conceitos fenomenológicos.

Contributing factors in the manifestation of aggression in preschoolers with hyperactivity.

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Stormont-Spurgin, M; Zentall, S S

1995-03-01

This study examined family characteristics of preschoolers with hyperactivity. We assessed child-rearing practices, maternal depression, marital conflict, and social support. Sixty-three preschool boys were placed in a hyperactivity-aggressive, hyperactive, aggressive or comparison group based on behavioral ratings. Parents were given questionnaires, mothers were interviewed, and children were administered the Woodcock-Johnson Psycho-Educational Battery and were observed playing. Compared to preschoolers with hyperactivity, preschoolers with hyperactivity plus aggression had families with (a) more restrictive fathers, (b) siblings who retaliated aggressively, and (c) mothers who reported more physical aggression directed to their partners and more verbal aggression received. Follow-forward aggression ratings were predicted by initial child manageability and maternal depression, perceived support, and low income.

Assessment of symbolic function in Mexican preschool children

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N. R. Jiménez Barreto

2013-04-01

Full Text Available Development of symbolic function is an important psychological formation of pre-school age and reflects the possibility of the child to use signs and symbols in a conscious way. Assessment of symbolic function can be used as one of preparation for school indicators. The objective of the present study is to characterize the level of symbolic function development in Mexican pre-school children. 59 children were included in the study. The ages of the children were between 5 and 6 years and all of them belonged to sub-urban pre-school institution. All 59 children participated in this study for the first time. Our assessment consisted of specific tasks with symbolic means on materialized, perceptive and verbal levels. Each child was tested individually. Results showed an insufficient development of the symbolic function in all evaluated children. More than 78% of the children showed difficulties during performance in the tasks of assessment; their drawings were undifferentiated and had few essential characteristics. The obtained results show the necessity to implement developmental strategies in order to guarantee the formation of the ability of constant conscious sage of symbolic means at the end of pre-school age.

Preschool teaching staff 's opinions on the importance of preschool curricular fields of activities, art genres and visual arts fields

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Zupančič, Tomaž; Mulej, Matjaž; Čagran, Branka

2017-01-01

This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that p...

Preschool Teaching Staff’s Opinions on the Importance of Preschool Curricular Fields of Activities, Art Genres and Visual Arts Fields

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Tomaž Zupančič; Branka Čagran; Matjaž Mulej

2015-01-01

This article presents preschool teachers’ and assistant teachers’ opinions on the importance of selected fields of educational work in kindergartens. The article first highlights the importance of activities expressing artistic creativity within modern curriculums. Then, it presents an empirical study that examines the preschool teachers’ and assistant teachers’ opinions on the importance of the educational fields, art genres, and visual arts fields. In research hypotheses, we presumed that p...

iPad and computer devices in preschool : A tool for literacy development among teachers and children in preschool

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Oladunjoye, Olayemi Kemi

2013-01-01

The title of this thesis is "iPad and Computer devices in Preschool: A tool for literacy development among teachers and children in preschool." The study was an exploration of how teachers and their pupils put iPad and other computer devices into use in early childhood education. This study was a qualitative research study, based on the observation of the pupils and the interviews of the teachers. In this study, observation of the children and interviewing of the teachers over a period of fiv...

Challenges and Responses to the Vulnerability of Families in a Preschool Context

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Nada Turnšek

2016-12-01

Full Text Available Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006, we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/ incompetence/lack of information” and “power/innovation/ sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.

AUDITING INTERNAL CONTROLS IN FINANCING PRESCHOOL PUBLIC INSTITUTION: EVIDENCE FROM SLOVENIA

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Tatjana HORVAT

2017-12-01

Full Text Available Public preschool educational institutions in Slovenia are mostly financed by public money, it means bay state and municipalities. They are also financed by parents. So, it is important that preschool institutions are using public money transparent and responsible, for this reason public preschool institution should have internal controls in financing. The internal auditor as independent professional should verify if internal controls works. The purpose of this paper is to investigate how internal controls in financing public educational institution works it means which internal controls are important in financing the preschool institution - on the selected institution to show and check how internal controls work. For this reason we divide internal controls in the financing in two phases: (1 internal controls in the preparation of the annual financial plan and financial planning of financial resources for institution’s programs and activities, (2 internal controls in obtaining financial resources. We used methods of internal auditing and research approaches as sampling, unstructured interviews and analysis of documents. The results showed that selected preschool institution should work on rules of recovery and monitoring of claims. The findings provide useful academic insight to setting internal controls as well as practical guidance for preschool institutions.

Implementation of Dietary Reference Intake Standards in Preschool Menus in Poland.

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Myszkowska-Ryciak, Joanna; Harton, Anna

2018-05-10

Although the nutritional value of preschool menus largely determines the proper nutrition of attending children, their nutrient composition often does not meet the standards. The purpose of the study was to assess the nutritional value of menus served in preschools throughout Poland. We analyzed a sample of 10 daily menus and inventory reports reflecting foods and beverages served in 270 full-board government-sponsored preschools. Nutrient content was calculated per child per day, and compared with 70% of dietary reference intake (DRI) for children aged 1⁻3 and 4⁻6. The content of energy, protein, fat, and carbohydrates generally exceeded 70% of DRI. The amount of vitamins was correct, with the exception of vitamin D (100% of daycare centers (DCCs) were below the recommendations); in ≤3% of preschools vitamin E, folate, and niacin were below DRI. Calcium was too low in 63% of preschools for children aged 1⁻3 years and in 99% for 4⁻6-year-olds. A shortage of iodine, iron, and potassium (especially for 4⁻6-year-olds) was observed in a small number of preschools. Our study highlights the need for uniform legal standards of nutrition in childcare centers, based on the current recommendations for the age group.

Motor fitness and preschooler children obesity status.

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Silva-Santos, Sandra; Santos, Amanda; Vale, Susana; Mota, Jorge

2017-09-01

The aim of this study was to examine the association between motor fitness (MF) and obesity status in preschool children. The sample comprised 467 children aged 3-6 years. Preschool children body mass index was classified according to International Obesity Task Force and categorised into three levels, normal, overweight and obesity. Total physical activity was assessed by accelerometer and MF test was assessed through two MF tests 10 × 5m shuttle run test (SRT) and a 7 m jumping distance on 2 feet test (J2F). Low MF was considered for MF if SD above 1. A single variable with three categories was created: low MF medium MF and high MF. The prevalence of normal weight, overweight and obesity was 67.6%, 22.7% and 9.7%, respectively. The prevalence of SD > 1 for SRT was 13.7% and 14.4% for J2F, for single variable was 19.2%. Multinomial logistic regression analysis showed that obese preschoolers were more likely six times classified as having low MF level than their non-overweight counterparts (OR: 6.4; IC: 1.3-36.6). This study showed a considerable prevalence of overweight and obesity among preschoolers. Obesity has already been associated with lower MF. Further longitudinal studies are needed to confirm this data.

Effects of pedagogical ideology on the perceived loudness and noise levels in preschools

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Jonsdottir, Valdis; Rantala, Leena M.; Oskarsson, Gudmundur Kr.; Sala, Eeva

2015-01-01

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called “Hjalli model”, and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the “Hjalli model”) experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the “Hjalli model” preschool and fewer “Hjalli model” teachers reported voice symptoms. Public preschool teachers experienced more stress than “Hjalli model” teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences. PMID:26356370

Parenting Style Associated with Sedentary Behaviour in Preschool Children

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Schary, David P.; Cardinal, Bradley J.; Loprinzi, Paul D.

2012-01-01

There is an absence of studies exploring the relationship between parental style and sedentary behaviour in preschool-aged children. Given the link between parenting style and other health behaviours, and given that preschool children engage in relatively high levels of sedentary behaviour, this study's purpose was to examine if a preschool…

Supporting Children's Oral Language Development in the Preschool Classroom

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Whorrall, Jennifer; Cabell, Sonia Q.

2016-01-01

Supporting children's oral language development during the preschool years is critical for later reading success. Research shows that preschool teachers may be missing opportunities to engage children in the kinds of conversations that foster the development of rich oral language skills. Teachers hoping to support these skills can provide children…

People, Places, and Pandas: Engaging Preschoolers with Interactive Whiteboards

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Berson, Ilene R.; Cross, Megan D.; Ward, Jennifer; Berson, Michael J.

2014-01-01

In this article, the authors describe a recent project undertaken at the University of South Florida's (USF) Preschool for Creative Learning. To align with the inquiry approach of their laboratory school, the environment at the Preschool is designed so that children can learn through exploration and individual initiative. The administration and…

Psychometric Properties of the Alabama Parenting Questionnaire-Preschool Revision

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Clerkin, Suzanne M.; Marks, David J.; Policaro, Katia L.; Halperin, Jeffrey M.

2007-01-01

The psychometric properties of the Alabama Parenting Questionnaire-Preschool Revision (APQ-PR) were explored in a sample of hyperactive-inattentive preschool children (N = 47) and nonimpaired controls (N = 113). A subset of parents completed the questionnaire on 2 occasions, approximately 1 year apart. Factor analysis revealed a 3-factor solution,…

Children's Sense of Agency in Preschool: A Sociocultural Investigation

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Hilppö, Jaakko; Lipponen, Lasse; Kumpulainen, Kristiina; Rainio, Anna

2016-01-01

This socioculturally informed study investigated children's sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6-7) reflected on their everyday life with the help of photographs and drawings they made. Building on a…

Preschool Teacher Well-Being: A Review of the Literature

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Hall-Kenyon, Kendra M.; Bullough, Robert V.; MacKay, Kathryn Lake; Marshall, Esther E.

2014-01-01

Much is changing in preschool education. Current reform primarily emphasizes standardized practice, academic outcomes, and accountability. Little attention has been given to how these changes are impacting the well-being of teachers. The purpose of this review is to summarize the current literature on preschool teacher well-being and identify…

A Turkish Perspective on Nutrition Education and Preschool Children

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Unusan, Nurhan; Sanlier, Nevin

2007-01-01

Preschool education is extremely limited in Turkey, suggesting an absence of public recognition of its importance and a lack of state support. In the "VI. Five Years Development Plan," it was exposed that the target in preschool education could not be reached. Especially, regional differences played an important role. According to…

Preschools Under the Fair Labor Standards Act, July 1972.

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Employment Standards Administration (DOL), Washington, DC. Wage and Hour Div.

This pamphlet provides general information concerning the application of the Fair Labor Standards Act to employees of preschool centers. Included is a discussion of: (1) Basic Monetary Requirements, including minimum wages and facilities furnished to the preschool employees, (2) Equal Pay Provisions, (3) Overtime, (4) Hours Worked, (5) Exemptions,…

Double Dose: The cumulative effect of TV viewing at home and in preschool on children’s activity patterns and weight status

Science.gov (United States)

Ross, Sharon Taverno; Dowda, Marsha; Saunders, Ruth P.; Pate, Russell R.

2015-01-01

Little is known about how screen-based sedentary behavior at home and in preschool influences children’s health and activity patterns. The current study examined the individual and cumulative influence of TV viewing at home and in preschool on children’s physical activity (PA) and weight status. Children (n=339) attending 16 preschools in South Carolina were grouped into high and low TV groups based on parent report of children’s TV viewing at home and director report of TV use/rules in preschool. T-tests and mixed model ANOVAs examined differences in weight status and PA (min/hr) by high and low TV groups. Results revealed that children who were classified as High TV both at home and in preschool had significantly lower levels of moderate-to-vigorous PA compared with their Low TV counterparts. These findings demonstrate the importance of total environmental TV exposure on preschooler’s PA. Longitudinal and observational research to assess preschoolers’ cumulative screen-based sedentary behavior and its relationship with PA and weight status is needed. PMID:23502043

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 ...... in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability....

The relationship between gross motor skills and visual perception of preschoolers

OpenAIRE

TEPELI, Kezban

2014-01-01

Answers were searched for these questions; “Is there a relationship between visual perceptions and gross motor skills of preschool children?”, “Are preschool children's visual perceptions predictors of their gross motor skills?”, “Is there any difference between visual perceptions of the children having low, average and high level of gross motor skills?” within this study where the relationship between preschool children's visual perceptions and their gross motor skills were compara...

Music in Preschool Class: A Quantitative Study of Factors That Determine the Extent of Music in Daily Work in Swedish Preschool Classes

Science.gov (United States)

Ehrlin, Anna; Tivenius, Olle

2018-01-01

The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were…

Preschool teachers´ views on childrens learning

DEFF Research Database (Denmark)

Frøkjær, Thorleif; Brostrøm, Stig; Sandberg, Anette

2014-01-01

? What activities are important for learning? What are the best conditions for children's learning? How do preschool teachers understand participation in relation to children's learning in preschool? Results suggest that play, interactions with other children and adults, the provision of different...... activities and teacher support are important for children's learning. While similarities were noted, results indicate some disparity between countries and a further in-depth interview-style study is recommended to provide a deeper understanding of teachers’ perspectives and practices around children...

Mothers’ views of their preschool child’s screen-viewing behaviour:a qualitative study

OpenAIRE

Bentley, Georgina F; Turner, Katrina M; Jago, Russ

2016-01-01

BackgroundResearch on screen-viewing in preschool children has predominantly focused on television viewing. The rapid development of mobile devices (e.g. tablets, smart phones and e-readers) and the increase in their use by preschool children means there is a need to understand how and why these devices are used by this age group. The aim of this study was to explore mothers’ views of their preschool children’s screen viewing behaviour (including mobile devices) and investigate how preschool ...

