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Sample records for preschool children attending

  1. 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.

  2. Oral microflora in preschool children attending a fluoride varnish program

    DEFF Research Database (Denmark)

    Anderson, Maria; Grindefjord, Margaret; Dahllöf, Göran

    2016-01-01

    hundred seven 3-year-old children were enrolled from a cohort of 3403 preschool children taking part in a community based oral health project. Two hundred sixty-three of them had attended caries-preventive program with semi-annual applications of a fluoride varnish since the age of 1 year (test group......BACKGROUND: To compare the oral microflora in preschool children attending a fluoride varnish program with a reference group receiving a standard oral health program without fluoride varnish applications. A second aim was to relate the microbial composition to the caries prevalence. METHODS: Five......) while 237 had received standard preventive care (reference group). Oral samples were collected with a sterile swab and analysed with checkerboard DNA-DNA hybridization using 12 pre-determined bacterial probes. Caries and background data were collected from clinical examinations and questionnaires...

  3. 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.

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

    Directory of Open Access Journals (Sweden)

    Byun Wonwoo

    2013-01-01

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

  5. Physical activity and motor skills in children attending 43 preschools

    DEFF Research Database (Denmark)

    Olesen, Line Grønholt; Kristensen, Peter Lund; Ried-Larsen, Mathias

    2014-01-01

    BACKGROUND: Little is known about health characteristics and the physical activity (PA) patterns in children attending preschools. The objective of this study was to describe the gender differences in relation to body mass index (BMI), motor skills (MS) and PA, including PA patterns by the day type......-referenced classification of MS, the Danish sample distribution was significantly well for aiming and catching but poorer for the motor coordination test.The total sample and the least active children were most active on weekdays, during preschool time and in the late afternoon at the weekend. However, a relatively larger...... provide a valuable reference material for studies monitoring future trends in obesity, MS and PA behaviour in Denmark and other countries.Knowledge about sources of variation in PA among preschool children is scarce and our findings need to be replicated in future studies. A potentially important finding...

  6. 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…

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

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    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…

  8. Kindergarten attendance may reduce developmental impairments in children: results from the Bavarian Pre-School Morbidity Survey.

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    Caniato, Riccardo N; Alvarenga, Marlies E; Stich, Heribert L; Jansen, Holger; Baune, Berhard T

    2010-08-01

    The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by chi(2)-test for the variable of time spent in kindergarten. We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. Kindergarten attendance may have a positive effect on a number of domains of development including motor, cognitive and psychosocial development, but no significant effect on speech impairments. Implications for public health policies are discussed.

  9. When learning a second language does not mean losing the first: bilingual language development in low-income, Spanish-speaking children attending bilingual preschool.

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    Winsler, A; Díaz, R M; Espinosa, L; Rodríguez, J L

    1999-01-01

    This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.

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

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    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…

  11. 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…

  12. Age at introduction of ultra-processed food among preschool children attending day-care centers.

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    Longo-Silva, Giovana; Silveira, Jonas Augusto C; Menezes, Rísia Cristina Egito de; Toloni, Maysa Helena de Aguiar

    To identify the age of introduction of ultra-processed food and its associated factors among preschool children. Cross-sectional study carried out from March to June 2014 with 359 preschool children aged 17 to 63 months attending day-care centers. Time until ultra-processed food introduction (outcome variable) was described by the Kaplan-Meier analysis, and the log-rank test was used to compare the survival functions of independent variables. Factors associated with ultra-processed food introduction were investigated using the multivariate Cox proportional hazards model. The results were shown as hazard ratios with their respective 95% confidence intervals. The median time until ultra-processed food introduction was six months. Between the 3rd and 6th months, there is a significant increase in the probability of introducing ultra-processed food in the children's diet; and while the probability in the 3rd month varies from 0.15 to 0.25, at six months the variation ranges from 0.6 to 1.0. The final Cox proportional hazards model showed that unplanned pregnancy (1.32 [1.05-1.65]), absence of prenatal care (2.50 [1.02-6.16]), and income >2 minimum wages (1, 50 [1.09-2.06]) were independent risk factors for the introduction of ultra-processed food. Up to the 6th month of life, approximately 75% of preschool children had received one or more ultra-processed food in their diet. In addition, it was observed that the poorest families, as well as unfavorable prenatal factors, were associated with early introduction of ultra-processed food. Copyright © 2017. Published by Elsevier Editora Ltda.

  13. 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 ...

  14. An Evaluation of Social Adaptation Skills of Children with and without Preschool Education Background Based on Their Mothers' Views

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    Gunindi, Yunus

    2013-01-01

    This study was designed to discover if preschool teaching affects children's development of social skills and behaviours. Mothers of 50 children from middle socio-economic class families attending preschools and mothers of 50 children from the same socio-economic class families not attending preschools were included in the study. "Social…

  15. Arts Enrichment and Preschool Emotions for Low-Income Children at Risk

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    Brown, Eleanor D.; Sax, Kacey L.

    2013-01-01

    No studies to date examine the impact of arts-integrated preschool programming on the emotional functioning of low-income children at risk for school problems. The present study examines observed emotion expression and teacher-rated emotion regulation for low-income children attending Settlement Music School's Kaleidoscope Preschool Arts…

  16. Computer Use by Preschool Children: Rethinking Practice as Digital Natives Come to Preschool

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    Zevenbergen, Robyn; Logan, Helen

    2008-01-01

    This paper reports on the outcomes of a survey implemented in a large regional community of Australia. The survey was completed by parents of children aged four-five years and attending local early childhood centres. The survey identified the types of access and use of computers by preschool children. It was found that the children of the…

  17. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

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

    Earlier research suggests that children's development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children's cognitive and language development at the age of 15. The analysis is based on class...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...... survey and a 2007 PISA Copenhagen survey. We use administrative registries to generate indicators such as child-staff ratios, child-pedagogues ratios, and the share of male staff and of staff with non-Danish origins. Furthermore, we use information on the average levels of educational attainments...

  18. Developmental Profiles of Mucosal Immunity in Pre-school Children

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    Patricia Ewing

    2010-01-01

    Full Text Available This study investigated the effect of attending pre-school on mucosal immunity. Children 3.5 to 5 years of age who attended pre-school were observed for a 10 month period. Demographic information was collected on previous childcare experiences, the home environment and clinical information relating to the child and the family. A daily illness log was kept for each child. A multivariate longitudinal analysis of the relation between immunoglobulins in saliva and age, gender, childcare experience, pre-school exposure, number of siblings, environmental tobacco smoke (ETS, atopy and hospitalisation was conducted. There was a positive association of higher IgA levels with the winter season and with children being older than 4 years (<.001, having attended childcare prior to commencing pre-school (<.05, and having been exposed to ETS at home (<.05. Lower IgA levels were associated with being atopic (<.05. Higher IgG levels were associated with exposure to ETS (<.001, while lower levels were associated to having atopy. Higher IgM levels were associated with previous childcare experience (<.01 whilst having been hospitalised was associated with having low salivary IgM levels (<.01. Lagged analyses demonstrated that immunological parameters were affected by the number of respiratory infections in the preceding 2 months.

  19. Fundamental movement skills among Australian preschool children.

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    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.

  20. Pre-school education and school maturity of children from socially disadvantaged backgrounds

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    Panajotis Cakirpaloglu

    2014-12-01

    Full Text Available The adaptability of children to the school environment and their potential to succeed there is closely linked to the development of their cognitive and social skills. These are primarily linked to personal factors -physical maturity as well as mental or emotional maturity and the environment in which those children grow up. This fact is evident in children growing up in disadvantageous socio-economic conditions. In general the school readiness of children from socially-disadvantaged backgrounds is affected by the specific environment, the primary family and a number of other factors. A significant support of psychosocial development and successful adaptability at the start of the compulsory education is the preschool education, especially for children growing up in disadvantageous socio-economic conditions. The presented study focused on the effect of pre-school education on school readiness in first grade children. 24 children from socially disadvantaged environment were tested twice - for first time shortly after the beginning of their first grade and for the second time before the end of the first grade. The children were then divided into two groups - those who attended pre-school education and those who started school without any pre-school education programme. The attendance thus made the independent variable in the research design. There were three research questions - what is the impact of pre-school education on: Q1: general cognitive functioning (tested using the Intelligence Image Scale, Q2: on the ability to acquire the reading skills (tested using the Reversal test by Edfeldt and Q3 on the social maturity of the children (tested using the Vineland scale of adaptive behaviour The results of the study suggest that pre-school education has significant effect on social skills and this effect increases during the first year. The reading skills were better in children who attended the pre-school education however this impact decreases

  1. Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru.

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    Cueto, Santiago; León, Juan; Miranda, Alejandra; Dearden, Kirk; Crookston, Benjamin T; Behrman, Jere R

    2016-01-01

    Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEI s, and with teachers on targeting children of lower nutritional status.

  2. The Effect of Preschool on Children's School Readiness

    Science.gov (United States)

    Marjanovic Umek, Ljubica; Kranjc, Simona; Fekonja, Urska; Bajc, Katja

    2008-01-01

    The purpose of this study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence and parents' education. The sample included 219 children from 68 to 83 months old attending the first year of primary school, differentiated by whether or not they had attended…

  3. Assessment of Knowledge Regarding Oral Hygiene among Parents of Pre-School Children Attending Pediatric Out Patient Department in Dhulikhel Hospital.

    Science.gov (United States)

    Khanal, K; Shrestha, D; Ghimire, N; Younjan, R; Sanjel, S

    2015-01-01

    Level of knowledge regarding oral hygiene among the parents of pre-school children plays an important role on maintaining the good oral hygiene of their children. In Nepal, sufficient research has not been carried out on this area. Objective of this study is to assess the level of knowledge on oral hygiene of preschool children's parents attending pediatric outpatient department in Dhulikhel Hospital. A descriptive study was conducted from November 2012 to January 2013 among one hundred parents of preschool children visiting pediatrics outpatient department of Dhulikhel Hospital. Paper and pencil based semi structured questionnaire was used for collecting data. Questions related to demographic information and knowledge were asked. Thirty questions were used for assessing knowledge level. Knowledge score was calculated by allocating one point for each correct answer and zero point for each wrong answer. Analyzed data were presented in terms of numbers and percentages. Total knowledge scores were categorized based on percentage. Knowledge score was categorized on four group - exclusive intervals - namely-poor (0-40%), moderate (40-60%), good (60-80%) and excellent (80-100%). Mann-Whitney U test and Kruskal-Wallis test were applied to check significance difference and chisquare test was used to check association among different background characteristic. It was found that 81% had moderate knowledge, 15% had poor knowledge and 4% had good knowledge about oral hygiene. Median knowledge score was found to be 15 with range 10 to 21. Following variables were found to be significant difference on knowledge category: Education status (poral health problem (p = 0.008), Further significant association was found between knowledge category and educational status (pknowledge category and past experience (pKnowledge regarding oral hygiene was found satisfactory among the parents of preschool children visiting pediatric OPD of Dhulikhel Hospital.

  4. Relationship among the Parenting Styles and the Social Competence and Prosocial Behaviors of the Children Who are Attending to State and Private Preschools

    Science.gov (United States)

    Altay, Fatma Basak; Gure, Aysen

    2012-01-01

    The purpose of the present study was to investigate the associations of social competence and prosocial behaviors of the boys and girls who are attending to private or state preschools with the parenting styles of mothers' perception. Participants of the research were 344 children's (ranging from 35 and 75 months of age) teachers and mothers.…

  5. Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition

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    Lilly-Marlen Bihler

    2018-06-01

    Full Text Available A growing body of research has been documenting environmental factors that support preschoolers’ vocabulary skills. However, less is known about how environmental factors are related to morphological skills of dual language learners (DLLs and single language learners (SLLs. We examined connections with preschool experiences by investigating the effects of duration of preschool attendance, classroom quality, and classroom composition variables (percentage of DLLs and percentage of children from families with a low socio-economic status on preschoolers’ expressive morphological skills. Several multilevel regression models were estimated using cross-sectional data from 835 children (n = 255 DLLs aged 30–47 months. These children were nested in 169 preschool classrooms in Germany. As a control task, we also investigated children’s phonological processing abilities, for which we found, as expected, no differences between DLLs and SLLs. Our main finding was that DLL children scored lower in expressive morphological skills than their German monolingual peers, but this difference was considerably smaller in classrooms that scored high in instructive teacher–child interactions (measured by the Classroom Assessment Scoring System for pre-kindergarten children; CLASS Pre-K. Taken together, these results support the notion that supportive teacher–child instructive interactions have a positive impact on the development of DLLs’ morphological skills.

  6. How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

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    Mendez, Julia L

    2010-01-01

    An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

  7. Psychosocial Determinants of Adherence to Preventive Dental Attendance for Preschool Children Among Filipino Immigrants in Edmonton, Alberta.

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    Badri, Parvaneh; Wolfe, Ruth; Farmer, Anna; Amin, Maryam

    2018-06-01

    Barriers to accessing oral healthcare are public health concerns faced by minorities and immigrants due to socioeconomic marginalization. Therefore, we explored how immigrant parents in Alberta-Edmonton's Filipino community experience adherence to preventive dental attendance (PDA) for their preschool children and the psychosocial factors influencing parental adherence. We employed a qualitative focused ethnography design. Data were collected through interviews and focus groups. Audiotapes of sessions were transcribed verbatim and concurrent thematic data analysis was performed. Stressors, resources, paradox and structural barriers comprised emergent psychosocial themes. Upon arriving in Canada, most Filipino parents held low-priority attitudes and perceptions toward PDA. After migration, however, they embraced new knowledge about the importance of PDA for their children. Filipino parents were open to the Western model of preventive oral healthcare, with the duration of their time in Canada playing a key role in promoting regular dental visits for their children.

  8. Indigenous Australians and Preschool Education: Who Is Attending?

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    Biddle, Nicholas

    2007-01-01

    This paper discusses the individual, family, household and area level characteristics associated with preschool attendance for Indigenous and non-Indigenous Australians (aged three to five years who are not at school). Controlling for these factors explains all of the difference between Indigenous and non-Indigenous attendance rates for…

  9. An intervention to reduce television viewing by preschool children.

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    Dennison, Barbara A; Russo, Theresa J; Burdick, Patrick A; Jenkins, Paul L

    2004-02-01

    Television viewing has been associated with increased violence in play and higher rates of obesity. Although there are interventions to reduce television viewing by school-aged children, there are none for younger children. To develop and evaluate an intervention to reduce television viewing by preschool children. Randomized controlled trial conducted in 16 preschool and/or day care centers in rural upstate New York. Children aged 2.6 through 5.5 years. Children attending intervention centers received a 7-session program designed to reduce television viewing as part of a health promotion curriculum, whereas children attending the control centers received a safety and injury prevention program. Change in parent-reported child television/video viewing and measured growth variables. Before the intervention, the intervention and control groups viewed 11.9 and 14.0 h/wk of television/videos, respectively. Afterward, children in the intervention group decreased their television/video viewing 3.1 h/wk, whereas children in the control group increased their viewing by 1.6 h/wk, for an adjusted difference between the groups of -4.7 h/wk (95% confidence interval, -8.4 to -1.0 h/wk; P =.02). The percentage of children watching television/videos more than 2 h/d also decreased significantly from 33% to 18% among the intervention group, compared with an increase of 41% to 47% among the control group, for a difference of -21.5% (95% confidence interval, -42.5% to -0.5%; P =.046). There were no statistically significant differences in children's growth between groups. This study is the first to show that a preschool-based intervention can lead to reductions in young children's television/video viewing. Further research is needed to determine the long-term effects associated with reductions in young children's television viewing.

  10. Migrant Preschool Children's School Readiness and Early Elementary School Performance

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    Tavassolie, Tanya; López, Claudia; De Feyter, Jessica; Hartman, Suzanne C.; Winsler, Adam

    2018-01-01

    Little is known about the early educational performance of children in migrant farmworker families. The authors examined the school readiness and early school success of 289 four-year-old preschool children of migrant families attending Redlands Christian Migrant Association centers. Children's school readiness was assessed and public school…

  11. COMPARATIVE ANALYSIS OF PARENTS` ATTUTUTES FROM NEIGHBOUR COUNTRIES ON PHYSICAL ACTIVITIES OF THEIR PRE-SCHOOL CHILDREN

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    Dragan Krivokapić

    2014-06-01

    Full Text Available Introduction: A research has been done in pre-school institutions of Montenegro and Serb Republic whose aim was to get directions for improvement of physical education in pre-school institutions as well as for taking measures in order to educate parents of the children attending those institutions in the sense of improving knowledge on importance of physical activity for growth and development of pre-school children through monitoring and insight into attitudes of parents on physical activity of their children. Problem of this research is consisted of an attempt to use the parents` attitudes to estimate how active their children are within the time period when there are not on the pre-school institutions. Methods: The research was done by the poll method of anonymous questionnaire, with was filled by parents of the children attending pre-school institutions in Montenegro and Serb Republic. Sample of the examinees from Montenegro was made of 1356 of parents of the pre-school children attending pre-school institutions from all three Montenegrin regions. Sample of the examinees from the Serb Republic was made of 386 parents of the pre-school children attending pre-school institutions. Aim of the research was consisted of estimation of the parents` attitudes on volume and features of the physical activity of their children and of attempt to use the given data to take certain measures on the base of which their physical activities would be optimized. For this poll, a specially structured questionnaire for this purpose was used, in which the questions were set into groups with the aim of estimating features of physical activity of the pre-school children. Results: For the statistics processing methods of descriptive statistics were used, which were used for numerical and percent presentation of frequency of some answers of the examinees, and the answers were presented comparatively in tables for both samples. Results of this research indicate to trend

  12. 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.

  13. Screening for urine abnormalities among preschool children in western Saudi Arabia

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    Alharthi, Abdulla A.; Taha, Azza A.; Edrees, Awatif E.; Elnawawy, Ali N.; Abdelrahman, Azza H.

    2014-01-01

    Objectives: To estimate the frequency of urinary problems among preschool children. Methods: In this cross-sectional study, 1000 preschool asymptomatic children attending the outpatient clinics of the Children’s Hospital, Taif, Kingdom of Saudi Arabia between August 2013 and December 2013 were subjected to dipstick urine analysis. Microscopic examination was performed for the abnormal dipstick samples, and children with hematuria were investigated for kidney function. Results: Dipstick urine analysis revealed abnormal findings in 25.1% of the screened children. The most common dipstick abnormalities were positive nitrite test in 18.1%, hematuria in 16.9%, and positive leukocyte esterase test in 14.3% of the cases. The most common abnormality in microscopic urine examination was crystals in 13% of the cases. Pyuria were evident in 5% of cases and hematuria in 2.5%. The most common bacteria in positive urine culture samples was Escherichia coli in 62.6%. Conclusion: In view of these important findings, dipstick screening should be implemented in preschool children. PMID:25491212

  14. [Seasonal changes of invasive pneumococcal disease in children and association with day care attendance].

    Science.gov (United States)

    Matsubara, Kousaku; Nigami, Hiroyuki; Iwata, Aya; Uchida, Yoshiko; Yamamoto, Go; Chang, Bin; Wada, Akihito

    2012-01-01

    To determine seasonal changes in the incidence of invasive pneumococcal disease (IPD) in children, we retrospectively analyzed 69 children with 72 episodes of IPD, admitted to a regional center in Kobe, Japan, between July 1994 and June 2011. IPD episodes involved occult bacteremia (n = 48), pneumonia (n = 10), meningitis (n = 10), periorbital cellulitis (n = 3), and mastoiditis (n = 1), including 3 cases of two IPD recurrences. We analyzed 5 IPD-associated factors previously documented in Europe and North Amrica with inconsistent results--1) age at onset, 2) sibling number, 3) preschool sibling number, 4) subjects' day care attendance, and 5) siblings' day care attendance. We collected information on these factors by reviewing medical charts or contacting subjects' parents or guardians by telephone. IPD peaked bimodally in April and May (n = 21) and in November and December (n = 20), decreasing prominently between July and September (n = 8). Subjects with IPD attending day care formed a significantly higher propotion during April and May than did those developing IPD during other months: 12/21 [57.1%] vs. 12/51 [23.5%], odds ratio 4.3, 95% confidence interval, 1.5-12.8; p = 0.006. Combined day care attendance among subjects with IPD and/or their siblings also differed significantly between these two groups: 17/21 [80.9%] vs. 27/51 [52.9%], odds ratio 3.8, 95% confidence interval, 1.1-12.8; p = 0.027. Not significant differences were seen in age at onset, sibling number, or preschool sibling number. In contrast, however children with IPD onset during November and December showed no significant difference in association with any of the 5 factors, compared to children with IPD onset in other months. Our findings showed a bimodal peak in IPD in children, the first and highest of which occurred in April and May and was significantly associated with day care attendance by those with IPD and/or their siblings. This first peak may, however, be related to circumstances in

  15. A Comparison of Concept Development and Human Figure Drawings of Children Who Receive Preschool Education vs Those Who Do Not

    Science.gov (United States)

    Balat, Gulden Uyanik

    2010-01-01

    This study evaluated from a developmental point of view the basic concept knowledge and human figure drawings of children who did and did not attend preschool. A total of 118 children who received preschool education and 147 children who did not do so participated in the study. The mean age of children was 75.4 months. Their concept knowledge was…

  16. SMOKING HABITS OF NIS PRESCHOOL CHILDREN'S PARENTS

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    Miodrag Vucic

    2007-10-01

    Full Text Available The greatest threat for the public health in Serbia is definitively smoking. 1,3 billion of people in the world are smokers and 4,9 million of death at the global level are direct consequences of smoking. If this smoking rhythm continues until 2020. the number of deaths caused by smoking will have been doubled. There are 4000 identified substances in the tobacco smoke, 50 of which have been proven to be carcinogenic. Nowdays, 14000 to 15000 young people in the developed countries and 68000-84000 in the underdeveloped contries begin to smoke. 700 millions of children, the half of the whole children population, are exposed to the passive smoking.The prevalence of smoking in Serbia, although reduced by 6,9% compared to 2000 is still very high and makes 33,6% of the whole population (38,1% of men and 29,9% of women.The aim of this study was to investigate the smoking habits of preschool children's parents, motivated by the fact that the children of that age are highly sensitive and susceptible to the toxic influence of tobacco smoke, but also to check the necessity for an aggressive public health programme implementation in the aimed populations.This research, as a cross-sectional stady, is carried out among preschool children's parents, children being 4 to 6 years old that attend nursery schools in Nis.The prevalence of smoking in preschool children's parents is extremely high, and makes 46% (45,1% of men and 46,9% of women. Having taken into consideration the parental role in upbringing and education of children, as well as the influence of passive smoking, the main conclusion is that the children's health is seriously endangered. Education, making new and maintaining already existing programmes and legal obligations considering smoking are significant steps for reducing smoking and promoting health.

  17. Food consumption patterns in preschool children.

    Science.gov (United States)

    Pabayo, Roman; Spence, John C; Casey, Linda; Storey, Kate

    2012-01-01

    Healthy eating during early childhood is important for growth and development. Eating Well with Canada's Food Guide (CFG) provides dietary recommendations. We investigated patterns of food consumption among preschool children and attempted to determine whether these children's intakes met nutrition recommendations. Between 2005 and 2007, four- and five-year-old children (n=2015) attending 12 Edmonton-region public health units for immunization were recruited for a longitudinal study on determinants of childhood obesity. The children's dietary intake at baseline was assessed using parental reports. Overall, 29.6%, 23.5%, 90.9%, and 94.2% of the children met recommendations for vegetables and fruit, grain products, milk and alternatives, and meat and alternatives, respectively. In addition, 79.5% consumed at least one weekly serving of foods in the "choose least often" group. Significant differences existed in consumption of food groups across socioeconomic and demographic groups. For example, 82.9%, 84.7%, and 75.9% of preschool children from neighbourhoods of low, medium, and high socioeconomic status, respectively, consumed at least one food in the "choose least often" group (χ² =16.2, pConsumption of vegetables and fruit and grain products was low among participants, and intake of "choose least often" foods was high. Consumption of foods also differed among socioeconomic and demographic groups. To encourage healthy eating among children, public health professionals should target groups who do not meet the CFG recommendations.

  18. ATTITUDES OF HEALTHY CHILDREN PARENTS TOWARDS HANDICAPPED CHILDREN AT THE PRE-SCHOOL AGE

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    Ruzica KERAMICIEVA

    1997-03-01

    Full Text Available Since the 1970-ties, in the USA and Western and Eastern Europe, the model of segregated education has been abandoned, and nowadays the handicapped children attend regular schools all together with other healthy pupils. This , so called Integrative Pedagogy, proceeds from the mental hygiene aspects according to which the restrictive environment in special schools has not been a favorable one for the development of those children.The integrational process of these children in preschool institutions and schools has rather been difficult due to a number of reasons. As one of them, already mentioned and found in literature , has been the negative attitude of non-handicapped children parents towards those handicapped in their development.The problem of this research is to check and test the attitude of healthy children parents towards handicapped children at preschool age. This research shall also tend to analyze the origin of the such attitudes i. e. , whether they have been a result of an insufficient information and ignorance of the obstacles during development, or been produced by imitation of the environment, or due to an empathy, or even because of the fear that “ such a thing better never enter their home”, etc.We sincerely believe that, revealing the above parents’ attitudes and their origin, would certainly bring finding ways of their successful socialization and making the integrational process of handicapped children with their normal mates in preschool institutions easier.

  19. Comparison of Environmental Attitudes and Experiences of Five-Year-Old Children Receiving Preschool Education in the Village and City Centre

    Science.gov (United States)

    Durkan, Nazmi; Güngör, Hande; Fetihi, Leyla; Erol, Ahmet; Gülay Ogelman, Hülya

    2016-01-01

    The purpose of the study is to compare environmental attitudes and experiences of five-year-old children receiving preschool education in the village and city centre. The first group comprised 54 five-year-old children who received preschool education and attended kindergartens of two primary schools in the Karateke and Kocabas villages of Honaz…

  20. High blood lead levels are associated with lead concentrations in households and day care centers attended by Brazilian preschool children.

    Science.gov (United States)

    da Rocha Silva, Júlia Prestes; Salles, Fernanda Junqueira; Leroux, Isabelle Nogueira; da Silva Ferreira, Ana Paula Sacone; da Silva, Agnes Soares; Assunção, Nilson Antonio; Nardocci, Adelaide Cassia; Sayuri Sato, Ana Paula; Barbosa, Fernando; Cardoso, Maria Regina Alves; Olympio, Kelly Polido Kaneshiro

    2018-08-01

    A previous study observed high blood lead levels (BLL) in preschool children attending 50 day care centers (DCC) in São Paulo, Brazil. To identify whether lead levels found in both homes and DCC environments are associated with high blood lead levels. Children attending 4 DCCs, quoted here as NR, VA, PS and PF, were divided into two groups according to BLL: high exposure (HE: ≥13.9 μg/dL; 97.5 percentile of the 2013 year sample) and low exposure (LE: 600 μg/g, whereas such levels were observed in 77.1% of NR playground measurements. In VA DCC, 22% and 23% of the measurements in the building and in the playgrounds had levels higher than 600 μg/g, respectively. The percentage of high lead levels in the children's houses of the LE group was 5.9% (95% CI: 4.3-7.6%) and 13.2 (95% CI: 8.3-18.0%) in the HE group. Moreover, a significant association was found between high BLLs and lead levels found both in households and DCCs (p < 0.001). Most of the high lead measurements were found in tiles and playground equipment. Lead exposure estimated from the DCCs, where children spend about 10 h/day, can be as relevant as their household exposure. Therefore, public authorities should render efforts to provide a rigorous surveillance for lead-free painting supplies and for all objects offered to children. Copyright © 2018 Elsevier Ltd. All rights reserved.

  1. Integrated use of sports games in physical education of preschool children

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    O.E. Konoh

    2013-12-01

    Full Text Available Purpose : considered the use of an integrated program of sports in physical education of children in pre-school educational institution. Material and methods : the experiment was attended with parental permission children 5-6 years. In the control group sessions were conducted with additional recreational gymnastic oriented. In the four experimental groups – mini-basketball, mini-handball and futsal. Results : the substantiation of the integrated use of sports games during physical education classes with children. The main starting points for the development of the methodology are: analysis of questionnaires on physical education specialists in preschool educational institutions, educators and parents considering the opinion and the results of previous studies of the level of physical development and physical readiness of preschool children, and analysis of test results to the success of children's possession of the ball. The results of the pedagogical experiment and given their analysis in terms of the influence of physical education classes through the use of sports games on physical development, physical fitness and functional status of children. The data that characterize the rate of growth results in the pedagogical experiment. Conclusions : it was established that the systematic use of sports complex will help to eliminate the deficit movements, balance maturation, children form healthy lifestyle habits.

  2. Relationship between the Preschool Children's Attitudes towards the Environment and Their Social Status

    Science.gov (United States)

    Körükçü, Özlem; Gülay Ogelman, Hülya

    2015-01-01

    The aim of this study is to examine the relationship between the social position of preschool children and their attitude towards the environment. The sample group of the survey comprised 106 children from five-to-six years age group, attending nursery classes of primary schools affiliated to Ministry of National Education, in Denizli city centre.…

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

    Directory of Open Access Journals (Sweden)

    Meghan E. McGrady

    2010-01-01

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

  4. Age at introduction of ultra‐processed food among preschool children attending day‐care centers

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    Giovana Longo‐Silva

    2017-09-01

    Conclusion: Up to the 6th month of life, approximately 75% of preschool children had received one or more UPF in their diet. In addition, it was observed that the poorest families, as well as unfavorable prenatal factors, were associated with early introduction of UPF.

  5. Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties

    Science.gov (United States)

    Lonigan, Christopher J.; Phillips, Beth M.

    2015-01-01

    Although response-to-instruction (RTI) approaches have received increased attention, few studies have evaluated the potential impacts of RTI approaches with preschool populations. This manuscript presents results of two studies examining impacts of Tier II instruction with preschool children. Participating children were identified as substantially delayed in the acquisition of early literacy skills despite exposure to high-quality, evidence-based classroom instruction. Study 1 included 93 children (M age = 58.2 months; SD = 3.62) attending 12 Title I preschools. Study 2 included 184 children (M age = 58.2 months; SD = 3.38) attending 19 Title I preschools. The majority of children were Black/African American, and about 60% were male. In both studies, eligible children were randomized to receive either 11 weeks of need-aligned, small-group instruction or just Tier I. Tier II instruction in Study 1 included variations of activities for code- and language-focused domains with prior evidence of efficacy in non-RTI contexts. Tier II instruction in Study 2 included instructional activities narrower in scope, more intensive, and delivered to smaller groups of children. Impacts of Tier II instruction in Study 1 were minimal; however, there were significant and moderate-to-large impacts in Study 2. These results identify effective Tier II instruction but indicate that the context in which children are identified may alter the nature of Tier II instruction that is required. Children identified as eligible for Tier II in an RTI framework likely require more intensive and more narrowly focused instruction than do children at general risk of later academic difficulties. PMID:26869730

  6. 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,…

  7. Early preschool environments and gender: Effects of gender pedagogy in Sweden.

    Science.gov (United States)

    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.

  8. Developmental risk factors in Vietnamese preschool-age children: Cross-sectional survey.

    Science.gov (United States)

    Duc, Nguyen Huu Chau

    2016-01-01

    Early childhood development (ECD) strongly influences children's basic learning, school success, economic participation, social citizenry and health. Although some risk factors related to childhood development are documented, further exploration is necessary considering various sociodemographic, nutritional, and psychosocial factors. This study investigated factors affecting ECD in Vietnamese preschoolers. We used data from the representative, cross-sectional round of the Vietnam Multiple Indicator Clusters Survey 2011. Early Childhood Development Index questionnaires were administered to mothers of all children aged 36-59 months in the household (n = 1459). Descriptive statistics and multivariate logistic regression were used in the analysis. In Vietnam, 17.2% of children did not reach their full developmental potential within the first 5 years. Children who had been breast-fed (AOR, 2.78; 95%CI: 1.28-6.02), attended preschool (AOR, 1.75; 95%CI: 1.28-2.39), were of major ethnicity (AOR, 2.41; 95%CI: 1.55-3.74), had a mother with secondary or higher education (AOR, 1.69; 95%CI: 1.19-2.38) and had relatives who engaged with them in four or more activities that promote learning (AOR, 1.55; 95%CI: 1.13-2.14) were more likely to have a normal developmental trajectory. Furthermore, children who experienced physical punishment and stunting were 0.69-fold (95%CI: 0.51-0.95) and 0.71-fold (95%CI: 0.51-0.98) less likely to be on track for ECD, respectively. The risk factors associated with delayed ECD were low level of maternal education; family ethnicity; lack of preschool attendance; relatives who did not engage with them in learning; physical punishment; not being breast-fed; and stunting. © 2015 Japan Pediatric Society.

  9. Probiotics and vitamin C for the prevention of respiratory tract infections in children attending preschool: a randomised controlled pilot study.