Do Preschools Offer Healthy Beverages to Children? A Nationwide Study in Poland

Directory of Open Access Journals (Sweden)

Joanna Myszkowska-Ryciak

2017-10-01

Full Text Available Background: Children’s beverage consumption patterns have received increased attention in light of the obesity epidemic in this group. In day care centers (DCCs, children spend up to 10 h a day, and typically consume half to three quarters of their daily food intake. The purpose of the study was to investigate what beverages are typically served to children in preschools in Poland, and to evaluate the practices associated with adding sugar and other sweetening agents to beverages. Methods: Direct interviews with preschools staff were conducted with a questionnaire regarding offered beverages and adding sugar and other sweetening agents. The menu of 10 consecutive days and inventory reports were analyzed to verify information. Results: A total of 720 preschools were included in the study. Cocoa and milk coffee substitute were served in 95% of preschools, followed by compote (92%, tea (84%, fruit/herbal tea (73% and water (69%. Water was the only beverage available between meals (93% DCCs. 86% of preschools added sugar to tea/cocoa/coffee substitute drinks, and 74% to compote. Conclusions: In the majority of preschools, beverages which are not recommended were offered. Such an assortment of beverages and common practice of sweetening can increase the amount of added sugar in a children diet. Nutrition education and legal regulations concerning the assortment of beverages served in preschools are urgently needed.

Make More Time for Laughter in a Preschool Setting.

Science.gov (United States)

Hamlin, Barbara B.

Based on the idea that laughter and humor are basic components of a healthy childhood, this practicum paper emphasizes the concern that preschool programs have become too academic and are creating stress for children. Similarly, adults in preschool settings, pressured by parents and public school academic expectations, have become too serious in…

Impact of Thematic Approach on Communication Skill in Preschool

Science.gov (United States)

Ashokan, Varun; Venugopal, Kalpana

2016-01-01

The study investigated the effects of thematic approach on communication skills for preschool children. The study was a quasi experimental non-equivalent pretest-post-test control group design whereby 5-6 year old preschool children (n = 49) were randomly assigned to an experimental and a control group. The experimental group students were exposed…

Doing Things. A Live Action Video for Preschoolers [Videotape].

Science.gov (United States)

Bo Peep Productions, Eureka, MT.

Some preschool teachers have expressed concern regarding the lack of science instructional material for students age 2 through the preschool years. This videotape was developed to help fill this chasm in our educational system. It contains activities from students' everyday life such as eating, washing, and playing. These daily processes are then…

Interrelationships of child appetite, weight and snacking among Hispanic preschoolers

Science.gov (United States)

Snacking among US preschoolers has increased in recent decades, raising questions about whether snacking contributes to dietary excess. This research aimed to characterize snacking contributions to dietary excess and to evaluate associations with appetite and weight among preschool-aged children. Th...

Looking at sexual education in pre-school education

Directory of Open Access Journals (Sweden)

Estrella García Quintero

2015-05-01

Full Text Available The paper provides the framework supporting the training of educative agents to influence upon sexual education of boys and girls in pre-school age as a way to attain high quality standard in the education. These rationale starts from the assumption that it is possible to favor the training process of educative agents on the topic by means of integrating actions with a gender centered approach. The proposal is the result of a thorough study based on the socio-historical cultural approach resulting from the doctoral dissertation already presented by the first authoress. At the same time, these results contribute to the research project “Training the family for the intellectual stimulus of pre-school children. Additionally it offers the stages of sexual education at pre-school age.

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

Science.gov (United States)

Fedorenko, Marina V.; Bykova, Svetlana S.

2016-01-01

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

Pre-school manager training: a cost-effective tool to promote nutrition- and health-related practice improvements in the Irish full-day-care pre-school setting.

LENUS (Irish Health Repository)

Johnston Molloy, Charlotte

2013-10-18

To evaluate the impact on nutrition- and health-related practice of two methods of delivery of a nutrition and health intervention in Irish full-day-care pre-schools: training of pre-school managers only or training of managers and their staff.

How Do Caregivers Select Preschools? A Study of Children with and without Disabilities

Science.gov (United States)

Glenn-Applegate, Katherine; Justice, Laura M.; Kaderavek, Joan

2016-01-01

Background: Little is known about how parents and other caregivers conceptualize preschool quality, or what factors they prioritize when selecting a preschool. Caregivers of children with disabilities have the additional challenge of finding a preschool that can address their children's special needs. Objective: We explored the factors caregivers…

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

43 CFR 17.220 - Preschool, elementary, and secondary education.

Science.gov (United States)

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Preschool, elementary, and secondary education. 17.220 Section 17.220 Public Lands: Interior Office of the Secretary of the Interior NONDISCRIMINATION IN FEDERALLY ASSISTED PROGRAMS OF THE DEPARTMENT OF THE INTERIOR Nondiscrimination on the Basis of Handicap § 17.220 Preschool, elementary,...

Ability to Categorize Food Predicts Hypothetical Food Choices in Head Start Preschoolers.

Science.gov (United States)

Nicholson, Jody S; Barton, Jennifer M; Simons, Ali L

2018-03-01

To investigate whether preschoolers are able to identify and categorize foods, and whether their ability to classify food as healthy predicts their hypothetical food choice. Structured interviews and body measurements with preschoolers, and teacher reports of classroom performance. Six Head Start centers in a large southeastern region. A total of 235 preschoolers (mean age [SD], 4.73 [0.63] years; 45.4% girls). Teachers implemented a nutrition education intervention across the 2014-2015 school year in which children were taught to identify and categorize food as sometimes (ie, unhealthy) and anytime (ie, healthy). Preschooler responses to a hypothetical snack naming, classifying, and selection scenario. Hierarchical regression analyses to examine predictors of child hypothetical food selection. While controlling for child characteristics and cognitive functioning, preschoolers who were better at categorizing food as healthy or unhealthy were more likely to say they would choose the healthy food. Low-contrast food pairs in which food had to be classified based on multiple dimensions were outside the cognitive abilities of the preschoolers. Nutrition interventions may be more effective in helping children make healthy food choices if developmental limitations in preschoolers' abilities to categorize food is addressed in their curriculum. Classification of food into evaluative categories is challenging for this age group. Categorizing on multiple dimensions is difficult, and dichotomous labeling of food as good or bad is not always accurate in directing children toward making food choices. Future research could evaluate further preschoolers' developmental potential for food categorization and nutrition decision making and consider factors that influence healthy food choices at both snack and mealtime. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Positioning masculinities and femininities in preschool EFL education

OpenAIRE

Castañeda - Peña, Harold; Pontificia Universidad Javeriana

2008-01-01

Positioning Masculinities and Femininities in Preschool EFL Education seeks to describe and interpret how masculinities and femininities are communicated in the preschool EFL classroom and is aimed at discussing whether those masculinities and femininities are likely to have an impact on the preschoolers’ learning of English as a foreign language. Preschoolers’ classroom interactions taking place in a Colombian kindergarten, videotaped from 2004 to 2006, are analysed via ideas of ‘positioning...

Individual differences in preschoolers' emotion content memory: the role of emotion knowledge.

Science.gov (United States)

Channell, Marie Moore; Barth, Joan M

2013-07-01

This study examined the relation between preschool children's emotion knowledge and their ability to recall emotionally salient information. In total, 42 participants (ages 35-65months) viewed a brief video in which a child played with different toys and expressed one of four basic emotions (happy, sad, angry, or afraid) or a neutral expression in each of 10 vignettes. Children were tested on memory accuracy from the vignettes, and their emotion knowledge was also measured. Results indicated that preschoolers' emotion knowledge was significantly related to memory accuracy for emotion information above and beyond the effect of age or receptive language skills. Tests of a mediation model revealed that emotion knowledge fully mediated the effect of age (or general developmental level) on memory accuracy. Copyright © 2013 Elsevier Inc. All rights reserved.

Music Therapy for Preschool Cochlear Implant Recipients

Science.gov (United States)

Gfeller, Kate; Driscoll, Virginia; Kenworthy, Maura; Van Voorst, Tanya

2010-01-01

This paper provides research and clinical information relevant to music therapy for preschool children who use cochlear implants (CI). It consolidates information from various disciplinary sources regarding (a) cochlear implantation of young prelingually-deaf children (~age 2-5), (b) patterns of auditory and speech-language development, and (c) research regarding music perception of children with CIs. This information serves as a foundation for the final portion of the article, which describes typical music therapy goals and examples of interventions suitable for preschool children. PMID:23904691

Individual and contextual factors influencing dental health care utilization by preschool children: a multilevel analysis

Science.gov (United States)

Piovesan, Chaiana; Ardenghi, Thiago Machado; Mendes, Fausto Medeiros; Agostini, Bernardo Antonio; Michel-Crosato, Edgard

2017-03-30

The effect of contextual factors on dental care utilization was evaluated after adjustment for individual characteristics of Brazilian preschool children. This cross-sectional study assessed 639 preschool children aged 1 to 5 years from Santa Maria, a town in Rio Grande do Sul State, located in southern Brazil. Participants were randomly selected from children attending the National Children's Vaccination Day and 15 health centers were selected for this research. Visual examinations followed the ICDAS criteria. Parents answered a questionnaire about demographic and socioeconomic characteristics. Contextual influences on children's dental care utilization were obtained from two community-related variables: presence of dentists and presence of workers' associations in the neighborhood. Unadjusted and adjusted multilevel logistic regression models were used to describe the association between outcome and predictor variables. A prevalence of 21.6% was found for regular use of dental services. The unadjusted assessment of the associations of dental health care utilization with individual and contextual factors included children's ages, family income, parents' schooling, mothers' participation in their children's school activities, dental caries, and presence of workers' associations in the neighborhood as the main outcome covariates. Individual variables remained associated with the outcome after adding contextual variables in the model. In conclusion, individual and contextual variables were associated with dental health care utilization by preschool children.

Teachers' Perceptions of Preschool Children's Psychomotor Development in Spain.

Science.gov (United States)

Cueto, Sofía; Prieto, José Antonio; Nistal, Paloma; Abelairas-Gómez, Cristian; Barcala-Furelos, Roberto; López, Sergio

2017-08-01

This study analyzed the psychomotor profiles of preschool stage students and to determine how these data agreed with the students' teachers' subjective assessment. We also correlated these data with other variables such as age, gender, and family influence. A total of 211 children aged 3 to 6 years, in the second cycle of preschool from 30 classes of 10 schools in Spain participated. Additionally, 30 preschool teachers from these classes participated. Study results revealed serious teacher misperceptions regarding their students' psychomotor development, with low agreement rates between students and teachers in the motor dimension and slight agreement rates in communicative, cognitive, and social areas. The reasons for and implications of these misperceptions are discussed.

Behavioral determinants of mothers' safety measures to prevent injuries of pre-school children.

NARCIS (Netherlands)

Wortel, E.; Geus, G.H. de; Kok, G.

1995-01-01

Home-related injuries are a major threat to pre-school children in the western world. In this study the behavioral determinants of 18 parental safety measures were assessed. To select behavioral determinants, the Attitude-Social influence-Self-efficacy/barriers model was used with the inclusion of

Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds

Science.gov (United States)

Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.

2012-01-01

This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our…

Impact of Short-Term Training in Social Cognition in Preschoolers with Externalizing Behavior

Science.gov (United States)

Houssa, Marine; Jacobs, Emilie; Nader-Grosbois, Nathalie

2017-01-01

In two experimental and exploratory studies, we wanted to test the differentiated effects on preschoolers with externalizing behavior (EB) of two short-term social information processing (SIP) and Theory of Mind (ToM) training sessions, in comparison with typically developing (TD) preschoolers or with preschoolers with EB whom didn't receive…

The Effect of Singing Education on Some Preschool Education Students' Music Achievements

Science.gov (United States)

Blaškovic, Jelena

2015-01-01

Singing education is an important segment of educating students--future preschool teachers at faculties of preschool teacher education. Singing is an elementary mode of children's music expression. The task of future preschool teachers is to gain knowledge and awareness about the importance and influence of singing on children's development.…

The Development of Preschool Children's Musical Abilities through Specific Types of Musical Activities

Science.gov (United States)

Stolic, Jasmina

2015-01-01

The goal of the conducted research was to explore how much preschool teachers value certain types of musical activities, which positively influence the development of preschool children's musical abilities. The assumption in the research was that preschool teachers would choose musical games as the most prominent activity type in their educational…

Teacher-Implemented Joint Attention Intervention: Pilot Randomized Controlled Study for Preschoolers with Autism

Science.gov (United States)

Lawton, Kathy; Kasari, Connie

2012-01-01

Objective: The vast majority of children with an autism spectrum disorder (ASD) attend public preschools at some point in their childhood. Community preschool practices often are not evidence based, and almost none target the prelinguistic core deficits of ASD. This study investigated the effectiveness of public preschool teachers implementing a…

Assessing ADHD Symptoms in Preschool Children: Use of the ADHD Symptoms Rating Scale.

Science.gov (United States)

Phillips, Penny L.; Greenson, Jessica N.; Collett, Brent R.; Gimpel, Gretchen A.

2002-01-01

This study examined the psychometric and normative properties of the ADHD-Symptoms Rating Scale with preschool children. Results shed light on normative levels of ADHD behaviors and preschool children and suggested that preschoolers may present with a somewhat different symptom pattern than school-age children. Parents were more likely to endorse…

Self-Efficacy as Predictor of Collective Self-Efficacy among Preschool Teachers in Turkey

Science.gov (United States)

Arslan, Emel

2017-01-01

This study investigates the effect of preschool teachers' collective self-efficacy. A study group consists of 172 preschool teachers who are working in public preschools affiliated with the Ministry of National Education in different cities of Turkey. In this study, teacher self-efficiency scale is employed to assess professional efficiency…

Eating out of home and dietary adequacy in preschool children.

Science.gov (United States)

Moreira, Teresa; Severo, Milton; Oliveira, Andreia; Ramos, Elisabete; Rodrigues, Sara; Lopes, Carla

2015-07-01

The present study aims to describe dietary intake and dietary adequacy according to eating location in preschool children. A sub-sample of 2414 children from the Generation XXI birth cohort (Porto, Portugal), evaluated during the follow-up between 2009 and 2011, was included. Dietary intake was assessed by 3 d food diaries and four groups of children were defined according to the eating location: 'Home' ( ≥ 80% of meals at home), 'Other homes', 'Preschool' and 'Restaurants'. A dietary adequacy index was developed based on general recommendations for children; a higher score represents a better dietary adequacy. The comparison of nutrients and foods daily intake according to the eating location groups was performed by ANOVA and ANCOVA to adjust for potential confounders. Children classified in 'Preschool' group ate significantly more vegetables, fruit, bread and fish, and less meat, compared to children classified into the 'Home' group. Children classified in the 'Restaurants' group ate more cakes, salty snacks and fruit juices than children in 'Home' group; and less vegetables, dairy products and pasta/rice/potatoes. In 'Restaurants' children obtained the lowest mean score of the dietary adequacy index (15.5, 95% CI 14.8, 16.3) and in 'Preschool' children had the highest mean score (18.3, 95% CI 18.1, 18.4), corresponding to a better dietary adequacy. Preschools seem to have a relevant role in promoting the intake of healthy foods in preschool children. The consumption in restaurants/coffee shops seems to contribute to energy-dense food intake and reduced consumption of nutrient-dense foods.

Toys for Preschool Children

Science.gov (United States)

Stephenson, Audrey

1977-01-01

In emphasizing the importance of play and toys in a child's development, this article describes the kinds of toys suitable for preschool children of all ages. Floor toys, building and hammering toys, transport, and imaginative and creative play are some of the topics covered. (JK)

Co-evolution of Friendships and Antipathies: A Longitudinal Study of Preschool Peer Groups

Directory of Open Access Journals (Sweden)

João R. Daniel

2016-10-01

Full Text Available We used stochastic actor-based models to test whether the developmental dynamics of friendships and antipathies in preschool peer groups (followed throughout three school years were co-dependent. We combined choices from three sociometric tasks of 142 children to identify friendship and antipathy ties and used SIENA to model network dynamics. Our results show that different social processes drive the development of friendship and antipathy ties, and that they do not develop in association (i.e., friendship ties are not dependent on existing antipathies, and vice-versa. These results differ from those of older children (age range = 10-14 suggesting that the interplay of friendship and antipathy only plays a significant role in the peer group context in older children. We propose these differences to be likely related with preschool age children’s inaccurate perceptions of their classmates’ relationships, particularly of their antipathies, and/or with the absence of shared norms to deal with antipathetic relationships.

Transitions from preschool to primary school

DEFF Research Database (Denmark)

Broström, Stig; Einarsdottir, Johanna; Vrinioti, Kalliope

2010-01-01

political understanding. Then the authors define and reflect the word transition in theoretical terms using Bronfenbrenner's ecological developmental model. After a short review of international transition research the article focus on international research on children's transition problems......  The article deals with transition from preschool to primary school. Starting with a historical overview presenting Fröbel's transition understanding from 1852 over European politics in the 1960s and 1970s, recommendations by the Councils of Europe from the 1990s and ending with OECD's actual...... and in continuation of this a description of a number of so-called transition activities are described in order to ease children's transition to school....

Structural Equation Modeling of the Effects of Family, Preschool, and Stunting on the Cognitive Development of School Children

Directory of Open Access Journals (Sweden)

Oluwakemi Rachel Ajayi

2017-05-01

Full Text Available A recent study based on a sample of 1,580 children from five adjacent geographical locations in KwaZulu-Natal, South Africa, was carried out to examine the association of nutrition, family influence, preschool education, and disadvantages in geographical location with the cognitive development of school children. Data were collected on the children from 2009 to 2011 for this developmental study and included cognitive scores and information on the health and nutrition of the children. The current study analyzed the association of demographic variables (geographical location (site, child variables (sex, preschool education and socioeconomic status, parental level of education (maternal and paternal, child’s health (HIV status and hemoglobin level and anthropometric measures of nutritional status (height-for-age with children’s cognitive outcomes. The hypothesis is that the nutritional status of children is a pathway through which the indirect effects of the variables of interest exert influence on their cognitive outcomes. Factor analysis based on principal components was used to create a variable based on the cognitive measures, correlations were used to examine the bivariate association between the variables of interest in the preliminary analysis and a path analysis was constructed, which was used for the disaggregation of the direct and indirect effects of the predictors for each cognitive test in a structural equation model. The results revealed that nutritional status directly predicts cognitive test scores and is a path through which other variables indirectly influence children’s cognitive outcome and development.

Occupational Therapy in Preschools: A Synthesis of Current Knowledge

Science.gov (United States)

Jasmin, Emmanuelle; Gauthier, Anne; Julien, Marjorie; Hui, Caroline

2018-01-01

This paper presents a synthesis of current knowledge about occupational therapy in preschools (for 3-6 year olds) in order to provide a better understanding of this field of practice and to guide the implementation or programming of this service. In the literature, occupational therapy in preschools has been documented mainly in the USA. Results…

Moving House for Education in the Pre-School Years

Science.gov (United States)

Hansen, Kirstine

2014-01-01

This paper uses data from the Millennium Cohort Study (MCS) to examine house moves that take place in the pre-school years, focusing on families who move for the education of their children. We present results showing that education- related house moves do indeed occur in the pre-school years with particular types of parents making these…

A Study on Gross Motor Skills of Preschool Children

Science.gov (United States)

Wang, Joanne Hui-Tzu

2004-01-01

The purpose of this study was to investigate the effects of a creative movement program on gross motor skills of preschool children. Sixty children between the ages of 3 to 5 were drawn from the population of a preschool in Taichung, Taiwan. An experimental pretest-posttest control-group design was utilized. The children enrolled in the…

Mothers' views of their preschool child's screen-viewing behaviour: a qualitative study.

Science.gov (United States)

Bentley, Georgina F; Turner, Katrina M; Jago, Russell

2016-08-04

Research on screen-viewing in preschool children has predominantly focused on television viewing. The rapid development of mobile devices (e.g. tablets, smart phones and e-readers) and the increase in their use by preschool children means there is a need to understand how and why these devices are used by this age group. The aim of this study was to explore mothers' views of their preschool children's screen viewing behaviour (including mobile devices) and investigate how preschool children use different screen-viewing devices. One-to-one, semi-structured interviews with mothers of preschool children (aged between 2 and 4 years old). Mothers were recruited through preschools, nurseries, and mother and toddler groups located within four areas of varying socio-economic status within Bristol, UK. Data were analysed thematically using a framework approach. Twenty-six mothers were interviewed. Mobile devices were regularly used as a form of screen-viewing for most children but were used on an ad hoc basis rather than being a habitual activity. The reasons and influences of mobile device use described by mothers were similar to that of television viewing. However, the portability of mobile devices meant that they were often used outside of the home as a distraction tool. Their multi-functionality meant that they could be used as a portable television, or for purposeful learning through educational games and applications. Some mothers showed concerns over mobile device use by their child, whilst others felt it was an important and useful educational tool. Although the majority of mothers felt they needed to set rules and restrictions for mobile device use, many mothers felt that they are also a necessary and unavoidable part of life. Mothers in this study suggested that mobile device use by preschool children is common. More research is needed to determine the impact of mobile device use in preschool children, how much time preschool children spend using mobile devices

[Development of a mother-preschool child interaction scale].

Science.gov (United States)

Park, Sung-Hee; Bang, Kyung-Sook

2013-02-01

This study was done to develop the self-report Mother-Preschool Child Interaction Scale (MPIS) for mothers of preschool children. The scale was based on items derived from literature review and in-depth interviews. A methodological study was used to check reliability and validity and participants were 334 mothers of preschool children enrolled in kindergarten or nursery. Data were analyzed using principal component factor analysis for construct validity, t-test for contrasted group validity, Pearson correlation for criterion related validity and test-retest reliability and Cronbach's α for reliability. In the final MPIS 34 items identified through factor analysis were included, 6 constructs were derived, and explanatory power was 64.2%. Items on the MPIS were verified through correlation with the interaction observation scale of Kim & Mahoney and MPIS. Results were significant as mothers in the normal group exhibited MPIS scores that were significantly higher than those of mothers in the depressed group. Reliability of MPIS was .96 and test-retest reliability was .92. MPIS has the advantage of being easy to use, economical, and useful. Consequently, it is expected to be used as a screening tool for promptly and simply identifying the mother-preschool child interaction in diverse nursing practice and research.

Neuropsychological Profile Related with Executive Function of Chinese Preschoolers with Attention-Deficit/Hyperactivity Disorder: Neuropsychological Measures and Behavior Rating Scale of Executive Function-Preschool Version.

Science.gov (United States)

Zhang, Hui-Feng; Shuai, Lan; Zhang, Jin-Song; Wang, Yu-Feng; Lu, Teng-Fei; Tan, Xin; Pan, Jing-Xue; Shen, Li-Xiao

2018-03-20

Previous studies have found that schoolchildren with attention-deficit/hyperactivity disorder (ADHD) showed difficulties in neuropsychological function. This study aimed to assess neuropsychological function in Chinese preschoolers with ADHD using broad neuropsychological measures and rating scales and to test whether the pattern and severity of neuropsychological weakness differed among ADHD presentations in preschool children. The 226 preschoolers (163 with ADHD and 63 controls) with the age of 4-5 years were included and assessed using the Behavior Rating Scale of Executive Function-Preschool Version (BRIEF-P) and a series of tests to investigate neuropsychological function. Preschoolers with ADHD showed higher scores in all domains of the BRIEF-P (inhibition: 30.64 ± 5.78 vs.20.69 ± 3.86, P ADHD subtypes, all ADHD presentations had higher scores in several domains of the BRIEF-P (P ADHD-combined symptoms (ADHD-C) group had the poorest ratings on inhibition and the ability to Plan/Organize. For neuropsychological measures, the results suggested that the ADHD-C group had poorer performances than the ADHD-predominantly inattentive symptoms (ADHD-I) group on Statue tasks (F = 7.34, η 2 = 0.12, P ADHD-hyperactive/impulsive symptoms group had significantly poorer performances compared to the ADHD-C group in the Block Construction task (F = 4.89, η 2 = 0.067, P = 0.003). However, no significant group differences were found between the ADHD-I group and normal control. Based on the combined evaluation of performance-based neuropsychological tests and the BRIEF-P, preschoolers with ADHD show difficulties of neuropsychological function in many aspects.

Design and baseline characteristics of the Short bouTs of Exercise for Preschoolers (STEP) study.

Science.gov (United States)

Alhassan, Sofiya; Nwaokelemeh, Ogechi; Mendoza, Albert; Shitole, Sanyog; Whitt-Glover, Melicia C; Yancey, Antronette K

2012-08-01

Most preschool centers provide two 30-min sessions of gross-motor/outdoor playtime per preschool day. Within this time frame, children accumulate most of their activity within the first 10 min. This paper describes the design and baseline participant characteristics of the Short bouTs of Exercise for Preschoolers (STEP) study. The STEP study is a cluster randomized controlled study designed to examine the effects of short bouts of structured physical activity (SBS-PA) implemented within the classroom setting as part of designated gross-motor playtime on during-school physical activity (PA) in preschoolers. Ten preschool centers serving low-income families were randomized into SBS-PA versus unstructured PA (UPA). SBS-PA schools were asked to implement age-appropriate 10 min structured PA routines within the classroom setting, twice daily, followed by 20 min of usual unstructured playtime. UPA intervention consisted of 30 min of supervised unstructured free playtime twice daily. Interventions were implemented during the morning and afternoon designated gross-motor playtime for 30 min/session, five days/week for six months. Outcome measures were between group difference in during-preschool PA (accelerometers and direct observation) over six-months. Ten preschool centers, representing 34 classrooms and 315 children, enrolled in the study. The average age and BMI percentile for the participants was 4.1 ± 0.8 years and 69th percentile, respectively. Participants spent 74% and 6% of their preschool day engaged in sedentary and MVPA, respectively. Results from the STEP intervention could provide evidence that a PA policy that exposes preschoolers to shorter bouts of structured PA throughout the preschool day could potentially increase preschoolers' PA levels.

PRESCHOOL EDUCATIONAL ESTABLISHMENTS IN NIZHNI NOVGOROD PROVINCE IN YEARS OF SOVIET POWER

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Natalia Vasilyevna Bystrovа

2015-08-01

Full Text Available Scientific historical-historical and social-pedagogical principals of development of a pre-school educational offices in Nizhegorodskaja gubernija in the context a Russian historical-pedagogical education are determined in the article. Causes of making of the pre-school net are distingvished: political, social, psychological-pedagogical. Rating of the state system of a pre-school up-bringing including: nursery schools and hearths, kindergartens and grounds, childrens` homes and others are discovered.Purpose: determine the scientific, historical and socio-pedagogical bases of development of preschool educational institutions in the 1917-1930 biennium in the Nizhny Novgorod region.Method or the methodology of work. Realaizing of the principles of science and historism we used generals methods for historical science methods(discovering analize, generalizing, learning of archive and published materials; concrete-historical, theoretic and a systematic analize,specific methods are also founded which are characterized for historic-theoretic researches: comparing ,situational-historical,historical-genetic,concrete-historical,textological analize.Results. A system characteristic of pre-school educational offices in the 20 th years of the 20 century in Nizhegorodskaya guberniya in the conditions of changing social-political sphere of Russia is offered and based. The sphere of useing of the results The result presents an evid interest for teachers, sociologs, people who learn history, who deal researching of a pre-school teaching.Practical implications. The result is an obvious interest for educators, sociologists, historians engaged in research the issue of preschool education.

The Implementation of an Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy Value-Based Taught by Parents to Children to Increase Adjustment Ability of Preschool Children

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Rita Eka Izzaty

2016-11-01

Full Text Available This study was conducted for two reasons. First, pre-school age is the foundation for the subsequent development. Second, the previous research findings show that there are behavioral problems which affect the development of subsequent development. This study aims to increase children’s social ability by employing An Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy, a counseling model emphasizing the importance of play providing opportunity for children to express their feelings in natural situation and insight toward personality and environment by modifying teaching cultural values by parents to children. This study employed an action study. The prior data collection techniques were conducting literary study, surveying on cultural values taught, and selecting a counseling model. The subjects were four preschool children (4-6 years old with behavioral problems. The study was conducted in 2 cycles with several steps: planning, action, evaluation, and reflection. The finding of this research shows that an Integrative Model of Adventure-Based Counseling and Adlerian Play Therapy can increase children social ability and decrease non adaptive behavior. The reflection of employing counseling model modified with cultural values taught by parents to children is when using this model, counselors truly examine the duration of the implementation, the children’s condition, the counselors’ condition, the type of play, and the purpose of each steps which must be detailed.