    Science.gov (United States)

    Garaiova, I; Muchová, J; Nagyová, Z; Wang, D; Li, J V; Országhová, Z; Michael, D R; Plummer, S F; Ďuračková, Z

    2015-03-01

    This pilot study investigates the efficacy of a probiotic consortium (Lab4) in combination with vitamin C on the prevention of respiratory tract infections in children attending preschool facilities. In a double-blind, randomised, placebo-controlled pilot study with children aged 3-6 years, 57 received 1.25 × 10(10) colony-forming units of Lactobacillus acidophilus CUL21 (NCIMB 30156), Lactobacillus acidophilus CUL60 (NCIMB 30157), Bifidobacterium bifidum CUL20 (NCIMB 30153) and Bifidobacterium animalis subsp. lactis CUL34 (NCIMB 30172) plus 50 mg vitamin C or a placebo daily for 6 months. Significant reductions in the incidence rate of upper respiratory tract infection (URTI; 33%, P=0.002), the number of days with URTI symptoms (mean difference: -21.0, 95% confidence interval (CI):-35.9, -6.0, P=0.006) and the incidence rate of absence from preschool (30%, P=0.007) were observed in the active group compared with the placebo. The number of days of use of antibiotics, painkillers, cough medicine or nasal sprays was lower in the active group and reached significance for use of cough medicine (mean difference: -6.6, 95% CI: -12.9, -0.3, P=0.040). No significant differences were observed in the incidence rate ratio or duration of lower respiratory tract infection or in the levels of plasma cytokines, salivary immunoglobulin A or urinary metabolites. Supplementation with a probiotic/vitamin C combination may be beneficial in the prevention and management of URTIs.

  10. The Impact of Art Education Program on the Social Skills of Preschool Children

    Science.gov (United States)

    Yazici, Elçin

    2017-01-01

    The current study was carried out to determine the effect of art education program on the social skills of preschool children at the age of 61-72 months attending to a kindergarten. The working group of the research was made up of 51 children in total, as experiment group (n: 26) and control group (n: 25). An experiment design with a pre/post-test…

  11. Fathers of Children in Public Preschool Programs: A Study of School Involvement and Satisfaction

    Science.gov (United States)

    Noggle, Amy Kappel

    2012-01-01

    In this quantitative study, I examined the involvement levels of fathers of children attending public preschool programs using the Family Involvement Questionnaire; I also examined fathers' satisfaction with school contact and involvement experiences using the Parent Satisfaction with Educational Experiences scale. Additionally, I…

  12. Breastfeeding, comnlementarv food introduction and overweight in preschool children.

    Science.gov (United States)

    Lopes, Amanda Forster; Rocha, Elida Mara Braga; da Silva, Janaina Paula Costa; Nascimento, Viviane Gabriela; Bertoli, Ciro; Leone, Claudio

    2016-09-01

    Growing phenomenon, which involves high morbidity and consequently high costs for health systems, obesity has been found also among the pediatric population and is currently considered a public health problem. The aim of this study was to verify if in children in the early preschool age we can see the prevalence of overweight and if introducing complementary feeding as well as the type of food introduced, are associated with this condition in this age group. It is an observational analytic study with children born in 2011-2012 that attended public schools in Taubat6 -SP during 2014. In addition to the weight and height of children, information about the history of feeding and birth were collectedusing a standardized questionnaire.The nutritional status was defined as having overweight children with z-scores for body mass index (zIMC) > 1.We conducted bivariate analysis and then linear regression analysis of multiple variables.The prevalence of overweight was elevated (27.5%). Only birth weight showed significant correlation with respect to zIMC (r = 0.22, p introduction of new foods is not a risk factor for the development of overweight at the beginning of pre-school age.

  13. Sideropenic anemia in preschool children and risk factors

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    Stojanović Dušica

    2006-01-01

    Full Text Available INTRODUCTION: Sideropenic anemia is one of the most common nutritional disorders in the world. The children are at higher risk of iron deficiency than adults due to their rapid growth during infancy and relatively higher requirements of iron. OBJECTIVE: The objective of our study was to investigate the prevalence of sideropenic anemia in pre-school children and relevant risk factors. METHOD: Study on sideropenic anemia of preschool children was performed in Zaječar Municipality in 2003. Subjects: all children, age 6-7 years, who lived in the Zaječar Municipality (554 children. The investigation included: interview of children's parents and laboratory analysis of blood. RESULTS: The frequency of sideropenic anemia was 5.23% in tested children (hemoglobin level less than 11g/dl. Sex and place of residence had no significant impact on hemoglobin concentration in blood of children. Likewise, social status and education of parents had no significant impact on iron deficiency anemia. Higher incidence of infections was found in children with lower hemoglobin concentration in blood (p<0.05. It made no difference if children attended the kindergarten or not. Nutrition of children in kindergarten does not correct domestic nutrition, which should be one of its basic roles. CONCLUSION: Since sideropenic anemia gives rise to serious health problems, such as poor cognitive and motor development and behavioral problems, it is important to take corrective measures regarding domestic and social nutrition of children. Therefore, it is necessary to take action in preventing the sideropenic anemia and provide normal growth and development.

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

    Directory of Open Access Journals (Sweden)

    Sobkin V.S.

    2015-06-01

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

  15. 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)

    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.

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

    DEFF Research Database (Denmark)

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

    2014-01-01

    This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended ...... in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability....

  17. A STUDY ON THE RELATION BETWEEN THE VALUE BEHAVIOUR AND PROBLEM SOLVING SKILLS OF THE PRE-SCHOOL CHILDREN

    OpenAIRE

    Saide Özbey

    2017-01-01

    The study was designed to examine the value behaviour and interpersonal problem solving skills of the preschool children according to variables like their age, sex and the type of the schools they attend and to determine the relation between their value behaviour and their problem solving skills. The sample of the study consists of 321 children who were selected by random sampling method among the children of 48-72 months who attend to public and private kindergartens in the districts of Keçi...

  18. Obesity and Dental Caries among Preschool Children in Brazil

    OpenAIRE

    Granville-Garcia, Ana F; de Menezes, Valdenice A.; de Lira, Pedro I; Ferreira, Jainara M; Leite-Cavalcanti, Alessandro

    2008-01-01

    Aim This study was aimed at verifying the relationship between childhood obesity and dental caries. Method A total of 2 651 preschool children were examined for this cross-sectional study in Recife, Pernambuco, Brazil; 1 338 of them attended public schools and 1 313 private schools. The clinical data and anthropometric measurements were obtained in line with WHO criteria. Pearson chi-square and Mann-Whitney tests were used, with a 5 % margin of error. Results The prevalence of child obesity w...

  19. 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 ...

  20. 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....

  1. Intestinal helminths and protozoa in children in pre-schools in Kafue district, Zambia

    DEFF Research Database (Denmark)

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

    2010-01-01

    Intestinal parasitic infections are among the most widespread of human infections in developing countries, and children are the most vulnerable. The aim of this study was to determine the prevalence of the protozoa Cryptosporidium and Giardia, as well as prevalence and intensity of intestinal...... helminths in children attending pre-school or day-care centres in Kafue District, Zambia. Single stool samples were collected from 403 children from 10 pre-schools and Were subjected to duplicate Kato-Katz thick smears to identify and quantify helminths. A commercial immunofluorescence kit was used...... to identify Cryptosporidium- and Giardia-positive samples. The overall prevalence of helminth infection was 17.9%. Ascaris lumbricoides was found in 12.0%, hookworm in 8.3%, Taenia spp. in 0.9%, Hymenolepis nano in 0.6% and Schistosoma mansoni in 0.3%. The overall prevalence of Cryptosporidium and Giardia...

  2. ESBL/AmpC-producing Enterobacteriaceae in households with children of preschool age: prevalence, risk factors and co-carriage.

    Science.gov (United States)

    van den Bunt, G; Liakopoulos, A; Mevius, D J; Geurts, Y; Fluit, A C; Bonten, M J M; Mughini-Gras, L; van Pelt, W

    2017-02-01

    ESBL/AmpC-producing Enterobacteriaceae are an emerging public health concern. As households with preschool children may substantially contribute to the community burden of antimicrobial resistance, we determined the prevalence, risk factors and co-carriage of ESBL/AmpC-producing bacteria in preschool children and their parents. From April 2013 to January 2015, each month 2000 preschool children were randomly selected from Dutch population registries. The parents were invited to complete an epidemiological questionnaire and to obtain and send a faecal sample from the selected child and from one parent. Samples were tested for ESBL/AmpC-producing bacteria. Logistic regression was used to identify risk factors for ESBL/AmpC carriage in children and parents, and findings were internally validated by bootstrapping. In total, 1016 families were included and ESBL/AmpC prevalence was 4.0% (95% CI 3.2%-5.0%); 3.5% (95% CI 2.5%-4.8%) in children and 4.5% (95% CI 3.4%-6.0%) in parents. Attending a daycare centre (DCC) was the only significant risk factor for children (OR 2.1, 95% CI 1.0-4.3). For parents, the only significant risk factor was having one or more children attending DCCs (OR 2.2, 95% CI 1.2-4.8). For parents of ESBL/AmpC-positive children the OR for ESBL/AmpC carriage was 19.7 (95% CI 9.2-42.4). Co-carriage of specific ESBL/AmpC genotypes in child and parent occurred more often than expected by chance (14.6% versus 1.1%, P < 0.001). In this study, intestinal carriage with ESBL/AmpCs was detected in ∼4% of households with preschool children. DCC attendance was a risk factor in both children and parents and co-carriage of specific genotypes frequently occurred in child-parent pairs. These findings suggest household transmission or/and family-specific exposure to common sources of ESBL/AmpC-producing bacteria. © The Author 2016. Published by Oxford University Press on behalf of the British Society for Antimicrobial Chemotherapy. All rights reserved. For

  3. The Relationship of Preschool Experience and Socioeconomic Status to Kindergarten and First Grade Achievement. Technical Report #65.

    Science.gov (United States)

    Fox, Candace; Gallimore, Ronald

    This study examines the effects of preschool attendance on school achievement. The achievement test scores of 50 children in two classes of the Kamehameha Early Education Program (KEEP) who had attended preschool were compared to those of their classmates who had not attended preschool. Measures of kindergarten achievement used were the Wechsler…

  4. 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…

  5. Burns and scalds in pre-school children attending accident and emergency: accident or abuse?

    OpenAIRE

    Benger, J; McCabe, S

    2001-01-01

    Objectives—To assess how frequently and adequately information relating to the possibility of non-accidental injury (NAI) is documented and considered by doctors assessing pre-school children with burns and scalds in the accident and emergency (A&E) department, and to determine the effect of introducing a routine reminder mechanism into the A&E notes, coupled with an improved programme of NAI education and awareness.

  6. 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.

  7. Investigation of the Relationship between Communication Skills, Social Competence and Emotion Regulation Skills of Preschool Children in Turkey

    Science.gov (United States)

    Dagal, A. B.

    2017-01-01

    The aim of this study is to investigate the relationship between communication skills, social competence and emotion regulation skills of preschool children. Children attending public primary schools who were 53 to 80 months old from the middle socio-economic class were chosen randomly from Istanbul City center districts for this study. They were…

  8. Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

    Science.gov (United States)

    Reynolds, Arthur J; Richardson, Brandt A; Hayakawa, Momoko; Lease, Erin M; Warner-Richter, Mallory; Englund, Michelle M; Ou, Suh-Ruu; Sullivan, Molly

    2014-11-26

    Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P = .03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P = .01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P = .02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P = .006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P = .04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P = .08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P = .38) were not significant. Full-day preschool graduates also had higher

  9. Developing preschool children social aptitudes

    Directory of Open Access Journals (Sweden)

    Ana Teresa Brás

    2012-12-01

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

  10. Differential effects of film on preschool children's behaviour dependent on editing pace.

    Science.gov (United States)

    Kostyrka-Allchorne, Katarzyna; Cooper, Nicholas R; Gossmann, Anna Maria; Barber, Katy J; Simpson, Andrew

    2017-05-01

    Evidence on how the pace of television and film editing affects children's behaviour and attention is inconclusive. We examined whether a fast-paced film affected how preschool-aged children interacted with toys. The study comprised 70 children (36 girls) aged two to four-and-a-half years who attended preschools in Essex, United Kingdom. The children were paired up and tested with either a fast- or a slow-paced film of a narrator reading a children's story. The fast-paced version had 102 camera cuts and 16 still images, and the slow-paced version had 22 camera cuts and four still images. Each dyad took part in two video-recorded free-play sessions, before and after they watched one of the specially edited four-minute films. The number of toys the children played with before and after the film sessions was recorded. Before they watched the films, the children's behaviour did not differ between the groups. However, after watching the film, the children in the fast-paced group shifted their attention between toys more frequently than the children who watched the slow-paced film. Even a brief exposure to differently paced films had an immediate effect on how the children interacted with their toys. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  11. 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

  12. The First-aid Advice and Safety Training (FAST) parents programme for the prevention of unintentional injuries in preschool children: a protocol.

    Science.gov (United States)

    Mytton, Julie A; Towner, Elizabeth Ml; Kendrick, Denise; Stewart-Brown, Sarah; Emond, Alan; Ingram, Jenny; Blair, Peter S; Powell, Jane; Mulvaney, Caroline; Thomas, James; Deave, Toity; Potter, Barbara

    2014-02-01

    Unintentional injury is the leading cause of preventable death in children in the UK, and 0-4-year-olds frequently attend emergency departments following injuries in the home. Parenting programmes designed to support parents, promote behaviour change and enhance parent-child relationships have been shown to improve health outcomes in children. It is not known whether group-based parenting programmes have the potential to prevent unintentional injuries in preschool children. A study to develop a group-based parenting programme to prevent unintentional home injuries in preschool children, and assess the feasibility of evaluation through a cluster-randomised controlled trial. The intervention, designed for parents of children who have sustained a medically attended injury, will be developed with two voluntary sector organisations. The feasibility study will assess ability to recruit parents, deliver the programme and follow-up participants. Participants will complete questionnaires at baseline, 3 months and 6 months, and report injuries in their preschool children using a tool designed and validated for this study. Qualitative methods will assess user and deliverer perceptions of the programme. This study will develop the first group-based parenting programme to prevent injuries in preschool children, and design tools for parent-reported injury outcomes. A key challenge will be to recruit parents to participate in a manner that is non-stigmatising, and does not result in feelings of guilt or belief that they are perceived to be a bad parent. The findings will be used to prepare a trial to assess the effectiveness and cost-effectiveness of the intervention.

  13. Blood lead levels in preschool children in Cape Town

    Energy Technology Data Exchange (ETDEWEB)

    Deveaux, P.; Kibel, M.A.; Dempster, W.S.; Pocock, F.; Formenti, K.

    1986-03-29

    Blood lead levels were assessed in 293 children aged between 4 and 6 years attending preschool centers in metropolitan Cape Town in order to establish the degree of lead absorption. Anthropometric data, blood count, zinc protoporphyrin and blood lead level were obtained for each child. A questionnaire was used to determine socio-economic status, dietary habits and history of pica. Thirteen children, or 4,4% of those sampled, had blood levels of greater than or equal to 30 micrograms/dl. The majority of these children lived in close proximity to one another in a socially deprived inner urban environment. Environmental sampling for lead was carried out in the homes of children with the highest blood levels as well as in the homes of a matched control group with low levels living in the same area. The only difference was a significantly higher incidence of pica in the children with high levels.

  14. Association between dental caries and body mass in preschool children.

    Science.gov (United States)

    Pikramenou, V; Dimitraki, D; Zoumpoulakis, M; Verykouki, E; Kotsanos, N

    2016-06-01

    This was to explore the association between dental caries and body mass index (BMI) by conducting a cross-sectional study of a sample of preschool children from a major Greek city. The sample consisted of 2180 children aged 2.5-5.9 years from 33 private day care centres of Thessaloniki. The examinations were performed on site in ample day light by one examiner using disposable dental mirrors and a penlight. Oral examinations included recording of dental caries by dmfs index. Subject's height and weight were measured using a portable measuring unit and a digital scale, respectively. The overall prevalence of underweight, normal weight, overweight and obese children in each BMI-based weight category was 11.8, 72.2, 12.8, and 3.2 %, respectively. The mean age of the total sample was 50.09 (±10.28) months, mean dmfs was 0.36 (±1.9) and the caries-free children were 90.0 %. Overweight children were 1.36 times and obese children 1.99 times more likely to have higher dmfs than normal weight children. The mean dmfs values of underweight children did not significantly differ than that of children with normal weight. The relatively higher dmfs of the obese and overweight children was mostly evident in the older (60-71 months) age group. Caries prevalence in this sample of Greek children attending private day care centres was low. Overweight and obese preschool children were at higher risk of dental caries than normal- and underweight children.

  15. Screening for elevated risk of liver disease in preschool children (aged 2-5 years) being seen for obesity management.

    Science.gov (United States)

    Beacher, Daniel R; Ariza, Adolfo J; Fishbein, Mark H; Binns, Helen J

    2014-01-01

    Elevated alanine aminotransferase can heighten concern for the presence of nonalcoholic fatty liver disease in obese children. Guidelines recommend alanine aminotransferase screening of obese children start at the age of 10 years. We examined alanine aminotransferase values routinely obtained for tertiary obesity care among preschool (2-5 years) and school-age children. Medical records of children attending a tertiary obesity clinic and with alanine aminotransferase measured within 6 months of the initial visit were reviewed. Children with known genetic abnormalities were excluded. Children were grouped by age to focus attention on groups not covered by screening guidelines. Associations with elevated alanine aminotransferase (>30 IU/L) were examined. A total of 284 records were analyzed (73 preschool, 143 young school-age (6-9 years), 68 older school-age (10-11 years)). Children were primarily Hispanic and had body mass index ≥ 99th percentile (preschool children 92%, young school-age 73%, older school-age 59%). In all, 26% of preschool children had elevated alanine aminotransferase (young school-age 30%, older school-age 44%). Preschool children with elevated alanine aminotransferase had higher body mass index compared to preschool children with alanine aminotransferase ≤ 30 IU/L (median body mass index 27.8 kg/m(2) vs 24.0 kg/m(2); Mann-Whitney U test, p = 0.003), but there was no disparity for elevated alanine aminotransferase related to Hispanic ethnicity. For older children, Hispanic ethnicity, not body mass index, predicted elevated alanine aminotransferase. Alanine aminotransferase elevation was common in these preschool children. Screening severely obese children for elevated alanine aminotransferase should begin at the age of 2 years.

  16. Effect of long-term consumption of milk supplemented with probiotic lactobacilli and fluoride on dental caries and general health in preschool children: a cluster-randomized study

    DEFF Research Database (Denmark)

    Stecksén-Blicks, C; Sjöström, I; Twetman, S

    2009-01-01

    The aim of this study was to evaluate the effect of milk supplemented with probiotic bacteria and fluoride on caries development and general health in preschool children. Children 1-5 years of age (n = 248) attending 14 day care centres with 27 units in northern Sweden entered the study. The cent......The aim of this study was to evaluate the effect of milk supplemented with probiotic bacteria and fluoride on caries development and general health in preschool children. Children 1-5 years of age (n = 248) attending 14 day care centres with 27 units in northern Sweden entered the study...... for 21 months (weekdays) and data were collected through clinical examinations and questionnaires. The primary outcome was caries increment and secondary outcomes were measures of general health. The dropout rate was 25%. The mean baseline caries experience was 0.5 dmfs in the intervention units and 0.......05). In children who had participated during the whole 21-month intervention, fewer days with otitis media were reported (0.4 vs. 1.3 days, p caries in preschool...

  17. 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....

  18. Neck Circumference to Assess Obesity in Preschool Children.

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    Denisenkova N.S.,

    2015-02-01

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

  20. Screening for elevated risk of liver disease in preschool children (aged 2–5 years being seen for obesity management

    Directory of Open Access Journals (Sweden)

    Daniel R Beacher

    2014-10-01

    Full Text Available Objectives: Elevated alanine aminotransferase can heighten concern for the presence of nonalcoholic fatty liver disease in obese children. Guidelines recommend alanine aminotransferase screening of obese children start at the age of 10 years. We examined alanine aminotransferase values routinely obtained for tertiary obesity care among preschool (2–5 years and school-age children. Methods: Medical records of children attending a tertiary obesity clinic and with alanine aminotransferase measured within 6 months of the initial visit were reviewed. Children with known genetic abnormalities were excluded. Children were grouped by age to focus attention on groups not covered by screening guidelines. Associations with elevated alanine aminotransferase (>30 IU/L were examined. Results: A total of 284 records were analyzed (73 preschool, 143 young school-age (6–9 years, 68 older school-age (10–11 years. Children were primarily Hispanic and had body mass index ≥ 99th percentile (preschool children 92%, young school-age 73%, older school-age 59%. In all, 26% of preschool children had elevated alanine aminotransferase (young school-age 30%, older school-age 44%. Preschool children with elevated alanine aminotransferase had higher body mass index compared to preschool children with alanine aminotransferase ≤ 30 IU/L (median body mass index 27.8 kg/m2 vs 24.0 kg/m2; Mann–Whitney U test, p = 0.003, but there was no disparity for elevated alanine aminotransferase related to Hispanic ethnicity. For older children, Hispanic ethnicity, not body mass index, predicted elevated alanine aminotransferase. Conclusion: Alanine aminotransferase elevation was common in these preschool children. Screening severely obese children for elevated alanine aminotransferase should begin at the age of 2 years.

  1. 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...

  2. Dental erosion prevalence and associated risk indicators among preschool children in Athens, Greece.

    Science.gov (United States)

    Mantonanaki, Magdalini; Koletsi-Kounari, Haroula; Mamai-Homata, Eleni; Papaioannou, William

    2013-03-01

    The aims of the study were to investigate dental erosion prevalence, distribution and severity in Greek preschool children attending public kindergartens in the prefecture of Attica, Greece and to determine the effect of dental caries, oral hygiene level, socio-economic factors, dental behavior, erosion related medication and chronic illness. A random and stratified sample of 605 Greek preschool children was clinically examined for dental erosion using the Basic Erosive Wear Examination Index (ΒΕWE). Dental caries (dmfs) and Simplified Debris Index were also recorded. The data concerning possible risk indicators were derived by a questionnaire. Zero-inflated Poisson regression was generated to test the predictive effects of the independent variables on dental erosion. The prevalence of dental erosion was 78.8 %, and the mean and SE of BEWE index was 3.64 ± 0.15. High monthly family income was positively related to ΒΕWE cumulative scores [RR = 1.204 (1.016-1.427)], while high maternal education level [RR = 0.872 (0.771-0.986)] and poor oral hygiene level [DI-s, RR = 0.584 (0.450-0.756)] showed a negative association. Dental erosion is a common oral disease in Greek preschool children in Attica, related to oral hygiene and socio-economic factors. Programs aimed at erosion prevention should begin at an early age for all children.

  3. Eating habits of preschool children and the risk of obesity, insulin resistance and metabolic syndrome in adults.

    Science.gov (United States)

    Kostecka, Małgorzata

    2014-01-01

    Background & Objective : Nutrient excess and nutrient deficiency in the diets of preschool children can lead to permanent modification of metabolic pathways and increased risk of diet-dependent diseases in adults. Children are most susceptible to the adverse consequences of bad eating habits.The objective of this study was to evaluate the eating habits and the diets of preschool children as risk factors for excessive weight, obesity, insulin resistance and the metabolic syndrome. Methods : The study was conducted on 350 randomly selected preschool children attending kindergartens in south-eastern Poland. Three-day dietary recalls were processed and evaluated in the Dieta 5 application. Results : The analyzed diets were characterized by low diversity and a high share of processed foods, such as pate, sausages, ketchup, mayonnaise, fried meat, French fries and fast-food. The dietary content of vegetables, raw fruit, dairy products and whole grain products was alarmingly low. Conclusions : Diets characterized by excessive energy value and nutritional deficiency can lead to health problems. In most cases, excessive weight gain in children can be blamed on parents and caretakers who are not aware of the health consequences of high-calorie foods rich in fats and sugar.

  4. Preschool Children's Conceptions of Moral and Social Rules.

    Science.gov (United States)

    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…

  5. 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...

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

    Science.gov (United States)

    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.

  7. 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...

  8. A Pilot Study of a 6-Week Parenting Program for Mothers of Pre-school Children Attending Family Health Centers in Karachi, Pakistan

    Directory of Open Access Journals (Sweden)

    Yasmin Khowaja

    2016-02-01

    Full Text Available Background Recently, parenting programs to address behavioural and emotional problems associated with child maltreatment in developing countries have received much attention. There is a paucity of literature on effective parent education interventions in the local context of Pakistan. This study aimed to assess the feasibility of offering a 6-week parenting program for mothers of pre-school children attending family health centres (FHCs in Karachi, the largest metropolitan city of Pakistan. Methods A pilot quasi-experimental trial was conducted. Two FHCs were selected, one as the intervention and the second as the control. A total of 57 mothers of pre-school children (n = 30 intervention; n = 27 control participated in this study. Mothers in the intervention group received SOS Help for parents module, while mothers in the control group received information about routine childcare. A parenting scale (PS was administered before the program was implemented and repeated 2 weeks after the program was completed in both groups. Statistical analysis was performed to compare participants’ attributes. Descriptive analysis was conducted to compare pre- and post-test mean scores along with standard deviation for parenting subscales in the intervention and control groups. Results A total of 50 mothers (n = 25 intervention; n = 25 control completed the 6-week program. Attrition was observed as 5/30 (17% in the intervention arm and 2/27 (2% in the control arm. Mothers commonly reported the burden of daily domestic and social responsibilities as the main reason for dropping out. Furthermore, the majority of participants in the control group recommended increasing the duration of weekly sessions from 1 to 1.5 hours, thereby decreasing the program period from 6 to 4 weeks. Mothers in intervention group reported substantial improvement in parenting skills as indicated by mean difference in their pre- and post-test scores for laxness and over

  9. Validity Study of the "Preschool Language Scale-4" with English-Speaking Hispanic and European American Children in Head Start Programs

    Science.gov (United States)

    Qi, Cathy H.; Marley, Scott C.

    2011-01-01

    The purpose of the study was to examine the psychometric properties of the "Preschool Language Scale-4" (PLS-4) with a sample of English-speaking Hispanic and European American children who attended Head Start programs. Participants were 440 children between the ages of 3 and 5 years (52% male; 86% Hispanic and 14% European American).…

  10. Two New Rating Scales for Assessment of ADHD Symptoms in Italian Preschool Children: A Comparison between Parent and Teacher Ratings

    Science.gov (United States)

    Re, Anna Maria; Cornoldi, Cesare

    2009-01-01

    Objective: Two new rating scales are presented for the assessment of ADHD symptoms in Italian preschool children, and the agreement between parents and teachers on the presence of an ADHD profile is examined. Method: The scales were administered to parents and teachers of 180 children with a mean age of 5 years and 9 months, attending final year…

  11. 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

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

    Science.gov (United States)

    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.

  13. 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,…

  14. Do Preschool Teachers Consider Inferences for Book Discussions?

    Science.gov (United States)

    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…

  15. Naps Enhance Executive Attention in Preschool-Aged Children.

    Science.gov (United States)

    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

  16. Problem behaviours and parenting in preschool children with cystic fibrosis.

    Science.gov (United States)

    Ward, C; Massie, J; Glazner, J; Sheehan, J; Canterford, L; Armstrong, D; Jaffe, A; Hiscock, H

    2009-05-01

    Problems with sleep, eating and adherence to therapy may adversely affect health outcomes in children with cystic fibrosis (CF). Data on the prevalence of such problems, associated parenting styles and caregiver mental health are limited. To determine: (a) the prevalence of sleep, mealtime, therapy adherence and externalising and internalising behavioural problems in preschool children with CF; (b) the prevalence of caregiver mental health problems and poor sleep quality; and (c) associations between child behavioural problems and parenting styles. This was a cross sectional survey of caregivers of children aged 6 months to 5 years attending CF outpatient clinics at Royal Children's Hospital (Melbourne), Monash Medical Centre (Melbourne) and Sydney Children's Hospital. Main outcome measures were child externalising and internalising behaviours, sleep, eating and adherence with therapy; the predictor was parenting styles (harsh, inconsistent, overprotective). 117 of 139 families participated. Problems were common with child sleep (small 31.6%; moderate/large problem: 21.9%), eating (32.4%) and adherence with physiotherapy (50.4%). Compared to normative data, sleep and mealtime problems were more prevalent. Caregivers reported high rates of symptoms indicating depression (33.3%), anxiety (16.4%) and stress (34.2%). Harsh parenting was associated with internalising behaviours (adjusted OR 3.9, 95% CI 1.16 to 13.17, p = 0.03). Problems with sleeping, eating and physiotherapy adherence were common in preschool children with CF. Caregivers reported high rates of symptoms indicative of mental health problems. Harsh parenting was associated with internalising problems. An intervention targeting child problem behaviours and parental mental health would be appropriate for CF families.

  17. Research of Fears of Preschool Age Children

    Science.gov (United States)

    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…

  18. Malnutrition among Preschool-Aged Autistic Children in Oman

    Science.gov (United States)

    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…

  19. A speech reception in noise test for preschool children (the Galker-test)

    DEFF Research Database (Denmark)

    Lauritsen, Maj-Britt Glenn; Kreiner, Svend; Söderström, Margareta

    2015-01-01

    Purpose: This study evaluates initial validity and reliability of the “Galker test of speech reception in noise” developed for Danish preschool children suspected to have problems with hearing or understanding speech against strict psychometric standards and assesses acceptance by the children....... Methods:The Galker test is an audio-visual, computerised, word discrimination test in background noise, originally comprised of 50 word pairs. Three hundred and eighty eight children attending ordinary day care centres and aged 3–5 years were included. With multiple regression and the Rasch item response...... model it was examined whether the total score of the Galker test validly reflected item responses across subgroups defined by sex, age, bilingualism, tympanometry, audiometry and verbal comprehension. Results: A total of 370 children (95%) accepted testing and 339 (87%) completed all 50 items...

  20. Risk of overweight and obesity in preschoolers attending private and philanthropic schools.

    Science.gov (United States)

    Nascimento, Viviane Gabriela; Schoeps, Denise de Oliveira; Souza, Sônia Buongermino de; Souza, José Maria Pacheco de; Leone, Claudio

    2011-01-01

    To assess the risk prevalence of overweight and obesity in children enrolled in private and philanthropic preschools in the State of São Paulo. Comparison of two cross sectional studies with children enrolled in private preschools (PPS) or philanthropic (PHP) of the São Paulo Metropolitan Region. Both surveys evaluated the children's environment. To determine the risk of overweight, excess weight and obesity, body mass index (BMI) values were transformed into z scores (according to the World Health Organization - 2006 and 2007). The risk prevalence of overweight (≥ 1 BMIz < 2) in PPS was 21.9% and 24.6% in PHP, with PR = 1.12 (95% CI: 0.96-1.32), without statistical difference. Considering the children with overweight or obesity, (BMIz ≥ 2) the prevalence in PPS was 14.3% and in PHP was 9.0%, with PR = 1.54 (95% CI: 1.23-1.93), p = 0.0002. Overweight and obesity prevalence in males in PPS was 16.4% (n = 409) and in PHP, 11.1% (n = 829), PR = 1.48 (95% CI: 1.10-1.98) and in females it was 12.5% (n = 400) in the PPS and 6.6% (n = 698) in PHP, corresponding to PR = 1.90 (95% CI: 1.30-2.78), both significant differences. Both groups showed a similar and very high prevalence of weight excess. However, overweight and obesity showed a higher prevalence in children from private preschools. This indicates that even though a better socioeconomic level is still a risk factor for overweight and obesity in preschoolers, the same does not seem to occur when analyzing the risk of overweight.

  1. FLAT FEET OF DHE CHILDREN IN PRE-SCHOOL AGE

    Directory of Open Access Journals (Sweden)

    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.

  2. Parenting approaches and digital technology use of preschool age children in a Chinese community.

    Science.gov (United States)

    Wu, Cynthia Sau Ting; Fowler, Cathrine; Lam, Winsome Yuk Yin; Wong, Ho Ting; Wong, Charmaine Hei Man; Yuen Loke, Alice

    2014-05-07

    Young children are using digital technology (DT) devices anytime and anywhere, especially with the invention of smart phones and the replacement of desktop computers with digital tablets. Although research has shown that parents play an important role in fostering and supporting preschoolers' developing maturity and decisions about DT use, and in protecting them from potential risk due to excessive DT exposure, there have been limited studies conducted in Hong Kong focusing on parent-child DT use. This study had three objectives: 1) to explore parental use of DTs with their preschool children; 2) to identify the DT content that associated with child behavioral problems; and 3) to investigate the relationships between approaches adopted by parents to control children's DT use and related preschooler behavioral problems. This exploratory quantitative study was conducted in Hong Kong with 202 parents or guardians of preschool children between the ages of 3 and 6 attending kindergarten. The questionnaire was focused on four aspects, including 1) participants' demographics; 2) pattern of DT use; 3) parenting approach to manage the child's DT use; and 4) child behavioral and health problems related to DT use. Multiple regression analysis was adopted as the main data analysis method for identifying the DT or parental approach-related predictors of the preschooler behavioral problems. In the multiple linear regression model, the 'restrictive approach score' was the only predictor among the three parental approaches (B:1.66, 95% CI: [0.21, 3.11], p children also significantly increased the tendency of children to have behavioral problem (B:3.84, 95% CI: [1.66, 6.02], p children's cognitive and functional abilities are still in the developmental stage, parents play a crucial role in fostering appropriate and safe DT use. It is suggested that parents practice a combination of restrictive, instructive and co-using approaches, rather than a predominately restrictive

  3. 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...

  4. 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…

  5. 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...