Correction of distortions in distressed mothers' ratings of their preschool children's psychopathology.

Science.gov (United States)

Müller, Jörg M; Furniss, Tilman

2013-11-30

The often-reported low informant agreement about child psychopathology between multiple informants has lead to various suggestions about how to address discrepant ratings. Among the factors that may lower agreement that have been discussed is informant credibility, reliability, or psychopathology, which is of interest in this paper. We tested three different models, namely, the accuracy, the distortion, and an integrated so-called combined model, that conceptualize parental ratings to assess child psychopathology. The data comprise ratings of child psychopathology from multiple informants (mother, therapist and kindergarten teacher) and ratings of maternal psychopathology. The children were patients in a preschool psychiatry unit (N=247). The results from structural equation modeling show that maternal ratings of child psychopathology were biased by maternal psychopathology (distortion model). Based on this statistical background, we suggest a method to adjust biased maternal ratings. We illustrate the maternal bias by comparing the ratings of mother to expert ratings (combined kindergarten teacher and therapist ratings) and show that the correction equation increases the agreement between maternal and expert ratings. We conclude that this approach may help to reduce misclassification of preschool children as 'clinical' on the basis of biased maternal ratings. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Abnormal lung function at preschool age asthma in adolescence?

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Lajunen, Katariina; Kalliola, Satu; Kotaniemi-Syrjänen, Anne; Sarna, Seppo; Malmberg, L Pekka; Pelkonen, Anna S; Mäkelä, Mika J

2018-05-01

Asthma often begins early in childhood. However, the risk for persistence is challenging to evaluate. This longitudinal study relates lung function assessed with impulse oscillometry (IOS) in preschool children to asthma in adolescence. Lung function was measured with IOS in 255 children with asthma-like symptoms aged 4-7 years. Baseline measurements were followed by exercise challenge and bronchodilation tests. At age 12-16 years, 121 children participated in the follow-up visit, when lung function was assessed with spirometry, followed by a bronchodilation test. Asthma symptoms and medication were recorded by a questionnaire and atopy defined by skin prick tests. Abnormal baseline values in preschool IOS were significantly associated with low lung function, the need for asthma medication, and asthma symptoms in adolescence. Preschool abnormal R5 at baseline (z-score ≥1.645 SD) showed 9.2 odds ratio (95%CI 2.7;31.7) for abnormal FEV1/FVC, use of asthma medication in adolescence, and 9.9 odds ratio (95%CI 2.9;34.4) for asthma symptoms. Positive exercise challenge and modified asthma-predictive index at preschool age predicted asthma symptoms and the need for asthma medication, but not abnormal lung function at teenage. Abnormal preschool IOS is associated with asthma and poor lung function in adolescence and might be utilised for identification of asthma persistence. Copyright © 2018 The Authors. Published by Elsevier Inc. All rights reserved.

Comprehensive Influence Model of Preschool Children’s Personality Development Based on the Bayesian Network

OpenAIRE

Yan Sun; Mingying He; Lizhu Yang

2014-01-01

It is crucial to ascertain the comprehensive influence factors on personality for making effective cultivating plan. However, most existing literatures focus on the effect of individual factor on the personality. In order to comprehensively investigate the causal influences of preschool children’s temperament, school factors (teacher expectation and peer acceptance), and family factors (parental coparenting style, parental education value, and parental parenting style) on the personality and ...

THE IMPORTANCE AND THE ROLES OF INFORMATION TECHNOLOGIES IN PRESCHOOL EDUCATION

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Nazım BURGUL

2008-06-01

Full Text Available The aim of this research is to determine the importance and the roles of the existing informationtechnologies in preschool education and to do a content analysis.The research is done by using the descriptive study method which is one of the general scanning models. Having examinedthe results of the previous researches, the theoretical framework that would light the way for the research was prepared. Theavailable information about the subject was scanned from resources such as documents, other written sources and also theinternet, and expert’s opinions were asked for. The content analysis of the collected information was done.The preschool period is a process to which all education scientists attach great importance. However, in order to realize theaim of this process, well planned education programmes are needed. The preschool education period provides crèche,nursery and reception education activities. Because of the annual changes of education technologies, positive differences areseen for the teaching activities in this area. On the other hand, there are some requirements to do to speed up the educationand to increase the productivity of education in our present day information society.The preschool education programmes are “the Crèche Programme (0-36 months”, “The Nursery Programme (37-60months and “The Reception Programme (61-72 months”. Optimum educational programs must be prepared for activitiesthat will take place on a daily basis according to specific aims and attitudes to determine the educational status of theseactivities. After having examined the technology-based education model, it is observed by the evaluation and assessmentdiscipline that using equipment such as tv, radio, computer, video, projection, overhead projector and slide apparatus makesthe learning process more effective and productive.As a result, information has become the most expensive product today. The roles of computer-aided education and the

Improper nutrition and diseases in pre-school children

OpenAIRE

Panova, Gordana; Taseva, Lence; Sumanov, Gorgi; Dzidrova, Violeta

2017-01-01

For healthy generation it is healthy and orderly development from early childhood. It needs proper nutrition, proper care and personal hygiene. Early childhood is the most vulnerable period in the development stage of man. Improper diet and disease in children from pre-school age are a problem for both children and parents. It is therefore important to undertake measures for proper nutrition and prevention of diseases. Described as improper diet affects children from pre-school...

Factors Affecting the Formation of Food Preferences in Preschool Children.

Science.gov (United States)

Alles-White, Monica L.; Welch, Patricia

1985-01-01

Identifies and discusses factors that affect the development of food preferences in preschool children, including familiarity, age, parents, peers, teachers, and programs designed to influence food habits. Makes recommendations to preschool and day care programs for creating an atmosphere conducive to trying new foods. (Author/DST)

Developing Preschool Teachers' Knowledge of Students' Number Conceptions

Science.gov (United States)

Tsamir, Pessia; Tirosh, Dina; Levenson, Esther; Tabach, Michal; Barkai, Ruthi

2014-01-01

This article describes a study that investigates preschool teachers' knowledge of their young students' number conceptions and the teachers' related self-efficacy beliefs. It also presents and illustrates elements of a professional development program designed explicitly to promote this knowledge among preschool teachers. Results…

Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning

Science.gov (United States)

Sobel, David

2016-01-01

"Nature Preschools and Forest Kindergartens" is the latest from environmental education expert David Sobel. Joined by a variety of colleagues to share their experiences and steps for creating a successful forest kindergarten program, "Nature Preschools and Forest Kindergartens" walks you through the European roots of the…

The Relation between Television Exposure and Executive Function among Preschoolers

Science.gov (United States)

Nathanson, Amy I.; Aladé, Fashina; Sharp, Molly L.; Rasmussen, Eric E.; Christy, Katheryn

2014-01-01

This study investigated the relations between television exposure during the preschool years and the development of executive function (EF). Data were gathered from 107 parents of preschoolers who provided information on children's television viewing, background television exposure, exposure to specific televised content, and the age at which…

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…

Investigation of the refractive status of preschool children in Xiantao, Hubei Province

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Nian Guan

2014-12-01

Full Text Available AIM: To investigate the refractive status of the preschool children in Xiantao, Hubei Province in order to find out the abnormal refraction error beyond the physiological range. METHODS: In this cross-sectional study, we investigated preschool children in kindergartens and the scattered ones were 12 716(25 432 eyesranging from 6mo～6 years old. 1 581 children(3 162 eyeswere diagnosed ametropia by Suresight refractive screening instrument, which were confirmed again after mydriasis optometry. RESULTS: The incidence rate of ametropia in preschool children in Xiantao was 12.4%, and statistics showed no significant difference between boys and girls(P>0.05, but had differences of morbility rate among each age group(PCONCLUSION: The incidence rate of ametropia decreases with age increasing in the preschool children from 6mo～6 years old, which imply preschool children should have mydriasis optometry in order to find out amblyopia and other congenital eye disease.

Differences in energy balance-related behaviours in European preschool children: the ToyBox-study.

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Marieke De Craemer

Full Text Available The aim of the current study was to compare levels of energy balance-related behaviours (physical activity, sedentary behaviour, and dietary behaviours (more specifically water consumption, sugar-sweetened beverage consumption and unhealthy snacking in four- to six-year-old preschoolers from six European countries (Belgium, Bulgaria, Germany, Greece, Poland, and Spain within the ToyBox cross-sectional study.A sample of 4,045 preschoolers (4.77 ± 0.43 years; 52.2% boys had valid physical activity data (steps per day, parents of 8,117 preschoolers (4.78 ± 0.46 years; 53.0% boys completed a parental questionnaire with questions on sedentary behaviours (television viewing, computer use, and quiet play, and parents of 7,244 preschoolers (4.77 ± 0.44 years; 52.0% boys completed a food frequency questionnaire with questions on water consumption, sugar-sweetened beverage consumption and unhealthy snacking.The highest levels of physical activity were found in Spain (12,669 steps/day on weekdays, while the lowest levels were found in Bulgaria and Greece (9,777 and 9,656 steps/day on weekdays, respectively. German preschoolers spent the least amount of time in television viewing (43.3 min/day on weekdays, while Greek preschoolers spent the most time in television viewing (88.5 min/day on weekdays. A considerable amount of time was spent in quiet play in all countries, with the highest levels in Poland (104.9 min/day on weekdays, and the lowest levels in Spain (60.4 min/day on weekdays. Belgian, German, and Polish preschoolers had the lowest intakes of water and the highest intakes of sugar-sweetened beverages. The intake of snacks was the highest in Belgian preschoolers (73.1 g/day and the lowest in Greek preschoolers (53.3 g/day.Across six European countries, differences in preschoolers' energy balance-related behaviours were found. Future interventions should target European preschoolers' energy balance-related behaviours simultaneously, but should

The correlates of preschoolers' compliance with screen recommendations exist across multiple domains.

Science.gov (United States)

Hinkley, Trina; Salmon, Jo; Okely, Anthony D; Crawford, David

2013-09-01

To investigate the individual, social and physical environment correlates of preschool children's compliance with Australian/Canadian and American Academy of Pediatrics (AAP) screen recommendations. An Ecological Model (EM) was used to identify constructs potentially associated with children's screen time. In 2008-2009, parents in Melbourne, Australia, reported their child's screen time and on a range of potential correlates. Children (n = 935; 54% boys, mean age 4.54 ± 0.70 years) were assessed as meeting or not meeting each of the screen recommendations. Logistic regression assessed bivariable and multivariable associations. In total, 15 explanatory variables, across the three domains of the EM were associated with boys' and/or girls' compliance with either Australian/Canadian or AAP recommendations. Correlates varied by sex and recommendation. Maternal television viewing time was the only consistent correlate for both boys' and girls' compliance with both recommendations. No demographic groups were identified as being less likely to comply with screen recommendations. Public health programs should take account of the sex-specific nature of correlates of preschool children's screen time. Preschool children across all demographic groups need support to engage in less screen use. Parents may benefit from education and parenting skills to minimize potentially harmful effects of excessive screen time for their child. Copyright © 2013 Elsevier Inc. All rights reserved.

Effectiveness of a Parent Health Report in Increasing Fruit and Vegetable Consumption Among Preschoolers and Kindergarteners.

Science.gov (United States)

Hunsaker, Sanita L; Jensen, Chad D

2017-05-01

To determine the effectiveness of a parent health report on fruit and vegetable consumption among preschoolers and kindergarteners. Pre-post open design trial and a randomized controlled trial. A university-sponsored preschool and kindergarten. A total of 63 parents of preschool and kindergarten students participated in the pre-post open design trial and 65 parents participated in the randomized controlled trial. Parents in intervention groups were given a parent health report providing information about their child's fruit and vegetable intake as well as recommendations for how to increase their child's fruit and vegetable consumption. Change in fruit and vegetable consumption. Latent growth curve modeling with Bayesian estimation. Vegetable consumption increased by 0.3 servings/d in the open trial and 0.65 servings/d in the randomized trial. Fruit consumption did not increase significantly in either study. Results from both an open trial and a randomized controlled trial suggested that the parent health report may be a beneficial tool to increase vegetable consumption in preschoolers and kindergarteners. Increases in vegetable consumption can lead to the establishment of lifelong habits of healthy vegetable intake and decrease risk for chronic diseases. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Models of fast-electron penetration

International Nuclear Information System (INIS)

Perry, D.J.; Raisis, S.K.

1994-01-01

We introduce multiple scattering models of charged-particle penetration which are based on the previous analyses of Yang and Perry. Our development removes the main limitations of the Fermi-Eyges approach while retaining its considerable potential as a theory which is useful for applied work. We illustrate key predictions with sample calculations that are of particular interest in therapeutic applications, 5-20 MeV electrons incident on water. 8 refs., 5 figs

The value of (pre)school playgrounds for children's physical activity level: A systematic review

NARCIS (Netherlands)

Broekhuizen, K.; Scholten, A.M.; Vries, S.I. de

2014-01-01

The (pre)school environment is an important setting to improve children's health. Especially, the (pre)school playground provides a major opportunity to intervene. This review presents an overview of the existing evidence on the value of both school and preschool playgrounds on children's health in

Interpreting values in the daily practices of Nordic preschools

DEFF Research Database (Denmark)

Broström, Stig; Anna-Maija, Puriola; Johannesson, Eva Marianne

2016-01-01

Abstract This study explored how practitioners interpreted educational practices from the perspective of values in Nordic preschools. Drawing data from group interviews in five Nordic countries (Denmark, Finland, Iceland, Norway and Sweden), practitioners reflected on an observational episode about...... children dressing for outdoor play in a Swedish preschool. The research material consisted of extracts from group interviews in ten preschools (two from each Nordic country). The research questions included: How do values emerge in practitioners’ interpretations? What is the interpretive process like...... and the co-construction of interpretations in the group dialogues. The practitioners employed indirect means more often than direct means to express their values. The group interviews contained themes that were connected to caring, disciplinary, competence and democratic values. The study provided evidence...