  6. Dietary intake of children attending full-time child care: What are they eating away from the child-care center?

    Science.gov (United States)

    Robson, Shannon M; Khoury, Jane C; Kalkwarf, Heidi J; Copeland, Kristen

    2015-09-01

    The Academy of Nutrition and Dietetics recommends children attending full-time child care obtain one-half to two-thirds of daily nutrient needs during their time at the child-care center, leaving one-third to one-half to be consumed away from the center. Although there are guidelines to optimize dietary intake of children attending child care, little is known about what these children consume away from the center. To describe the dietary intake away from the child-care center for preschool-aged children relative to the expected one-third to one-half proportion of recommended intake, and to examine the relationships between energy intake away from the center with weight status, food group consumption, and low-income status. Cross-sectional study conducted between November 2009 and January 2011. Participants (n=339) attended 30 randomly selected, licensed, full-time child-care centers in Hamilton County, OH. Child weight status and dietary intake (food/beverages consumed outside the child-care setting from the time of pickup from the center to the child's bedtime), including energy and servings of fruits, vegetables, milk, 100% juice, sugar-sweetened beverages, and snack foods. Generalized linear mixed models were used to examine independent associations of food group servings and low-income status to energy intake and energy intake to child weight status. The mean energy intake consumed away from the center (685±17 kcal) was more than the recommended target range (433 to 650 kcal). Intakes of fruits, vegetables, and milk were less than recommended. Food group servings and overweight/obesity status were positively associated with energy intake while away from the center. Preschool-aged children consume more energy and less fruits, vegetables, and milk outside of child-care centers than recommended. Overweight status was associated with children's dietary intake after leaving the child-care center. It may be beneficial to include parents in obesity prevention

  7. The impact of reading on language development in the preschool children

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2002-02-01

    Full Text Available The importance of the role played by children's literature in the child's mental, social and linguistic development and in the development of his or her basic academic skills, such as reading andwriting, has been confirmed by numerous studies. A central issue in developmental psychology is what activities related to children's books exert an influence on the child's development and in what ways. Thisinterest in children's books and in child language development places our research into two scientific disciplines, viz. psychology and linguistics. The study explores the impact of systematic and regular readingof selected children's books in preschool institutions on the development of language competences in children aged four to six years, boys and girls. Other contributing factors whose relevance for languagedevelopment has been either postulated by theories or highlighted by empirical studies, are also observed - e.g. parents' education, number of books in the family, quality of education in the family (frequencyof conversations, visits to cultural events, reading books together, etc.. The children included in the study all attend a preschool institution with an educational program which is based on the national curriculumand which targets also the language area. The children in the experimental group are submitted to additional reading of selected children's literature. The development of children's linguistic competences isfollowed using two methods: analysis of answers on The Vane evaluation of language scale (The Vane-L and analysis of transcripts of story retelling after the child has been read H. Ch. Andersen's fairy taleThe Princess and the Pea. The results show, that the children who were systematically read selected children's books in their preschool groups, achieved significantly higher scores on the standardized Vanelanguage development scale and on the unstandardized test of retelling a story. Correlations between some of the

  8. 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…

  9. 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.

  10. Nighttime Fears and Fantasy-Reality Differentiation in Preschool Children

    Science.gov (United States)

    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…

  11. Child Development: Preschool Children.

    Science.gov (United States)

    Chiam, Heng Keng, Ed.

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

  12. Assessment of symbolic function in Mexican preschool children

    Directory of Open Access Journals (Sweden)

    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.

  13. Preschool Children (Ages 2 to 4 Years) - NCS Dietary Assessment Literature Review

    Science.gov (United States)

    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.

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

    Directory of Open Access Journals (Sweden)

    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.

  15. [Recommended values of energy density in soup or gruel-like foods, for feeding of preschool children].

    Science.gov (United States)

    Araya, H; Alviña, M; Vera, G; Pak, N

    1991-03-01

    The low energy density of the diets has been proposed by several authors as an essential factor which conditions the inadequate energy intake of preschool children of developing countries. However, there are few controlled studies in relation to the volumes which children are able to consume when energy density changes. The objective of this research was to establish recommended values of energy density for preparations with a soup or gruel consistency. The study was carried out in 100 preschool children from 3 to 4 years old who attended a Day Care Center in Santiago, Chile. Six formulas of a mixture of extruded pea-rice with different energy densities and viscosities: 0.8, 1.2 and 1.6 kcal/g and 3,000 and 9,000 cp. were studied. These experimental conditions were obtained modifying the product concentration and adding malt flour. Food consumption was determined at lunch time. Energy adequacy was calculated using the 1985 FAO-OMS-UNU requirements. Children increased significantly their energy intake when energy density of both types of consistency, soup or gruel, was higher. Energy adequacy ranged from 15% when preparations had an energy density of 0.8 kcal/g to 35%, when the preparations had an energy density of 1.6 kcal/g. The formulas which had 1.6 kcal/g fulfilled 100% of the energy requirements of preschool children for lunch time, and should be the recommended energy density for soup or gruels, when they are given as the only food. The energy density of 1.2 kcal/g needs a food complement which supplies 120 kcal, and lower values would be inadequate for preschool children feeding purposes.(ABSTRACT TRUNCATED AT 250 WORDS)

  16. 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...

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

    Directory of Open Access Journals (Sweden)

    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

  18. Inequality in Preschool Education and School Readiness

    Science.gov (United States)

    Magnuson, Katherine A.; Meyers, Marcia K.; Ruhm, Christopher J.; Waldfogel, Jane

    2004-01-01

    Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school…

  19. 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.

  20. Sleep behaviour in a sample of preschool children in Singapore.

    Science.gov (United States)

    Aishworiya, Ramkumar; Chan, Pofun; Kiing, Jennifer; Chong, Shang Chee; Laino, Armi G; Tay, Stacey Kh

    2012-03-01

    Sleep problems are common in all ages, but may be particularly acute in urban Singapore. This study aims to describe the sleep behaviour of, and to identify any sleep problems in, preschool children. This was a cross-sectional questionnaire survey of 372 children attending local childcare centers. The questionnaire was based on the Children's Sleep Habits Questionnaire (CSHQ), a validated parent-report sleep screening questionnaire that contains 54 items identifying sleep behaviours in children. A total of 372 (40.0%) children participated. The mean age was 4.1 (SD 1.3) years (range, 2 to 6 years). Average total sleep duration was 10.8 hours (SD 1.1) with average night-time sleep duration of 8.5 hours (SD 0.6) and average nap duration of 1.6 hours (SD 1.0). Co-sleeping was common; 80.9% of children shared a room with someone else. The most common sleep problems were in the domains of sleep resistance and morning behaviour; namely: requiring company to fall asleep (n = 272, 73.1%), being afraid to sleep alone (n = 228, 61.6%) and diffi culty in waking up (n = 165, 44.4%). Among parents, 84.1 % (n = 313) perceived that their child's sleep duration was adequate. The duration of sleep in the Singaporean preschool population sampled is signifi cantly lower than recommended values and that of previously described Caucasian populations. Parental perception of sleep adequacy deviates from current recommendations. Given the clear relation of sleep duration with cognitive functioning, learning, and physical growth, this sleep deprivation should be addressed with parental education and opportunistic screening of sleep in well-child follow-ups.

  1. Nutritional status of pre-school children from low income families

    Directory of Open Access Journals (Sweden)

    de Oliveira Adriana G

    2011-05-01

    Full Text Available Abstract Background We evaluated growth and nutritional status of preschool children between 2 and 6 years old from low income families from 14 daycare centers. Methods Cross-sectional study with 1544 children from daycare centers of Santo Andre, Brazil. Body weight (W, height (H and body mass index (BMI were classified according to the 2000 National Center for Health Statistics (CDC/NCHS. Cutoff points for nutritional disorders: -2 z scores and 2.5 and 10 percentiles for malnutrition risk, 85 to 95 percentile for overweight and above BMI 95 percentile for obesity. Stepwise Forward Regression method was used including age, gender, birth weight, breastfeeding duration, age of mother at birth and period of time they attended the daycare center. Results Children presented mean z scores of H, W and BMI above the median of the CDC/NCHS reference. Girls were taller and heavier than boys, while we observed similar BMI between both genders. The z scores tended to rise with age. A Pearson Coefficient of Correlation of 0.89 for W, 0.93 for H and 0.95 for BMI was documented indicating positive association of age with weight, height and BMI. The frequency of children below -2 z scores was lower than expected: 1.5% for W, 1.75% for H and 0% for BMI, which suggests that there were no malnourished children. The other extremity of the distribution evidenced prevalence of overweight and obesity of 16.8% and 10.8%, respectively. Conclusion Low income preschool children are in an advanced stage of nutritional transition with a high prevalence of overweight.

  2. Food additives and preschool children.

    Science.gov (United States)

    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.

  3. 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.

  4. Preschool Children's Perceptions of Overweight Peers

    Science.gov (United States)

    Su, Wei; Aurelia, Di Santo

    2012-01-01

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

  5. Sport Participation of Preschool Children and Parents Influence (2) : A Comparative Study on Sport-school Participants and Non-participants

    OpenAIRE

    丸山, 富雄; Tomio, MARUYAMA; 仙台大学; SENDAI COLLEGE

    1984-01-01

    The purpose of this study was to clarify a mechanism of sport participation of preschool children. Three items composed of parents' social achieved status, parents' interest in sport and parents' educational eagerness were investigated. Data were collected from 271 parents whose children attended kindergarten at Tokyo (sport-school participants 129, non-participants 142). As the results, participants' group was higher than non-participants' at all three items. Thus, it seems that sport partic...

  6. 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…

  7. 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...

  8. Psychopharmacological and Other Treatments in Preschool Children with Attention-Deficit/Hyperactivity Disorder: Current Evidence and Practice

    Science.gov (United States)

    Arnold, L. Eugene; Anthony, Bruno J.

    2008-01-01

    Abstract Objective This article reviews rational approaches to treating attention-deficit/hyperactivity disorder (ADHD) in preschool children, including pharmacological and nonpharmacological treatments. Implications for clinical practice are discussed. Data Sources We searched MEDLINE, PsychINFO, Cumulative Index to Nursing & Allied Health, Educational Resources Information Center, Cochrane Database of Systematic Reviews and Database of Abstracts of Reviews of Effects for relevant literature published in English from 1967 to 2007 on preschool ADHD. We also reviewed the references cited in identified reports. Study Selection Studies were reviewed if the sample included at least some children younger than 6 years of age or attending kindergarten, the study participants had a diagnosis of ADHD or equivalent symptoms, received intervention aimed at ADHD symptoms, and included a relevant outcome measure. Data Extraction Studies were reviewed for type of intervention and outcome relevant to ADHD and were rated for the level of evidence for adequacy of the data to inform clinical practice. Conclusions The current level of evidence for adequacy of empirical data to inform clinical practice for short-term treatment of ADHD in preschool children is Level A for methylphenidate and Level B for parent behavior training, child training, and additive-free elimination diet. PMID:18844482

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

    Science.gov (United States)

    Childhood Education, 2002

    2002-01-01

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

  10. 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

  11. 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).

  12. Comorbidities in preschool children at family risk of dyslexia

    Science.gov (United States)

    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

  13. 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.

  14. Gender differences and typical nutrition concerns of the diets of preschool children - the results of the first stage of an intervention study.

    Science.gov (United States)

    Merkiel-Pawłowska, Sylwia; Chalcarz, Wojciech

    2017-12-19

    Nutrition in children has an important influence on health both in childhood and adulthood. Actions aimed at improving children's nutrition are essential, not only to the children and their families, but also to the whole society. The aim of the study was to present the results of nutrient intake before starting a nutrition and physical activity intervention programme, to investigate gender differences in nutrient intake and to discuss whether the preschoolers' nutrient intake is similar to the intake of their peers from other countries. Nutrient intake was estimated from seven-day weighed food records kept by parents and preschool staff individually for 122 4-6-year-old children who attended two preschools in Piła, north-western Poland. Nutrient intake was calculated using Dieta 4.0 computer programme including water intake and intake of nutrients from dietary supplements. Statistical analysis was performed using the IBM SPSS Statistics computer programme, version 21.0, according to gender. The study was approved by the Bioethics Committee of the Poznan University of Medical Sciences (reference number 886/08). Boys, in comparison to girls, were found to have statistically significantly higher intakes of total protein, total protein per kg of body weight, saturated fatty acids, total carbohydrates, available carbohydrates, lactose, sucrose, total water, vitamin A, beta-carotene, vitamin B 2 , vitamin B 12 , vitamin C, calcium, phosphorus, and magnesium. Statistically significantly higher percentage of girls than boys had intakes of vitamin E below AI. Gender was a significant factor of nutrient intake in the studied preschool children. The main nutritional concerns in the studied preschoolers' diets, irrespective of gender, are typical of the diets of preschool children from various parts of Europe and indicate the need to work out common nutritional strategies to improve preschoolers' nutrition across Europe to reduce future burden of diet-related diseases to the

  15. Test-Retest Reliability of the Preschool Age Psychiatric Assessment (PAPA)

    Science.gov (United States)

    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,…

  16. Oral healthcare of preschool children in Trinidad: a qualitative study of parents and caregivers.

    LENUS (Irish Health Repository)

    Naidu, Rahul

    2012-01-01

    Little is known about oral health in early childhood in the West Indies or the views and experiences of caregivers about preventive oral care and dental attendance The aims of this study were to explore and understand parents and caregivers\\' experience of oral healthcare for their preschool aged children and how, within their own social context, this may have shaped their oral health attitudes and behaviours. These data can be used to inform oral health promotion strategies for this age group.

  17. 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.

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

    Science.gov (United States)

    Diener, Marissa L.; Kim, Do-Yeong

    2004-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

  20. 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.

  1. Observation of the Effectiveness of Drama Method in Helping to Acquire the Addition-Subtraction Skills by Children at Preschool Phase

    Science.gov (United States)

    Soydan, Sema; Quadir, Seher Ersoy

    2013-01-01

    Principal aim of this study is to show the effectiveness of the program prepared by researchers in order to enable 6 year-old children attending pre-school educational institutions to effectively gain addition subtraction skills through a drama-related method. The work group in the research comprised of 80 kids who continued their education in…

  2. Footwear suitability in Turkish preschool-aged children.

    Science.gov (United States)

    Yurt, Yasin; Sener, Gul; Yakut, Yavuz

    2014-06-01

    Unsuitable footwear worn in childhood may cause some foot problems by interfering normal development of foot. To compare footwear suitability rate of indoor and outdoor footwear at all points in preschool children and investigate factors which could affect footwear suitability. A cross-sectional survey study. A total of 1000 healthy preschool children (4-6 years old) participated in this study. Indoor and outdoor footwear of children were evaluated through Turkish version of Footwear Assessment Score. Effect of factors like age, sex, number of siblings, educational and occupational situation of parents, and behavior of school management about selecting footwear was investigated. Children got better footwear score for outdoor than indoor ones (p footwear score for both indoor and outdoor ones than girls (p footwear score was found in favor of children who were going to schools that gave guidance about selecting footwear for both indoor and outdoor in comparison to children going to other schools (p footwear for their children. Performing education programs and investigation of their effect with comprehensive follow-up studies in future is essential. This study reflects footwear habits of Turkish preschool children and factors affecting this issue. Results may give way to education programs about suitable footwear worn in childhood for healthy foot development. © The International Society for Prosthetics and Orthotics 2013.

  3. 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% ...

  4. Prevalence of obesity and motor performance capabilities in Tyrolean preschool children.

    Science.gov (United States)

    Greier, Klaus; Riechelmann, Herbert; Burtscher, Martin

    2014-07-01

    The childrens' world of movement has changed dramatically during the last decades. As a consequence motor performance decreases particularly in children affected by overweight and obesity. This study analyses the influence of the body mass index (BMI) on motor performance of pre-school children. In a cross-sectional study including 41 kindergartens in Tyrol (Austria), 4- to 5-year-old children (n = 1,063) were recruited. Four BMI groups were used according to a German BMI reference system: Group I (anorexic/underweight), group II (normal weight), group III (overweight) and group IV (obese). Motor performance was assessed by the use of the Karlsruhe Motorik-Screening (KMS 3-6). Out of the 1,063 preschool children (550 ♂, 513 ♀) 7.6 % (n = 81) were overweight and 5.5 % (n = 58) were obese. The results demonstrate that motor performance of under- and overweight preschool-children is not different from children with normal BMI, but obese children had significantly lower motor performance (p obese Tyrolean preschool children is similar to those of non-mountainous areas of Austria and Germany. The fact that motor performance is reduced only in obese children suggests that targeted promotion of physical activity is urgently needed for preschool children particularly considering children with a risk to develop obesity. Besides the efforts of parents, nursery schools are the ideal setting for intervention measures.

  5. Parenting Style Associated with Sedentary Behaviour in Preschool Children

    Science.gov (United States)

    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…

  6. Supporting Children's Oral Language Development in the Preschool Classroom

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  8. Oral healthcare of preschool children in Trinidad: a qualitative study of parents and caregivers.

    Science.gov (United States)

    Naidu, Rahul; Nunn, June; Forde, Maarit

    2012-08-03

    Little is known about oral health in early childhood in the West Indies or the views and experiences of caregivers about preventive oral care and dental attendance The aims of this study were to explore and understand parents and caregivers' experience of oral healthcare for their preschool aged children and how, within their own social context, this may have shaped their oral health attitudes and behaviours. These data can be used to inform oral health promotion strategies for this age group. After ethical approval, a qualitative study was undertaken using a focus group approach with a purposive sample of parents and caregivers of preschool children in central Trinidad.Group discussions were initiated by use of a topic guide. Audio recording and field notes from the three focus groups, with a total of 18 participants, were transcribed and analysed using a thematic approach. Despite some ambivalence toward the importance of the primary teeth, the role of fluoride and confusion about when to take a child for their first dental visit, most participants understood the need to ensure good oral hygiene and dietary habits for their child. Problems expressed included, overcoming their own negative experiences of dentistry, which along with finding affordable and suitable dental clinics, affected their attitude to taking their child for a dental visit. There was difficulty in establishing good brushing routines and controlling sweet snacking in the face of many other responsibilities at home. Lack of availability of paediatric dental services locally and information on oral health care were also highlighted. Many expressed a need for more contact with dental professionals in non-clinic settings, for oral health care advice and guidance. Parents and caregivers in this qualitative study showed generally positive attitudes towards oral health but appear to have encountered several barriers and challenges to achieving ideal preventive care for their child, with respect to

  9. Relationship Between Parents and Preschool Children

    Directory of Open Access Journals (Sweden)

    Nilgun Ongider

    2013-08-01

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

  10. Biomarkers of passive smoking among Greek preschool children.

    Science.gov (United States)

    Vardavas, Constantine I; Tzatzarakis, Manolis N; Tsatsakis, Aristeidis M; Athanasopoulos, Dimitrios; Balomenaki, Evaggelia; Linardakis, Manolis K; Kafatos, Anthony G

    2006-12-01

    Greece has the highest adult smoking prevalence in the European Union, affecting not only those who smoke but also threatening the health of those who are involuntarily exposed to passive smoke, especially young Greek children. The aim of this study was to quantify passive smoking biomarkers (serum nicotine and cotinine levels) among preschool children in Crete in relation to parental smoking habits. All children enrolled in kindergarten in western Crete (1,757 preschool children and 2,809 parents) were interviewed during the 2004-2005 Cretan health promotion programme out of which a sample of 81 children was randomly selected according to parental smoking status and blood samples for cotinine and nicotine assay were taken. The geometric means of serum nicotine values in children with both parents current smokers and in those with both parents non-smokers were 0.71 ng/ml (95%CI 0.62, 0.80) and 0.59 ng/ml (95%CI 0.49, 0.69), respectively, (p=0.073). Cotinine geometric mean values were found at 1.69 ng/ml (95%CI 0.93, 3.06) and 0.15 ng/ml (95%CI 0.09, 0.28), respectively, (pparents had also greater cotinine geometric mean values than boys (3.35 versus 0.85 ng/ml, respectively, p=0.018). Our findings prove that Greek preschool children, especially young girls, are exposed to substantial levels of passive smoke which therefore stresses the need for immediate action so as to prevent the predisposition and early addiction of Greek preschool children to tobacco.

  11. Inequality, Preschool Education and Cognitive Development in Ethiopia: Implication for Public Investment in Pre-Primary Education

    Science.gov (United States)

    Woldehanna, Tassew

    2016-01-01

    This study used longitudinal data from the Young Lives Project in Ethiopia to examine the main factors relating to preschool access and their potential effects on cognitive performance of children aged five and eight years. The results show that only one quarter of the preschool-aged children have the opportunity to attend this vital stage of…

  12. Smoking habits of Greek preschool children's parents

    Directory of Open Access Journals (Sweden)

    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.

  13. Smoking habits of Greek preschool children's parents.

    Science.gov (United States)

    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.

  14. 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)

  15. Relational Aggression in Children with Preschool Onset (PO) 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 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

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

    Science.gov (United States)

    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…

  17. [Breastfeeding as a protective factor against overweight and obesity among pre-school children].

    Science.gov (United States)

    Jarpa, M Catalina; Cerda, L Jaime; Terrazas, M Claudia; Cano, C Carmen

    2015-01-01

    The rates of overweight and obesity among children have significantly increased in Chile. To assess the benefits of breastfeeding in preventing malnutrition by excessive intake of foods in Chilean pre-school children. A case-control study was conducted in 2011 on pediatric patients treated in a private Chilean healthcare center (San Joaquin Medical Center, Catholic University). Gender, age, weight, height, nutritional diagnosis, type of feeding during the first 6 months of life, socioeconomic status, parental education and obesity, television viewing, and kindergarten attendance were analyzed. A total of 209 patients were included in the study, 53.1% of whom were male, and 60.3% were predominantly breastfed for the first 6 months of life. More than half (51.7%) were eutrophic, 29.7% were overweight, and 18.6% obese. The patients were between the ages of 2 and 3 years 11 months. The crude Odds Ratio of breast-feeding versus formula during the first 6 months of life in patients with normal weight versus overweight children was 0.442 (95% CI 0.204-0.961). It was found that predominantly breastfeeding during the first 6 months of life acted as a protective factor against malnutrition by excessive intake of foods in Chilean pre-school children treated in this private medical center. Copyright © 2015. Publicado por Elsevier España, S.L.U.

  18. FUNDAMENTAL MOVEMENT SKILLS OF PRESCHOOL CHILDREN IN NORTHWEST ENGLAND.

    Science.gov (United States)

    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.

  19. Relationship between Preschool Teachers' Reports of Children's Behavior and their Behavior toward those Children

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    Dobbs, Jennifer; Arnold, David H.

    2009-01-01

    The relationships between preschool children and their teachers are an important component of the quality of the preschool experience. This study used attribution theory as a framework to better understand these relationships, examining the connection between teachers' perceptions of children's behavior and teachers' behavior toward those…

  20. 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.

  1. Preschool Italian in Melbourne

    Science.gov (United States)

    Hannan, Siobhan

    2010-01-01

    Kindergarten in Victoria, Australia is the preschool year, attended by children who are four going on five, and who will go onto primary school the following year. These are part-time programs, run over a small number of sessions per week, typically for 3-5 hours per session for 10-12 hours per week. North West Brunswick Kindergarten, in the…

  2. 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…

  3. 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.

  4. Fundamental movement skill performance of preschool children in relation to family context.

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    Cools, Wouter; De Martelaer, Kristine; Samaey, Christiane; Andries, Caroline

    2011-04-01

    Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father-child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.

  5. [Effects of family cohesion and adaptability on behavioral problems in preschool children].

    Science.gov (United States)

    Wang, Yan-Ni; Xue, Hong-Li; Chen, Qian

    2016-05-01

    To investigate the effects of family cohesion and adaptability on behavioral problems in preschool children. The stratified cluster multistage sampling method was used to perform a questionnaire survey in the parents of 1 284 children aged 3-6 years in the urban area of Lanzhou, China. The general status questionnaire, Conners Child Behavior Checklist (Parent Symptom Question), and Family Adaptability and Cohesion Scale, Second edition, Chinese version (FACESII-CV) were used to investigate behavioral problems and family cohesion and adaptability. The overall detection rate of behavioral problems in preschool children was 17.13%. The children with different types of family cohesion had different detection rates of behavioral problems, and those with free-type family cohesion showed the highest detection rate of behavioral problems (40.2%). The children with different types of family adaptability also had different detection rates of behavioral problems, and those with stiffness type showed the highest detection rate of behavioral problems (25.1%). The behavioral problems in preschool children were negatively correlated with family cohesion and adaptability. During the growth of preschool children, family cohesion and adaptability have certain effects on the mental development of preschool children.

  6. Relational Aggression in Children with Preschool-Onset 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 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.…

  7. Motor performance of preschool children

    OpenAIRE

    Karina Słonka; Manuela Dyas; Tadeusz Słonka; Tomasz Szurmik

    2017-01-01

    Introduction: Pre‑school age is a period of intensive development when children shape their posture, habits and motor memory. Movement is child's physiological need.  Motive activity supports not only physical development, but also psychical, intellectual and social.   Aim: The aim of the study is to assess motor ability in preschool children from the city of Opole and District Dobrzeń Wielki. Materials and methods: The research involved 228 children, aged 5 and 6. The method used in...

  8. Distribution of ametropia in 1 170 preschool children with low vision

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    Li-Li Sun

    2016-03-01

    Full Text Available AIM:To observe and study the distribution of ametropia in 1 170 preschool children with low vision.METHODS:Ten kindergartens in the urban area of Jinzhou were randomly selected. For the preschool children aged from 3 to 6, the vision conditions including sight test, ocular inspection, refraction status, conventional ophthalmic testing and stereo tests were conducted. The children with visionRESULTS:(1rates of abnormal vision were 6.37% in children aged 3,7.79% in those aged 4,15.24% in those aged 5 and 8.93% in those aged 6; abnormal rate in children aged 5 was significantly higher than those in the other age groups(PCONCLUSION:For preschool children with low vision, the abnormal rate is reduced with the increasing ages since the vision is gradually mature. Based on the results, hyperopia is the main causes for low vision in preschool children(aged from 3 to 6. Based on the factors of myopia, strabismus and amblyopia, it is important to conduct the general survey in curing eye diseases as early as possible.

  9. Task switching costs in preschool children and adults.

    Science.gov (United States)

    Peng, Anna; Kirkham, Natasha Z; Mareschal, Denis

    2018-08-01

    Past research investigating cognitive flexibility has shown that preschool children make many perseverative errors in tasks that require switching between different sets of rules. However, this inflexibility might not necessarily hold with easier tasks. The current study investigated the developmental differences in cognitive flexibility using a task-switching procedure that compared reaction times and accuracy in 4- and 6-year-olds with those in adults. The experiment involved simple target detection tasks and was intentionally designed in a way that the stimulus and response conflicts were minimal together with a long preparation window. Global mixing costs (performance costs when multiple tasks are relevant in a context), and local switch costs (performance costs due to switching to an alternative task) are typically thought to engage endogenous control processes. If this is the case, we should observe developmental differences with both of these costs. Our results show, however, that when the accuracy was good, there were no age differences in cognitive flexibility (i.e., the ability to manage multiple tasks and to switch between tasks) between children and adults. Even though preschool children had slower reaction times and were less accurate, the mixing and switch costs associated with task switching were not reliably larger for preschool children. Preschool children did, however, show more commission errors and greater response repetition effects than adults, which may reflect differences in inhibitory control. Copyright © 2018 Elsevier Inc. All rights reserved.

  10. Preschool Children's Expectations for Parental Discipline

    OpenAIRE

    Graham, Angie Geertsen

    1998-01-01

    Many factors influence preschool children's expectations for parental discipline. Parent characteristics such as personality, values, social class, and disciplinary methods can affect the expectations children have for parental discipline. Children's ability to understand and interpret parental messages can also influence how they will respond. All of these factors need to be taken into consideration in order for effective communication between parents and children to occur. In this study,...

  11. Motor fitness and preschooler children obesity status.

    Science.gov (United States)

    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.

  12. Examining of the social problem solving skills in preschool children in terms of different variables

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    Şuheda Bozkurt Yükçü

    2017-09-01

    Full Text Available The purpose of this research is to examine preschool children's social problem solving skills in terms of various variables. The population of the study consisted of parents and their children between the ages four-six years who attend independent kindergartens located in Çankaya county of Ankara during the 2015-2016 academic year. The sample of the study selected by simple random sampling method, consisted of 240 parents and their children between the ages four-six years who attend independent kindergartens located in Çankaya counties of Ankara during the 2015-2016 academic year. In this study conducted by descriptive screenning model, General Information Form and Wally Child Social Problem Solving Detective Game Test were used. Kruskal Wallis-H Test, Independent Groups T Test, One Way Anova were used to analyze of data. According to the results of this study, social problem solving skills of children differ based on child’s age but do not differ based on gender, number of siblings, montly income, parents’s age, educational status and working status. The findings were discussed and interpreted within the scope of the literature.

  13. Sociodemographic, behavioural and environmental correlates of sweetened beverage consumption among pre-school children.

    Science.gov (United States)

    Pabayo, Roman; Spence, John C; Cutumisu, Nicoleta; Casey, Linda; Storey, Kate

    2012-08-01

    To identify sociodemographic and environmental correlates of sweetened beverages (regular soft drinks, fruit juice) among children of pre-school age. Children's dietary intake, food behaviours and screen time were measured by parental report. A Geographic Informational System was used to assess the number of grocery stores and fast-food restaurants available within 1 km of the children's residence. Multivariate log-binomial regression models were constructed to determine correlates of drinking soft drinks during the previous week. Edmonton region, Canada. Children aged 4 and 5 years (n 2114) attending a public health unit for immunization were recruited for a cohort study on determinants of childhood obesity, between 2005 and 2007. Children from neighbourhoods with low socio-economic status (relative risk (RR) = 1·17, 95 % CI 0·98, 1·40) or who participated in >2 h of screen time daily (RR = 1·28, 95 % CI 1·13, 1·45) were significantly more likely to have consumed regular soft drinks within the last week. Those who lived within 1 km of a grocery store were significantly less likely to consume regular soft drinks (RR = 0·84, 95 % CI 0·73, 0·96). Children who participated in >2 h of screen time daily (RR = 1·16, 95 % CI 1·06, 1·27) were more likely to exceed the recommended weekly number of servings of fruit juice. Socio-economic and built environment factors are associated with soft drink consumption in children of pre-school age. These findings may help health professionals to advocate for policies that reduce soft drink consumption among children.

  14. Outdoor environmental assessment of attention promoting settings for preschool children.

    Science.gov (United States)

    Mårtensson, F; Boldemann, C; Söderström, M; Blennow, M; Englund, J-E; Grahn, P

    2009-12-01

    The restorative potential of green outdoor environments for children in preschool settings was investigated by measuring the attention of children playing in settings with different environmental features. Eleven preschools with outdoor environments typical for the Stockholm area were assessed using the outdoor play environment categories (OPEC) and the fraction of visible sky from play structures (sky view factor), and 198 children, aged 4.5-6.5 years, were rated by the staff for inattentive, hyperactive and impulsive behaviors with the ECADDES tool. Children playing in large and integrated outdoor areas containing large areas of trees, shrubbery and a hilly terrain showed less often behaviors of inattention (pOPEC can be useful when to locate and develop health-promoting land adjacent to preschools.

  15. 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.

  16. 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…

  17. 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…

  18. Dental Caries and Their Treatment Needs in 3-5 Year Old Preschool Children in a Rural District of India

    Science.gov (United States)

    Gupta, Devanand; Momin, Rizwan K; Mathur, Ayush; Srinivas, Kavuri Teja; Jain, Ankita; Dommaraju, Neelima; Dalai, Deepak Ranjan; Gupta, Rajendra Kumar

    2015-01-01

    Background: Dental problems in the preschool children are neglected by their parents as the deciduous teeth are going to shed off, and hence considered to be of no importance and more of economic burden if attended to them. Aims: This study was to determine the caries prevalence in preschool children (3-5-year-old) of rural Moradabad district, to analyze the specific pattern of dental caries experience in this population and to assess the treatment needs among them. Material and Methods: Children within the age group of 3-5 years attending Anganwadi centers of rural Moradabad district were included in the study. Caries diagnosis was based on decayed, extracted, filled surface (defs) and the treatment needs were recorded using World Health Organization (WHO) oral health assessment form 1997. Results: Out of 1,500 children examined, 48.7% males and 52.6% females did not require any treatment. The mean decayed, extracted, filled teeth (deft) value was found to be significantly high in 5-year-old participants when compared to 3-year-old participants (P caries arresting sealant care, extraction, crown bridge element, pulp care, and space maintainer. Conclusion: The most common pattern was pit and fissure, then maxillary anterior pattern, posterior proximal pattern, and posterior buccal lingual smooth surface pattern. The mean deft value was higher in males as compared to females. There is a greater need for oral health education among parents and teachers. PMID:25973401

  19. Follow the Leader: Attending to the Curriculum Making Potential of Preschoolers

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    Miller Marsh, Monica; Zhulamanova, Ilfa

    2017-01-01

    This research focused on making visible children's funds of identity [Esteban-Guitart, M., & Moll, L. (2014). Funds of identity: A new concept based on the funds of knowledge approach. "Culture & Psychology," 20(1), 31-48] and incorporating these resources into an inquiry-oriented, play-based, preschool curriculum. Participants…

  20. 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

    Science.gov (United States)

    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…

  1. Gender influences on preschool children's social problem-solving strategies.

    Science.gov (United States)

    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.

  2. Sleep Duration and School Readiness of Chinese Preschool Children.

    Science.gov (United States)

    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.