Analysis of applications suitable for mobile learning of preschool children

OpenAIRE

Stoimenovski, Aleksandar; Kraleva, Radoslava; Kralev, Velin

2016-01-01

This article considers the use of mobile learning in Bulgarian education by young children. The most used mobile operating systems are analyzed. Also some of the most used existing applications suitable for mobile learning of preschool children are presented and classified. Keywords: Mobile applications for preschool children, mobile learning.

Attitudes of the Macedonian Preschool Teachers toward Students with Disabilities

Science.gov (United States)

Dimitrova-Radojichikj, Daniela Blagoj; Chichevska-Jovanova, Natasha; Rashikj-Canevska, Olivera

2016-01-01

Preschool teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study was to examine what attitudes Macedonian preschool teachers hold towards early inclusive education; which variables are…

Understanding Natural Sciences Education in a Reggio Emilia-Inspired Preschool

Science.gov (United States)

Inan, Hatice Zeynep; Trundle, Kathy Cabe; Kantor, Rebecca

2010-01-01

This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia-inspired laboratory preschool. The natural sciences as a discipline--a latecomer to preschool curricula--and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in…

Examination of the Social Behavior of 4 Age Old Preschool Children According to Teacher Views

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Dervişe AMCA

2016-04-01

Full Text Available The main aim of this research is to compare the social behavior of children according to the teacher interviews. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children, from the age group of 4, which were observed at least 8 weeks objectively by 52 school teachers at 42 preschools in Nicosia, Kyrenia, Guzelyurt, Famagusta and Iskele which are under the Ministry of National Education of TRNC in the academic year of 2014-2015. In order to reach the demographics of the children of the study group: "Preschool Social Behaviour Questionnaire Form For Teachers" has been used to measures the children, school and family information form, relational aggression, physical aggression, prosocial behaviour and depressive feelings of age 4 group of preschool children. The data obtained through the surveys have been transmitted to the computer environment and in order to analyze the data, Statistical Package for the Social Sciences (SPSS 20.0 for Windows Evolution version has been used. Frequency tables were used to tell the demographic characteristics on children of the research and the social behavior in preschool scale and to realize the cyclic of their behaviour. The static identifier has been given on preschool children’s social behavior scale general and their scores than the average size of the subscale, standard deviation, minimum and maximum statics as identifier. According to the research findings: children with divorced parents compared to children with married parents have higher behavior of physical aggression, behavior of relational aggression and the show of depressive feelings besides lower levels of positive social behaviors.

PSYCHO-PEDAGOGICAL MAINTENANCE OF SOCIAL AND COMMUNICATIVE DEVELOPMENT OF SENIOR PRESCHOOL CHILDREN

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Irina Vasilievna Sklezneva

2017-11-01

Full Text Available In the article the questions of creation of conditions for formation of game rules in children of preschool age and the role of game rules in a socio-communicative development of senior preschool children. Goal. The article is devoted to the work of the teacher-psychologist at psycho-pedagogical support of social-communicative development of senior pre-school educational activities, including the development of senior preschool children in the game rules. Methods and methodology of work. Built in accordance with the cultural-historical approach to the study of child development, the study was conducted on the basis of the observation of the free play of older preschoolers and formative experiment. Results. The results are that the features of psychological and pedagogical support of social and communicative development in different types of activities, including game rules, which involves: business educators in the successful development of children in all activities; work with educators about the organization of subject gaming environment; diagnostic work with the aim of the organization is directly educational work aimed at socio-communicative development. The scope of the results. The results of the study can be applied in the activities of the teacher-psychologist of preschool education.

PLAYING LEGO INCREASE COGNITIVE DEVELOPMENT ON PRESCHOOL CHILD (4-5 YEARS OLD

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Sri Utami

2017-07-01

Full Text Available Introduction: The preschool cognitive development can be stimulated with playing activity. The preschool child who stimulateless, their creativity will be checked and it can effect their cognitive development. Playing lego is one of the stimulation which give chance to the preschool child to express creativity and explorate their skill in playing construction. This research was aimed to analyze the effect of playing lego to the preschool cognitive development. Method: Quasy experimental pre post test design was used in this research. Total sample were 18 preschool child (4-5 years old. The independent variable was playing lego and the dependent variable was the cognitive development. Data were analyzed by Wilcoxon Signed Rank Test and Mann Whitney U Test with the significance α<0.05. Result: Result showed that the control group has significance level p=0.059 and the treatment group has significance level p=0.008. The result of Mann Whitney U Test showed p=0.001. Discussion: It can be concluded that playing lego can effect the preschool cognitive development in spatial factor, reasoning, memory, and perceptual speed. It can be suggested to the further research to examine the effect of playing lego to the motoric development or social development.

Shared genetic and environmental influences on early temperament and preschool psychiatric disorders in Hispanic twins.

Science.gov (United States)

Silberg, Judy L; Gillespie, Nathan; Moore, Ashlee A; Eaves, Lindon J; Bates, John; Aggen, Steven; Pfister, Elizabeth; Canino, Glorisa

2015-04-01

Despite an increasing recognition that psychiatric disorders can be diagnosed as early as preschool, little is known how early genetic and environmental risk factors contribute to the development of psychiatric disorders during this very early period of development. We assessed infant temperament at age 1, and attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and separation anxiety disorder (SAD) at ages 3 through 5 years in a sample of Hispanic twins. Genetic, shared, and non-shared environmental effects were estimated for each temperamental construct and psychiatric disorder using the statistical program MX. Multivariate genetic models were fitted to determine whether the same or different sets of genes and environments account for the co-occurrence between early temperament and preschool psychiatric disorders. Additive genetic factors accounted for 61% of the variance in ADHD, 21% in ODD, and 28% in SAD. Shared environmental factors accounted for 34% of the variance in ODD and 15% of SAD. The genetic influence on difficult temperament was significantly associated with preschool ADHD, SAD, and ODD. The association between ODD and SAD was due to both genetic and family environmental factors. The temperamental trait of resistance to control was entirely accounted for by the shared family environment. There are different genetic and family environmental pathways between infant temperament and psychiatric diagnoses in this sample of Puerto Rican preschool age children.

Parental state anxiety correlates with preoperative anxiety in Chinese preschool children.

Science.gov (United States)

Cui, Xulei; Zhu, Bo; Zhao, Jing; Huang, Yuguang; Luo, Ailun; Wei, Jing

2016-06-01

Preoperative anxiety in children is largely dependent on age and is influenced by anxiety level in parents. The current study compared the level of preoperative anxiety in preschool children versus school-aged children and its relationship with the state and trait anxiety of the parents. This study included 54 preschool children (2-5 years of age) and 48 school-age children (6-12 years) scheduled to receive ear, nose and throat, plastic or ophthalmologic surgeries. Preoperative anxiety of children was assessed in the holding area immediately prior to the surgery using a modified Yale Preoperative Anxiety Scale (m-YPAS). Compliance with anaesthesia induction was assessed using an Induction Compliance Checklist (ICC). The state and trait anxiety of the parent who accompanied the child was assessed using a State-Trait Anxiety Inventory (STAI) questionnaire. Both m-YPAS and ICC scores were higher in preschool children than in school-age children with significant correlation between the two measures. The STAI-S score of parents was higher in the preschool group than in the school-age group. No significant difference was found in STAI-T score between the two age groups. Children's m-YPAS score correlated with parental STAI-T score in both groups (rho = 0.297, P = 0.029 and rho = 0.338, P = 0.019, respectively) but only with STAI-S score in the preschool group (rho = 0.400, P = 0.003). Both preschool children and their parents are more anxious than school-age dyads prior to surgery. The anxiety level of the children correlates with state anxiety of the parents in preschool children but not in school-age children. © 2016 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

COMPETENCE CONDITIONS ENABLING EDUCATION IN PRE-SCHOOL EDUCATION ESTABLISHMENTS: PARENTS’ EVALUATION

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Skaistė Kovienė

2017-04-01

Full Text Available Competence, psychological and material-organisational conditions determine favourable educational environment for parent education in pre-school education establishments. The aim of this research is - to identify competence conditions determining favourable educational environment for parent education in pre-school education establishment. Competence conditions, determining favourable educational environment for parent education in pre-school education establishments, which are formed of pedagogues and parents’ collaboration and parents’ communication between themselves, have been examined in the research. One of the determining factors, forming favourable educational environment for parent education is- pre-school educational establishment pedagogues, therefore both professional and personal pedagogues’ abilities were analysed to apply the most suitable communication and collaboration forms with parents in a concrete situation, to give parents pedagogical-psychological support. Standardised interview was applied for the research (for gathering empiric research data and content analysis (empiric data analysis. Parents of the children attending pre-school education establishments participated in the research. The obtained results allowed making concrete conclusions about competence conditions determining favourable environment for parent education and to identify, according to parents, the most necessary for parents’ education improvement educational environment area, – pedagogues and parents’ communication and collaboration.

The effects of mands and models on the speech of unresponsive language-delayed preschool children.

Science.gov (United States)

Warren, S F; McQuarter, R J; Rogers-Warren, A K

1984-02-01

The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.

Preschool Attendance in Chicago Public Schools: Relationships with Learning Outcomes and Reasons for Absences

Science.gov (United States)

Ehrlich, Stacy B.; Gwynne, Julia A.; Stitziel Pareja, Amber; Allensworth, Elaine M.; Moore, Paul; Jagesic, Sanja; Sorice, Elizabeth

2014-01-01

Significant attention is currently focused on ensuring that children are enrolled in preschool. However, regular attendance is also critically important. Children with better preschool attendance have higher kindergarten readiness scores, this is especially true for students entering with low skills. Unfortunately, many preschool-aged children are…

Investigating Chinese Preschool Teachers' Beliefs in Mathematics Teaching from a Cross-Cultural Perspective

Science.gov (United States)

Li, Xia; Liu, Song; DeBey, Mary; McFadden, Karen; Pan, Yue-Juan

2018-01-01

In China, preschool curriculum has undergone reform and profound changes. Much remains unknown, however, regarding preschool teachers' teaching beliefs after 30 years of curriculum reform and adaptation. This study aimed to address the issue and investigate teachers' beliefs concerning teaching mathematics. Twelve preschool teachers in China…

Safety Evaluation Report related to the operation of Perry Nuclear Power Plant, Units 1 and 2, (Docket Nos. 50-440 and 50-441)

International Nuclear Information System (INIS)

1984-02-01

Supplement No. 4 to the Safety Evaluation Report on the application filed by the Cleveland Electric Illuminating Company on behalf of itself and as agent for the Duquesne Light Company, the Ohio Edison Company, the Pennsylvania Power Company, and the Toledo Edison Company (the Central Area Power Coordination Group or CAPCO), as applicants and owners, for a license to operate the Perry Nuclear Power Plant, Units 1 and 2 (Docket Nos. 50-440 and 50-441), has been prepared by the Office of Nuclear Reactor Regulation of the US Nuclear Regulatory Commission. The facility is located in Lake County, Ohio. This supplement reports the status of certain issues that had not been resolved at the time of publication of the Safety Evaluation Report and Supplement Nos. 1, 2 and 3 to that report

Safety evaluation report related to the operation of Perry Nuclear Power Plant, Units 1 and 2: Docket Nos. 50-440 and 50-441

International Nuclear Information System (INIS)

1983-01-01

Supplement No. 2 to the Safety Evaluation Report on the application filed by the Cleveland Electric Illuminating Company on behalf of itself and as agent for the Duquesne Light Company, the Ohio Edison Company, the Pennsylvania Power Company, and the Toledo Edison Company (the Central Area Power Coordination Group (CAPCO)), as applicants and owners, for a license to operate the Perry Nuclear Power Plant, Units 1 and 2 (Docket Nos. 50-440 and 50-441), has been prepared by the Office of Nuclear Reactor Regulation of the US Nuclear Regulatory Commission. The facility is located in Lake County, Ohio. This supplement reports the status of certain issues that had not been resolved at the time of publication of the Safety Evaluation Report and Supplement No. 1 to that report

Safety evaluation report related to the operation of Perry Nuclear Power Plant, Units 1 and 2. Docket Nos. 50-440 and 50-441

International Nuclear Information System (INIS)

1983-04-01

Supplement No. 3 to the Safety Evaluation Report on the application filed by the Cleveland Electric Illuminating Company on behalf of itself and as agent for the Duquesne Light Company, the Ohio Edison Company, the Pennsylvania Power Company, and the Toledo Edison Company (the Central Area Power Coordination Group or CAPCO), as applicants and owners, for a license to operate the Perry Nuclear Power Plant, Units 1 and 2 (Docket Nos. 50-440/441), has been prepared by the Office of Nuclear Reactor Regulation of the US Nuclear Regulatory Commission. The facility is located in Lake County, Ohio. This supplement reports the status of certain issues that had not been resolved at the time of publication of the Safety Evaluation Report and Supplement Nos. 1 and 2 to that report

An Investigation of Creativity Among Children Attending Preschools

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Zuhal Gizir Ergen

2012-04-01

Full Text Available The purpose of this study is to investigate creativity among children attending preschools in terms of several variables. The study was conducted with 72 female and 63 male 5-year-old (60-72 months children selected from independent preschools related to the Turkish Ministry of National Education in Ankara. The “General Information Form” was administered to children in order to collect basic information about children and their parents. To determine creativity among children, the “Torrence Creative Thinking Test” developed by Torrence in 1966 and translated into Turkish by Aslan (1999 was used. Mann-Whitney U and Kruskall-Wallis H tests were used to analyze data. As a result of the study, gender and father’s educational level do not affect creativity scores of the children, yet duration of preschool attendance and mother’s educational level statistically have a significant effect on their creativity scores (p<.05.

Early Understandings of Simple Food Chains: A Learning Progression for the Preschool Years

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Allen, Michael

2017-01-01

Aspects of preschoolers' ecological understandings were explored in a cross-age, quantitative study that utilised a sample of seventy-five 3- to 5-year-old children. Specifically, their concepts of feeding relationships were determined by presenting physical models of three-step food chains during structured interviews. A majority of children,…

The Feasibility of First Step to Success with Preschoolers.