  3. Prevalence of malnutrition among pre-school children in South-east Nigeria.

    Science.gov (United States)

    Manyike, Pius C; Chinawa, Josephat M; Ubesie, Agozie; Obu, Herbert A; Odetunde, Odutola I; Chinawa, Awoere T

    2014-09-11

    Malnutrition can be defined as a state of nutrition where the weight for age, height for age and weight for height indices are below -2 Z-score of the NCHS reference. It has posed a great economic burden to the developing world. The objective of this study is to assess the prevalence of malnutrition among pre-school children in Abakiliki in Ebonyi state of Nigeria. This is a cross-sectional studies that assess the prevalence of malnutrition and associated factors among children aged 1-5 years attending nursery and primary schools. Nutritional assessment was done using anthropometry and clinical examination. A total of 616 children aged one to 5 years were enrolled into this study. Three hundred and sixty-seven (59.6%) were males while 249 (40.4%) were females. Sixty of the 616 children (9.7%) had acute malnutrition based on WHZ-score. Moderate acute malnutrition (MAM) was present in 33 children (5.3%) while 27 (4.4%) had severe acute malnutrition. The prevalence of global and severe acute malnutrition using z-score is 9.7% and 4.4% respectively while that of stunting is 9.9% with a male preponderance.

  4. CORRELATION BETWEEN PRESCHOOL CHILDREN ANXIETY AND STYLE OF FAMILY UPBRINGING

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    N. V. Mazurova

    2013-01-01

    Full Text Available Children personality is actively formed at the preschool period, as they enter wider circle of social relationships and everyday tasks become more complicated. The most common emotional problem among preschool children is anxiety as a possible precursor of neurosis. Aim: to study the character of anxiety and the main causes of its development in preschool children in order to determine the structure of psychological care. Patients and methods: 68 children, 68 mothers and 22 fathers were included into the study. We used the following methods: observation, interview, projective and test methods. Results: each third child was diagnosed increased level of anxiety. Anxiety-inducing situations were mainly associated with disturbances of safety feeling in family. Correlation between ineffective types of parental relationship and high level of children anxiety was established. Conclusions: decrease in children anxiety is impossible without harmonization of parental aims in accordance to age and special features of children development. Structure and duration of rehabilitation should be based on analysis of somatic and neuro-psychic state of children, as well as social situation of development.

  5. 'Remote Parenting': Parents' Perspectives on, and Experiences of, Home and Preschool Collaboration

    Science.gov (United States)

    Vuorinen, Tuula

    2018-01-01

    This article explores parents' perspectives on, and experiences of, home and preschool collaboration. The data consist of in-depth interviews with 10 parents with one or several children attending preschool. The research process of gathering and analyzing data follows the procedures of constructivist grounded theory. The results show how parents…

  6. Harmonious Parents and Their Preschool Children

    Science.gov (United States)

    Baumrind, Diana

    1971-01-01

    This brief report describes harmonious parents and their children. The six preschool daughters whose parents were harmonious were outstandingly competent but the opposite was true of the two sons. (Author/WY)

  7. 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.

  8. Cognitive, Linguistic and Print-Related Predictors of Preschool Children's Word Spelling and Name Writing

    Science.gov (United States)

    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…

  9. Oral healthcare of preschool children in Trinidad: a qualitative study of parents and caregivers

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    Naidu Rahul

    2012-08-01

    Full Text Available Abstract Background Little is known about oral health in early childhood in the West Indies or the views and experiences of caregivers about preventive oral care and dental attendance The aims of this study were to explore and understand parents and caregivers’ experience of oral healthcare for their preschool aged children and how, within their own social context, this may have shaped their oral health attitudes and behaviours. These data can be used to inform oral health promotion strategies for this age group. Method After ethical approval, a qualitative study was undertaken using a focus group approach with a purposive sample of parents and caregivers of preschool children in central Trinidad. Group discussions were initiated by use of a topic guide. Audio recording and field notes from the three focus groups, with a total of 18 participants, were transcribed and analysed using a thematic approach. Results Despite some ambivalence toward the importance of the primary teeth, the role of fluoride and confusion about when to take a child for their first dental visit, most participants understood the need to ensure good oral hygiene and dietary habits for their child. Problems expressed included, overcoming their own negative experiences of dentistry, which along with finding affordable and suitable dental clinics, affected their attitude to taking their child for a dental visit. There was difficulty in establishing good brushing routines and controlling sweet snacking in the face of many other responsibilities at home. Lack of availability of paediatric dental services locally and information on oral health care were also highlighted. Many expressed a need for more contact with dental professionals in non-clinic settings, for oral health care advice and guidance. Conclusion Parents and caregivers in this qualitative study showed generally positive attitudes towards oral health but appear to have encountered several barriers and challenges to

  10. 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…

  11. Attention Deficit/Hyperactivity Disorder (ADHD) symptoms and cognitive skills of preschool children.

    Science.gov (United States)

    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

  12. Barriers to Vaccinating Preschool Children.

    Science.gov (United States)

    Orenstein, Walter A.; And Others

    1990-01-01

    Despite the effectiveness of vaccinations in preventing disease, preschool children, particularly in the inner cities, are not being adequately immunized. Inadequate clinic staff and hours, inconvenient locations, prohibitive policies, and missed opportunities within the health care system may contribute to this problem. Suggests policy changes…

  13. Brazilian infant and preschool children feeding: literature review

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    Carolina Santos Mello

    Full Text Available Abstract Objective To assess the feeding profile of Brazilian infants and preschool children aged 6 months to 6 years, based on the qualitative and quantitative analysis of food and nutrient intake. Data source This review analyzed studies carried out in Brazil that had food survey data on infants and preschool children. The search was limited to publications from the last 10 years included in the LILACS and MEDLINE electronic databases. Data summary The initial search identified 1480 articles, of which 1411 were excluded after the analysis of abstracts, as they were repeated or did not meet the inclusion criteria. Of the 69 articles assessed in full, 31 articles contained data on food survey and were selected. Only three studies concurrently assessed children from different Brazilian geographical regions. Of the assessed articles, eight had qualitative data, with descriptive analysis of food consumption frequency, and 23 had predominantly quantitative data, with information on energy and nutrient consumption. Conclusions The articles assessed in this review showed very heterogeneous results, making it difficult to compare findings. Overall, the feeding of infants and preschool children is characterized by low consumption of meat, fruits, and vegetables; high consumption of cow's milk and inadequate preparation of bottles; as well as early and high intake of fried foods, candies/sweets, soft drinks, and salt. These results provide aid for the development of strategies that aim to achieve better quality feeding of Brazilian infants and preschoolers.

  14. [Dietary status of preschool children from day-care kindergartens in six cites of China].

    Science.gov (United States)

    Yin, Shian; Su, Yixiang; Liu, Qipei; Zhang, Maoyu

    2002-10-01

    In order to highlight nutrients of potential concern on deficiency for the age groups under study, the dietary status of preschool children were studied in the kindergartens of Beijing, Shanghai, Guangzhou, Chengdu, Changsha and Dalian in 1998-1999. All the children who regularly attended the kindergarten, who were in the age range of 3-6 year old and generally health were considered eligible for enrollment in this study. The final results included a total of 1170 children, with 583 boys and 587 girls. Food weighing method was used in consecutive three-day dietary survey by recording breakfast, lunch and afternoon refreshments in kindergarten. Questionnaire form was applied to record the other food consumption outside of the kindergarten. Nutrient intakes of per child were calculated according to the Chinese Food composition Table. The average energy, protein, iron, selenium, vitamin A, vitamin E, thiamin, riboflavin, and nicotinic acid intakes were adequate in each group. The dietary energy provided by fat was near to the high marginal (30%), which indicated that more fat intake should be avoided in these children. The ratio of energy provided by each meal per day was lower in the breakfast and higher in the dinner and foods consumed at home. The average ratio of calcium to phosphorus for 3-6 years was 0.63. A deficiency of calcium is rather common, and the intake of calcium accounted for only 61.6% of the recommended nutrient intake(RNI). Salt intake was relatively higher than that of adequate intake recommended by Chinese Nutritional Society. The zinc intake reached 62.9% of RNIs. Vitamin C intakes from each age of groups did not meet their RNI. The present study indicates that the deficiencies of some trace nutrients in the diets for preschool children in day-care kindergartens is probably related to that the body weight and height of preschool children have not achieved a "satisfactory" level.

  15. Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development

    Science.gov (United States)

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Jackson, Hannah

    2018-01-01

    Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness…

  16. [Fine motor and self-development assessment of preschool children with epilepsy].

    Science.gov (United States)

    Lendraĭtene, E B; Petrushiavichene, D P; Andronavichiute, Iu P; Vapzhaĭtite, L A; Krishchiunas, A I

    2014-01-01

    Objective. To assess fine motor and self-care skills in preschool children with epilepsy. Material and methods. The study included 22 children, 12 girls (54.5%) and 10 boys (45.5%), mean age 41.5±19.9 months. Children were tested with DISC and Munchen tests. Results and conclusion. Among preschool children with epilepsy, 50% have impaired and 22.7% - delayed development of fine motor skills. The mean coefficient of fine motor skills was 59.0±28.1. Among preschool children with epilepsy, 36.4% have impaired and 45.5% - delayed development of self-development skills. The coefficient of self-care skills was 57.8±26.1. DISC and Munchen tests for evaluation of small motor and self-care skills are equivalent for assessment in children with epilepsy (pskills were more often disturbed (pfine motor skills (p<0.05).

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

    OpenAIRE

    Arabgol, Fariba; Panaghi, Leily; Nikzad, Vahid

    2015-01-01

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

  18. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

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    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  19. Associations between characteristics of the home food environment and fruit and vegetable intake in preschool children: A cross-sectional study

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    Wyse Rebecca

    2011-12-01

    Full Text Available Abstract Background Early childhood is critical to the development of lifelong food habits. Given the high proportion of children with inadequate fruit and vegetable consumption, identification of modifiable factors associated with higher consumption may be useful in developing interventions to address this public health issue. This study aimed to identify the characteristics of the home food environment that are associated with higher fruit and vegetable consumption in a sample of Australian preschool children. Methods A cross-sectional telephone survey was conducted with 396 parents of 3 to 5 year-old children attending 30 preschools within the Hunter region, New South Wales, Australia. Children's fruit and vegetable consumption was measured using a valid and reliable subscale from the Children's Dietary Questionnaire. Associations were investigated between children's fruit and vegetable intake and characteristics of the home food environment including parental role-modeling, parental providing behaviour, fruit and vegetable availability, fruit and vegetable accessibility, pressure to eat, family eating policies and family mealtime practices. Characteristics of the home food environment that showed evidence of an association with children's fruit and vegetable consumption in simple regression models were entered into a backwards stepwise multiple regression analysis. The multiple regression analysis used generalised linear mixed models, controlled for parental education, household income and child gender, and was adjusted for the correlation between children's fruit and vegetable consumption within a preschool. Results The multiple regression analysis found positive associations between children's fruit and vegetable consumption and parental fruit and vegetable intake (p = 0.005, fruit and vegetable availability (p = 0.006 and accessibility (p = 0.012, the number of occasions each day that parents provided their child with fruit and vegetables

  20. BUDESONIDE TREATMENT IN CHILDREN PRESCHOOL AGE

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    E.A. Vishneva

    2010-01-01

    Full Text Available Bronchial asthma remains disease with wide prevalence in children different age. Inhalation corticosteroids are medications of first line of therapy in children. The article describes the ways of treatment with budesonide (Pulmicort in children preschool age. The data from different studies prove the effectiveness and safety of treatment with as turbuhaler, as nebulizer form of this drug. Key words: children, bronchial asthma, inhalational corticosteroids, budesonide.(Voprosy sovremennoi pediatrii — Current Pediatrics. 2010;9(1:76-80

  1. Technology-enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge

    NARCIS (Netherlands)

    Teepe, R.C.; Molenaar, I.; Verhoeven, L.

    2016-01-01

    Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology-enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a

  2. Technology-enhanced storytelling stimulating parent-child interaction and preschool children's vocabulary knowledge

    NARCIS (Netherlands)

    Teepe, R.C.; Molenaar, I.; Verhoeven, L.T.W.

    2017-01-01

    Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology-enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent-child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a

  3. Executive Functioning Skills in Preschool-Age Children With Cochlear Implants

    Science.gov (United States)

    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

  4. Development of early numerical abilities of Spanish-speaking Mexican preschoolers: A new assessment tool.

    Science.gov (United States)

    Beltrán-Navarro, Beatriz; Abreu-Mendoza, Roberto A; Matute, Esmeralda; Rosselli, Monica

    2018-01-01

    This article presents a tool for assessing the early numerical abilities of Spanish-speaking Mexican preschoolers. The Numerical Abilities Test, from the Evaluación Neuropsicológica Infantil-Preescolar (ENI-P), evaluates four core abilities of number development: magnitude comparison, counting, subitizing, and basic calculation. We evaluated 307 Spanish-speaking Mexican children aged 2 years 6 months to 4 years 11 months. Appropriate internal consistency and test-retest reliability were demonstrated. We also investigated the effect of age, children's school attendance, maternal education, and sex on children's numerical scores. The results showed that the four subtests captured development across ages. Critically, maternal education had an impact on children's performance in three out of the four subtests, but there was no effect associated with children's school attendance or sex. These results suggest that the Numerical Abilities Test is a reliable instrument for Spanish-speaking preschoolers. We discuss the implications of our outcomes for numerical development.

  5. Exploring the school attendance of children with epilepsy

    Directory of Open Access Journals (Sweden)

    Karina Piccin Zanni

    2009-12-01

    Full Text Available The childhood epilepsy is a chronic disease that can have an impact in various spheres of life of the child, including academic performance and school attendance. This study aimed to describe and compare the school attendance of children with epilepsy who attend mainstream and special schools. Participants were 56 children aged between 7 and 14 years who attended regular or special schools located in two Brazilian cities of medium size. To collect the information we used two instruments: Data sheet of identification and characterization of the child and Data sheet to record the attendance school. The results showed that children in special schools had higher rates of absenteeism compared to students in regular schools. Additionally, we observed that these children use more drugs and have implications on health more severe than children in regular schools. Thus, it is the childhood epilepsy as a disease complex that brings substantial effects on various areas of children’s lives by reinforcing the need for studies that might expand the knowledge to and the experiences associated with the education of these children.

  6. A Qualitative Study on Turkish Preschool Children's Environmental Attitudes Through Ecocentrism and Anthropocentrism

    Science.gov (United States)

    Kahriman-Ozturk, Deniz; Olgan, Refika; Tuncer, Gaye

    2012-03-01

    This study explores preschool children's attitudes towards environmental issues with a focus on the issue of gender as a factor affecting their attitudes. The study sample comprised 40 preschool age children living in Ankara, Turkey. The research adopted a qualitative approach, and the data were collected through interviews in which a questionnaire was administered. The interview questionnaire was adapted from 'The Children's Attitudes Toward the Environment Scale-Preschool Version' which contains 15 interview questions and sub-questions. The findings of our study indicate that most of the 5-6-year-old children initially appear to have ecocentric attitudes towards environmental issues in all the dimensions. However, when the children explained their reasons for choosing one of the two pictures, their responses were evaluated as emanating from anthropocentric attitudes. No difference in the attitudes of the preschool children was detected in relation to their gender. In conclusion, this study shows that the educational programmes at the preschool stage need to be broadened and improved, particularly in the provision of outdoor study in natural settings for the children to develop a more ecocentric attitude towards the environment.

  7. Fourth Grade Outcomes of Children with a Preschool History of Developmental Disability

    Science.gov (United States)

    Delgado, Christine E. F.

    2009-01-01

    Special education outcomes were evaluated for 3,608 children (2,513 males) with a preschool history of developmental disability. Sixty-six percent of the children had an identified disability in fourth grade. The percentage of children with a disability at outcome varied across preschool disability categories from 54% to 96%. The consistency of…

  8. Dental caries status of preschool children in Hong Kong.

    Science.gov (United States)

    Chu, C H; Fung, D S; Lo, E C

    1999-12-11

    To describe the dental caries status of preschool children in Hong Kong and factors which affect their caries status. 658 preschool children aged 4 to 6 years from six randomly selected kindergartens in Hong Kong were surveyed in December 1997. A questionnaire to investigate possible explanatory variables for caries status was completed by their parents. Dental caries was diagnosed according to the criteria recommended by the World Health Organization (1997). Caries experience as measured by the mean number of decayed, missing and filled primary teeth (dmft) of the 4-, 5-, and 6-year-old children were found to be 0.9, 1.8, and 3.3 respectively. Overall, 61% of the children had a zero dmft score. Children born in Mainland China had a higher mean dmft score (4.6) than those born in Hong Kong (1.4). Statistically significant correlations were found between the children's dental caries status and their oral health practices as well as their socio-economic background. Parents' education level, dental knowledge and attitudes were also associated with the children's dental caries experience. In general, the caries status of Hong Kong Chinese preschool children was similar to that of children in industrialised countries and was better than that of children in the nearby areas. However, special dental programmes should be made available to children from lower socio-economic classes and new immigrants from Mainland China because they are the high risk groups for caries in Hong Kong.

  9. 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…

  10. Science in the Eyes of Preschool Children: Findings from an Innovative Research Tool

    Science.gov (United States)

    Dubosarsky, Mia D.

    How do young children view science? Do these views reflect cultural stereotypes? When do these views develop? These fundamental questions in the field of science education have rarely been studied with the population of preschool children. One main reason is the lack of an appropriate research instrument that addresses preschool children's developmental competencies. Extensive body of research has pointed at the significance of early childhood experiences in developing positive attitudes and interests toward learning in general and the learning of science in particular. Theoretical and empirical research suggests that stereotypical views of science may be replaced by authentic views following inquiry science experience. However, no preschool science intervention program could be designed without a reliable instrument that provides baseline information about preschool children's current views of science. The current study presents preschool children's views of science as gathered from a pioneering research tool. This tool, in the form of a computer "game," does not require reading, writing, or expressive language skills and is operated by the children. The program engages children in several simple tasks involving picture recognition and yes/no answers in order to reveal their views about science. The study was conducted with 120 preschool children in two phases and found that by the age of 4 years, participants possess an emergent concept of science. Gender and school differences were detected. Findings from this interdisciplinary study will contribute to the fields of early childhood, science education, learning technologies, program evaluation, and early childhood curriculum development.

  11. 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

  12. Arbi Care application increases preschool children's hand-washing self-efficacy among preschool children.

    Science.gov (United States)

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

    2018-02-01

    This research aimed to examine the effectiveness of an Android mobile game application called Arbi Care as a means to prevent diarrhea and build self-efficacy in hand washing among preschool children. This research used a pre- and post-test control group and time series design approach. Respondents were chosen randomly from a group of four to six years children. The intervention group (n = 60) received Arbi Care intervention for 25 minutes, twice a week, for five weeks while the control group (n = 60) received standard education. Self-efficacy was measured by using questionnaire and observation. Measurement was carried out three times in the sixth, eight, and tenth week post-intervention. The data was analyzed using the GLMRM test. There was a significant increase in the average score of self-efficacy in hand washing for the intervention group versus the control group. Moreover, there were significant differences in the results of average scores in which the intervention group showed much better self-efficacy improvement over the control group during the first, second, and final post-test after the intervention was given (p Android-based educational game can be an effective medium to improve hand washing self-efficacy among preschool children, thus helping to prevent diarrhea. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.

  13. 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

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

    Directory of Open Access Journals (Sweden)

    Zora JACOVA

    1997-12-01

    Full Text Available Preschool upbringing of children with developmental difficulties is the first link in the system of education and upbringing and at the same time the utmost segment in the system of integrational rehabilitation.Initiating the process of preschool upbringing and adequate organized treatment at early age, permits support of the development and maximum usage of the remained capabilities of children with developmental difficulties.The newest world experiences show that the upbringing and educational integration of children with developmental difficulties as asegment of the social integration, should set the main conditions in the frames of upbringing education and rehabilitational continuity and support the minimal restrictive environment for their development.In the pre-school institutions that function on the territory of the Republic of Macedonia, an indifferent attitude towards the children with developmental difficulties is present, due to the uninformed educators for the characteristics and capabilities of these children and their believes for the negative influence of the children with developmental difficulties on the children without impairments, that implicates involvement of subsidery defectological education of present employed staff in the mainstream preschool institutions, also including defectologists in kindergartens for work with children with special difficulties in their development. Also, the data about the educator’s attitude in the mainstream preschool institutions is disturbing, so that they put the accent on the obligation for reducing of the program for work with handicapped children, not taking into consideration that subsidery, special forms and methods are needed beside the programs that are for the main stream group.The goal of our paper is to point out the need of involving of children with light developmental difficulties; the existence of special team in the preschool institutions when involving children with

  15. Sharing Expository Texts with Preschool Children in Special Education

    Science.gov (United States)

    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…

  16. 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.

  17. The features of comprehensive development of preschool children by means of music

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    Alla Kushnir

    2017-02-01

    Full Text Available The article deals with the influence of music education on mental, artistic and aestheticdevelopment of preschool children; strengthening of their mental and physical health; socialand moral growth of the child. The role of music director at the comprehensive development ofpreschool children by means of music is disclosed. Key words: musical education, music director, preschool children.

  18. Feasibility of spirometry testing in preschool children.

    Science.gov (United States)

    Kampschmidt, Jordan C; Brooks, Edward G; Cherry, Debra C; Guajardo, Jesus R; Wood, Pamela R

    2016-03-01

    The primary purpose of this study was to evaluate the feasibility of obtaining acceptable and reproducible spirometry data in preschool aged children (3-5 years) by technicians without prior experience with spirometry. Two technicians were trained to perform spirometry testing (ndd Easy on-PC) and to administer standardized questionnaires. Preschool aged children were enrolled from two Head Start centers and a local primary care clinic. Subjects were trained in proper spirometry technique and tested until at least two acceptable efforts were obtained or the subject no longer produced acceptable efforts. 200 subjects were enrolled: mean age 4.0 years (± 0.7 SD); age distribution: 51 (25.5%) 3 years old, 103 (51.5%) 4 years old, and 46 (23%) 5 years old. Fifty-six percent male and 75% Hispanic. One hundred thirty (65%) subjects produced at least one acceptable effort on their first visit: 23 (45%) for 3 years old, 67 (65%) for 4 years old, and 40 (87%) for 5 years old. The number of acceptable efforts correlated with age (r = 0.29, P spirometry results from the preschool aged children; the number of acceptable efforts correlated significantly with age. © 2015 Wiley Periodicals, Inc.

  19. Inequality of opportunity in daycare and preschool services in Brazil

    OpenAIRE

    Veloso, Fernando A.; Foguel, Miguel Nathan

    2012-01-01

    In this paper we measure inequality of opportunity in daycare and preschool services in Brazil. For this purpose, we construct an opportunity index that modifies the human opportunity index proposed in the literature and used in Barros et al. (2009) to measure inequality in basic opportunities in Latin America and the Caribbean. Specifically, we construct an opportunity measure that includes not only attendance but also parental choice not to enroll children in daycare or preschool, using dat...

  20. Analysis of the status and influence factors of vision development in preschool children

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    Guang-Qiang Wu

    2013-12-01

    Full Text Available AIM:To investigate the visual acuity, refraction and influence factors of preschool children in some nurseries in Nanjing. METHODS: Children from 4 to 6 years old in Nanjing attended the visual acuity examination, and filled in factors questionnaire. The results were analyzed.RESULTS:Visual acuity at P5 was 0.4 of 4 years, 0.5 of 5 years, and 0.6 of 6 years. Refraction, gestational age, birth weight, closely using eyes, daily watching television time, daily outdoor activity time, picky eaters situation, chewing situation, parents diopter, home lighting status were associated with vision disorders. Factors score at P5 is 5.CONCLUSION: The visual acuity less than P5 at each ages was abnormal vision. Child whose factors score of less than 5 had high risk of abnormal vision, and need to pay close attention to visual conditions.

  1. PREVALENCE OF ANAEMIA AMONG RURAL PRE-SCHOOL CHILDREN OF MAHARASHTRA, INDIA

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    N Arlappa

    2012-03-01

    Full Text Available Background: Anaemia continues to be a severe public health nutritional problem in India affecting all physiological groups, even after the National Nutritional Anaemia Prophylaxis Programme has been in operation for more than three decades. Objective: To assess the prevalence of anaemia among rural pre-school (1-5-years children of Maharashtra. Methods: A community based cross-sectional study was carried by National Nutrition Monitoring Bureau (NNMB covering a total of 404 (Boys-243; Girls-161 pre-school children. Information of socio-demographic particulars was obtained and the finger prick blood samples were collected for the estimation of haemoglobin levels by cyanmethmoglobin method. Results: The result shows that 59.2 % (CI: 54.4-64.0 of the rural pre-school children of Maharashtra were anaemic, and the prevalence was significantly (p40% among rural pre-school children of Maharashtra. Therefore, appropriate intervention measures such as supplementary iron & folic acid, periodic deworming and health & nutrition education should be strengthened. The community needs to be encouraged to diversify their diets by consuming iron rich foods.

  2. Effects of Responding to a Name and Group Call on Preschoolers' Compliance

    Science.gov (United States)

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

    2012-01-01

    We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects…

  3. Ethics in Researching Young Children's Play in Preschool

    DEFF Research Database (Denmark)

    Sørensen, Hanne Værum

    2014-01-01

    uncomfortable in the situation? How does the researcher know if a child wants to withdraw from the research? The permission has to be negotiated in relation to the specific child and in the specific situation. Examples from a study of children's physical activities in sprots preschool are applied to illustrate......This chapter discusses what considerations a researcher must do in the research of young children's play in preschool when she is using video. In using video technology, several researchers have described how their activities are technically, analytically, and interpretively done......, but there is a lack of understanding methodological reflections and knowledge of guidelines in research of the topic. Researchers can get permission from parents and pedagogues to film children, but how can a researcher get an informed permission from the children? And how can a researcher detect if a child feel...

  4. Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

    Science.gov (United States)

    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'…

  5. [Nutritional status in preschoolers attending a public day-care center in Valencia, Venezuela].

    Science.gov (United States)

    Real, Sara Irene del; Jaeger, Armando Sánchez; Barón, María Adela; Díaz, Nayka; Solano, Liseti; Velásquez, Emma; López, Jesús

    2007-09-01

    With the purpose of evaluating nutritional status in a group of preschoolers attending a public day care center in Valencia, Venezuela (2002), a research was made for social stratus, anthropometric variables; weight, height and arm circumference, hemoglobin, seric retinol, presence of parasitosis and food consumption, as well as the mother's educational level. The program SPSS 11.0 and the t Student, ANOVA Post Hoc from Bonferroni and Fisher (p education, while only 9.8% of the mothers in poverty had reached that level. According to the Z values (H/A, W/H and AC/H), high percentages under -1.00 were observed (27.3%, 25.6% and 24.5%, respectively). The W/H and AC/H of children of mothers studying in a university presented discrepancies when compared with children of mothers with a primary educational level. A 25.9% of anemia was presented, and there were differences between anemic and non-anemic groups for H/A and AC/H. Protozoaries were observed in 61.0%, helmintos in 16.9% and both in 22.1%. There was a 2.6 times higher risk of presenting nutritional deficiency for AC/H in the group found with parasites. An adequate consumption of energy and iron was found, with an excessive consumption of proteins and vitamin A. It is concluded that there exists a nutritional risk evaluated through hematologic parameters, the presence of parasitosis and social stratus.

  6. Technology-Enhanced Storytelling Stimulating Parent-Child Interaction and Preschool Children's Vocabulary Knowledge

    Science.gov (United States)

    Teepe, R. C.; Molenaar, I.; Verhoeven, L.

    2017-01-01

    Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology-enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent-child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real-time visual, auditory and…

  7. 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.

  8. A study of rural preschool practitioners' views on young children's mathematical thinking

    Science.gov (United States)

    Hunting, Robert P.; Mousley, Judith A.; Perry, Bob

    2012-03-01

    The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children's mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children's mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

  9. Investigation of MONE Preschool Program for 36-72 Months Old Children (2006) According to Children Rights

    Science.gov (United States)

    Batur Musaoglu, Ebru; Haktanir, Gelengul

    2012-01-01

    In Turkey, the preschoolers are being schooled under the guidelines of MONE (Ministry of National Education) Preschool Program for 36-72 Months Old Children (2006). The aim of this research is to investigate how children's rights are involved in this program. In this qualitative research based on document analysis, program book and Teacher Guide…

  10. An Evaluation of the Preschool PATHS Curriculum on the Development of Preschool Children

    Science.gov (United States)

    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…

  11. Valores séricos de vitamina A e teste terapêutico em pré-escolares atendidos em uma Unidade de Saúde do Rio de Janeiro, Brasil Serum vitamin A levels and therapeutic test in preschool children attended in a Health Unit of Rio de Janeiro, Brazil

    Directory of Open Access Journals (Sweden)

    Rejane Andréa RAMALHO

    2001-04-01

    Full Text Available Foi avaliado o impacto da suplementação com doses maciças de vitamina A (200.000 UI em pré-escolares atendidos em unidade de saúde do Rio de Janeiro. Inicialmente avaliou-se o nível de retinol sérico e as medidas antropométricas em 175 pré-escolares atendidos pelo Serviço Materno-infantil da Universidade Federal do Rio de Janeiro. Forneceu-se, então, uma dose maciça de 200.000 UI de vitamina A solicitando o retorno após 30 dias. Nas crianças que retornaram após este período (n=99, refez-se a avaliação de retinol sérico. A prevalência de hipovitaminose A (The impact of a massive dose of vitamin A on preschool children attended in a health unit from Rio de Janeiro was evaluated. Initially, serum retinol levels and anthropometric measurements were determined in 175 preschool children attended in the Children's Service of the Universidade Federal do Rio de Janeiro, after which a massive (200.000 IU dose of vitamin A was provided. The children were requested to return to the unit after 30 days. Serum retinol levels were measured in the children who returned (n=99. The prevalence of low (below 1.05 µmol/L levels of circulating retinol was of 34.3% in all children evaluated in the first attendance. After 30 days the prevalence was reduced from 42.4 to 3.0%. The lower the initial retinol levels the better the benefit from the massive dose. The proportion of children with protein-energy malnutrition was of 4.6%, but no clear association was found between vitamin A deficiency and protein-energy malnutrition. Vitamin A deficiency was independent of the household income and educational level of the parents. The response of children with vitamin A deficiency to the massive dose indicates that a low vitamin A intake may play an important role in the etiology of the problem. The prevalence figures also demonstrate that this problem is not exclusive of the traditionally poor areas of the country.

  12. Validation of a questionnaire on behaviour academic competence among Chinese preschool children.

    Science.gov (United States)

    Leung, Cynthia; Lo, S K; Leung, Shirley S L

    2012-01-01

    The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. Evaluation of a teacher training program to enhance executive functions in preschool children.

    Science.gov (United States)

    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.

  14. Preschool teachers’ views on children's learning: an international perspective

    DEFF Research Database (Denmark)

    Broström, Stig; Sandberg, Anette; Johansson, Inge

    2015-01-01

    ? 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...

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

    Science.gov (United States)

    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.

  16. Maternal Mental State Language and Preschool Children's Attachment Security: Relation to Children's Mental State Language and Expressions of Emotional Understanding

    Science.gov (United States)

    Mcquaid, Nancy; Bigelow, Ann E.; McLaughlin, Jessica; MacLean, Kim

    2008-01-01

    Mothers' mental state language in conversation with their preschool children, and children's preschool attachment security were examined for their effects on children's mental state language and expressions of emotional understanding in their conversation. Children discussed an emotionally salient event with their mothers and then relayed the…

  17. Mozart Effect in Preschool Children?

    Science.gov (United States)

    Hui, Ken

    2006-01-01

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

  18. Shared activities of parents and their preschool children during family pastime

    OpenAIRE

    SOBKIN VLADIMIR S.; SKOBELTSINA KSENIA N.

    2015-01-01

    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 parent-child relationship, and also child’s gender. The work is based on data from 1,936 questionnaires received from parents of preschool children...

  19. Factors of children's school readiness

    Directory of Open Access Journals (Sweden)

    Ljubica Marjanovič Umek

    2006-12-01

    Full Text Available The purpose of the study was to examine the effect of preschool on children's school readiness in connection with their intellectual abilities, language competence, and parents' education. The sample included 219 children who were 68 to 83 months old and were attending the first year of primary school. Children were differentiated by whether or not they had attended preschool before starting school. Children's intellectual ability was determined using Raven's Coloured Progressive Matrices (CPM; Raven, Raven, & Court, 1999, language competence using the Lestvice splošnega govornegarazvoja–LJ (LSGR–LJ, Scales of General Language Development; Marjanovič Umek, Kranjc, Fekonja in Bajc, 2004, and school readiness with the Preizkus pripravljenosti za šolo (PPŠ, Test of School Readiness; Toličič, 1986. The results indicate that children's intellectual ability and language competence have a high predictive value for the school readiness — they explained 51% of the variance in children's scores on the PPŠ. Preschool enrollment has a positive effect on school readiness for children whose parents have a low level of education, but not for those whose parents are highly educated.

  20. Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

    Directory of Open Access Journals (Sweden)

    P.L.N. Randima Rajapaksha

    2016-01-01

    Full Text Available Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention collaboratively with the class teacher for a group of 10 children selected utilizing purposive sampling method in a preschool classroom. The intervention was conducted in a preschool located in Colombo, Sri Lanka for 3 weeks. The observation, interview and reflective journal were the instrument used to collect data. The observation carried under two criteria namely, ability to initiate a conversation and ability to respond in a conversation revealed that the sociodramatic play intervention created many opportunities to develop oral language skills in the children than the regular classroom activities. The sociodramatic play activities enhanced children's oral language skills while creating a language rich playful learning experiences. Keywords: Language development, Early childhood education, Sociodramatic play

  1. Predicting successful introduction of novel fruit to preschool children.

    Science.gov (United States)

    Blissett, Jacqueline; Bennett, Carmel; Donohoe, Jessica; Rogers, Samantha; Higgs, Suzanne

    2012-12-01

    Few children eat sufficient fruits and vegetables despite their established health benefits. The feeding practices used by parents when introducing novel foods to their children, and their efficacy, require further investigation. We aimed to establish which feeding strategies parents commonly use when introducing a novel fruit to their preschool-aged children and assess the effectiveness of these feeding strategies on children's willingness to try a novel fruit. Correlational design. Twenty-five parents and their children aged 2 to 4 years attended our laboratory and consumed a standardized lunch, including a novel fruit. Interactions between parent and child were recorded and coded. Pearson's correlations and multiple linear regression analyses. The frequency with which children swallowed and enjoyed the novel fruit, and the frequency of taste exposures to the novel fruit during the meal, were positively correlated with parental use of physical prompting and rewarding/bargaining. Earlier introduction of solids was related to higher frequency of child acceptance behaviors. The child's age at introduction of solids and the number of physical prompts displayed by parents significantly predicted the frequency of swallowing and enjoying the novel fruit. Age of introduction to solids and parental use of rewards/bargaining significantly predicted the frequency of taste exposures. Prompting a child to eat and using rewards or bargains during a positive mealtime interaction can help to overcome barriers to novel fruit consumption. Early introduction of solids is also associated with greater willingness to consume a novel fruit. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

  2. Preschool-aged children's television viewing in child care settings.

    Science.gov (United States)

    Christakis, Dimitri A; Garrison, Michelle M

    2009-12-01

    The goal was to quantify television viewing in day care settings and to investigate the characteristics of programs that predict viewing. A telephone survey of licensed child care programs in Michigan, Washington, Florida, and Massachusetts was performed. The frequency and quantity of television viewing for infants, toddlers, and preschool-aged children were assessed. With the exception of infants, children in home-based child care programs were exposed to significantly more television on an average day than were children in center-based programs (infants: 0.2 vs 0 hours; toddlers: 1.6 vs 0.1 hours; preschool-aged children: 2.4 vs 0.4 hours). In a regression analysis of daily television time for preschool-aged children in child care, center-based programs were found to have an average of 1.84 fewer hours of television each day, controlling for the other covariates. Significant effect modification was found, in that the impact of home-based versus center-based child care programs differed somewhat depending on educational levels for staff members; having a 2- or 4-year college degree was associated with 1.41 fewer hours of television per day in home-based programs, but no impact of staff education on television use was observed in center-based programs. For many children, previous estimates of screen time significantly underestimated actual amounts. Pediatricians should council parents to minimize screen time in child care settings.

  3. [Reducing fear in preschool children receiving intravenous injections].

    Science.gov (United States)

    Hsieh, Yi-Chuan; Liu, Hui-Tzu; Cho, Yen-Hua

    2012-06-01

    Our pediatric medical ward administers an average of 80 intravenous injections to preschool children. We found that 91.1% exhibit behavior indicative of fear and anxiety. Over three-quarters (77.8%) of this number suffer severe fear and actively resist receiving injections. Such behavior places a greater than normal burden on human and material resources and often gives family members negative impressions that lower their trust in the healthcare service while raising nurse-patient tensions. Using observation and interviews, we found primary factors in injection fear to be: Past negative experiences, lack of adequate prior communication, measures taken to preemptively control child resistance, and default cognitive behavioral strategies from nursing staff. This project worked to develop a strategy to reduce cases of severe injection fear in preschool children from 77.8% to 38.9% and achieve a capacity improvement target for members of 50%. Our team identified several potential strategy solutions from research papers and books between August 1st, 2009 and April 30th, 2010. Our proposed method included therapeutic games, self-selection of injection position, and cognitive behavioral strategies to divert attention. Other measures were also specified as standard operating procedures for administering pediatric intravenous injections. We applied the strategy on 45 preschool children and identified a post-injection "severe fear" level of 37.8%. This project was designed to reduce fear in children to make them more accepting of vaccinations and to enhance children's positive treatment experience in order to raise nursing care quality.

  4. Caries-preventive effectiveness of fluoride varnish as adjunct to oral health promotion and supervised tooth brushing in preschool children: a double-blind randomized controlled trial.

    Science.gov (United States)

    Agouropoulos, A; Twetman, S; Pandis, N; Kavvadia, K; Papagiannoulis, L

    2014-10-01

    To evaluate the effect of biannual fluoride varnish applications in preschool children as an adjunct to school-based oral health promotion and supervised tooth brushing with 1000ppm fluoride toothpaste. 424 preschool children, 2-5 year of age, from 10 different pre schools in Athens were invited to this double-blind randomized controlled trial and 328 children completed the 2-year programme. All children received oral health education with hygiene instructions twice yearly and attended supervised tooth brushing once daily. The test group was treated with fluoride varnish (0.9% diflurosilane) biannually while the control group had placebo applications. The primary endpoints were caries prevalence and increment; secondary outcomes were gingival health, mutans streptococci growth and salivary buffer capacity. The groups were balanced at baseline and no significant differences in caries prevalence or increment were displayed between the groups after 1 and 2 years, respectively. There was a reduced number of new pre-cavitated enamel lesions during the second year of the study (p=0.05) but the decrease was not statistically significant. The secondary endpoints were unaffected by the varnish treatments. Under the present conditions, biannual fluoride varnish applications in preschool children did not show significant caries-preventive benefits when provided as an adjunct to school-based supervised tooth brushing with 1000ppm fluoride toothpaste. In community based, caries prevention programmes, for high caries risk preschool children, a fluoride varnish may add little to caries prevention, when 1000ppm fluoride toothpaste is used daily. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

    Science.gov (United States)

    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…

  6. The importance of stimulation of sensory perception by preschool-aged children with visual impairment

    OpenAIRE

    NOHAVOVÁ, Lenka

    2014-01-01

    This bachelor thesis engages in the topic "Stimulation of sense perception for sight-impaired children at preschool age". The theoretical section of the bachelor thesis is divided into four chapters. The first chapter focuses on the sight-impaired individual, the second chapter deals with the development of a preschool-aged child, the next chapter is concerned with the preschool education of sight-impaired children and the last chapter focuses on sense perception for those children. The main ...

  7. Cross-cultural differences in the sleep of preschool children.

    Science.gov (United States)

    Mindell, Jodi A; Sadeh, Avi; Kwon, Robert; Goh, Daniel Y T

    2013-12-01

    The aim of our study was to characterize cross-cultural sleep patterns and sleep problems in a large sample of preschool children ages 3-6years in multiple predominantly Asian (P-A) and predominantly Caucasian (P-C) countries/regions. Parents of 2590 preschool-aged children (P-A countries/regions: China, Hong Kong, India, Japan, Korea, Malaysia, Philippines, Singapore, Thailand; P-C countries: Australia-New Zealand, Canada, United Kingdom, United States) completed an Internet-based expanded version of the Brief Child Sleep Questionnaire (BCSQ). Overall, children from P-A countries had significantly later bedtimes, shorter nighttime sleep, and increased parental perception of sleep problems compared with those from P-C countries. Bedtimes varied from as early as 7:43pm in Australia and New Zealand to as late as 10:26pm in India, a span of almost 3h. There also were significant differences in daytime sleep with the majority of children in P-A countries continuing to nap, resulting in no differences in 24-h total sleep times (TST) across culture and minimal differences across specific countries. Bed sharing and room sharing are common in P-A countries, with no change across the preschool years. There also were a significant percentage of parents who perceived that their child had a sleep problem (15% in Korea to 44% in China). Overall, our results indicate significant cross-cultural differences in sleep patterns, sleeping arrangements, and parent-reported sleep problems in preschool-aged children. Further studies are needed to understand the underlying bases for these differences and especially for contributors to parents' perceptions of sleep problems. Copyright © 2013 Elsevier B.V. All rights reserved.

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

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    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.

  9. Existence as a Psychological Problem: Object Permanence in Adults and Preschool Children.

    Science.gov (United States)

    Subbotskii, E. V.

    1991-01-01

    Examines perceptions of adults compared with preschool children in assuming object permanence or discontinuity of existence when an object is removed from their immediate perceptual field. Results showed that a belief in the possibility of the discontinuity of material objects is not unique to the minds of preschool children but can also be…

  10. A Report of Survey on Conditions of Preschool Children's Family Music Education

    Science.gov (United States)

    Bi, Yujuan

    2011-01-01

    The author composes a questionnaire about conditions of preschool children's family music education. The survey includes 280 preschool children in a city of Shandong province. It finds that most parents have recognized the importance of early childhood music education, but there is the tendency of utilitarian. The content of family music education…

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

    Science.gov (United States)

    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…

  12. Nutritional status of preschool children in informal settlement areas near Bloemfontein, South Africa.

    Science.gov (United States)

    Dannhauser, A; Bester, C; Joubert, G; Badenhorst, P; Slabber, M; Badenhorst, A; Du Toit, E; Barnard, H; Botha, P; Nogabe, L

    2000-09-01

    To determine the nutritional status and household resources of preschool children. A cross-sectional survey. : Two informal settlement areas, Joe Slovo (JS) and JB Mafora (JBM) in Mangaung, near Bloemfontein, South Africa. Preschool children (poor household situation of the participants. The generally poor nutritional status and environmental conditions emphasize the urgency of intervention for these children.

  13. PHYSICAL ACTIVITY INFLUENCE ON NUTRITIONAL STATUS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Olivera Radulović

    2010-03-01

    Full Text Available The prevalence of excessive body weight and obesity among children is increasing in many countries, including our country. It is believed that one of the two most important reasons for this increase is insufficient physical activity of children.The aim of this study was to examine the state of the level of nourishment of preschool children in relation to their level of physical activity. The survey was conducted in preschools in Pancevo. The sample consisted of 193 children (88 boys and 105 girls, aged 4 and 5 years. The assessment of the level of nourishment of the children and their parents was done after the standard anthropometric measurements of height, body weight, determining the body mass index and waist circumference and comparing the obtained values with the growth plates given by World Health Organization. Physical activity of the children was evaluated by a questionnaire which parents filled up. Inappropriate level of nourishment had 60 (31.1% children, of which 26 (13.5% with excessive body mass, obese 29 (15.0%, while 5 (2.5% were malnourished. Children are most attracted to sports such as ballet or folk dances, ball games and swimming, but only 22 (15.83% children are members of some sports club. The lack of finances and the lack of sports facilities and terrains are given as reasons by most parents. During the implementation of physical activities, 65.2% of children are never or sometimes exposed to excessive physical effort. The prevalence of insufficient physical activity among preschool children in Pancevo was high, particularly among children with excessive body weight and obese children. Socio-demographic and behavioral factors as well as behavior of parents significantly contributed to physical inactivity.

  14. Default mode network connectivity in children with a history of preschool onset depression.

    Science.gov (United States)

    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.

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

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    Hafkamp-de Groen Esther

    2012-10-01

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

  16. Teaching Vocabulary to Preschool Children with Hearing Loss

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    Lund, Emily; Douglas, W. Michael

    2016-01-01

    Despite poor vocabulary outcomes for children with hearing loss, few studies have evaluated the effectiveness of specific vocabulary teaching methods on vocabulary learning for this group. The authors compared three vocabulary instruction conditions with preschool children with hearing loss: (a) explicit, direct instruction; (b) follow-in…

  17. Body composition of preschool children and relation to birth weight

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    Thais Costa Machado

    2014-01-01

    Full Text Available Objective: to evaluate the relationship between body composition of preschool children suffering from excess weight and birth weight (BW. Methods: probabilistic sample, by conglomerates, with 17 daycare centers (of a total of 59 composing a final sample of 479 children. We used Z-score of Body Mass Index (zBMI ≥ +1 and ≥ +2, respectively, to identify preschool children with risk of overweight and excess weight (overweight or obesity. The arm muscle area (AMA and the arm fat area (AFA were estimated from measurements of arm circumference, triceps skin fold thickness. Results: the prevalence of risk of overweight was 22.9% (n=110 and excess weight was 9.3% (n=44. The risk of overweight and excess weight in children did not show correlation between BW and AFA, but it did with adjusted arm muscle area (AMAa (rp= 0.21; p= 0.0107. The analysis of the group with excess weight alone also showed a positive correlation between BW and AMAa (rp= 0.42; p= 0.0047. Conclusion: among overweight children, lower BW is associated with a lower arm muscle area in early preschool age, regardless of the fat arm area presented by them.

  18. The Relationship between Obesity, Sleep and Physical Activity in Chinese Preschool Children.

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    Ji, Meimei; Tang, Amber; Zhang, Yefu; Zou, Jiaojiao; Zhou, Guangyu; Deng, Jing; Yang, Lina; Li, Mingzhi; Chen, Jihua; Qin, Hong; Lin, Qian

    2018-03-15

    Pediatric overweight and obesity has become a major public health problem in China. The goal of this study is to understand overweight and obesity in preschool children in Changsha City in the context of their sleep and physical activity. These results offer feasible proposals to reduce levels of overweight and obesity among preschool children. A total of 112 preschoolers aged three to six years old were investigated using multiple stage stratified cluster sampling and simple random sampling. Questionnaires were used to collect general information about children and their families. Body mass index (BMI) was used as an indicator of overweight and obesity. Age- and sex-specific cutoff values for Chinese children and adolescents were used to determine child weight status. Children's sedentary time was reported by caregivers, while physical activity and sleep were recorded using fitness bracelets (Misfit Shine 2). The prevalence of childhood overweight and obesity were 15.2% and 9.8% respectively. Preschool-aged children travelled 11,111 ± 3357 and 10,350 ± 2973 steps per day on weekdays and weekends respectively. The number of daily steps was not statistically different between weekdays and weekends. The amount of time spent daily doing vigorous activity on weekdays and weekends was significantly different, with an average time of 20.5 ± 31.6 min and 10.3 ± 15.3 min respectively ( p = 0.002). Furthermore, 10.7% and 50.9% of children used screens for more than two hours on weekdays and weekends respectively ( p preschool children in this study. Students also demonstrated poor sleep and physical activity habits. Future research is necessary to explore the relationship between sleep, physical activity and weight status for young children in China.

  19. Association between Body Composition and Motor Performance in Preschool Children

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    Tanja H. Kakebeeke

    2017-09-01

    Full Text Available Objective: Being overweight makes physical movement more difficult. Our aim was to investigate the association between body composition and motor performance in preschool children. Methods: A total of 476 predominantly normal-weight preschool children (age 3.9 ± 0.7 years; m/f: 251/225; BMI 16.0 ± 1.4 kg/m2 participated in the Swiss Preschoolers' Health Study (SPLASHY. Body composition assessments included skinfold thickness, waist circumference (WC, and BMI. The Zurich Neuromotor Assessment (ZNA was used to assess gross and fine motor tasks. Results: After adjustment for age, sex, socioeconomic status, sociocultural characteristics, and physical activity (assessed with accelerometers, skinfold thickness and WC were both inversely correlated with jumping sideward (gross motor task β-coefficient -1.92, p = 0.027; and -3.34, p = 0.014, respectively, while BMI was positively correlated with running performance (gross motor task β-coefficient 9.12, p = 0.001. No significant associations were found between body composition measures and fine motor tasks. Conclusion: The inverse associations between skinfold thickness or WC and jumping sideward indicates that children with high fat mass may be less proficient in certain gross motor tasks. The positive association between BMI and running suggests that BMI might be an indicator of fat-free (i.e., muscle mass in predominately normal-weight preschool children.

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

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    Haris MEMISEVIC

    2013-03-01

    Full Text Available Fine motor skills are prerequisite for many everyday activities and they are a good predictor of a child's later academic outcome. The goal of the present study was to assess the effects of age on the development of fine motor coordination and visual-motor integration in preschool children. The sample for this study consisted of 276 preschool children from Canton Sara­jevo, Bosnia and Herzegovina. We assessed children's motor skills with Beery Visual Motor Integration Test and Lafayette Pegboard Test. Data were analyzed with one-way ANOVA, followed by planned com­parisons between the age groups. We also performed a regression analysis to assess the influence of age and motor coordination on visual-motor integration. The results showed that age has a great effect on the development of fine motor skills. Furthermore, the results indicated that there are possible sensitive periods at preschool age in which the development of fine motor skills is accelerated. Early intervention specialists should make a thorough evaluations of fine motor skills in preschool children and make motor (rehabilitation programs for children at risk of fine motor delays.

  1. 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)

  2. A 14-mo zinc-supplementation trial in apparently healthy Chilean preschool children.

    Science.gov (United States)

    Ruz, M; Castillo-Duran, C; Lara, X; Codoceo, J; Rebolledo, A; Atalah, E

    1997-12-01

    Apparently healthy preschool children (46 boys, 52 girls) aged 27-50 mo from low socioeconomic conditions who attended daycare centers in Santiago participated in a 14-mo long double-blind zinc supplementation trial. Unlike most previous studies, no additional inclusion criteria such as short stature or slow growth rate were considered. Subjects were pair matched according to sex and age and randomly assigned to two experimental groups: the supplemented group, which received 10 mg Zn/d, and the placebo group. Selected anthropometric, clinical, dietary, biochemical, and functional indexes were determined at the beginning of the study and after 6 and 14 mo of intervention. Actual dietary zinc intake was 66% of the recommended dietary allowance. Height gain after 14 mo was on average 0.5 cm higher in the supplemented group (P = 0.10). The response, however, was different between sexes. Boys from the supplemented group gained 0.9 cm more than those in the placebo group (P = 0.045). No effect was seen in girls. Although no significant differences were observed in the rest of the variables studied, trends (0.05 < P < 0.10) in the supplemented group compared with the placebo group for increased midarm muscle area in boys, improved response to tuberculin, and reduced rates of parasite reinfestation were noted. We conclude that in preschool children of low socioeconomic status, zinc is a limiting factor in the expression of growth potential.

  3. Knowledge, attitude and practice on regional food among families of preschool children

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    Marcela Lima Silveira

    2014-04-01

    Full Text Available We aimed to verify the knowledge, attitude and practice on the use of regional food of families of preschool children at a rural area. Descriptive-exploratory study with quantitative approach, conducted with 200 families of preschool children, residing in two rural districts of Maranguape-CE, Brazil. We applied a Knowledge, Attitude and Practice survey, focusing on the use of regional food. The districts presented similarities with regard to gender (p=1.000, marital status (p=0.603, education (p=0.349, number of preschool children (p=0.104, and workplace (p=0.632, but had different results regarding family income (p=0.033. As for the regional foods, there was no statistically significant association in knowledge (p=0.731, attitude (p=0.362, and practice (p=0.600 in the study locations, prevailing the inadequate level in the three axes. We verified that the people responsible for preschool children in the two locations were unaware of the regional foods terminology and presented inappropriate knowledge, attitude and practice regarding their use.

  4. Spoken language development in oral preschool children with permanent childhood deafness.

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    Sarant, Julia Z; Holt, Colleen M; Dowell, Richard C; Rickards, Field W; Blamey, Peter J

    2009-01-01

    This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.

  5. Snacking Patterns of Preschool-Aged Children: Opportunity for Improvement.

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    Hutchinson, Joy M; Watterworth, Jessica C; Haines, Jess; Duncan, Alison M; Mirotta, Julia A; Ma, David W L; Buchholz, Andrea C

    2018-03-01

    Dietary patterns established in childhood track into adulthood. Despite this, little research has explored preschoolers' snacking. This study examined snacking patterns (frequency, quality, quantity) of preschool-aged boys and girls. Cross-sectional data were collected on 52 children (23 males; 3.4 ± 1.1 years of age; BMI 16.1 ± 1.4 kg/m 2 ) enrolled in the Guelph Family Health Study pilot. Parent-reported 3-day food records were analyzed for children's snacking patterns including frequency (number of snacking occasions per day), quantity (percent energy from snacks) and quality (inclusion of food groups from Eating Well with Canada's Food Guide, macronutrient distribution, sugary and salty snacks). Mann-Whitney U tests examined sex differences in snacking patterns. Ninety-six percent of children snacked daily, consuming a mean of 2.3 ± 0.7 snacks per day. Snacks accounted for one-third of daily energy. 78% of boys' versus 63% of girls' snacks contained a food group (P = 0.016). Boys consumed significantly fewer sugary snacks (0.5 ± 0.4 vs 0.9 ± 0.6 snacks per day, P = 0.016), although the percent of snack calories from sugar for both boys and girls was high (group mean 37.2 ± 6.7%). Nearly all preschoolers in this study snacked daily, and consumed a variety of snack foods. Boys' and girls' snacking preferences begin to diverge early in life. Preschool children should be encouraged to consume healthful snacks.

  6. Participation Patterns of Preschool Children With Intellectual Developmental Disabilities.

    Science.gov (United States)

    Gilboa, Yafit; Fuchs, Reut

    2018-04-01

    We aim to examine the pattern of participation of children with intellectual developmental disabilities (IDD) or global developmental delay (GDD) in comparison with typically developing preschoolers. In addition, to identify environmental and personal factors associated with their participation, 20 children with mild to moderate GDD or IDD, and 24 age- and gender-matched controls, aged 3 to 6 years, were assessed using the Assessment of Preschool Children's Participation and the Environmental Restriction Questionnaire. Significant differences were found between the groups, both for general scales of participation and for each activity area. For the IDD/GDD group, participation was significantly negatively correlated with environmental restrictions at home. For the control group, participation was correlated with demographic variables. Typically developing children participate at a higher frequency and in a more diverse range of activities compared with children with IDD/GDD. Associations between participation and contextual factors varied depending on the child's health condition.

  7. Phonological Awareness and Vocabulary Performance of Monolingual and Bilingual Preschool Children with Hearing Loss

    Science.gov (United States)

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

    2015-01-01

    This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish-English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and…

  8. The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language

    Science.gov (United States)

    Brannon, Diana; Dauksas, Linda

    2014-01-01

    The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period.…

  9. 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.

  10. A GOAL QUESTION METRIC (GQM APPROACH FOR EVALUATING INTERACTION DESIGN PATTERNS IN DRAWING GAMES FOR PRESCHOOL CHILDREN

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    Dana Sulistiyo Kusumo

    2017-06-01

    Full Text Available In recent years, there has been an increasing interest to use smart devices’ drawing games for educational benefit. In Indonesia, our government classifies children age four to six years old as preschool children. Not all preschool children can use drawing games easily. Further, drawing games may not fulfill all Indonesia's preschool children’s drawing competencies. This research proposes to use Goal-Question Metric (GQM to investigate and evaluate interaction design patterns of preschool children in order to achieve the drawing competencies for preschool children in two drawing Android-based games: Belajar Menggambar (in English: Learn to Draw and Coret: Belajar Menggambar (in English: Scratch: Learn to Draw. We collected data from nine students of a preschool children education in a user research. The results show that GQM can assist to evaluate interaction design patterns in achieving the drawing competencies. Our approach can also yield interaction design patterns by comparing interaction design patterns in two drawing games used.

  11. [Nasopharyngeal carriage of pneumococcal serotypes in healthy pre-school aged children after 7-valent pneumococcal vaccine].

    Science.gov (United States)

    García-Vera, César; Ruiz Andrés, María Ángeles; Arana Navarro, Teresa; Moneo Hernández, Isabel; Castillo Laita, José Antonio; Macipe Costa, Rosa; Revillo Pinilla, María José

    2011-06-11

    To determine the characteristics influencing pneumococcal serotype colonization in healthy pre-school aged children, the distribution of serotypes and their antimicrobial susceptibility, after the introduction of pneumococcal 7-valent conjugate vaccine (VNC-7 v). SUJETOS AND METHODS: Nasopharyngeal samples were collected from children under 6 years of age attending well-child examinations in the province of Zaragoza (Spain). Logistic regression was used to study different variables related to the status of the carriers. Of the 371 children studied 30.7% were found to be carriers. With a vaccine coverage rate of 66%, factors related with presence of pneumococcal carriage were found to be the number of siblings (OR 1.44; CI 95% 1.05-1.97 for each sibling), attending a school or child day care centre (OR 3.99; CI 95% 2.00-7.96) and suffering from a minor upper respiratory tract infection (URTI) (OR 1.72; CI 95% 1.02-2.90). Only 8.7% corresponded to VNC-7 v serotypes. The most common non VNC-7 v serotypes isolated were 19A, 6A, 15B, 11, and 15A. Significantly greater resistance was detected among VNC-7 v serotypes. Children in the setting of this study carried pneumococci more commonly when they have siblings, attend school or day care, or suffer from minor URTI. In the VNC-7 v vaccine era, VNC-7 v serotypes have become rare occurrences (8.7%) and emerging serotypes present better susceptibility to antibiotics. Copyright © 2010 Elsevier España, S.L. All rights reserved.

  12. Developing Basic Mathematical Skills of Pre-School Children by Using Plasticized Clay

    Science.gov (United States)

    Chumark, Charung; Puncreobutr, Vichian

    2016-01-01

    The main objective of this research was to study the development of basic mathematical skills in preschool children by using plasticized clay. A pre-test and post-test design was adopted for the study to compare the difference before and after the art activity. The experimental group of 15 preschool children of 3-4 years old, attending…

  13. Validation of a Questionnaire on Behaviour Academic Competence among Chinese Preschool Children

    Science.gov (United States)

    Leung, Cynthia; Lo, S. K.; Leung, Shirley S. L.

    2012-01-01

    The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents.…

  14. Breakfast skipping is associated with differences in meal patterns, macronutrient intakes and overweight among pre-school children.

    Science.gov (United States)

    Dubois, Lise; Girard, Manon; Potvin Kent, Monique; Farmer, Anna; Tatone-Tokuda, Fabiola

    2009-01-01

    To examine the association between skipping breakfast, daily energy, macronutrients and food intakes, and BMI in pre-school children. A cross-sectional study using information on children's food consumption and measured height and weight. Energy and macronutrient intakes of the children were derived from parent/day-care attendant's responses to 24 h recall interviews and eating behaviour questionnaires. Data obtained from a representative sample (n 2,103) of children born in Quebec (Canada) in 1998. One thousand five hundred and forty-nine children, with a mean age of 49 (sd 3.12) months. Ten per cent of children ate breakfast on fewer than 7 days per week. This behaviour was associated with a lower diet quality and concentrated energy intakes through higher protein intakes at lunch and the consumption of snacks higher in energy and carbohydrate in the afternoon and evening; yet total daily energy intakes were not significantly different from those of pre-school children who ate breakfast every day. Breakfast skippers' mean BMI increased as intake of energy, carbohydrates or servings of grain products increased; however, this was not the case for breakfast eaters. When Cole's cut-off for overweight/obesity was used, overweight/obesity in breakfast skippers was related to the dinner-time consumption of approximately 3,000 kJ (700 kcal) or more for energy intake, approximately 100 g or more of carbohydrates, or approximately 3 servings or more of grain products. Eating breakfast every day is associated with having a healthy body weight, likely due to a more even distribution of energy intake across meals throughout the day.

  15. Exploring factors associated with traumatic dental injuries in preschool children: a Poisson regression analysis.

    Science.gov (United States)

    Feldens, Carlos Alberto; Kramer, Paulo Floriani; Ferreira, Simone Helena; Spiguel, Mônica Hermann; Marquezan, Marcela

    2010-04-01

    This cross-sectional study aimed to investigate the factors associated with dental trauma in preschool children using Poisson regression analysis with robust variance. The study population comprised 888 children aged 3- to 5-year-old attending public nurseries in Canoas, southern Brazil. Questionnaires assessing information related to the independent variables (age, gender, race, mother's educational level and family income) were completed by the parents. Clinical examinations were carried out by five trained examiners in order to assess traumatic dental injuries (TDI) according to Andreasen's classification. One of the five examiners was calibrated to assess orthodontic characteristics (open bite and overjet). Multivariable Poisson regression analysis with robust variance was used to determine the factors associated with dental trauma as well as the strengths of association. Traditional logistic regression was also performed in order to compare the estimates obtained by both methods of statistical analysis. 36.4% (323/888) of the children suffered dental trauma and there was no difference in prevalence rates from 3 to 5 years of age. Poisson regression analysis showed that the probability of the outcome was almost 30% higher for children whose mothers had more than 8 years of education (Prevalence Ratio = 1.28; 95% CI = 1.03-1.60) and 63% higher for children with an overjet greater than 2 mm (Prevalence Ratio = 1.63; 95% CI = 1.31-2.03). Odds ratios clearly overestimated the size of the effect when compared with prevalence ratios. These findings indicate the need for preventive orientation regarding TDI, in order to educate parents and caregivers about supervising infants, particularly those with increased overjet and whose mothers have a higher level of education. Poisson regression with robust variance represents a better alternative than logistic regression to estimate the risk of dental trauma in preschool children.

  16. Preschool Children's Control of Action Outcomes

    Science.gov (United States)

    Freier, Livia; Cooper, Richard P.; Mareschal, Denis

    2017-01-01

    Naturalistic goal-directed behaviours require the engagement and maintenance of appropriate levels of cognitive control over relatively extended intervals of time. In two experiments, we examined preschool children's abilities to maintain top-down control throughout the course of a sequential task. Both 3- and 5-year-olds demonstrated good…

  17. THE CAUSES AND THE COURSE OF CHRONIC KIDNEY DISEASE IN CHILDREN OF PRESCHOOL AGE

    OpenAIRE

    T. Yu. Abaseeva; T. E. Pankratenko; A. A. Burov; Kh. M. Emirova; A. L. Muzurov

    2015-01-01

    Background: Data on etiology and clinical course of CKD stage  3 to 5 in children of preschool  age could help obstetricians, pediatricians, and nephrologists with proper diagnostics and management of this condition and prediction of outcomes. Aim: To study causes and clinical features of CKD stage 3 to 5 in preschool  children. Materials and methods: The causes and clinical features of CKD stage 3 to 5 were investigated in 55 preschool children aged from 7 months  to 8 years. Twenty four had...

  18. Promoting Oral Language Skills in Preschool Children through Sociodramatic Play in the Classroom

    Science.gov (United States)

    Rajapaksha, P. L. N. Randima

    2016-01-01

    Children best learn language through playful learning experiences in the preschool classroom. The present study focused on developing oral language skills in preschool children through a sociodramatic play intervention. The study employed a case study design under qualitative approach. The researcher conducted a sociodramatic play intervention…

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

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    O.V. Khukhlaeva

    2014-08-01

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

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

    Science.gov (United States)

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

    2014-07-01

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

  1. Perception of childhood obesity in mothers of preschool children.

    Science.gov (United States)

    Kim, Hae Ok; Kim, Gyo Nam; Park, Euna

    2015-04-01

    The purpose of this study was to identify the perception of childhood obesity in mothers of preschool children using Q methodology. A total of 38 Q statements about childhood obesity were obtained from 41 participants. The QUANL PC program was used to analyze the results. There were three types of perception toward obesity in mothers of preschool children: the "authoritative discipline type," the "generous home meal focused type," and the "home meal based on household financial situation type." The perception of mothers toward childhood obesity can affect the extent of maternal interaction with children or meal preparation for the family. Based on these results, it is necessary to plan specific programs according to the types of maternal perception toward childhood obesity.

  2. THE CAUSES AND THE COURSE OF CHRONIC KIDNEY DISEASE IN CHILDREN OF PRESCHOOL AGE

    Directory of Open Access Journals (Sweden)

    T. Yu. Abaseeva

    2015-01-01

    Full Text Available Background: Data on etiology and clinical course of CKD stage  3 to 5 in children of preschool  age could help obstetricians, pediatricians, and nephrologists with proper diagnostics and management of this condition and prediction of outcomes. Aim: To study causes and clinical features of CKD stage 3 to 5 in preschool  children. Materials and methods: The causes and clinical features of CKD stage 3 to 5 were investigated in 55 preschool children aged from 7 months  to 8 years. Twenty four had  CKD stage  3 to 4 and  31 children with endstage  CKD  were  on  peritoneal  dialysis. Results:96% of CKD stage 3 to 5 in preschool children were due  to  congenital/genetic kidney abnormalities. Predictors  of renal  replacement therapy  beginning in the first 5 years of life were as follows: antenatal detection of congenital  abnormalities  of the kidney and urinary tract, oligohydroamnion, high neonatal  BUN levels.  Anemia, hyperparathyroidism, arterial hypertension were more prevalent  in children on the dialysis stage of CKD, and myocardial hypertrophy and/or of the left ventricle dilatation were found in 26% of them. Forty two percent of children had growth retardation, and 40% had delayed  speech  development. Conclusion: The course CKD in preschool  children is characterized by a combination of typical metabolic  disorders with the growth  retardation (often dramatic and delayed mental development that significantly limits the possibilities of the social adaptation of these children and social activities of their parents. Participation  of  neuropsychiatrists,  clinical psychologists, and teachers, rather than pediatricians and  nephrologists only, is desirable  in management of preschool children with CKD stage 3 to 5.

  3. Association between Obesity and Asthma in Preschool Mexican Children

    Directory of Open Access Journals (Sweden)

    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.