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Frey, Andy J; Small, Jason; Feil, Edward; Seeley, John; Walker, Hill; Golly, Annemieke

2013-07-01

The primary purpose of this study was to examine feasibility of the preschool version of the First Step to Success (FSS) intervention. Toward this end, the following four research questions were addressed: (1) To what extent was the intervention implemented with integrity? (2) To what extent do teachers and parents perceive the intervention to be socially valid? (3) To what extent were teachers and parents satisfied with the intervention? and (4) To what extent was the intervention effective in reducing problem behavior and improving social skills? Twelve students participated in the study. Treatment integrity, social validity, and satisfaction results were analyzed at the aggregate level, and a reliable change index was calculated at the case level for primary outcome measures to assess the potential efficacy of the intervention. Fidelity data suggest the preschool version of the intervention can be implemented with acceptable integrity by coaches and teachers in preschool settings. Social validity outcomes suggest parents' perceptions of the program's goals, procedures, and outcomes were extremely favorable, and social validity from the teacher perspective was acceptable. The results provide initial evidence that participating in the preschool version of the FSS intervention improves children's social skills and decreases problem behavior.

Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing

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Wolf, Gail Marie

2016-01-01

This intervention study investigated the growth of letter sound reading and growth of consonant-vowel-consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to…

Principle Elements of Curriculum in the Preschool Pattern of Montessori

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Bahmaee, Azizollah Baboli; Saadatmand, Zohreh; Yarmohammadian, Mohammad Hossein

2016-01-01

Montessori the physician and educational philosopher was probably one of the most prominent and famous education theorizer in the field of preschool education. Current research attempts to extract and clarify the major elements of curriculum by reliance on Montessori viewpoints. In this paper first the philosophical basics of preschool education…

Pre- and In-Service Preschool Teachers' Science Teaching Efficacy Beliefs

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Aslan, Durmus; Tas, Isil; Ogul, Irem Gürgah

2016-01-01

In this study, pre- and in-service preschool teachers' science teaching efficacy beliefs were investigated. The sample included 100 pre-service (50 first grades and 50 last grades) and 73 in-service preschool teachers. As a data collection tool "Science Teaching Efficacy Belief Instrument" was used. Findings indicated that in-service…

Child Development in the Context of Multicultural Pre-School Education.

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

This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds. Multicultural enrichment was evident in wall decorations, toys…

Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

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Sisson, Jamie Huff; Iverson, Susan V.

2014-01-01

Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

The Rise and Fall of a Dakota Immersion Pre-school.

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Johnston, Bill

2002-01-01

Discusses an attempt to establish a Dakota-language immersion preschool on an Indian reservation in Minnesota. Outlines the historical experience of the Dakota and contrasts the educational success of the preschool program. Describes the final crisis that led to the resignation of the director and to the program's demise. (Author/VWL)

Patterns of physical activity and sedentary behaviour in preschool children

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Van Cauwenberghe Eveline

2012-11-01

Full Text Available Abstract Background Little is known about patterns of sedentary behavior (SB and physical activity among preschoolers. Therefore, in this observational study patterns of SB and moderate-to-vigorous physical activity (MVPA were examined in detail throughout the week in preschool-aged boys and girls. Methods A sample of 703 Melbourne preschool children (387 boys; 4.6 ± 0.7 y were included in data analysis. SB and MVPA data were collected using accelerometry over an eight-day period. Percentage of time per hour in SB and in MVPA between 08:00 h and 20:00 h was calculated. Multi-level logistic regression models were created to examine the hour-by-hour variability in SB and MVPA for boys and girls across weekdays and weekend days. Odds ratios (OR were calculated to interpret differences in hour-by-hour SB and MVPA levels between boys and girls, and between weekdays and weekend days. Results The highest SB levels co-occurred with the lowest MVPA levels from the morning till the early afternoon on weekdays, and during the morning and around midday on weekends. Besides, participation in SB was the lowest and participation in MVPA was the highest from the mid afternoon till the evening on weekdays and weekend days. The variability across the hours in SB and, especially, in MVPA was rather small throughout weekdays and weekends. These patterns were found in both boys and girls. During some hours, girls were found to be more likely than boys to demonstrate higher SB levels (OR from 1.08 to 1.16; all p  Conclusion Entire weekdays, especially from the morning till the early afternoon, and entire weekend days are opportunities to reduce SB and to promote MVPA in preschool-aged boys and girls. Particularly weekdays hold the greatest promise for improving SB and MVPA. No particular time of the week was found where one sex should be targeted.

Executive Functioning Skills in Preschool-Age Children With Cochlear Implants

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Beer, Jessica; Kronenberger, William G.; Castellanos, Irina; Colson, Bethany G.; Henning, Shirley C.; Pisoni, David B.

2014-01-01

Purpose The purpose of this study was to determine whether deficits in executive functioning (EF) in children with cochlear implants (CIs) emerge as early as the preschool years. Method Two groups of children ages 3 to 6 years participated in this cross-sectional study: 24 preschoolers who had CIs prior to 36 months of age and 21 preschoolers with normal hearing (NH). All were tested on normed measures of working memory, inhibition-concentration, and organization-integration. Parents completed a normed rating scale of problem behaviors related to EF. Comparisons of EF skills of children with CIs were made to peers with NH and to published nationally representative norms. Results Preschoolers with CIs showed significantly poorer performance on inhibition-concentration and working memory compared with peers with NH and with national norms. No group differences were found in visual memory or organization-integration. When data were controlled for language, differences in performance measures of EF remained, whereas differences in parent-reported problems with EF were no longer significant. Hearing history was generally unrelated to EF. Conclusions This is the first study to demonstrate that EF deficits found in older children with CIs begin to emerge as early as preschool years. The ability to detect these deficits early has important implications for early intervention and habilitation after cochlear implantation. PMID:24686747

In-Service Preschool Teachers' Thoughts about Technology and Technology Use in Early Educational Settings

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Kara, Nuri; Cagiltay, Kursat

2017-01-01

The purpose of this study is to understand in-service preschool teachers' thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who…

Turkish Preschool Teachers' Beliefs on Integrated Curriculum: Integration of Visual Arts with Other Activities

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Ozturk, Elif; Erden, Feyza Tantekin

2011-01-01

This study investigates preschool teachers' beliefs about integrated curriculum and, more specifically, their beliefs about integration of visual arts with other activities. The participants of this study consisted of 255 female preschool teachers who are employed in preschools in Ankara, Turkey. For the study, teachers were asked to complete…

Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

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Koran, Nihan; Avci, Neslihan

2017-01-01

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

Sex difference in choice of concealed or exposed refuge sites by preschool children viewing a model leopard in a playground simulation of antipredator behavior

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Richard G. Coss

2016-07-01

Full Text Available The current study of preschool children characterizes a semi-natural extension of experimental questions on how human ancestors evaded predation when encountering dangerous felids. In a pretend game on a playground, we presented full-size leopard and deer models to children (N = 39 in a repeatedmeasures experimental design. Prior to viewing the model presented 15-m away, each child was instructed by the experimenter to go where she or he would feel safe. The rationale for this study was based on the anthropological construct of “sexual dinichism,” positing that, during the Pliocene, smaller-bodied hominin females engaged in more arboreal behavior than larger-bodied males. Consistent with this construct, our previous simulation research using images of an African rock outcrop showed that, after viewing a lion, girls preferred a tree as refuge rather than a crevice or large boulder whereas boys did not differentiate these refuge sites. In this follow-up study, we predicted that, after viewing the model leopard, the preschool girls would differ from the boys by not choosing enclosed refuge sites analogous to the crevice. Analyses of a contingency table for the leopard model supported this hypothesis by yielding a significant interaction of sex and refuge location (p = .031, d = .76, the source of which was a reliably larger percentage of girls not choosing concealed refuge (p = .005, d = 2.3. The interaction of sex and refuge location for the model deer was not significant (p > .5. Our findings suggest that, in contrast to the deer, the girls selected exposed playground refuge sites rather than concealing ones to maintain visual contact with the leopard as a contingency for future action

A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The Children's Activity and Movement in Preschool Study Motor Skills Protocol

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Williams, Harriet G.; Pfeiffer, Karin A.; Dowda, Marsha; Jeter, Chevy; Jones, Shaverra; Pate, Russell R.

2009-01-01

The purpose of this study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field-based settings. The development of the Children's Activity and Movement in Preschool Study Motor Skills Protocol included evidence of its reliability and validity for use in field-based environments as part of large…

Dental pain and associated factors in Brazilian preschoolers

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João Gabriel Silva Souza

Full Text Available Abstract Objective: To describe the prevalence of dental pain in Brazilian preschoolers, as well as its associated factors, considering a representative sample of that population group in Brazil. Methods: Cross-sectional study that used the analytical data from national oral health survey (SB Brazil carried out in 2010. A representative sample of Brazilian preschoolers aged 5 years was considered. Interviews were carried out (answered by parents/tutors, as well as clinical examinations in children. Descriptive, bivariate and mutiple analyzes were performed, described in odds ratios and 95% confidence interval (OR/95%CI. Results: 7280 preschoolers were included. Of these, 1520 (21.1% had dental pain in the last 6 months. The chance of the occurrence of dental pain was higher among those who used dental services (1.51/1.02–2.23, with tooth decay (3.08/2.08–4.56, that self-perceveid the need for dental treatment (3.96/2.48–6.34, whose parents reported dissatisfaction by children with their teeth and mouth (1.47/1.04–2.10 and those who reported impact of oral problems on quality of life (5.76/3.90–8.49. Conclusions: The prevalence of dental pain among Brazilian preschool children was relatively high, being associated with the use of dental services and the normative and subjective oral health status.

Cognitive Development during the College Years.

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Van Hecke, Madeleine L.

The use of William Perry's (1970) model of cognitive development during the college years to restructure an abnormal psychology course is described. The model provides a framework for students and teachers to understand the confusion and frustration they sometimes experience. Perry proposed that students enter college with tacit epistemological…

`Drawing the Leaves Anyway': Teachers Embracing Children's Different Ways of Knowing in Preschool Science Practice

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Areljung, Sofie; Ottander, Christina; Due, Karin

2017-12-01

This study explores if and how teachers combine practices of science and of preschool (children 1-5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, we have chosen to focus on how teachers' talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis builds on two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as `individual liking' and `whole-body perception', as well as more associated with objectivity, such as `noticing differences and similarities'. Furthermore, the results show that the teachers' talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

See, Say, Write: A Writing Routine for the Preschool Classroom

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Copp, Stefanie B.; Cabell, Sonia Q.; Tortorelli, Laura S.

2016-01-01

See, Say, Write is an adaptable classroom writing routine that teachers can use across a range of activities in the preschool classroom. This preschool writing routine offers an opportunity for teachers to build on a shared experience through engagement in rich conversation and writing. After a shared experience, teachers will provide a visual…

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

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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…

Exploring the Phenomenology of Whiteness in a Swedish Preschool Class

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Schwarz, Eva; Lindqvist, Beatriz

2018-01-01

This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how…

Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

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Sandra du Plessis

2008-02-01

Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT. These participants expressed a need for knowledge and support.

Preschool anxiety disorders predict different patterns of amygdala-prefrontal connectivity at school-age.

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Kimberly L H Carpenter

Full Text Available In this prospective, longitudinal study of young children, we examined whether a history of preschool generalized anxiety, separation anxiety, and/or social phobia is associated with amygdala-prefrontal dysregulation at school-age. As an exploratory analysis, we investigated whether distinct anxiety disorders differ in the patterns of this amygdala-prefrontal dysregulation.Participants were children taking part in a 5-year study of early childhood brain development and anxiety disorders. Preschool symptoms of generalized anxiety, separation anxiety, and social phobia were assessed with the Preschool Age Psychiatric Assessment (PAPA in the first wave of the study when the children were between 2 and 5 years old. The PAPA was repeated at age 6. We conducted functional MRIs when the children were 5.5 to 9.5 year old to assess neural responses to viewing of angry and fearful faces.A history of preschool social phobia predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces. Preschool generalized anxiety predicted less functional connectivity between the amygdala and dorsal prefrontal cortices in response to fearful faces. Finally, a history of preschool separation anxiety predicted less school-age functional connectivity between the amygdala and the ventral prefrontal cortices to angry faces and greater school-age functional connectivity between the amygdala and dorsal prefrontal cortices to angry faces.Our results suggest that there are enduring neurobiological effects associated with a history of preschool anxiety, which occur over-and-above the effect of subsequent emotional symptoms. Our results also provide preliminary evidence for the neurobiological differentiation of specific preschool anxiety disorders.

Food additives and preschool children.

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Martyn, Danika M; McNulty, Breige A; Nugent, Anne P; Gibney, Michael J

2013-02-01

Food additives have been used throughout history to perform specific functions in foods. A comprehensive framework of legislation is in place within Europe to control the use of additives in the food supply and ensure they pose no risk to human health. Further to this, exposure assessments are regularly carried out to monitor population intakes and verify that intakes are not above acceptable levels (acceptable daily intakes). Young children may have a higher dietary exposure to chemicals than adults due to a combination of rapid growth rates and distinct food intake patterns. For this reason, exposure assessments are particularly important in this age group. The paper will review the use of additives and exposure assessment methods and examine factors that affect dietary exposure by young children. One of the most widely investigated unfavourable health effects associated with food additive intake in preschool-aged children are suggested adverse behavioural effects. Research that has examined this relationship has reported a variety of responses, with many noting an increase in hyperactivity as reported by parents but not when assessed using objective examiners. This review has examined the experimental approaches used in such studies and suggests that efforts are needed to standardise objective methods of measuring behaviour in preschool children. Further to this, a more holistic approach to examining food additive intakes by preschool children is advisable, where overall exposure is considered rather than focusing solely on behavioural effects and possibly examining intakes of food additives other than food colours.