  4. Cognitive functions in preschool children with specific language impairment.

    Science.gov (United States)

    Reichenbach, Katrin; Bastian, Laura; Rohrbach, Saskia; Gross, Manfred; Sarrar, Lea

    2016-07-01

    A growing body of research has focused on executive functions in children with specific language impairment (SLI). However, results show limited convergence, particularly in preschool age. The current neuropsychological study compared performance of cognitive functions focused on executive components and working memory in preschool children with SLI to typically developing controls. Performance on the measures cognitive flexibility, inhibition, processing speed and phonological short-term memory was assessed. The monolingual, Caucasian study sample consisted of 30 children with SLI (Mage = 63.3 months, SD = 4.3 months) and 30 healthy controls (Mage = 62.2 months, SD = 3.7 months). Groups were matched for age and nonverbal IQ. Socioeconomic status of the participating families was included. Children with SLI had significantly poorer abilities of phonological short-term memory than matched controls. A tendency of poorer abilities in the SLI group was found for inhibition and processing speed. We confirmed phonological short-term memory to be a reliable marker of SLI in preschoolers. Our results do not give definite support for impaired executive function in SLI, possibly owing to limited sensitivity of test instruments in this age group. We argue for a standardization of executive function tests for research use. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  5. The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers' Social Competence and Emotion Regulation Skills

    Science.gov (United States)

    Bayindir, Dilan; Güven, Gülçin; Sezer, Türker; Aksin-Yavuz, Ezgi; Yilmaz, Elif

    2017-01-01

    The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children's social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool…

  6. Preschool Education: Delivering on the Promise for Latino Children

    Science.gov (United States)

    Beltran, Erika

    2011-01-01

    This publication highlights opportunities to improve the educational outcomes of Hispanic children at an early age, a time that is critical to setting up the academic success of children. Specifically, this paper examines barriers to quality and access that limit the participation of Latino children and families in preschool and offers…

  7. Characteristics of Swedish Preschools That Provide Education and Care to Children with Special Educational Needs

    Science.gov (United States)

    Lundqvist, Johanna; Westling, Mara Allodi; Siljehag, Eva

    2016-01-01

    In Sweden, preschool inclusion is embraced and preschools are open for children both with and without special educational needs. The purpose of this study was to examine the characteristics of a number of preschool units in Sweden that provide education and care to children with special educational needs with regard to organisation, resources and…

  8. Language Characteristics of Preschool Children with Hearing Loss in Tehran, Iran

    Directory of Open Access Journals (Sweden)

    Dr. Younes Lotfi

    2010-06-01

    Full Text Available Background and Aim: Hearing impairment affects all aspect of individual life, specially language and communication skills. When hearing impairment is congenital or occurs early in life, the child’s ability to learn optimally through audition, will be affected. The aim of this study was to evaluate linguistic skills of preschool hearing impaired children and compare these skills with normal peers.Methods: This descriptive cross-sectional study was performed on 38 preschool hearing impaired children that the main handicap was severe to profound hearing loss with ability to communicate orally and 28 normal children with the same cultural and social context. Twenty four non linguistic variables including age, gender, the age of entrance of preschool center, number of hearing aids, etc. were obtained by filling a questionnaire and fifteen linguistics variables including number of utterance, morphemes, correct utterance, noun phrase, ambiguous utterance, correct sentences, compound sentences, etc. were collected by some part of TOLD-P-3 test and three complementary questions. Then we compared the data from two groups.Results: There were significant differences between number of utterance, number of correct mean length utterance, number of well-formed sentences in normal and hearing impaired group (p0.05.Conclusion: This study showed a severe deficit in linguistic skills in preschool hearing impaired children.

  9. Cold air challenge and specific airway resistance in preschool children

    DEFF Research Database (Denmark)

    Nielsen, Kim Gjerum; Bisgaard, Hans

    2005-01-01

    prognosis in preschool children. Cold air challenge and plethysmographic measurement of specific airway resistance (sRaw) are feasible candidate methods for diagnosis, clinical monitoring and research during this critical period of lung growth and development. Methodology and practical aspects of cold air...... challenge and assessment of sRaw in preschool children are reviewed. Reference values are provided for sRaw and have allowed discrimination between health and respiratory disease, both in cross-sectional and longitudinal studies. Bronchial hyperresponsiveness can be determined with acceptable repeatability...

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

    OpenAIRE

    Nian Guan; Hao-Ming Chen; Zhi-Guang Hu

    2014-01-01

    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 eyes)ranging from 6mo~6 years old. 1 581 children(3 162 eyes)were diagnosed ametropia by Suresight refractive screening instrument, which were confirmed again after mydriasis optometry....

  11. 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…

  12. RELATIONSHIP BETWEEN QUALITY OF CARE OF YOUNG MOTHERS AND SOCIAL-EMOTIONAL DEVELOPMENT IN PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Atik Aryani

    2018-02-01

    Full Text Available Background: Social-emotional development in preschooler children is an important component in child development, as it becomes the foundation in preparing children for confidence, empathy and intellect, building trust, and being able to use language in communication and connect with others. One of the factors that affect children's emotional social development is the quality of mother's care. Children of young mothers have risks in emotional and intellectual social problems in children. Objective: The purpose of the study was to determine the relationship of quality care of young mothers with social-emotional development in preschool children in the working area of the Health Center of Kemalang, Klaten Regency, Indonesia. Methods: This was a correlational analytic research with cross sectional design. The sample of the study was 124 young mothers with preschool children selected using consecutive sampling technique. The study was conducted from July to August 2017 at six kindergarten schools in the working area of the Health Center of Kemalang, Klaten Regency. Data were collected using parent behavior questionnaire and stage social-emotional instrument. Data were analyzed using chi square test. Results: Findings showed that 58.1% of young mothers had good quality of care, and 55.6% of preschoolers were at risk of developing emotional social development problems. There was a significant correlation between the quality of care of young mothers with social-emotional development in preschool children (p-value <0.05. Conclusion: There was a correlation between the quality of care of young mothers with social-emotional development in preschool children.

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

    OpenAIRE

    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...

  14. Anxiety disorders and behavioral inhibition in preschool children: a population-based study.

    Science.gov (United States)

    Paulus, Frank W; Backes, Aline; Sander, Charlotte S; Weber, Monika; von Gontard, Alexander

    2015-02-01

    This study assessed the prevalence of anxiety disorders in preschool children and their associations with behavioral inhibition as a temperamental precursor. A representative sample of 1,342 children aged 4–7 years (M = 6;1, SD = 4.80) was examined with a standardized parental questionnaire, including items referring to anxiety disorders at the current age and behavioral inhibition at the age of 2 years. The total prevalence of anxiety disorders was 22.2 %. Separation anxiety (SAD) affected 7 %, social phobia (SOC) 10.7 %, specific phobia (PHOB) 9.8 % and depression/generalized anxiety (MDD/GAD) 3.4 % of children. The prevalence of most types of anxiety was higher in girls except for separation anxiety, which affected more boys. Behavioral inhibition in the second year of life was associated with all types of anxiety. Anxiety disorders are common but frequently overlooked in preschool children. Different subtypes can be differentiated and are often preceded by behavioral inhibition. Assessment, prevention and treatment of anxiety disorders are recommended in preschool children.

  15. PEDAGIGOCAL TECHNIQUE OF BUILDING THE CULTURE OF INTERPERSONAL RELATIONS IN PRESCHOOL CHILDREN AT ART CLASSES

    Directory of Open Access Journals (Sweden)

    Svetlana Vyacheslavovna Kahnovich

    2013-10-01

    Full Text Available The article looks at the pedagogical technique of building the culture of interpersonal relations in preschool children at the local and modular level. Interpersonal relations are viewed as the module and art classes as the local level. The research is timely as it can assist in studying the problem of moral development of preschool children by building the culture of interpersonal relations by artistic education means. The study presents novelty concluding from the survey of scientific literature. The process of building the culture of interpersonal relations in children has not been properly studied by preschool pedagogy. The task of the present study is to elaborate a pedagogical technique to build the culture of interpersonal relations between children at art classes. The article discusses ‘technological’ criteria (term by G.K. Selevko and presents interactive principles of the pedagogical technique. Group activities alongside with individual ones were viewed as organizational forms of art classes. Building the culture of interpersonal relations in preschool children at art classes is closely connected with the development of their personality, a child’s  consciousness, their motivational and conceptual spheres during their gradual moral development at various levels - emotional (attitude, axiological level, psychic (intentional cognitive processes, activity (artistic and interpersonal literacy. Graphic (projective methods were used to analyze age dynamics of ethical and moral development. The conclusion describes a set of pedagogical conditions for efficient building of the culture of interpersonal relations in children at art classes.  Goal. To elaborate a pedagogical technique for building the culture of interpersonal relations in preschool children at art classes. The technique can be applied at local and modular level.Methods and Methodology. The pedagogical technique is aimed at building the culture of interpersonal relations

  16. Anemia and associated factors among Kuwaiti preschool children ...

    African Journals Online (AJOL)

    Background: Anemia is a major nutritional health problem throughout the world. Objectives: To determine the prevalence and the factors associated with anemia among Kuwaiti children aged 4–5 years. Design: A sample of 578 Kuwaiti preschool children (4–5 years of age) and their mothers were selected from ongoing ...

  17. Pre-school social abilities: Construction and validation of a scale for children in contexts of poverty

    Directory of Open Access Journals (Sweden)

    Ana Betina Lacunza

    2009-06-01

    Full Text Available Social abilities are an essential part of human activity since they have a bearing on self-con­fidence, adoption of roles, self-regulation of behavior and academic performance, among other aspects. This study presents the process of construction and validation of a scale of social abilities for pre-school children. The scale was administered to 318 parents of 3 to 5 years old children of low socio-economic status who attend Primary Health Care Centers in San Miguel de Tucumán, Argentina. Considering the evolutionary and contextual charac­teristics relative to the process of acquisition of social abilities, a different protocol for every age group was designed. The result was a scale with confidence and validity characteristics. The validation of these instruments is helpful for evaluating children in poverty contexts since they enable us to distinguish social resources that allow children’s adaptation.

  18. The storage furniture for preschool children

    OpenAIRE

    Slezáková, Kristýna

    2015-01-01

    This work is focused on an issue of furnishing a public interior for preschool children. It's aimed mainly on the space of changing room and bathroom. The chosen topic was solved from the viewpoint of psychology, security, hygiene and materials. Resulting information was made into a study case, which was finally realized under the author's supervision. Single pieces together with decoration have made a very safe, comfortable and optimistic space for children and also for their staff. It was p...

  19. Joint Laxity in Preschool Children Born Preterm.

    Science.gov (United States)

    Romeo, Domenico M; Velli, Chiara; Lucibello, Simona; Ferrantini, Gloria; Leo, Giuseppina; Brogna, Claudia; Cota, Francesco; Ricci, Daniela; Gallini, Francesca; Romagnoli, Costantino; Vento, Giovanni; Mercuri, Eugenio

    2018-06-01

    To evaluate the prevalence of joint laxity in children born preterm assessed in the first 2 years, the relationship between joint laxity and motor performance at preschool age, and possible changes over time in a subgroup of children followed longitudinally. The revised scale of Beighton Score was used to evaluate joint laxity in a population of 132 preschool children born preterm between 24 and 32 weeks of gestational age. All were assessed for joint laxity between 12 and 24 months of age. Children also performed the Movement Assessment Battery for Children-Second Edition between the age of 3 years and 6 months and 4 years; the age at onset of independent walking also was recorded. The total Beighton Score ranged between 0 and 8. Twenty percent of the cohort showed joint laxity. No differences related to sex or gestational age were observed. Children born preterm with joint laxity achieved later independent walking and achieved lower scores on Movement Assessment Battery for Children-Second Edition than those without joint laxity. In 76 children born preterm, an assessment for joint laxity was repeated once between 25 and 36 months and again after >36 months. No statistically significant difference was observed between the 3 assessments. The Beighton Score can be used to assess generalized joint laxity in children born preterm. As the presence of joint laxity influenced motor competences, the possibility to early identify these infants in the first 2 years is of interest to benefit from early intervention and potentially improve gross motor skills and coordination. Copyright © 2018 Elsevier Inc. All rights reserved.

  20. School environment, sedentary behavior and physical activity in preschool children.

    Science.gov (United States)

    Barbosa, Sara Crosatti; Coledam, Diogo Henrique Constantino; Stabelini Neto, Antonio; Elias, Rui Gonçalves Marques; Oliveira, Arli Ramos de

    2016-09-01

    To analyze physical activity and sedentary behavior in preschool children during their stay at school and the associated factors. 370 preschoolers, aged 4 to 6 years, stratified according to gender, age and school region in the city of Londrina, PR, participated in the study. A questionnaire was applied to principals of preschools to analyze the school infrastructure and environment. Physical activity and sedentary behavior were estimated using accelerometers for five consecutive days during the children's stay at school. The odds ratio (OR) was estimated through binary logistic regression. At school, regardless of age, preschoolers spend relatively more time in sedentary behaviors (89.6%-90.9%), followed by light (4.6%-7.6%), moderate (1.3%-3.0%) and vigorous (0.5%-2.3%) physical activity. The indoor recreation room (OR=0.20; 95%CI 0.05 to 0.83) and the playground (OR=0.08; 95%CI 0.00 to 0.80) protect four-year-old schoolchildren from highly sedentary behavior. An inverse association was found between the indoor recreation room and physical activity (OR=0.20; 95%CI 0.00 to 0.93) in five-year-old children. The indoor recreation room (OR=1.54; 95%CI 1.35 to 1.77), the playground (OR=2.82; 95%CI 1.14 to 6.96) and the recess (OR=1.54; 95%CI 1.35 to 1.77) are factors that increase the chance of six-year-old schoolchildren to be active. The school infrastructure and environment should be seen as strategies to promote physical activity and reduce sedentary behavior in preschool children. Copyright © 2016 Sociedade de Pediatria de São Paulo. Publicado por Elsevier Editora Ltda. All rights reserved.

  1. Emergent name-writing abilities of preschool-age children with language impairment.

    Science.gov (United States)

    Cabell, Sonia Q; Justice, Laura M; Zucker, Tricia A; McGinty, Anita S

    2009-01-01

    The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of children with LI to those of their typical language (TL) peers. Fifty-nine preschool-age children with LI were administered a battery of emergent literacy and language assessments, including a task in which the children were asked to write their first names. A subset of these children (n=23) was then compared to a TL-matched sample to characterize performance differences. Results showed that the name-writing abilities of preschoolers with LI were associated with skills in alphabet knowledge and print concepts. Hierarchical multiple regression analysis indicated that only alphabet knowledge uniquely contributed to the variance in concurrent name-writing abilities. In the matched comparison, the TL group demonstrated significantly more advanced name-writing representations than the LI group. Children with LI lag significantly behind their TL peers in name-writing abilities. Speech-language pathologists are encouraged to address the print-related skills of children with LI within their clinical interventions.

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

    OpenAIRE

    MEMISEVIC Haris; HADZIC Selmir

    2015-01-01

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

  3. A Comparison of Preschool Children's Discussions with Parents during Picture Book and Chapter Book Reading

    Science.gov (United States)

    Leech, Kathryn A.; Rowe, Meredith L.

    2014-01-01

    Discussions that occur during book reading between parents and preschool children relate to children's language development, especially discussions during picture books that include extended discourse, a form of abstract language. While a recent report shows increased chapter book reading among families with preschool children, it is unknown…

  4. Social Communication as the Means of Preschool Children Education: Research and Development Opportunities

    Science.gov (United States)

    Antopolskaya, Tatyana A.; Zhuravleva, Svetlana S.; Baybakova, Olga Y.

    2017-01-01

    The article reveals the problem of developing the ability of preschool children to socialize. It covers the theoretical aspects of the issue and draws attention to the association between the social communication of preschool children and their ability to interact and intercommunicate as well as the development of their social and emotional…

  5. Drawing Children into Reading: A Qualitative Case Study of a Preschool Drawing Curriculum

    Science.gov (United States)

    DeFauw, Danielle L.

    2016-01-01

    This article details a qualitative case study of 24 preschool children engaged with step-by-step drawing instruction provided by five educators as they developed their fine motor skills and drew detailed objects using the Drawing Children Into Reading curriculum (Halperin, W. A. (2011a). "Project 50 preschool manual." South Haven, MI:…

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

    Directory of Open Access Journals (Sweden)

    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.

  7. Body Awareness in Preschool Children with Psychiatric Disorder

    Science.gov (United States)

    Simons, J.; Leitschuh, C.; Raymaekers, A.; Vandenbussche, I.

    2011-01-01

    The purpose of this study was to investigate the body awareness of preschool children with a psychiatric disorder as measured by the test imitation of gestures (Berges & Lezine, 1978), using the subsections for pointing to body parts (passive vocabulary) and naming body parts (active vocabulary). Seventy-seven children from 37 to 72 months of age…

  8. Prevalence and determinants of Helicobacter pylori infection in preschool children

    DEFF Research Database (Denmark)

    Rothenbacher, D; Bode, G; Berg, Gabriele

    1998-01-01

    , the parents of the children were asked to fill out a standardized questionnaire. RESULTS: In total, 945 out of the 1201 eligible preschool children participated in the study (response rate = 79%). The children were aged 5-8 years. The majority were of German nationality (72.6%). Overall, 127 children (13...

  9. Assessing an Intergenerational Horticulture Therapy Program for Elderly Adults and Preschool Children

    OpenAIRE

    Predny, Mary Lorraine

    1999-01-01

    ASSESSING AN INTERGENERATIONAL HORTICULTURE THERAPY PROGRAM FOR ELDERLY ADULTS AND PRESCHOOL CHILDREN by Mary Lorraine Predny Dr. Diane Relf, Chair Horticulture Department ABSTRACT The goal of this research project was to determine if introducing intergenerational interactions would supplement or detract from the use of horticulture as a therapeutic tool when working with elderly adults and preschool children. The program was set up to compare ind...

  10. Characterizing dinner meals served and consumed by low-income preschool children.

    Science.gov (United States)

    Nicklas, Theresa A; O'Neil, Carol E; Stuff, Janice E; Hughes, Sheryl O; Liu, Yan

    2012-12-01

    A dinner meal is consumed by approximately 95% of preschool children, yet few studies have characterized the dinner meal within a broader environmental context. The primary goal of this study was to identify the average quantities of foods served and consumed at the dinner meal by preschool children. A secondary goal was to look at factors that influenced the total amounts of food and energy consumed among preschoolers at the dinner meal. Food intake at a family dinner meal was measured using digital photography in African-American and Hispanic-American preschool children (n = 231). Pictorial records were converted to gram and energy estimates of food served and consumed; grams were converted to kilocalories for each food using Nutrition Data System for Research (NDSR) nutritional software. Foods were categorized by groups/subgroups. Comparison of means and coefficient of variation was examined overall and by food groups for food grams (and energy) served, consumed, and wasted. The relationship of mother/child characteristics to amounts served and consumed were analyzed by regression and analysis of variance (ANOVA). Plate waste was high; 30% of the foods served to the child at the dinner meal were not consumed. The amounts of food and beverage served and consumed varied within and among the food groups studied. The proportion of children served a major food group at the dinner meal varied considerably: 44% fruit/juice, 97% vegetables, 99% grains, 97% meats, 74% dairy, 66% sweetened beverages, 92% fat and oils, and 40% sweets and sugars. The amount of food served was positively associated with the amount consumed (p dinner meal was positively associated with energy intake consumed (p < 0.0001). Plate waste and variation in amounts served and consumed was substantial. The amount of food served was positively associated with the amount of food consumed by preschool children.

  11. Persistent optimizing: how mothers make food choices for their preschool children.

    Science.gov (United States)

    Walsh, Audrey; Meagher-Stewart, Donna; Macdonald, Marilyn

    2015-04-01

    Mothers' ability to provide healthy food choices for their children has become more complex in our current obesogenic environment. We conducted a total of 35 interviews with 18 mothers of preschool children. Using constructivist grounded theory methods, we developed a substantive theory of how mothers make food choices for their preschoolers. Our substantive theory, persistent optimizing, consists of three main integrated conceptual categories: (a) acknowledging contextual constraints, (b) stretching boundaries, and (c) strategic positioning. Implications to improve mothers' ability to make healthy food choices that reduce their children's risk of becoming overweight or obese are discussed. © The Author(s) 2014.

  12. Signs of abnormal motor performance in preschool children

    Directory of Open Access Journals (Sweden)

    Martina Šlachtová

    2013-12-01

    Full Text Available BACKGROUND: The determination of the level of motor development should be a common part of examinations performed by paediatricians, physiotherapists and also teachers. The importance has been increasing because of the prevalence of developmental coordination disorder. OBJECTIVE: The aim of the study was to find the differences in performance of the selected motor tasks of gross motor function in preschoolers on both quantitative and qualitative parameters. METHODS: In the study 261 children were included, boys and girls aged 4–6 years (the average age 5.4 years attending regular kindergartens. We used motor tasks of standing on one leg and hopping. Significant differences in quantitative parameters were assessed by two-way ANOVA in Statistica (version 9 software. Relative frequency of characters in qualitative parameters was assessed by the test of the difference between two proportions. RESULTS: Significant differences between the age groups appeared in the quantitative parameters comparing 4 and 5 year old children and 4 and 6 year old children. Regardless of gender there were no differences between 5 year and 6 year old children. Overall, the girls mastered the tasks of the test better than the boys in the quantitative parameters of evaluation. From the evaluation of the quality of motor performance the most frequently reached performance in the tasks of the test has been described (relative frequency of characters. Significantly different motor performance from most children of the sample was observed particularly in the associated movements of limbs or trunk and face, showing for a reduced ability of selective relaxation at higher demands of the movement task. CONCLUSIONS: The different motor performance in observed parameters, showing for a reduced ability of selective relaxation, could be regarded as signs of abnormal motor performance in that age category.

  13. ROLE OF ETHIC CONVERSATION IN FORMING OF CORRECT BEHAVIOR FOR PRESCHOOL CHILDREN TIME-LAGGED PSYCHICAL DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    Svetlana Anatolevna Shatrova

    2015-12-01

    Full Text Available This article is devoted to the actual topic of the moral education of the person preschooler disclosed behaviors senior preschool children with normal and mental retardation; The influence of ethical discussions on the process of correcting the shortcomings in the behavior of children with mental retardation.Purpose to reveal the influence of ethical discussions on the process of correction of disorders in the behavior of preschool children with mental retardation.Organizing and conducting ethical discussions on the basis of works of fiction, as a method of scientific research.Methodology. Results: the study noted that most children learn to assess the actions of literary heroes, it was more likely to use the rules of ethical behavior in everyday life, to show friendship, compassion, empathy, care, kindness and compassion. This form of regulation of behavior of senior preschool children with mental retardation makes the most efficient «nurture» in their rules, regulations, ethics, communication and behavior.Practical implications: special and inclusive education of preschool children.

  14. Effectiveness of Client-centered Play Therapy on Fear and Anxiety in Preschool Children

    Directory of Open Access Journals (Sweden)

    Hoda Sadat Mosavi

    2016-12-01

    Full Text Available Background and Objective: Preschool period is playing main role in development and adjustment of children. Fear and anxiety are of externalizing disorders, providing untreated it leads to negative effects on individual and social relationship specially in adulthood therefore, this research investigates the influence of client-centered play therapy on fear and anxiety among preschool children (5-6 aged.Materials and Methods: This study is a quasi-experimental study with pre and post- tests. 14 male and female preschool children (5-6 aged who were obtaining scores higher than cut-off in Spence anxiety scale (SAS and fear survey schedule for children-revised (FSSC-R parents’ form questionnaires were selected, and then they were assigned randomly to the control and experimental groups. The experimental group received techniques of client-centered play therapy for six treatment sessions (45minutes for each session. The fear and anxiety were measured at the beginning and at end of therapeutic session, utilizing the Spence Children's Anxiety Scale and fear survey schedule for children-revised (FSSC-R parents’ form. Statistical analysis conducted by analysis of covariance (ANCOVA.Results: There is significantly difference in Mean (SD scores of pretest 130.4 (3.3 and posttest 127.1 (4.6 fear (P<0.001, F= 24.6 and in scores of pretest 58.6 (2.6 and post-test 48.28 (3.6 anxiety (P<0.001, F=19.5 between preschool children in pre and post-test.Conclusion: Findings indicated that client-centered play therapy has effective in reducing behavioral problem such as fear and anxiety disorders in preschool children. Therefore, it can be useful and applicable as the psychological therapeutic interventions for decreasing behavioral distress in children.

  15. Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties

    OpenAIRE

    McLeod, S.; Crowe, K.; Masso, S.; Baker, E.; McCormack, J.; Wren, Y.; Roulstone, S.; Howland, C.

    2017-01-01

    Background: Speech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children.\\ud \\ud Aim: To describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns.\\ud \\ud Method: 275 Australian 4- to 5-year-old children from 45 preschools whose parents and teachers were concerned about their talking participated in speech-language p...

  16. "O.K. Where's the Remote?" Children, Families, and Remote Control Devices.

    Science.gov (United States)

    Krendl, Kathy A.; And Others

    This paper, part of a larger study of new television technologies, examines how preschool children integrate remote control devices (RCDs) into their television viewing behavior, preschoolers' competence with and knowledge of RCDs, and the role of the RCD in shaping family viewing styles. Subjects, 50 children aged 4 to 6 years attending 3…

  17. The Association between Maltreatment and Obesity among Preschool Children

    Science.gov (United States)

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

    2007-01-01

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

  18. Factors affecting disclosure of serostatus to children attending Jinja ...

    African Journals Online (AJOL)

    Factors affecting disclosure of serostatus to children attending Jinja Hospital ... twenty children and all (ten) health workers at Jinja Hospital paediatric HIV clinic. ... and child attending psychosocial support group (OR 7.4 CI 3.6-15.3 p < 0.001).

  19. Developing a medical picture book for reducing venipuncture distress in preschool-aged children.

    Science.gov (United States)

    Tsao, Ying; Kuo, Hui-Chen; Lee, Hsui-Chuan; Yiin, Shuenn-Jiun

    2017-10-01

    Distress associated with needle-related procedures is a major concern in preschool-aged children nursing. This study developed a medical picture book for supporting preschool-aged children facing a venipuncture and determined the effectiveness of such a book intervention in decreasing behavioural distress. The picture book was designed in 3 stages: developing stories on medical situations, penning the text, and drafting the book. We conducted a quasiexperimental study to examine the effectiveness of the book. The behavioural distress of the control and picture book groups were assessed before, during, and after the intervention by using the Observational Scale of Behavioral Distress-Revised (OSBD-R). We created a 12-page picture book, Sick Rui-Rui Bear, in which cartoon characters were depicted undergoing venipunctures, as a guide for vein injection and for facilitating positive venipuncture outcomes in preschool-aged children. Over time, the OSBD-R scores of the picture book group were significantly lower than those of the control group (P book be routinely read and used during venipunctures to decrease procedural distress in preschool-aged children. © 2017 John Wiley & Sons Australia, Ltd.

  20. Preschool professionals' (self)perception of competency and attitudes in the field of team work with children with special needs

    OpenAIRE

    Rozman, Katjuša

    2017-01-01

    Preschool period is very important for children's growth. Preschool period is also important for children with special needs, because we need to discover their problems, disabilities or obstacles as soon as possible. In Slovenia preschool children with special needs are divided in one of the three different educational programs definite by law. In ordinary preschool program they carry out special program for children with special needs. This special program has extra professional assistance, ...

  1. Preschool children's Collaborative Science Learning Scaffolded by Tablets

    Science.gov (United States)

    Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

    2017-06-01

    This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

  2. Development of a Pitch Discrimination Screening Test for Preschool Children.

    Science.gov (United States)

    Abramson, Maria Kulick; Lloyd, Peter J

    2016-04-01

    There is a critical need for tests of auditory discrimination for young children as this skill plays a fundamental role in the development of speaking, prereading, reading, language, and more complex auditory processes. Frequency discrimination is important with regard to basic sensory processing affecting phonological processing, dyslexia, measurements of intelligence, auditory memory, Asperger syndrome, and specific language impairment. This study was performed to determine the clinical feasibility of the Pitch Discrimination Test (PDT) to screen the preschool child's ability to discriminate some of the acoustic demands of speech perception, primarily pitch discrimination, without linguistic content. The PDT used brief speech frequency tones to gather normative data from preschool children aged 3 to 5 yrs. A cross-sectional study was used to gather data regarding the pitch discrimination abilities of a sample of typically developing preschool children, between 3 and 5 yrs of age. The PDT consists of ten trials using two pure tones of 100-msec duration each, and was administered in an AA or AB forced-choice response format. Data from 90 typically developing preschool children between the ages of 3 and 5 yrs were used to provide normative data. Nonparametric Mann-Whitney U-testing was used to examine the effects of age as a continuous variable on pitch discrimination. The Kruskal-Wallis test was used to determine the significance of age on performance on the PDT. Spearman rank was used to determine the correlation of age and performance on the PDT. Pitch discrimination of brief tones improved significantly from age 3 yrs to age 4 yrs, as well as from age 3 yrs to the age 4- and 5-yrs group. Results indicated that between ages 3 and 4 yrs, children's auditory discrimination of pitch improved on the PDT. The data showed that children can be screened for auditory discrimination of pitch beginning with age 4 yrs. The PDT proved to be a time efficient, feasible tool for

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

    Science.gov (United States)

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

    2011-01-01

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

  4. Mother-Child Dyadic Synchrony Is Associated with Better Functioning in Hyperactive/Inattentive Preschool Children

    Science.gov (United States)

    Healey, Dione M.; Gopin, Chaya B.; Grossman, Bella R.; Campbell, Susan B.; Halperin, Jeffrey M.

    2010-01-01

    Background: Hyperactive/inattentive (HI) behaviors are common in preschoolers, but they result in functional impairment and attention deficit/hyperactivity disorder (ADHD) diagnoses in only some children. We examined whether the quality of mother-child interaction accounts for variance in level of functioning among preschool children with elevated…

  5. 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…

  6. The Effectiveness of the Behavioural Training for Preschool Children

    Science.gov (United States)

    Koglin, Ute; Petermann, Franz

    2011-01-01

    This study investigated the short-term effects of behavioural training for preschool children. The goals of this programme were to reduce disruptive behaviour as well as shy and withdrawn behaviour, and to promote social-emotional competencies. In young children, insufficient emotional competencies and difficulties concerning adequate conflict…

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

    Science.gov (United States)

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

    2010-01-01

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

  8. Perceptual context and individual differences in the language proficiency of preschool children.

    Science.gov (United States)

    Banai, Karen; Yifat, Rachel

    2016-02-01

    Although the contribution of perceptual processes to language skills during infancy is well recognized, the role of perception in linguistic processing beyond infancy is not well understood. In the experiments reported here, we asked whether manipulating the perceptual context in which stimuli are presented across trials influences how preschool children perform visual (shape-size identification; Experiment 1) and auditory (syllable identification; Experiment 2) tasks. Another goal was to determine whether the sensitivity to perceptual context can explain part of the variance in oral language skills in typically developing preschool children. Perceptual context was manipulated by changing the relative frequency with which target visual (Experiment 1) and auditory (Experiment 2) stimuli were presented in arrays of fixed size, and identification of the target stimuli was tested. Oral language skills were assessed using vocabulary, word definition, and phonological awareness tasks. Changes in perceptual context influenced the performance of the majority of children on both identification tasks. Sensitivity to perceptual context accounted for 7% to 15% of the variance in language scores. We suggest that context effects are an outcome of a statistical learning process. Therefore, the current findings demonstrate that statistical learning can facilitate both visual and auditory identification processes in preschool children. Furthermore, consistent with previous findings in infants and in older children and adults, individual differences in statistical learning were found to be associated with individual differences in language skills of preschool children. Copyright © 2015 Elsevier Inc. All rights reserved.

  9. Vestibular Dysfunction in Preschool Children with a History of Otitis Media.

    Science.gov (United States)

    Denning, Jennifer; Mayberry, Wanda

    1987-01-01

    Thirty-five preschoolers, assigned to otitis media (OM) or no OM groups, were administered the Southern California Postrotary Nystagmus Test and the Miller Assessment for Preschoolers (MAP). Children with a history of OM had significantly decreased scores on the Stepping and Vertical Writing MAP tests, indicating vestibulospinal dysfunction. (SK)

  10. Constructing squares as a mathematical problem solving process in pre-school

    Directory of Open Access Journals (Sweden)

    MARIA ANGELA SHIAKALLI

    2014-06-01

    Full Text Available Could problem solving be the object of teaching in early education? Could children’s engagement in problem solving processes lead to skills and conceptual understanding development? Could appropriate teaching interventions scaffold children’s efforts? The sample consisted of 25 children attending public pre-school in Cyprus. The children were asked to construct different sized squares. Findings show that children responded positively to the problem and were successful in solving it. During the problem solving process children demonstrated development of skills and conceptual understanding. Teacher-children and children-children interactions played an important role in the positive outcome of the activity.

  11. Which Preschool Children with Specific Language Impairment Receive Language Intervention?

    Science.gov (United States)

    Wittke, Kacie; Spaulding, Tammie J.

    2018-01-01

    Purpose: Potential biases in service provision for preschool children with specific language impairment (SLI) were explored. Method: In Study 1, children with SLI receiving treatment (SLI-T) and those with SLI not receiving treatment (SLI-NT) were compared on demographic characteristics and developmental abilities. Study 2 recruited children with…

  12. Effectiveness of the Language Intervention Programme for Preschool Children.

    Science.gov (United States)

    Lousada, Marisa; Ramalho, Margarida; Marques, Carolina

    2016-01-01

    This paper investigates the effectiveness of the Language Intervention Programme for the treatment of 14 preschool-aged children with primary language impairment. We used a waiting list control design, in which half the sample (7 children) received immediate intervention with the Language Intervention Programme, whereas the remaining children received treatment after a 4-week delay. The intervention consisted of 8 individual biweekly sessions. Outcome measures of language ability (receptive semantic and morphosyntactic, expressive semantic and morphosyntactic, and metalinguistic) were taken before and after intervention. After 4 weeks of intervention, the experimental group showed significant improvements in language (receptive, expressive and metalinguistic skills), but no differences were found for those in the waiting control group. After 4 weeks of intervention for the control group, significant progress in language was also observed. The Language Intervention Programme was found to be effective in treating language skills of children with language impairment, providing clinical evidence for speech and language therapists to employ this programme for the treatment of preschool children with language disorders. © 2016 S. Karger AG, Basel.

  13. Lack of Acceptance of Reciprocity Norms in Preschool Children.

    Science.gov (United States)

    Berndt, Thomas J.

    1979-01-01

    Two studies investigated preschool children's acceptance of the reciprocity norms that allow retaliation and that require returning favors. Children viewed cartoons that portrayed animal puppets involved in reciprocal or nonreciprocal aggressive and prosocial behavior. They were then asked to evaluate the actor in each cartoon as "good"…

  14. Adherence to active play and electronic media guidelines in preschool children: gender and parental education considerations.

    Science.gov (United States)

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

    2013-01-01

    The primary purpose of the present study was to examine adherence to current active play and electronic media use guidelines in a sample of US preschool-aged children and to examine whether differences occurred across gender and parental education. 164 parents completed an on-line survey to estimate preschool children's active play and sedentary behaviors. For weekdays, 50% of the sample met the active play guideline with this increasing to 65% during the weekend. With respect to electronic media use, 90% of the sample met guidelines during the week, with the percentage meeting guidelines dropping to 78% during the weekend. A greater percentage of preschool children from high parental education families (83.4 ± 3.3) met electronic media use guidelines on the weekends, compared to preschool children from low parental education families (59.4 ± 8.1) (p = 0.002). Our findings indicate that a substantial portion of preschool children are not meeting active play guidelines and that adherence to active play and electronic media use guidelines may be influenced by parental education.

  15. Analysis of cause-effect relationship of hip dysplasia in pre-school children

    Directory of Open Access Journals (Sweden)

    Anna Rudenko

    2015-12-01

    Full Text Available Purpose: to analyze and scientifically substantiate peculiarities of cause-effect relationship of hip dysplasia in pre-school children. Material and Methods: analysis and systematization of scientific and methodological literature, medical histories, anamneses, interviews and questionings. Results: it is specified that failure to timely identify and eliminate the symptoms of hip dysplasia in pre-school children leads to negative consequences, namely limited amplitude of hip joint movements; lower limp muscle weakness; valgus and varus deformations of lower limp; increasing of L-lordosis; skewness of hip bones; scoliosis; claudication. Conclusions: the modern state of the problem of hip dysplasia in pre-school children is analyzed. The cause-effect relationship is defined, their mutual transition is projected. All cause-effect relationships are in direct proportion and in constant interaction: the cause the forms effect and the effect influences the cause

  16. Binocular iPad treatment for amblyopia in preschool children.

    Science.gov (United States)

    Birch, Eileen E; Li, Simone L; Jost, Reed M; Morale, Sarah E; De La Cruz, Angie; Stager, David; Dao, Lori; Stager, David R

    2015-02-01

    Recent experimental evidence supports a role for binocular visual experience in the treatment of amblyopia. The purpose of this study was to determine whether repeated binocular visual experience with dichoptic iPad games could effectively treat amblyopia in preschool children. A total of 50 consecutive amblyopic preschool children 3-6.9 years of age were assigned to play sham iPad games (first 5 children) or binocular iPad games (n = 45) for at least 4 hours per week for 4 weeks. Thirty (67%) children in the binocular iPad group and 4 (80%) in the sham iPad group were also treated with patching at a different time of day. Visual acuity and stereoacuity were assessed at baseline, at 4 weeks, and at 3 months after the cessation of game play. The sham iPad group had no significant improvement in visual acuity (t4 = 0.34, P = 0.75). In the binocular iPad group, mean visual acuity (plus or minus standard error) improved from 0.43 ± 0.03 at baseline to 0.34 ± 0.03 logMAR at 4 weeks (n = 45; paired t44 = 4.93; P iPad games for ≥8 hours (≥50% compliance) had significantly more visual acuity improvement than children who played 0-4 hours (t43 = 4.21, P = 0.0001). Repeated binocular experience, provided by dichoptic iPad game play, was more effective than sham iPad game play as a treatment for amblyopia in preschool children. Copyright © 2015 American Association for Pediatric Ophthalmology and Strabismus. Published by Elsevier Inc. All rights reserved.

  17. Prevalence of low physical activity level among preschool children. DOI: http://dx.doi.org/10.5007/1980-0037.2012v14n4p390

    Directory of Open Access Journals (Sweden)

    Mauro Virgilio Gomes Barros

    2012-07-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2012v14n4p390Physical activity (PA in children has a decisive role in motor development and prevention of childhood obesity. The available evidence suggests that there is high preva­lence of low levels of PA in children, but little is known about the level of PA in preschool children. The objective of this study was to identify the prevalence and the factors associated with low levels of PA in preschool children. This was a cross-sectional study performed in private schools in the municipality of Olinda (state of Pernambuco, with data collection through parent’s face-to-face interviews. The study included 265 children (54.3% girls with mean age of 4.9 years (SD=0.8. Children who did not perform at least 60 minutes/day of outdoors physical activities were considered exposed to low levels of PA. Data analysis was performed by logistic regression considering low level of PA as the outcome. The results showed that 65.3% (95%CI: 9.4-70.8 of children were classified as exposed to ‘low level of PA’. Analysis showed that higher parental education (OR=2.41; 95%CI: 1.13-5.10, lack of space for playing at home (OR=2.36; 95%CI: 1.17- 4.78, and attending school in the afternoon (OR=2.92, 95%CI 1.55-5.49 or full-time (OR=57.1, 95%CI 6.57-496.2 were associated with low levels of PA. Preschoolers from families with higher number of children had lower likelihood of low level of PA (OR=0.49; 95%CI 0.26-0.93. It can be concluded that the proportion of children exposed to low levels of PA is high compared to the results of similar studies and that parental and environmental factors are associated with physical activity level in preschool-aged children.

  18. The determinants of strategic thinking in preschool children.

    Science.gov (United States)

    Brocas, Isabelle; Carrillo, Juan D

    2018-01-01

    Strategic thinking is an essential component of rational decision-making. However, little is known about its developmental aspects. Here we show that preschoolers can reason strategically in simple individual decisions that require anticipating a limited number of future decisions. This ability is transferred only partially to solve more complex individual decision problems and to efficiently interact with others. This ability is also more developed among older children in the classroom. Results indicate that while preschoolers potentially have the capacity to think strategically, it does not always translate into the ability to behave strategically.

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

    DEFF Research Database (Denmark)

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

    2012-01-01

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

  20. Iron-deficiency anemia and associated factors among preschool children in Diamantina, Minas Gerais, Brazil

    Directory of Open Access Journals (Sweden)

    Luciana Neri NOBRE

    Full Text Available ABSTRACT Objective: Study the prevalence of iron depletion and iron-deficiency anemia and their associated factors in preschool children. Methods: Cross-sectional study with five-year old preschool children from a birth cohort of the city of Diamantina, Minas Gerais state, Brazil. Socioeconomic, demographic, and dietary characteristics were obtained through a questionnaire administered to each child mother or guardian. Iron depletion (normal hemoglobin and low serum ferritin levels and iron-deficiency anemia (hemoglobin level than 11g/dL were detected after collecting 5mL of venous blood of preschool children. Poisson regression was used to identify the factors associated with iron depletion and iron-deficiency anemia. Results: A total of 228 preschool were evaluated, corresponding to 97.4% of the children from a cohort study followed-up up to the end of their first year of life. Iron depletion and iron-deficiency anemia were detected, respectively, in 15.9% and 18.9% of the preschool children evaluated. Iron depletion was not associated with any variable studied, while low maternal education level was associated with iron-deficiency anemia (PR=1.83; P=0.03. Conclusion: Iron-deficiency anemia is considered as a mild public health problem among 5-year old children in the city of Diamantina, Minas Gerais. Higher maternal education level was a protective factor against this deficiency, and therefore it is as an important marker for the occurrence of iron-deficiency anemia in the population studied.

  1. Preschool Children's Sleep and Wake Behavior: Effects of Massage Therapy.

    Science.gov (United States)

    Field, Tiffany; And Others

    1996-01-01

    Preschool children received twice-weekly massages for five weeks. Compared to control children, the massaged children had better behavior ratings on mood state, vocalization, activity, and cooperation following massage on day one and throughout the study. Teachers rated their behavior more optimally, and their parents rated them as having less…

  2. Early childhood caries in preschool children of Kosovo - a serious public health problem

    Directory of Open Access Journals (Sweden)

    Meqa Kastriot

    2010-12-01

    Full Text Available Abstract Background Even though it has been widely studied, early childhood caries (ECC remains a serious public health problem, especially in countries where there is no national program of oral health assessment and no genuine primary oral health care, such as in Kosovo. The purpose of this study was to assess the prevalence of ECC and analyze caries risk factors. Methods The subjects were 1,008 preschool children, selected by stratified random cluster sampling, in the municipality of Prishtina, capital of Kosovo. Data were collected through clinical examination and interviews. Dmft data were recorded according to WHO criteria. Bacterial examination (CRT bacteria test and plaque test of Greene-Vermillion were used. Results The mean dmft of preschool children was found to be 5.8. The prevalence of ECC was 17.36%, with a mean dmft of 11 ± 3.6. Streptococcus mutans prevalence in ECC children was 98%. A significant correlation between dmft and S mutans counts (≥105 CFU/mL saliva was demonstrated. A correlation was also found between daily sweets consumption and dmft in children with ECC (P P Conclusion The prevalence of ECC was high among preschool children in the municipality of Kosovo. We recommend increasing parents' knowledge of proper feeding habits and oral health practices, and increasing preschool children's accessibility to dental services.

  3. The Effect of TMPT Program on Pre-School Children's Social Problem Solving Skills

    Science.gov (United States)

    Gur, Cagla; Kocak, Nurcan

    2018-01-01

    Purpose: Starting Thinking Training at an early age is important. However, few studies were found regarding Thinking Training programs for pre-school children and the contributions of these programs to children's social problem-solving. In this context, the TMPT Program was developed for pre-school children and the effect of the program on 5-6…

  4. Preschool Language Profiles of Children at Family Risk of Dyslexia: Continuities with Specific Language Impairment

    Science.gov (United States)

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

    2013-01-01

    Background: Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method: The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls.…

  5. Oral Health Knowledge, Attitude, and Practices of Sharjah Mothers of Preschool Children, United Arab Emirates.

    Science.gov (United States)

    Mahmoud, Noura; Kowash, Mawlood; Hussein, Iyad; Hassan, Amar; Al Halabi, Manal

    2017-01-01

    The improvement of children's oral health, a world global health target, is essential to general health and quality of life. Hence, the aim of this study was to assess the knowledge, attitude, and practices of mothers toward their children's oral health in Sharjah, United Arab Emirates (UAE). A cross-sectional interview-based study was conducted among 383 mothers of preschool children (average age 3.49 [+1.63 years]) attending Sharjah Dental Center, UAE. Statistical analysis was performed using SPSS software for Windows, version 20.0 (SPSS Inc., Chicago, IL, USA). Adequate knowledge was found among 58.2% of mothers, 99% exhibited excellent attitude, and only 20% followed good practices toward their children's oral health. Poor knowledge and practice of mothers were significantly associated with mothers' occupation and education. Employed mothers had a significantly higher score of knowledge. Mothers with secondary education and university qualifications had significantly higher scores of practice compared with mothers with primary education. Although mothers had better than average knowledge and excellent attitude toward their children's oral health issues; most of them carried out improper practices. Mothers' educational and employment backgrounds were significant influencing factors.

  6. TEACHING FORMAL OPERATIONS TO PRESCHOOL ADVANTAGED AND DISADVANTAGED CHILDREN.

    Science.gov (United States)

    ENGELMANN, SIEGFRIED

    TO DETERMINE HOW TRAINING WOULD AFFECT CHILDREN FROM DIFFERENT LEVELS OF DEVELOPMENT, FIVE DISADVANTAGED AND FIVE ADVANTAGED PRESCHOOLERS WERE GIVEN SPECIFIC PROBLEM SOLVING TRAINING TO PREPARE TO SOLVE A CRITERION PROBLEM. THIS STUDY WAS AN ATTEMPT TO DISPROVE PIAGET'S THEORY THAT CHILDREN MUST HAVE REACHED A CERTAIN STAGE OF CONCRETE-OPERATIONAL…

  7. Maternal breastfeeding, early introduction of non-breast milk, and excess weight in preschoolers.

    Science.gov (United States)

    Nascimento, Viviane Gabriela; da Silva, Janaína Paula Costa; Ferreira, Patrícia Calesco; Bertoli, Ciro João; Leone, Claudio

    2016-12-01

    Investigate associations between excess weight in preschool children, breastfeeding duration and age of non-breast milk introduction. Cross-sectional study of a representative sample of 817 preschool children, aged 2 to 4 years, attending municipal day care centers in the city of Taubaté. The weight and height of children were measured in the day care centers in 2009, 2010 and 2011. The body mass index z-score (BMIz) was calculated and children were classified as risk of overweight (BMIz≥1 tolinear regression. The prevalence of risk of overweight was 18.9% and of excess weight (overweight or obesity) was 9.3%. The median duration of breastfeeding and age of introduction of non-breast milk was 6 months. The child's BMIz showed direct correlation with birth weight (r=0.154; pintroduction (r=-0.112; p=0.002). There was no correlation between the child's BMIz with birth length, duration of exclusive breastfeeding and mother's age. The earlier the introduction of non-breast milk, the higher the correlation with excess weight at preschool age. Copyright © 2016. Publicado por Elsevier Editora Ltda.

  8. Rediscovering and Reconnecting Funds of Knowledge of Immigrant Children, Families, and Teachers

    Science.gov (United States)

    McDevitt, Seung Eun

    2016-01-01

    In the United States, one in four children under the age of 6 attending preschool has at least one immigrant parent and speaks a language other than English. Despite this increasing population of immigrant children in U.S. preschool settings, their stories have rarely been heard. The author shares three stories of her students and their families…

  9. Motor Proficiency and Body Mass Index of Preschool Children: In Relation to Socioeconomic Status

    Science.gov (United States)

    Mülazimoglu-Balli, Özgür

    2016-01-01

    The aim of the study was to investigate the correlation between motor proficiency and body mass index and to assess the socioeconomic status differences in motor proficiency and body mass index of preschool children. Sixty preschool children in the different socioeconomic status areas of central Denizli in Turkey participated in the study. The…

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

    Science.gov (United States)

    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.

  11. Correlation analysis of electronic products with myopia in preschool and school aged children

    Directory of Open Access Journals (Sweden)

    Li-Li Sun

    2016-02-01

    Full Text Available AIM: To explore the influence of electronic products on myopia in preschool and school aged children, and the development regularities of myopia, to formulate reasonable guidelines for using eyes healthily, and lay a solid foundation for the prevention and control work. METHODS: This retrospective analysis enrolled 900 3~12 years old children from outpatients department, and all of them were established individualized archives, recording: uncorrected visual acuity, optometry, slit lamp, ophthalmoscopy, strabismus inspection results; recording eye usage condition on TVs, computers, mobile phones, iPad, homework, extra-curricular books. Statistical analyze the refractive status of each age group, the use of electronic products of different age groups and their correlation with refractive status. RESULTS: The number of preschool children with normal uncorrected visual acuity was more than that of early school-age children, and the difference was statistically significant(PP>0.05; the number of children aged 7~12(early school aged childrenwith myopia was more than that of children aged 3~6(preschool childrenand the difference was statistically significant(PCONCLUSION: For preschool children, it is necessary to conduct early screening, health guidance, the establishment of personalized medical records and one-to-one personalized guidance; it is also needed to avoid the arduous learning task with the stacking usage of eyes, to fight for myopia and to control the development of myopia. Therefore, to reduce the use of electronic products has become a topic worthy of further study.

  12. 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.

  13. What worries parents when their preschool children are acutely ill, and why: a qualitative study.

    OpenAIRE

    Kai, J.

    1996-01-01

    OBJECTIVE: To identify and explore parents' concerns when young children become acutely ill. DESIGN: Qualitative study making use of semi-structured one to one and group interviews with parents of preschool children. SETTING: Disadvantaged inner city community. SUBJECTS: 95 parents of preschool children. RESULTS: Fever, cough, and the possibility of meningitis were parents' primary concerns when their children became acutely ill. Parents' concerns reflected lay beliefs, their interpretation o...

  14. Lexical and phonological variability in preschool children with speech sound disorder.

    Science.gov (United States)

    Macrae, Toby; Tyler, Ann A; Lewis, Kerry E

    2014-02-01

    The authors of this study examined relationships between measures of word and speech error variability and between these and other speech and language measures in preschool children with speech sound disorder (SSD). In this correlational study, 18 preschool children with SSD, age-appropriate receptive vocabulary, and normal oral motor functioning and hearing were assessed across 2 sessions. Experimental measures included word and speech error variability, receptive vocabulary, nonword repetition (NWR), and expressive language. Pearson product–moment correlation coefficients were calculated among the experimental measures. The correlation between word and speech error variability was slight and nonsignificant. The correlation between word variability and receptive vocabulary was moderate and negative, although nonsignificant. High word variability was associated with small receptive vocabularies. The correlations between speech error variability and NWR and between speech error variability and the mean length of children's utterances were moderate and negative, although both were nonsignificant. High speech error variability was associated with poor NWR and language scores. High word variability may reflect unstable lexical representations, whereas high speech error variability may reflect indistinct phonological representations. Preschool children with SSD who show abnormally high levels of different types of speech variability may require slightly different approaches to intervention.

  15. Location influences snacking behavior of US infants, toddlers and preschool children.

    Science.gov (United States)

    Jacquier, Emma F; Deming, Denise M; Eldridge, Alison L

    2018-06-13

    Compare at-home and away-from-home snacking patterns of US infants and young children. A secondary analysis was conducted using nationwide, cross-sectional dietary survey data from the US Feeding Infants and Toddlers Study (FITS) 2008. The sample included infants (6-11.9 months, n = 505), toddlers (12-23.9 months, n = 925), preschool children (24-47.9 months, n = 1461). Weighted population descriptive statistics (means and standard errors) were calculated using SAS. Significance was determined at P ≤ 0.05. The main outcome measures of the analyses were the percent of children consuming snacks by location (at home, away from home) and snacking period (morning, afternoon and evening), energy and food groups consumed during snacks. Snacking at home was more prevalent than snacking away from home (toddlers, 73% vs 27%; preschoolers, 67% vs 33%). Away-from-home snacks provided about 50 additional calories per day for toddlers (346 vs 298 kcal/day, P ≤ 0.05) and preschoolers (371 vs 326 kcal/day, P ≤ 0.05) versus snacks consumed at home. Caregivers made similar snack choices for toddlers and preschoolers (milk/milk products, fruit/juice, grains and sweets) but differed in frequency of consumption by location. Among toddlers, milk/milk products were the most frequently consumed snacks at home (66%), while sweets were the top snacks consumed away from home (69%). Among preschoolers, sweets were the top snacks both at home (60%) and away (83%). Location is an important factor influencing snacking patterns of young children and should be considered when developing feeding guidelines. This data may be of use in the upcoming development of dietary guidelines in the U.S. for the population aged 0-2 years.

  16. Understanding Participation of Preschool-Age Children with Cerebral Palsy

    Science.gov (United States)

    Chiarello, Lisa Ann; Palisano, Robert J.; Orlin, Margo N.; Chang, Hui-Ju; Begnoche, Denise; An, Mihee

    2012-01-01

    Participation in home, school, and community activities is a primary outcome of early intervention services for children with disabilities and their families. The objectives of this study were to (a) describe participation of preschool-age children with cerebral palsy (CP); (b) determine effects of sex, age, and gross motor function on intensity…

  17. Interactions between Turkish Mothers and Preschool Children with Autism

    Science.gov (United States)

    Diken, Ozlem; Mahoney, Gerald

    2013-01-01

    This study explored the relationship between Turkish mothers' style of interaction and the engagement of their preschool-aged children with autism. Data were collected from fifty mother-child dyads in which all children had diagnoses of autism. Video recordings of mother-child interaction were analyzed using the Turkish versions of the Maternal…

  18. Perceptual Individuation Training (but Not Mere Exposure) Reduces Implicit Racial Bias in Preschool Children

    Science.gov (United States)

    Qian, Miao K.; Quinn, Paul C.; Heyman, Gail D.; Pascalis, Olivier; Fu, Genyue; Lee, Kang

    2017-01-01

    Two studies with preschool-age children examined the effectiveness of perceptual individuation training at reducing racial bias (Study 1, N = 32; Study 2, N = 56). We found that training preschool-age children to individuate other-race faces resulted in a reduction in implicit racial bias while mere exposure to other-race faces produced no such…

  19. Recommendations for the management of food allergies in a preschool/childcare setting and prevention of anaphylaxis.

    Science.gov (United States)

    Ford, Lara S; Turner, Paul J; Campbell, Dianne E

    2014-07-01

    Food allergy and anaphylaxis occur most commonly in children under five, the majority of whom attend preschool and early childcare. Children under five differ significantly from school-aged children, as do their care environments, yet specific strategies for managing food allergies in early childcare settings are generally lacking in existing guidelines and legislation. In this review, we outline the scope of the problem, the unique challenges encountered in the preschool environment and existing policy and legislation in Australia, the US, Canada and the UK. We outline the management guidelines and resources available from specialist societies, and the evidence base for specific management strategies including voluntary versus legislative approaches, staff training and education, banning of foods, and availability of multiple and generic adrenaline auto-injectors. We call for greater uniformity and consistency of policy in regards to the recognition and management of infants and children with food allergy in the preschool environment and specific programmes and policies tailored to this environment.

  20. Developing a Treatment Program for Obesity in Preschool Age Children: Preliminary Data

    OpenAIRE

    Boles, Richard E.; Scharf, Cynthia; Stark, Lori J.

    2010-01-01

    We developed and tested the feasibility of a behavioral intervention that utilizes clinic and home visitations to reduce overweight in preschool children above the 95th BMI percentile. Five families of preschool children ages 2 to 5 years with a BMI above the 95th percentile and one overweight parent were enrolled in a 24-week behavioral weight management program. Phase I, Intensive Treatment included 12 weekly sessions, alternating group-based clinic sessions and home settings. Phase II, Mai...

  1. Child Sustained Attention in Preschool-Age Children

    Science.gov (United States)

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

    2016-01-01

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

  2. Preschool abilities of children born preterm and low weight

    Directory of Open Access Journals (Sweden)

    Sasha A. Martínez-Espiet

    2018-10-01

    Full Text Available The purpose of this study was to evaluate the development among a group of pre-school children born premature and with low weight. We evaluated a group of four years old children; 20 children born prematurely and 20 children born after a full gestation and desired weight, using the Beery-Buktenica visual-motor integration test. We also administered the Ages and Stages Questionnaire (ASQ-3 development test to all 40 mothers. Statistical analysis was performed using student t test for independent groups. The group of children born prematurely scored significantly lower on tests measuring visual perception skills (µ1 83.65 ; µ2 93.7 (p = 0.0001, visual-motor integration (µ1 93.6 ; µ2 104.8 (p = 0.001 and fine motor (µ1 36.00 ; µ2 44.25 (p=0.033 (p = 0.033, when compared to the group of children born after a full term. This study suggests that premature low weight born children have lower performance in the sensory-motor development during the preschool years. These disadvantages go unnoticed and may represent future delays on school tasks that require these skills. It is important to promote an early assessment and environmental stimulation among this population even in the absence of risk indicators.

  3. How low-income mothers with overweight preschool children make sense of obesity.

    Science.gov (United States)

    Hughes, Cayce C; Sherman, Susan N; Whitaker, Robert C

    2010-04-01

    Epidemiologic and qualitative studies have found that most mothers with overweight preschool children do not think their children are overweight. This might present a challenge for clinicians who wish to address obesity in young children. To understand mothers' perceptions of their overweight children's weight, we conducted semistructured interviews with 21 mothers of overweight preschool children enrolled in Kentucky's Special Supplemental Nutrition Program for Women, Infants, and Children. Although these mothers did not label their children as overweight, they were worried about children's weight, particularly as it related to their emotional well-being. These worries about obesity were reflected in three central tensions that shaped the way mothers perceived their children's weight and informed maternal feeding strategies: (a) nature vs. nurture, (b) medical authority vs. lived experience, and (c) relieving immediate stress vs. preventing long-term consequences. Acknowledging mothers' concerns and tensions might help clinicians communicate more effectively with them about obesity.

  4. The Effects of Secure Attachments on Preschool Children's Conflict Management Skills.

    Science.gov (United States)

    Kesner, John

    This study examined the relationship between the security of children's attachment relationships to parents and teachers and how children negotiate and manage conflicts. Sixty-six preschool-aged children participated in story completion tasks regarding their attachment relationship with parents and teachers, and in hypothetical situations…

  5. The reading habits of parents of preschool children

    OpenAIRE

    Jalovec, Alenka

    2011-01-01

    The reading habits of parents of preschool children are very important for development of reading literacy. The role of parents in reading is very high. It is important that parents often read for themselves and for their children regardless of age, sex and education. With reading they are giving the children an example and attach great importance to reading. An important factor is the frequency of library visits and dealing with books. On the reading habits of parents have important influenc...

  6. Fractional exhaled nitric oxide and multiple breath nitrogen washout in preschool healthy and asthmatic children

    DEFF Research Database (Denmark)

    Vilmann, Lea; Buchvald, Frederik; Green, Kent

    2017-01-01

    Introduction Objectively assessing pulmonary disease is challenging in preschool children with asthma. We evaluated the feasibility of measuring fractional exhaled nitrogen oxide (FeNO) and multiple breath nitrogen washout (N2MBW) in children. We compared their capacities for discriminating between...... children with asthma and healthy controls. Methods We measured FeNO and N2MBW-derived indices of lung clearance (LCI2.5) and conductive and acinar ventilation heterogeneity (Scond and Sacin) in 65 preschool children; 35 with physician-diagnosed asthma and 30 healthy. FeNO was measured with a portable.......023), but similar FeNO, LCI2.5 and Sacinvalues. Conclusion The feasibility of measuring FeNO was highly age-dependent and not applicable in children under age 4. N2MBW was feasible in the majority of preschool children. Scond, but not FeNO, could discriminate between children with asthma and healthy controls....

  7. Clinical significance of non-mydriatic fundus photography in screening for preschool children ocular fundus disease

    Directory of Open Access Journals (Sweden)

    Jun Luo

    2014-06-01

    Full Text Available AIM: To observe the incidence of ocular fundus disease in preschool children examined by non-mydriatic fundus camera and evaluate its effectiveness compared with direct inspection shadow mirror. METHODS: Three thousand eight hundred and ninety-six preschool children from April 2012 to October 2013 were examined by Topcon TRC-NW300 color fluorescence fundus camera and direct inspection shadow mirror, and images were saved immediately. RESULTS: Detection rate of non-mydriatic fundus photography was higher than that of direct inspection shadow mirror. In 3 896 cases, 41 eyes were detected abnormal fundus accounting for 1.05%. The retinal myelinated nerve fibers, morning glory syndrome, retinitis pigmentosa, congenital retinoschisis were common, accounted for 24.39%, 21.95%, 14.63%, 12.20% respectively. The children eye diseases were often accompanied by abnormal vision(68.30%, ametropia(63.41%, strabismus(19.51%.CONCLUSION: Non-mydriatic fundus photography is a mydriatic method without medicine, so it is easy for preschool children to accept. Image results could directly display the fundus lesions. It shows important significance in the screening for preschool children eye diseases.

  8. Prevalence of risk factors for cardiovascular and kidney disease in Brazilian healthy preschool children

    OpenAIRE

    da Silva, Adriana C?ndida; de Sousa Tavares, Marcelo; Penido, Maria Goretti Moreira Guimar?es

    2016-01-01

    AIM To investigate the prevalence of nutritional parameters of risk for cardiovascular disease (CVD) and kidney diseases in healthy preschool children. METHODS This is an observational cross-sectional study with 60 healthy children, of both genders, aged two to six years old and 56 mothers, in Belo Horizonte, Minas Gerais, Brazil. Preschool children and their families with regular activities at public schools were invited to paticipate in the study. The following characteristics were assessed...

  9. Do the correlates of screen time and sedentary time differ in preschool children?

    Directory of Open Access Journals (Sweden)

    Katherine L Downing

    2017-03-01

    Full Text Available Abstract Background Preschool children can spend up to 12 h a day in sedentary time and few meet current recommendations for screen time. Little is known about ecological correlates that could be targeted to decrease specific versus total sedentary behaviour. This study examined whether the correlates of screen time and sedentary time differ in preschool boys and girls. Methods Parents participating in the HAPPY Study in 2008/09 in Melbourne, Australia reported their child’s usual screen time and potential individual, social and physical environment correlates. Children wore ActiGraph GT1M accelerometers for eight days to objectively assess sedentary time (<100 counts.min−1. Multivariable linear regression analyses were performed, stratified by sex and controlling for child age, preschool/childcare attendance and clustering by centre of recruitment. Correlates significantly associated with screen time or sedentary time in individual models (p < 0.05 were included in final combined models. Results Children were sedentary for 301.1 (SD 34.1 minutes/day and spent 108.5 (SD 69.6 minutes/day in screen time. There were no sex differences in screen or sedentary time. In the final models, sleep duration was inversely associated with girls’ sedentary time and boys’ screen time. The only other consistent correlates for boys and girls were parental self-efficacy to limit screen time and screen time rules, which were inversely associated with screen time for both sexes. Parents reporting that they get bored watching their child play was inversely associated and maternal television viewing was positively associated with boys’ screen time. Paternal age was positively associated with boys’ sedentary time. Maternal ethnicity was inversely associated and paternal education, child preferences for sedentary behaviour, and parental concerns about child’s physical activity and sedentary behaviour were positively associated with girls’ screen time

  10. An Exploration of Life Skills Programme on Pre-School Children in Embu West, Kenya

    Science.gov (United States)

    Gatumu, Jane Ciumwari; Kathuri, Wilfred Njeru

    2018-01-01

    The Life Skills Programme, which is one of the newest programmes in the Kenya Preschool educational system was explored to establish the impact it had on the lives of preschool children in Embu West, Kenya. A primary school that is perceived as having well-disciplined children was purposively selected. The sample consisted of 39 students, 43…

  11. Mediation of the Physical Activity and Healthy Nutrition Behaviors of Preschool Children by Maternal Cognition in China.

    Science.gov (United States)

    Xu, Xianglong; Sharma, Manoj; Liu, Lingli; Hu, Ping; Zhao, Yong

    2016-09-13

    (1) OBJECTIVE: We aimed to explore the role of social cognitive theory (SCT) of mothers in the physical activity and healthy nutrition behaviors of preschool children; (2) METHODS: We used a self-administered five-point Likert common physical activity and nutrition behaviors scale in Chinese based on a social cognitive theory scale in English with established validity and reliability in the USA. The current study adopted the proportional sampling method to survey mothers of preschool children in four areas-namely, Chongqing, Chengdu, Taiyuan, and Shijiazhuang-of China; (3) RESULTS: We included 1208 mothers (80.0% mothers of normal weight children, age 31.87 ± 4.19 years). Positive correlations were found between maternal social cognition and preschool children's physical activity (PA) behavior (p mediation of maternal social cognition on preschool children's ST behavior and the correlations between maternal social cognition and children's ST behavior.

  12. Relationship between nutritional status, psychosocial stimulation, and cognitive development in preschool children in Indonesia.

    Science.gov (United States)

    Warsito, Oktarina; Khomsan, Ali; Hernawati, Neti; Anwar, Faisal

    2012-10-01

    The purposes of the study were to analyze nutritional status, psychosocial stimulation, and factors affecting the cognitive development of preschool-age children. This study was conducted in the Village of Babakan, Sub-District of Dramaga, Bogor Regency, West Java. This cross-sectionally designed study was conducted with mothers who had preschool children aged 3-5 years as respondents. Fifty-eight children were included. The distribution of mother's educational level was quite diverse, and the largest percentage (44.8%) had senior high school education. Approximately 78% of the family income per capita was classified into the non-poor category and 22.4% into the poor category. The average mother's nutritional knowledge score was 76.7 ± 2.5 (moderate category). Most of the preschool children (84.4%) had psychosocial stimulation scores in the moderate category (30-45). The nutritional status of children showed that 15.5% were underweight, 5.2% were wasted, 3.4% were severely wasted, and 19% of the children were in the short and very short categories (stunted). The stepwise regression results showed that psychosocial stimulation (P education (P = 0.002) and nutritional status based on the height index for age (P = 0.028) had a positive and significant effect on cognitive development of the preschool children (adjusted R(2), 0.434; P = 0.028).

  13. Characters of Modern Animated Series in Games and Toys of Preschool Children

    Directory of Open Access Journals (Sweden)

    Sokolova M.V.