Maternal Positive Parenting Style Is Associated with Better Functioning in Hyperactive/Inattentive Preschool Children

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Healey, Dione M.; Flory, Janine D.; Miller, Carlin J.; Halperin, Jeffrey M.

2011-01-01

Many preschoolers are highly inattentive, impulsive, and hyperactive; but only some are impaired in their functioning. Yet factors leading to functional impairment, above and beyond the severity of inattentive and hyperactive symptoms, have not been systematically examined. This study examined a model suggesting that after controlling for…

Literacy Standards for Preschool Learners.

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Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.

1999-01-01

Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade.

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Lonigan, Christopher J; Milburn, Trelani F

2017-08-16

Language is a multidimensional construct from prior to the beginning of formal schooling to near the end of elementary school. The primary goals of this study were to identify the dimensionality of language and to determine whether this dimensionality was consistent in children with typical language development from preschool through 5th grade. In a large sample of 1,895 children, confirmatory factor analysis was conducted with 19-20 measures of language intended to represent 6 factors, including domains of vocabulary and syntax/grammar across modalities of expressive and receptive language, listening comprehension, and vocabulary depth. A 2-factor model with separate, highly correlated vocabulary and syntax factors provided the best fit to the data, and this model of language dimensionality was consistent from preschool through 5th grade. This study found that there are fewer dimensions than are often suggested or represented by the myriad subtests in commonly used standardized tests of language. The identified 2-dimensional (vocabulary and syntax) model of language has significant implications for the conceptualization and measurement of the language skills of children in the age range from preschool to 5th grade, including the study of typical and atypical language development, the study of the developmental and educational influences of language, and classification and intervention in clinical practice. https://doi.org/10.23641/asha.5154220.

Early understandings of simple food chains: A learning progression for the preschool years

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Allen, Michael

2017-07-01

Aspects of preschoolers' ecological understandings were explored in a cross-age, quantitative study that utilised a sample of seventy-five 3- to 5-year-old children. Specifically, their concepts of feeding relationships were determined by presenting physical models of three-step food chains during structured interviews. A majority of children, particularly 5-year olds, were capable of grasping concepts inherent in food chain topics that are scheduled to appear later in their schooling. In part, age differences in children's reasoning can be accounted for by attentional theory based on evolutionary predator avoidance adaptations, which tended to become significant at 5 years. Data suggest that these aspects of preschool ecological education could be increased in sophistication, thus accelerating children's understandings about the environment beyond what is currently the case.

Children’s participation in Finnish pre-school education - Identifying, Describing and Documenting Children’s Participation

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Jonna Leinonen

2014-04-01

Full Text Available This article describes, analyzes, and evaluates children’s participatory in Finnish pre-school groups. Children’s participation is viewed in the context of the Core Curriculum for Pre-school Education in Finland (2010, in which children are considered active subjects, who interact with both other people and the environment. However, in practical data, collected via survey from pre-school educators, this ideology is restricted and the educators in pre-school groups focus on children’s participation from a narrow point of view that reflects a lack of connection between the Core Curriculum goals for pre-school education and the actual participatory practices children face.

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

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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.

ENGLISH IN PRESCHOOL CURRICULUM: A DESCRIPTIVE STUDY OF THE TEACHING OF ENGLISH AS AN INTRA-SCHOOL CURRICULUM IN A PRESCHOOL IN BANDUNG

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Yuli Rachmawati

2014-10-01

Full Text Available In this era, the importance of English leads people to introduce English education even in preschools. English education for preschoolers isbelieved to help fosterchildren’s language and cognitive developments. However, to achieve this benefit, a sound curriculum is required.Since creating a sound English curriculum is not an easy thing to do, a careful examination on English in the preschool curriculum needs to be performed. This study therefore aims to find out the goals of integrating English as an intra-school curriculum in a preschool in Bandung and the teacher’s attempts to achieve these goals in terms of four basic components of curriculum taken fromCayadong (2011 and Tyler (Posner,1992; the objectives, the materials, the methods and the assessments. A descriptive study using a document analysis, an interview and an observation as the data collection techniques was employed. The finding showed that English was integrated to help children to be able to communicate using English in school and family context in a simple language. Theme-based teaching and learning using drilling and total physical response (TPR as methods were conducted to achieve the goals. Meanwhile, to make sure of the goals attainment, students wereassessed by using observations and tests.

Targeted Beverage Taxes Influence Food and Beverage Purchases among Households with Preschool Children.

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Ford, Christopher N; Ng, Shu Wen; Popkin, Barry M

2015-08-01

How beverage taxes might influence purchases of foods and beverages among households with preschool children is unclear. Thus, we examined the relation between beverage taxes and food and beverage purchases among US households with a child 2-5 y of age. We examined how a potential tax on sugar-sweetened beverages (SSBs), or SSBs and >1% fat and/or high-sugar milk, would influence household food and beverage purchases among US households with a preschool child. We aimed to identify the lowest tax rate associated with meaningful changes in purchases. We used household food and beverage purchase data from households with a single child who participated in the 2009-2012 Nielsen Homescan Panel. A 2-part, multilevel panel model was used to examine the relation between beverage prices and food and beverage purchases. Logistic regression was used in the first part of the model to estimate the probability of a food/beverage being purchased, whereas the second part of the model used log-linear regression to estimate predicted changes in purchases among reporting households. Estimates from both parts were combined, and bootstrapping was performed to obtain corrected SEs. In separate models, prices of SSBs, or SSBs and >1% and/or high-sugar milk, were perturbed by +10%, +15%, and +20%. Predicted changes in food and beverage purchases were compared across models. Price increases of 10%, 15%, and 20% on SSBs were associated with fewer purchases of juice drinks, whereas price increases of 10%, 15%, and 20% simulated on both SSBs plus >1% fat and/or high-sugar milk (combined tax) were associated with fewer kilocalories purchased from >1% fat, low-sugar milk, and meat, poultry, fish, and mixed meat dishes. Our study provides further evidence that a tax on beverages high in sugar and/or fat may be associated with favorable changes in beverage purchases among US households with a preschool child. © 2015 American Society for Nutrition.

Gender influences on preschool children's social problem-solving strategies.

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Walker, Sue; Irving, Kym; Berthelsen, Donna

2002-06-01

The authors investigated gender influences on the nature and competency of preschool children's social problem-solving strategies. Preschool-age children (N = 179; 91 boys, 88 girls) responded to hypothetical social situations designed to assess their social problem-solving skills in the areas of provocation, peer group entry, and sharing or taking turns. Results indicated that, overall, girls' responses were more competent (i.e., reflective of successful functioning with peers) than those of boys, and girls' strategies were less likely to involve retaliation or verbal or physical aggression. The competency of the children's responses also varied with the gender of the target child. Findings are discussed in terms of the influence of gender-related social experiences on the types of strategies and behaviors that may be viewed as competent for boys and girls of preschool age.

Informing the Implementation of School-Wide Positive Behaviour Support in Singapore Preschools

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LILY HUI SING LAU

2017-01-01

This thesis sought to inform the implementation of School-Wide Positive Behaviour Support (SWPBS) in Singapore preschools. Findings indicated that SWPBS implementation is likely to be perceived as needed by teachers, and that there is a need to focus on training teachers in SWPBS primary tier classroom management practices when SWPBS is implemented. Additionally, the Classroom Check-Up consultation model was shown to be a promising coaching model to be included in SWPBS training. A major cont...

Perceptions of nursery staff and parent views of healthy eating promotion in preschool settings: an exploratory qualitative study.

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McSweeney, Lorraine A; Rapley, Tim; Summerbell, Carolyn D; Haighton, Catherine A; Adamson, Ashley J

2016-08-19

In the UK just over a fifth of all children start school overweight or obese and overweight 2-5 year olds are at least 4 times more likely to become overweight adults. This can lead to serious future health problems. The WHO have recently highlighted the preschool years as a critical time for obesity prevention, and have recommended preschools as an ideal setting for intervention. However, existing evidence suggests that the preschool environment, including the knowledge, beliefs and practices of preschool staff and parents of young children attending nurseries can be a barrier to the successful implementation of healthy eating interventions in this setting. This study examined the perceptions of preschool centre staff and parents' of preschool children of healthy eating promotion within preschool settings. The participants were preschool staff working in private and local authority preschool centres in the North East of England, and parents of preschool children aged 3-4 years. Preschool staff participated in semi-structured interviews (n = 16 female, 1 male). Parents completed a mapping activity interview (n = 14 mothers, 1 father). Thematic analysis was applied to interpret the findings. Complex communication issues surrounding preschool centre dietary 'rules' were apparent. The staff were keen to promote healthy eating to families and felt that parents needed 'education' and 'help'. The staff emphasised that school policies prohibited providing children with sugary or fatty snacks such as crisps, cakes, sweets and 'fizzy' drinks, however, some preschool centres appeared to have difficulty enforcing such guidelines. Parents were open to the idea of healthy eating promotion in preschool settings but were wary of being 'told what to do' and being thought of as 'bad parents'. There is a need to further explore nursery staff members' personal perceptions of health and how food policies which promote healthier food in preschool settings can be embedded and

Prevalence of Acute Malnutrition in Pre-School Children in a Rural ...

African Journals Online (AJOL)

Objectives: To determine the prevalence of acute malnutrition in pre-school children in Karma Albald village, Northern Sudan. Design: Prospective observational study. Setting: Four kindergartens in Karma Albald village, Northern Sudan. Subjects: Pre-school children attending kindergartens in Karma Albald village (n ...

Individual and contextual factors influencing dental health care utilization by preschool children: a multilevel analysis

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Chaiana PIOVESAN

2017-03-01

Full Text Available Abstract The effect of contextual factors on dental care utilization was evaluated after adjustment for individual characteristics of Brazilian preschool children. This cross-sectional study assessed 639 preschool children aged 1 to 5 years from Santa Maria, a town in Rio Grande do Sul State, located in southern Brazil. Participants were randomly selected from children attending the National Children’s Vaccination Day and 15 health centers were selected for this research. Visual examinations followed the ICDAS criteria. Parents answered a questionnaire about demographic and socioeconomic characteristics. Contextual influences on children’s dental care utilization were obtained from two community-related variables: presence of dentists and presence of workers’ associations in the neighborhood. Unadjusted and adjusted multilevel logistic regression models were used to describe the association between outcome and predictor variables. A prevalence of 21.6% was found for regular use of dental services. The unadjusted assessment of the associations of dental health care utilization with individual and contextual factors included children’s ages, family income, parents’ schooling, mothers’ participation in their children’s school activities, dental caries, and presence of workers’ associations in the neighborhood as the main outcome covariates. Individual variables remained associated with the outcome after adding contextual variables in the model. In conclusion, individual and contextual variables were associated with dental health care utilization by preschool children.

Early preschool environments and gender: Effects of gender pedagogy in Sweden.

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Shutts, Kristin; Kenward, Ben; Falk, Helena; Ivegran, Anna; Fawcett, Christine

2017-10-01

To test how early social environments affect children's consideration of gender, 3- to 6-year-old children (N=80) enrolled in gender-neutral or typical preschool programs in the central district of a large Swedish city completed measures designed to assess their gender-based social preferences, stereotypes, and automatic encoding. Compared with children in typical preschools, a greater proportion of children in the gender-neutral school were interested in playing with unfamiliar other-gender children. In addition, children attending the gender-neutral preschool scored lower on a gender stereotyping measure than children attending typical preschools. Children at the gender-neutral school, however, were not less likely to automatically encode others' gender. The findings suggest that gender-neutral pedagogy has moderate effects on how children think and feel about people of different genders but might not affect children's tendency to spontaneously notice gender. Copyright © 2017 Elsevier Inc. All rights reserved.

Mothers’ views of their preschool child’s screen-viewing behaviour: a qualitative study

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Georgina F. Bentley

2016-08-01

Full Text Available Abstract Background Research on screen-viewing in preschool children has predominantly focused on television viewing. The rapid development of mobile devices (e.g. tablets, smart phones and e-readers and the increase in their use by preschool children means there is a need to understand how and why these devices are used by this age group. The aim of this study was to explore mothers’ views of their preschool children’s screen viewing behaviour (including mobile devices and investigate how preschool children use different screen-viewing devices. Methods One-to-one, semi-structured interviews with mothers of preschool children (aged between 2 and 4 years old. Mothers were recruited through preschools, nurseries, and mother and toddler groups located within four areas of varying socio-economic status within Bristol, UK. Data were analysed thematically using a framework approach. Results Twenty-six mothers were interviewed. Mobile devices were regularly used as a form of screen-viewing for most children but were used on an ad hoc basis rather than being a habitual activity. The reasons and influences of mobile device use described by mothers were similar to that of television viewing. However, the portability of mobile devices meant that they were often used outside of the home as a distraction tool. Their multi-functionality meant that they could be used as a portable television, or for purposeful learning through educational games and applications. Some mothers showed concerns over mobile device use by their child, whilst others felt it was an important and useful educational tool. Although the majority of mothers felt they needed to set rules and restrictions for mobile device use, many mothers felt that they are also a necessary and unavoidable part of life. Conclusions Mothers in this study suggested that mobile device use by preschool children is common. More research is needed to determine the impact of mobile device use in preschool

Cognitive, Linguistic and Print-Related Predictors of Preschool Children's Word Spelling and Name Writing

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Milburn, Trelani F.; Hipfner-Boucher, Kathleen; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2017-01-01

Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age = 57 months) completed a…

A Cross-Cultural Study of Preschool Quality in South Korea and Sweden: ECERS Evaluations

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Sheridan, Sonja; Giota, Joanna; Han, You-Me; Kwon, Jeong-Yoon

2009-01-01

The aim of the study is to explore cross-cultural similarities and differences in preschool quality in South Korean and Swedish preschools as measured by two national adaptations of the Early Childhood Environment Rating Scale (ECERS). The approach adopted is that cross-cultural comparisons of preschool quality are both achievable and of great…

Acute appendicitis in preschoolers: a study of two different populations of children

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Sivridis Efthimios

2011-07-01

Full Text Available Abstract Objective To assess the incidence and the risk factors implicated in acute appendicitis in preschoolers in our region. Methods Over a 7-year period, 352 children underwent appendectomy for suspected acute appendicitis. Of these, data for 23 children were excluded because no inflammation of the appendix was found on subsequent histology. Of the remaining 329, 82 were ≤ 5 years old (i.e., preschool children and 247 were 5-14 years old. These two groups of children were further divided according to their religion into Muslims and Christian Orthodox: 43 of the children aged ≤ 5 years were Muslims and 39 were Christian Orthodox. A household questionnaire was designed to collect data concerning age, gender, type of residence area, living conditions, vegetable consumption, and family history of surgery for acute appendicitis as preschool children. The removed appendices were also assessed histologically for the amount of lymphoid tissue. Results Acute appendicitis of preschoolers developed more frequently in Muslims (39.4% than in Christians (17.7%; p p p > 0.05. Conclusions In our region, the percentage of preschool-aged Muslim children with acute appendicitis was remarkably high. One possible explanation for this finding could be the higher amount of lymphoid tissue in the wall of the appendix in Muslim preschool children together with their low standard of hygiene.

Preschool Children (Ages 2 to 4 Years) - NCS Dietary Assessment Literature Review

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The preschool years are characterized as a time of increasing autonomy, expanding language skills, increasing ability to control behavior, and broadening social circumstances, such as attending preschool or staying with friends or relatives.

Social disparities in children's vocabulary in early childhood. Does pre-school education help to close the gap?

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Becker, Birgit

2011-03-01

Children start school with differing levels of skills. Thus, children of different social origin have different probabilities of educational success right from the start of their school career. This paper analyses how the gap in language abilities of children with different social backgrounds develops from age three to five. A focus lies on the question whether pre-school education can help to close this gap. The data of the UK Millennium Cohort Study (MCS) show that children's score on a standardized vocabulary test strongly depends on their parents' education. These social differences remain stable or even increase slightly over the two-year period. Using fixed effect models, it is demonstrated that children of higher educated parents can improve their vocabulary more strongly than children whose parents have a lower educational level. Participation in an early education institution positively affects the vocabulary development of children with lower educated parents while there is no significant pre-school effect for children of higher educated parents. The results indicate that pre-school attendance does not lead to a catching-up process of children with lower educated parents. But without pre-school attendance, the gap between children of higher and lower educated parents widens even further. © London School of Economics and Political Science 2011.

Evaluation of a teacher training program to enhance executive functions in preschool children.

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Walk, Laura M; Evers, Wiebke F; Quante, Sonja; Hille, Katrin

2018-01-01

Executive functions (EFs) play a critical role in cognitive and social development. During preschool years, children show not only rapid improvement in their EFs, but also appear sensitive to developmentally appropriate interventions. EMIL is a training program for German preschool teachers that was developed and implemented to improve the EFs of preschoolers. The aim of the present study was to evaluate its effects on the EFs of children between three and six years old. The teacher training (eight sessions, 28.5 hours) was implemented in four preschools. The EFs of children of the intervention group (n = 72, 32 girls, Mage = 48 months) and the control group of four other matched preschools (n = 61, 27 girls, Mage = 48 months) were tested before, during, and after the intervention using different measures assessing working memory, inhibitory control, and cognitive flexibility. The intervention group showed significant gains on three out of seven EF tests (behavioral inhibition, visual-spatial working memory, and combined EFs) compared to the control group. Post hoc analyses for children with low initial EFs scores revealed that participation in the intervention led to significant gains in inhibitory control, visual-spatial working memory, and phonological working memory as well as a marginally significant difference for combined EFs. However, effect sizes were rather small. The results suggest that teacher training can lead to significant improvements in preschooler's EFs. Although preliminary, the results could contribute to the discussion on how teacher training can facilitate the improvement of EFs in preschool children.

COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

OpenAIRE

KOZLOVÁ, Lucie

2009-01-01

My bachelor thesis address the question of communication with parents in the pre-school education using modern technologies in our and other countries. In this thesis I tried to determine the real state of usage of modern communication technologies at chosen pre-school education facilities by interview research. Based on this research I suggest the optimal solution of this communication problem on the level of current modern communication technologies.

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.......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....

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...

Design and baseline characteristics of the Short bouTs of Exercise for Preschoolers (STEP study

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Alhassan Sofiya

2012-08-01

Full Text Available Abstract Background Most preschool centers provide two 30-min sessions of gross-motor/outdoor playtime per preschool day. Within this time frame, children accumulate most of their activity within the first 10 min. This paper describes the design and baseline participant characteristics of the Short bouTs of Exercise for Preschoolers (STEP study. The STEP study is a cluster randomized controlled study designed to examine the effects of short bouts of structured physical activity (SBS-PA implemented within the classroom setting as part of designated gross-motor playtime on during-school physical activity (PA in preschoolers. Methods/Design Ten preschool centers serving low-income families were randomized into SBS-PA versus unstructured PA (UPA. SBS-PA schools were asked to implement age-appropriate 10 min structured PA routines within the classroom setting, twice daily, followed by 20 min of usual unstructured playtime. UPA intervention consisted of 30 min of supervised unstructured free playtime twice daily. Interventions were implemented during the morning and afternoon designated gross-motor playtime for 30 min/session, five days/week for six months. Outcome measures were between group difference in during-preschool PA (accelerometers and direct observation over six-months. Ten preschool centers, representing 34 classrooms and 315 children, enrolled in the study. The average age and BMI percentile for the participants was 4.1 ± 0.8 years and 69th percentile, respectively. Participants spent 74% and 6% of their preschool day engaged in sedentary and MVPA, respectively. Discussion Results from the STEP intervention could provide evidence that a PA policy that exposes preschoolers to shorter bouts of structured PA throughout the preschool day could potentially increase preschoolers’ PA levels. Trial registration Clinicaltrials.gov, NCT01588392

The Importance of Efficacy: Using the Extended Parallel Process Model to Examine Factors Related to Preschool-Age Children Enrolled in Medicaid Receiving Preventive Dental Visits

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Askelson, Natoshia M.; Chi, Donald L.; Momany, Elizabeth T.; Kuthy, Raymond A.; Carter, Knute D.; Field, Kathryn; Damiano, Peter C.

2015-01-01

Early preventive dental visits are vital to the oral health of children. Yet many children, especially preschool-age children enrolled in Medicaid, do not receive early visits. This study attempts to uncover factors that can be used to encourage parents to seek preventive dental care for preschool-age children enrolled in Medicaid. The extended…

Attention Deficit/Hyperactivity Disorder (ADHD) symptoms and cognitive skills of preschool children.

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Thomaidis, L; Choleva, A; Janikian, M; Bertou, G; Tsitsika, A; Giannakopoulos, G; Anagnostopoulos, D C

2017-01-01

Attention deficit/hyperactivity disorder (ADHD) constitutes a neurobehavioral disorder which may potentially adversely affect children's wellbeing and academic achievement. The onset of symptoms is present prior to 12 years of age, and often the symptoms are evident in the preschool years. In fact, it has been suggested that screening for ADHD symptoms may be initiated as early as four years of age. Preschool children with ADHD have been shown to present with poor pre-academic skills and might be at increased risk for numerous school-related problems, including functional impairment during elementary school years and persistent poor academic performance thereafter. Although preschool years are characterized by rapid cognitive growth, preschoolers with ADHD may present with poorer cognitive and neuropsychological functioning. Due to the early onset of ADHD symptoms, exploring the cognitive correlates of this condition among preschool children is thought to be of notable importance. The aim of the present study was to evaluate any association between ADHD symptoms and cognitive skills among preschool children. A cross-sectional study was conducted among a nationwide random sample of 4,480 preschool children. ADHD symptoms were assessed though interviews with parents and teachers based on DSM-IV-TR criteria. Cognitive skills were assessed through a standardized school readiness test (A' TEST). Among participants, the occurrence of ADHD symptoms was 4.6% (boys/girls: 3.4/1). The presence of ADHD symptoms among children was inversely associated with non-verbal and verbal cognitive skills; specifically, with abstract thinking (aOR 1.97, 95% CI 1.30-3.00), language (2.36, 1.55-3.59), critical reasoning (2.58, 1.84-3.62), visual perception (2.42, 1.38- 4.24), and visual motor skills (2.61, 1.91-3.55). Children with ADHD symptoms were five times as likely to have compromised organizational skills (4.92, 3.04-7.97). Abstract thinking was the least affected domain

Test-Retest Reliability of the Preschool Age Psychiatric Assessment (PAPA)

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Egger, Helen Link; Erkanli, Alaattin; Keeler, Gordon; Potts, Edward; Walter, Barbara Keith; Angold, Adrian

2006-01-01

Objective: To examine the test-retest reliability of a new interviewer-based psychiatric diagnostic measure (the Preschool Age Psychiatric Assessment) for use with parents of preschoolers 2 to 5 years old. Method: A total of 1,073 parents of children attending a large pediatric clinic completed the Child Behavior Checklist 1 1/2-5. For 18 months,…

Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

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Zhang, Wenjing; Chen, Jingqi; Feng, Yanan; Li, Jingyi; Liu, Chengfeng; Zhao, Xiaoxia

2014-01-01

Objectives: The purpose of this study was to test the feasibility of a sexual abuse prevention education in a sample of Chinese preschool children in Beijing, China. Method: One hundred and fifty preschool children were randomly assigned to either the intervention group (N = 78) or the wait-list control group (N = 72). Children were posttested on…

Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

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Fyssa, Aristea; Vlachou, Anastasia

2015-01-01

The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive…

Mathematics ability and related skills in preschoolers born very preterm.

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Hasler, Holly M; Akshoomoff, Natacha

2017-12-12

Children born very preterm (VPT) are at risk for academic, behavioral, and/or emotional problems. Mathematics is a particular weakness and better understanding of the relationship between preterm birth and early mathematics ability is needed, particularly as early as possible to aid in early intervention. Preschoolers born VPT (n = 58) and those born full term (FT; n = 29) were administered a large battery of measures within 6 months of beginning kindergarten. A multiple-mediation model was utilized to characterize the difference in skills underlying mathematics ability between groups. Children born VPT performed significantly worse than FT-born children on a measure of mathematics ability as well as full-scale IQ, verbal skills, visual-motor integration, phonological awareness, phonological working memory, motor skills, and executive functioning. Mathematics was significantly correlated with verbal skills, visual-motor integration, phonological processing, and motor skills across both groups. When entered into the mediation model, verbal skills, visual-motor integration, and phonological awareness were significant mediators of the group differences. This analysis provides insights into the pre-academic skills that are weak in preschoolers born VPT and their relationship to mathematics. It is important to identify children who will have difficulties as early as possible, particularly for VPT children who are at higher risk for academic difficulties. Therefore, this model may be used in evaluating VPT children for emerging difficulties as well as an indicator that if other weaknesses are found, an assessment of mathematics should be conducted.

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...

Default mode network connectivity in children with a history of preschool onset depression.

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Gaffrey, Michael S; Luby, Joan L; Botteron, Kelly; Repovš, Grega; Barch, Deanna M

2012-09-01

Atypical Default Mode Network (DMN) functional connectivity has been previously reported in depressed adults. However, there is relatively little data informing the developmental nature of this phenomenon. The current case-control study examined the DMN in a unique prospective sample of school-age children with a previous history of preschool depression. DMN functional connectivity was assessed using resting state functional connectivity magnetic resonance imaging data and the posterior cingulate (PCC) as a seed region of interest. Thirty-nine medication naïve school age children (21 with a history of preschool depression and 18 healthy peers) and their families who were ascertained as preschoolers and prospectively assessed over at least 4 annual waves as part of a federally funded study of preschool depression were included.   Decreased connectivity between the PCC and regions within the middle temporal gyrus (MTG), inferior parietal lobule, and cerebellum was found in children with known depression during the preschool period. Increased connectivity between the PCC and regions within the subgenual and anterior cingulate cortices and anterior MTG bilaterally was also found in these children. Additionally, a clinically relevant 'brain-behavior' relationship between atypical functional connectivity of the PCC and disruptions in emotion regulation was identified. To our knowledge, this is the first study to examine the DMN in children known to have experienced the onset of a clinically significant depressive syndrome during preschool. Results suggest that a history of preschool depression is associated with atypical DMN connectivity. However, longitudinal studies are needed to clarify whether the current findings of atypical DMN connectivity are a precursor or a consequence of preschool depression. © 2012 The Authors. Journal of Child Psychology and Psychiatry © 2012 Association for Child and Adolescent Mental Health.

Prospective memory in preschool children: influences of agency, incentive, and underlying cognitive mechanisms.

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Causey, Kayla B; Bjorklund, David F

2014-11-01

Prospective memory (PM) is remembering to perform an action in the future and is crucial to achieving goal-directed activities in everyday life. Doing so requires that an intention is encoded, retained during a delay interval, and retrieved at the appropriate time of execution. We examined PM ability in preschool children by manipulating factors related to agency and incentive. We further explored how metacognition, executive functioning, and theory of mind-factors known to account for individual differences in PM-influenced performance on these PM tasks. A sample of 31 preschool children were asked to carry out a delayed intention or to remind an adult to carry out an intention that was of high or low incentive to the children. Findings indicated that individual differences in theory of mind were related to individual differences in preschoolers' performance on low-incentive PM tasks, independent of executive functioning contributions, whereas individual differences in executive functioning were related to performance on the high-incentive tasks. These findings suggest that changes in theory of mind and executive functioning are important to consider in models of PM and that different PM tasks (e.g., high vs. low incentive) may involve different cognitive requirements for young children. Copyright © 2014 Elsevier Inc. All rights reserved.

An Evaluation of the Preschool PATHS Curriculum on the Development of Preschool Children

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Hughes, Cerian; Cline, Tony

2015-01-01

This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children's social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received…

Separating the Fish from the Sharks: A Longitudinal Study of Preschool Response Inhibition

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Wiebe, Sandra A.; Sheffield, Tiffany D.; Espy, Kimberly Andrews

2012-01-01

The development of response inhibition was investigated using a computerized go/no-go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was…

Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills

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Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M.

2016-01-01

There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. PMID:27854463