    2015-08-01

    Full Text Available The paper presents a comparative research on how preschool children play with various modern cartoon character toys. Three popular animated series were used in the research: "Winx", "SpiderMan" and "Pettson and Findus". One series of each was previously analysed in terms of microplots, descriptions of the main characters and their actions etc. The children watched the series, one at a time, and were then invited to play with its character toys. The outcomes of the research indicate that the series with plots and characters appropriate for preschool age (such as "Pettson and Findus" promote longer and richer periods of play activity as compared to the series addressed to children of older age. Children tend to take the role of the main character more frequently if s/he is of about the same age (irrespective of sex; they reproduce familiar and clear plots and engage themselves in longer periods of meaningful play. The outcomes also show that the effect of the animated series on the children's play depends on the quality and content of the animations, on their correspondence with the specifics of preschool age as well as on the quality of the character toys

  14. Postural Sway Parameters and Gait Symmetry in Preschool Children: Cross-sectional study

    Directory of Open Access Journals (Sweden)

    Fabiane E de Sá

    Full Text Available Abstract The most important function of posture is to ensure the maintenance of control during the start and the continuation of human movement, moreover, posture serves as a reference for the production of precise movements. The aim of this study was to relate the postural sway parameters and gait symmetry in preschool children.This study is a cross-sectional study, conducted in 49 children with a mean age of 4.65 ± 0.44 years. Initially, height and body mass of children were measured using anthropometric scales. Next, an electronic baropodometer was used to evaluate the distribution of dynamic plantar pressure (gait and stabilometry (balance.A Student t test or Mann-Whitney test for comparing two groups was used. To correlate variables, a Pearson's correlation or Spearman's correlation coefficient was used. The stabilometric parameters showed no significant difference between an eyes open test and eyes closed test in preschool child. We found a moderate relationship between axis inclination and cadence symmetry (R=0.40;p=0.007. Postural sway parameters have relationship cadence symmetry of the gait in preschool children.

  15. Perceptions of nursery staff and parent views of healthy eating promotion in preschool settings: an exploratory qualitative study.

    Science.gov (United States)

    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

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

    DEFF Research Database (Denmark)

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

    2008-01-01

    There is poor agreement on definitions of different phenotypes of preschool wheezing disorders. The present Task Force proposes to use the terms episodic (viral) wheeze to describe children who wheeze intermittently and are well between episodes, and multiple-trigger wheeze for children who wheeze...

  17. GameBlocks: an entry point to ICT for pre-school children

    CSIR Research Space (South Africa)

    Smith, Andrew C

    2007-04-01

    Full Text Available The authors propose a system designed for pre-school children that offers an alternative introduction to the world of Information and Communication Technologies (ICT), specifically computer programming. Illiterate children can construct simple...

  18. Fundamental motor skills of Czech children at the end of the preschool period

    Directory of Open Access Journals (Sweden)

    Jakub Kokštejn

    2017-12-01

    Full Text Available Background: Achievement of a sufficient fundamental motor skills (FMS level by the end of the preschool period is an important premise for the later participation of children in many sports activities. However, only a few studies have focused on the assessment of motor proficiency before entrance to elementary school in the population of preschool children in the Czech Republic. Objective: The aim of this study was to assess the FMS of Czech boys and girls at the end of the preschool period. Methods: The Movement Assessment Battery for Children-second version (MABC-2 was used to assess the motor performance of the children in different domains, i.e., manual dexterity, aiming and catching, and balance. The research sample consisted of 121 children (age 6.5 ± 0.3 years, 61 boys and 60 girls. Results: According to the total test score performance on MABC-2, we found 2.5% of children with severe motor difficulties indicating the possible presence of Developmental Coordination Disorder and 10.7% of children with a risk of motor difficulties. In total, 64% of boys and 81.6% of girls had an MABC-2 score in the 50th percentile or lower. With respect to gender differences, boys outperformed girls in aiming and catching skills (p < .001; d = 1.10. Moreover, the girls' score in the 25th percentile indicated a low level of aiming and catching skills. Despite significantly better results for boys in one manual dexterity test item, and for girls in one manual dexterity and balance test item, there were no significant gender differences in overall manual dexterity and balance subtests. Conclusion: With the preschool years being a key developmental stage for the acquisition and development of FMS, the findings of low level of FMS in most of children and gender differences in aiming and catching skills highlight the need for improvements in motor competency. An effort should be made, especially for preschool girls, to stimulate the improvement of

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

    Science.gov (United States)

    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

  20. Campylobacter spp among Children with acute diarrhea attending ...

    African Journals Online (AJOL)

    Isolation rate in developing countries is between 5-35%. This study aimed at finding prevalence of children with campylobacter infection among children with acute diarrhea attending Mulago hospital. Objective: The objective was to establish the proportion of children infected with Campylobacter spp among children with ...

  1. Motor performance of preschool children

    OpenAIRE

    Słonka Karina; Dyas Manuela; Słonka Tadeusz; Szurmik Tomasz

    2017-01-01

    Słonka Karina, Dyas Manuela, Słonka Tadeusz, Szurmik Tomasz. Motor performance of preschool children. Journal of Education, Health and Sport. 2017;7(8):1308-1323. eISSN 2391-8306. DOI http://dx.doi.org/10.5281/zenodo.1045272 http://ojs.ukw.edu.pl/index.php/johs/article/view/5028 https://pbn.nauka.gov.pl/sedno-webapp/works/836989 The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 1223 (26.01.2017...

  2. High prevalence of Staphylococcus aureus and methicillin-resistant S. aureus colonization among healthy children attending public daycare centers in informal settlements in a large urban center in Brazil.

    Science.gov (United States)

    Braga, Eneida Dias Vianna; Aguiar-Alves, Fábio; de Freitas, Maria de Fátima Nogueira; de e Silva, Monique Oliveira; Correa, Thami Valadares; Snyder, Robert E; de Araújo, Verônica Afonso; Marlow, Mariel Asbury; Riley, Lee W; Setúbal, Sérgio; Silva, Licínio Esmeraldo; Araújo Cardoso, Claudete Aparecida

    2014-10-06

    In the past decade methicillin-resistant Staphylococcus aureus (MRSA) has become increasingly prevalent in community settings. Attending a daycare center (DCC) is a known risk factor for colonization with MRSA. Brazil operates free, public DCCs for low-income families, some of which are located in census tracts defined by the Brazilian Census Bureau as informal settlements (aglomerados subnormais, AGSN). Physical and demographic characteristics of AGSNs suggest that S. aureus colonization prevalence would be higher, but little is known about the prevalence of MRSA in these settings. We conducted a cross-sectional study to assess risk factors for S. aureus and MRSA colonization among children attending DCCs located in AGSN vs non-AGSN. Nasal swabs were collected from children aged three months to six years in 23 public DCCs in Niterói, Brazil between August 2011 and October 2012. Of 500 children enrolled in the study, 240 (48%) were colonized with S. aureus and 31 (6.2%) were colonized with MRSA. Children attending DCCs in AGSNs were 2.32 times more likely to be colonized with S. aureus (95% CI: 1.32, 4.08), and 3.27 times more likely to be colonized with MRSA than children attending non-AGSN DCCs (95% CI: 1.52, 7.01), adjusted for confounding variables. S. aureus and MRSA colonization prevalence among children attending DCCs in informal settlement census tracts was higher than previously reported in healthy pre-school children in Latin America. Our data suggest that transmission may occur more frequently in DCCs rather than at home, highlighting the importance of DCCs in AGSNs as potential MRSA reservoirs. This finding underscores the importance of local epidemiologic surveillance in vulnerable AGSN communities.

  3. Shyness, Vocabulary and Children's Reticence in Saudi Arabian Preschools

    Science.gov (United States)

    Crozier, W. Ray; Badawood, Asma

    2009-01-01

    The aims of the present study are to examine whether preschool children's scores on a standardized test of vocabulary mediate or moderate the relation between shyness and reticence and to test whether any influence of vocabulary would be found for both teacher and parent assessments of shyness. Participants were 108 children (50 males), mean age,…

  4. Language Development in Preschool-Age Children Adopted from China.

    Science.gov (United States)

    Roberts, Jenny A.; Pollock, Karen E.; Krakow, Rena; Price, Johanna; Fulmer, Kathleen C.; Wang, Paul P.

    2005-01-01

    This study examined the language development of 55 preschool-age children adopted from China who had resided in their permanent homes for approximately 2 years or longer. Slightly over 5% of the children scored below average on 2 or more measures from a battery of standardized speech-language tests normed on monolingual English speakers. However,…

  5. Usefulness of a Clinician Rating Scale in Identifying Preschool Children with ADHD

    Science.gov (United States)

    Gopin, Chaya; Healey, Dione; Castelli, Katia; Marks, David; Halperin, Jeffrey M.

    2010-01-01

    Objective: To ascertain the psychometric properties and clinical utility of the Behavioral Rating Inventory for Children (BRIC), a novel clinician inventory for preschoolers. Method: Completion of the BRIC for 214 preschoolers follows 2 evaluation sessions, generally separated by less than 2 weeks. Items are submitted to a Principal Components…

  6. The Relationship between Obesity, Sleep and Physical Activity in Chinese Preschool Children

    Directory of Open Access Journals (Sweden)

    Meimei Ji

    2018-03-01

    Full Text Available Background: Pediatric overweight and obesity has become a major public health problem in China. The goal of this study is to understand overweight and obesity in preschool children in Changsha City in the context of their sleep and physical activity. These results offer feasible proposals to reduce levels of overweight and obesity among preschool children. Methods: A total of 112 preschoolers aged three to six years old were investigated using multiple stage stratified cluster sampling and simple random sampling. Questionnaires were used to collect general information about children and their families. Body mass index (BMI was used as an indicator of overweight and obesity. Age- and sex-specific cutoff values for Chinese children and adolescents were used to determine child weight status. Children’s sedentary time was reported by caregivers, while physical activity and sleep were recorded using fitness bracelets (Misfit Shine 2. Results: The prevalence of childhood overweight and obesity were 15.2% and 9.8% respectively. Preschool-aged children travelled 11,111 ± 3357 and 10,350 ± 2973 steps per day on weekdays and weekends respectively. The number of daily steps was not statistically different between weekdays and weekends. The amount of time spent daily doing vigorous activity on weekdays and weekends was significantly different, with an average time of 20.5 ± 31.6 min and 10.3 ± 15.3 min respectively (p = 0.002. Furthermore, 10.7% and 50.9% of children used screens for more than two hours on weekdays and weekends respectively (p < 0.001. Children slept for significantly longer on weekends (8.3 ± 0.9 h than on weekdays (8.1 ± 0.7 h (p = 0.037. A significantly higher proportion of students also fell asleep before 10:00 p.m. on weekends (26.8% compared to weekdays (15.2% (p < 0.001. Parent’s BMI values were positively correlated with child BMI, the monthly household income was negatively associated with child BMI. Male children were

  7. Validation of an age-modified caries risk assessment program (Cariogram) in preschool children

    DEFF Research Database (Denmark)

    Holgerson, Pernilla Lif; Twetman, Svante; Stecksèn-Blicks, Christina

    2009-01-01

    OBJECTIVES: (i) To validate caries risk profiles assessed with a computer program against actual caries development in preschool children, (ii) to study the possible impact of a preventive program on the risk profiles, and (iii) to compare the individual risk profiles longitudinally. MATERIAL...... of sugar. The majority of the children who changed category displayed a lowered risk at 7 years. The intervention program seemed to impair the predictive abilities of Cariogram. CONCLUSION: A modified Cariogram applied on preschool children was not particularly useful in identifying high caries risk...

  8. Young children's communication and literacy: a qualitative study of language in the inclusive preschool.

    Science.gov (United States)

    Kliewer, C

    1995-06-01

    Interactive and literacy-based language use of young children within the context of an inclusive preschool classroom was explored. An interpretivist framework and qualitative research methods, including participant observation, were used to examine and analyze language in five preschool classes that were composed of children with and without disabilities. Children's language use included spoken, written, signed, and typed. Results showed complex communicative and literacy language use on the part of young children outside conventional adult perspectives. Also, children who used expressive methods other than speech were often left out of the contexts where spoken language was richest and most complex.

  9. Efficacy of the Drug «Horlospas for Children» in Acute Respiratory Diseases, Acute Catarrhal Tonsillopharyngitis in Preschool Children

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    I.V. Dahaieva

    2016-03-01

    Full Text Available Local treatment of 30 preschool children suffe­ring from acute respiratory diseases, acute catarrhal tonsillopha­ryngitis was conducted using the drug Horlospas for Children, which is a metered dose spray containing sea salt, colloidal silver, chlorhexidine bigluconate, marigold and sage extracts, eucalyptus and mint essential oils. A notable acceleration of inflammation regression and a significant decrease in the number of complications after acute respiratory disease were registered. The use of combined drug Horlospas for Children has reduced the number of catarrhal tonsillopharyngitis episodes in the winter, even in sickly children of preschool age.

  10. From the Theory of Play into the Practice in Kindergarten: Verification of the Original Didactic Toys for Preschool Children

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    Navrátilová Hana

    2017-12-01

    Full Text Available Introduction: This study deals with the phenomenon of play in the preschool environment. Based on establishing the links between theories and practice applicable in preschool conditions, the students from study programme of Preschool Teacher Training at Faculty of Humanities at Tomas Bata University in Zlín created a set of original didactic toys for preschool children. The main objective of the study was to verify this set in kindergartens and to find out how teachers perceive play and how they work with toys in preschools. The study also focused on preschool children´s view of play and toys. Methods: We have chosen a qualitative research design to explore the research problem and to answer the research questions. The data collection in this research was based on participant observation and interviews with the participants who were preschool children and their teachers from four selected kindergartens in Zlín Region in the Czech Republic. These were 12 teachers with secondary or university education (Bc. degree, aged 23 to 48, with a length of practice from 1 year to 25 years at the position of kindergarten teacher. The research study then included interviews and video recordings of 77 preschool children (age 2 to 6 years. Results: Data gathered by a qualitative research with preschool children in the kindergarten environment represent a partial picture on the importance of toys and playing with them. The results emerging from the observation and interviewing the preschool children and their teachers shows the way of toy selection with the importance of variability of possible modifications of the toys offered to children in the preschool environment. The progress of play with the verified didactic toys was influenced by the need for a partner in the play, the role of the teacher, the chances to freely discover the elements of toys. We found a restrictive perspective expressed by the participating preschool teachers about the dominant

  11. Pre-school Literacy Experiences of Children in Punjabi, Urdu and Gujerati Speaking Families in England.

    Science.gov (United States)

    Hirst, Kath

    1998-01-01

    Discusses a survey of family literacy in which 30 Asian families with preschool children, whose first language is Urdu, Punjabi, or Gujerati, shared their home literacy experiences. Reports that parents encourage extensive preschool activities in the home, have high aspirations for the their children's education, and show an interest in…

  12. Preschool Children with Obstructive Sleep Apnea: The Beginnings of Elevated Blood Pressure?

    Science.gov (United States)

    Nisbet, Lauren C.; Yiallourou, Stephanie R.; Biggs, Sarah N.; Nixon, Gillian M.; Davey, Margot J.; Trinder, John A.; Walter, Lisa M.; Horne, Rosemary S. C.

    2013-01-01

    Study Objectives: In adults and older children, snoring and obstructive sleep apnea (OSA) are associated with elevated blood pressure (BP). However, BP has not been assessed in preschool children, the age of highest OSA prevalence. We aimed to assess overnight BP in preschool children with snoring and OSA using pulse transit time (PTT), an inverse continuous indicator of BP changes. Design: Overnight polysomnography including PTT. Children were grouped according to their obstructive apnea-hypopnea index (OAHI); control (no snoring, with OAHI of one event or less per hour), primary snoring (OAHI one event or less per hour), mild OSA (OAHI greater than one event to five events per hour) and moderate-severe OSA (OAHI more than five events per hour). Setting: Pediatric sleep laboratory. Patients: There were 128 clinically referred children (aged 3-5 years) and 35 nonsnoring community control children. Measurement and Results: PTT was averaged for each 30-sec epoch of rapid eye movement (REM) or nonrapid eye movement (NREM) sleep and normalized to each child's mean wake PTT. PTT during NREM was significantly higher than during REM sleep in all groups (P Biggs SN; Nixon GM; Davey MJ; Trinder JA; Walter LM; Horne RSC. Preschool children with obstructive sleep apnea: the beginnings of elevated blood pressure? SLEEP 2013;36(8):1219-1226. PMID:23904682

  13. Gender labelling of toys in children of preschool age

    OpenAIRE

    Knapeková, Lívia

    2016-01-01

    The bachelor thesis deals with preschool children's play in the context of gender. The theoretical part is divided into three main chapters. The first one is devoted to the essence of play and its function for the child, the second one describes the main areas of child development at preschool age and the last chapter is devoted mainly to gender socialization and role of play in it. The practical part has the form of semi- structured interviews, which aimed to find out the extent of gender de...

  14. Methacholine bronchial provocation measured by spirometry versus wheeze detection in preschool children

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    Yahav Yaacov

    2005-06-01

    Full Text Available Abstract Background Determination of PC20-FEV1 during Methacholine bronchial provocation test (MCT is considered to be impossible in preschool children, as it requires repetitive spirometry sets. The aim of this study was to assess the feasibility of determining PC20-FEV1 in preschool age children and compares the results to the wheeze detection (PCW method. Methods 55 preschool children (ages 2.8–6.4 years with recurrent respiratory symptoms were recruited. Baseline spirometry and MCT were performed according to ATS/ERS guidelines and the following parameters were determined at baseline and after each inhalation: spirometry-indices, lung auscultation at tidal breathing, oxygen saturation, respiratory and heart rate. Comparison between PCW and PC20-FEV1 and clinical parameters at these end-points was done by paired Student's t-tests. Results and discussion Thirty-six of 55 children (65.4% successfully performed spirometry-sets up to the point of PCW. PC20-FEV1 occurred at a mean concentration of 1.70+/-2.01 while PCW occurred at a mean concentration of 4.37+/-3.40 mg/ml (p 1 by 44.7+/-14.5%; PEFR by 40.5+/-14.5 and FEF25–75 by 54.7+/-14.4% (P Conclusion Determination of PC20-FEV1 by spirometry is feasible in many preschool children. PC20-FEV1 often appears at lower provocation dose than PCW. The lower dose may shorten the test and encourage participation. Significant decrease in spirometry indices at PCW suggests that PC20-FEV1 determination may be safer.

  15. Waist circumference as an indicator of high blood pressure in preschool obese children.

    Science.gov (United States)

    Chen, Bin; Li, Hai-fei

    2011-01-01

    To investigate the relationship between waist circumference and blood pressure (BP) to determine if waist circumference was an indicator of BP in preschool children. Body weight, height, waist circumference (WC), hip circumference, and blood pressure of 939 3-6-year-old preschool children were collected. Systolic blood pressure (SBP) and diastolic blood pressure (DBP) in obese children were significantly higher than that in normal weight children in both sexes (phigh blood pressure in children of both sexes. Multiple linear stepwise regression analysis using SBP as the dependent variable showed that BMI and WC were significant independent factors that influence high blood pressure adjusted for age, WtHr and waist-to-hip circumference ratio (WHr) in boys. When using DBP as the dependent variable, BMI was the only significant independent factor that influenced high blood pressure adjusted for age, WtHr and WHr, in both sex-es. Waist circumference was independently associated with high blood pressure in boys aged 3-6 years. In addition to BMI, increased waist circumference was found to be an indicator of high blood pressure in the preschool children, especially in boys.

  16. Oral health status and behaviours of preschool children in Hong Kong

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    Chu Chun-Hung

    2012-09-01

    Full Text Available Abstract Background Dental caries is a major public health problem in many countries. Since the last territority-wide dental survey of Hong Kong preschool children was conducted in 2001, a survey to update the information is necessary. This study aimed to describe the dental caries experience of preschool children in Hong Kong and factors affecting their dental caries status. Methods A stratified random sample of children from seven kindergartens in Hong Kong was surveyed in 2009. Ethical approval from IRB and parental consent was obtained. Clinical examinations of the children were performed by two calibrated examiners using disposable dental mirrors, an intra-oral LED light and ball-ended periodontal probes. A questionnaire to investigate possible explanatory factors for caries status was completed by the children’s parents. Caries experience was recorded using the dmft index. Multifactor-ANOVA was used to study the relationship between dental caries experience, and the background and oral health-related behaviours of the children. Results Seven hundred children (53% boys, mean age 5.3 ± 0.7 years were examined. The mean dmft score of the surveyed children was 2.2 and 51% of them had no caries experience (dmft = 0. Most (>95% of the decayed teeth were untreated. Statistically significant correlations were found between dental caries experience of the children and their oral health-related habits, family income, parental education level and parental dental knowledge. Conclusions Early childhood dental caries was prevalent among the preschool children in Hong Kong. Their caries experience was associated with their oral health-related behaviours, socio-economic background, and parental education and dental knowledge.

  17. Sleep Differences by Race in Preschool Children: The Roles of Parenting Behaviors and Socioeconomic Status.

    Science.gov (United States)

    Patrick, Kristina E; Millet, Genevieve; Mindell, Jodi A

    2016-01-01

    This study aimed to examine whether socioeconomic variables (SES) and parenting behaviors mediate differences in sleep problems between Black and White preschool-aged children. Parents of 191 preschool-aged children (53% male; 77% White) completed questionnaires regarding SES and sleep behaviors. Parenting behaviors and SES were analyzed as mediators of differences in sleep problems between Black and White children. Parent behaviors related to bedtime routine and independence mediated the relationship between race and parent-reported bedtime difficulty, parent confidence managing sleep, and sleep onset latency. SES mediated the relationship between race and sleep onset latency. Sleep differences between Black and White preschool children were primarily mediated by parent behaviors rather than socioeconomic variables. Results may reflect differences in cultural practices and provide important information for treatment and parent-directed intervention regarding improving sleep in young children.

  18. Music and On-task Behaviors in Preschool Children With Autism Spectrum Disorder.

    Science.gov (United States)

    Dieringer, Shannon Titus; Porretta, David L; Sainato, Diane

    2017-07-01

    The purpose of our study was to determine the effect of music (music with lyrics versus music with lyrics plus instruction) relative to on-task behaviors in preschool children with autism spectrum disorder (ASD) in a gross motor setting. Five preschool children (4 boys, 1 girl) diagnosed with ASD served as participants. A multiple baseline across participants in conjunction with an alternating-treatment design was used. For all participants, music with lyrics plus instruction increased on-task behaviors to a greater extent than did music with lyrics. The results of our study provide a better understanding of the role of music with regard to the behaviors of young children with ASD.

  19. Diagnosis of Posttraumatic Stress Disorder in Preschool Children

    Science.gov (United States)

    De Young, Alexandra C.; Kenardy, Justin A.; Cobham, Vanessa E.

    2011-01-01

    This study investigated the existing diagnostic algorithms for posttraumatic stress disorder (PTSD) to determine the most developmentally sensitive and valid approach for diagnosing this disorder in preschoolers. Participants were 130 parents of unintentionally burned children (1-6 years). Diagnostic interviews were conducted with parents to…

  20. Type of cows' milk consumption and relationship to health predictors in New Zealand preschool children.

    Science.gov (United States)

    Mazahery, Hajar; Camargo, Carlos A; Cairncross, Carolyn; Houghton, Lisa A; Grant, Cameron C; Coad, Jane; Conlon, Cathryn A; von Hurst, Pamela R

    2018-01-19

    New Zealand dietary guidelines recommend children from two years of age consume low- or reduced-fat milk. We aimed to investigate the predictors of type of milk consumption in preschool children. Data were drawn from a cross-sectional study which enrolled preschool children (2-milk was consumed regularly by 88% of children. Of these, 26% consumed plain low- or reduced-fat milk, while 74% consumed full-fat milk. The adjusted odds of consuming plain low- or reduced-fat milk were increased in older children: three-year old (OR=1.80, 95% CI 1.29-2.50); four-year old (OR=1.93, 95% CI 1.38-2.72) versus two-year old children, and were decreased in Māori (OR=0.56, 95% CI 0.36-0.88) and Pacific children (OR=0.32, 95% CI 0.12-0.86) compared with New Zealand European children. Approximately 18% of children were overweight/obese. The odds (adjusted for socio-demographic characteristics) of consuming plain low- or reduced-fat milk were increased in overweight children (OR=1.74, 95% CI 1.20-2.54) than normal weight children. The type of milk consumed by preschool children varies with child demographics and anthropometry. Further research is warranted to investigate caregivers/parents' knowledge about dietary guidelines and to determine the causal relationship between obesity and milk type consumption. The findings of the current study may have important implications for developing and shaping interventions and in helping shape public health policy and practice to promote cows' milk consumption in preschool children.

  1. SUGGESTOPEDIA AS THE METHOD OF THE MUSIC EXPERIENCE FORMATION OF PRE-SCHOOL CHILDREN

    OpenAIRE

    Natalya T. Таgiltseva; Filip D. Shavov

    2015-01-01

    The article aims to consider the possibility of suggestopedia methods use that are successfully practiced in foreign language teaching, pedagogy of music education of preschool children, in starting schools; to find out the degree of methods efficiency of suggestopedia in shaping the musical experience of preschool children in various activities at music lessons. Methods. The theoretical foundations of the article are views and concepts of the Bulgarian researcher, teacher and psychologist, G...

  2. Associations of maternal employment and three-generation families with pre-school children's overweight and obesity in Japan.

    Science.gov (United States)

    Watanabe, E; Lee, J S; Kawakubo, K

    2011-07-01

    Maternal employment has been shown to be associated with childhood overweight and obesity (Ow/Ob), but the presence of family members who care for children in place of the mothers might influence children's Ow/Ob and lifestyles. The influence of maternal employment on children's Ow/Ob should be examined together with the presence of caregivers such as grandparents. The effects of maternal employment and the presence of grandparents on lifestyles and Ow/Ob in Japanese pre-school children were investigated. Cross-sectional study on 2114 children aged 3-6 years who attended all childcare facilities in a city and primary caregivers was conducted. Children's weight and height, family environments (family members, maternal employment, single parent, number of siblings and parental Ow/Ob) and lifestyles (dietary, physical activity and sleeping habits) were surveyed using a self-administered questionnaire. Ow/Ob was defined by the International Obesity Task Force cut-offs. The eligible participants were 1765 children. The prevalence of Ow/Ob was 8.4% in boys and 9.9% in girls. Maternal employment was associated positively with irregular mealtimes, unfixed snacking times, bedtime after 10 p.m. and nighttime sleep duration of less than 10 h, whereas three-generation families were associated negatively with irregular mealtimes after adjustment for children's characteristics and family environments. Irregular mealtimes (OR (95% CI); 2.03 (1.36, 3.06)) and nighttime sleep duration of less than 10 h (1.96 (1.28, 3.01)) were associated with increased risks of being Ow/Ob. Both maternal employment and three-generation families were significantly associated with children's Ow/Ob. However, three-generation families maintained a significant association (1.59 (1.08, 2.35)) after adjustment for maternal employment. These study results suggest that the grandparents who care for pre-school children in place of mothers are more likely to contribute to childhood Ow/Ob than maternal

  3. Preschool children's mathematical knowledge: The effect of teacher "math talk.".

    Science.gov (United States)

    Klibanoff, Raquel S; Levine, Susan C; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V

    2006-01-01

    This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of age that were associated with socioeconomic status. Second, there were dramatic differences in the amount of math-related talk teachers provided. Third, and most important, the amount of teachers' math-related talk was significantly related to the growth of preschoolers' conventional mathematical knowledge over the school year but was unrelated to their math knowledge at the start of the school year. Copyright 2006 APA, all rights reserved.

  4. 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.

  5. Practices and values regarding milk consumption among pre-schoolers in Bangkok.

    Science.gov (United States)

    Yothasamut, Jomkwan; Camfield, Laura; Pfeil, Michael

    2018-12-01

    Thai government agencies and the business sector have been promoting milk consumption. Considering the robust and continual movements by those actors to promote milk consumption among children in Thailand at the national level, this study aims to investigate milk-consumption practices and values towards milk consumption at pre-school, family and individual levels. This cross-sectional qualitative study employs observation and interview methods, along with the Ecological System Theory as a framework. Data were collected from three kindergartens used by families of varying socio-economic status, and the homes of 18 pre-schoolers, aged 3-5 years old, attending these kindergartens, from October 2013-September 2014. Findings reveal kindergartens implemented daily routines to make children drink milk. Practices at home include (i) overfeeding of milk, (ii) preference for fortified milk and (iii) using sweetness to make children drink milk. These practices were underpinned by values that milk is good for children and good parents feed their children milk. These values, in combination with other macro-level measures such as the government's milk-promotion campaigns and the milk industry's marketing, influence the milk-drinking practices of pre-schoolers. The promotion of the benefits of milk prompted children to exceed the recommended milk consumption of 400ml per day. Balanced information on moderation in milk drinking was absent.

  6. Indoor Air Quality and Respiratory Health among Malay Preschool Children in Selangor

    Directory of Open Access Journals (Sweden)

    Nur Azwani Mohd Nor Rawi

    2015-01-01

    Full Text Available Indoor air quality (IAQ has been the object of several studies due to its adverse health effects on children. Methods. A cross-sectional comparative study was carried out among Malay children in Balakong (2 studied preschools and Bangi (2 comparative preschools, Selangor, with the aims of determining IAQ and its association with respiratory health. 61 and 50 children aged 5-6 years were selected as studied and comparative groups. A questionnaire was used to obtain an exposure history and respiratory symptoms. Lung function test was carried out. IAQ parameters obtained include indoor concentration of particulate matter (PM, volatile organic compounds (VOCs, carbon monoxide (CO, carbon dioxide (CO2, temperature, air velocity (AV, and relative humidity. Results. There was a significant difference between IAQ in studied and comparative preschools for all parameters measured (P<0.001 except for CO2 and AV. Studied preschools had higher PM and CO concentration. FVC, FEV1, FVC% and FEV1% predicted values were significantly lower among studied group. Exposures to PM, VOCs, and CO were associated with wheezing. Conclusion. The finding concluded that exposures to poor IAQ might increase the risk of getting lung function abnormality and respiratory problems among study respondents.

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

    Directory of Open Access Journals (Sweden)

    Zlatka Cugmas

    2001-12-01

    Full Text Available The author describes the established methods of measuring child's self-perception. She points out that in creating the instruments for measuring self-perception of younger children, it is necessary to take into account some of their developmental psychological characteristics, such as short attention-span, inconsistency in their answers, tendency to give socially acceptable answers, etc. The author presents the Scale of Self-Perception for Preschool Children (slov.: LSPO which she developed on the basis of her own findings and on the basis of the experience of other authors developing psychological instruments of this type. The scale was tested in a research which involved 214 children attending kindergarten. They were 4 to 5 years old. The article describes the sub-scales of LSPO and their psychometric characteristics and presents descriptive data of the children's self-estimates, their motivation for solving the scale and their understanding of the items, as well as the correspondence between the self-evaluation of the children and the evaluation of the children's self-perception conveyed by the mothers and teachers. The results are presented separately with respect to the three types of LSPO implementation (verbally, with puppets and with drawings. It was established that the psychometric characteristics of the scale are adequate, however, in further research the implementation with drawings or puppets is recommended.

  8. Novel-word learning deficits in Mandarin-speaking preschool children with specific language impairments.

    Science.gov (United States)

    Chen, Yuchun; Liu, Huei-Mei

    2014-01-01

    Children with SLI exhibit overall deficits in novel word learning compared to their age-matched peers. However, the manifestation of the word learning difficulty in SLI was not consistent across tasks and the factors affecting the learning performance were not yet determined. Our aim is to examine the extent of word learning difficulties in Mandarin-speaking preschool children with SLI, and to explore the potent influence of existing lexical knowledge on to the word learning process. Preschool children with SLI (n=37) and typical language development (n=33) were exposed to novel words for unfamiliar objects embedded in stories. Word learning tasks including the initial mapping and short-term repetitive learning were designed. Results revealed that Mandarin-speaking preschool children with SLI performed as well as their age-peers in the initial form-meaning mapping task. Their word learning difficulty was only evidently shown in the short-term repetitive learning task under a production demand, and their learning speed was slower than the control group. Children with SLI learned the novel words with a semantic head better in both the initial mapping and repetitive learning tasks. Moderate correlations between stand word learning performances and scores on standardized vocabulary were found after controlling for children's age and nonverbal IQ. The results suggested that the word learning difficulty in children with SLI occurred in the process of establishing a robust phonological representation at the beginning stage of word learning. Also, implicit compound knowledge is applied to aid word learning process for children with and without SLI. We also provide the empirical data to validate the relationship between preschool children's word learning performance and their existing receptive vocabulary ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

  9. Dynamic assessment of word learning skills of pre-school children with primary language impairment.

    Science.gov (United States)

    Camilleri, Bernard; Law, James

    2014-10-01

    Dynamic assessment has been shown to have considerable theoretical and clinical significance in the assessment of socially disadvantaged and culturally and linguistically diverse children. In this study it is used to enhance assessment of pre-school children with primary language impairment. The purpose of the study was to determine whether a dynamic assessment (DA) has the potential to enhance the predictive capacity of a static measure of receptive vocabulary in pre-school children. Forty pre-school children were assessed using the static British Picture Vocabulary Scale (BPVS), a DA of word learning potential and an assessment of non-verbal cognitive ability. Thirty-seven children were followed up 6 months later and re-assessed using the BPVS. Although the predictive capacity of the static measure was found to be substantial, the DA increased this significantly especially for children with static scores below the 25th centile. The DA of children's word learning has the potential to add value to the static assessment of the child with low language skills, to predict subsequent receptive vocabulary skills and to increase the chance of correctly identifying children in need of ongoing support.

  10. Preschool children's response to behavioural parent training and parental predictors of outcome in routine clinical care

    NARCIS (Netherlands)

    van der Veen-Mulders, Lianne; Hoekstra, Pieter J; Nauta, Maaike H; van den Hoofdakker, Barbara J

    OBJECTIVE: To investigate the effectiveness of behavioral parent training (BPT) for preschool children with disruptive behaviours and to explore parental predictors of response. METHODS: Parents of 68 preschool children, aged between 2.7 and 5.9 years, participated in BPT. We evaluated the changes

  11. The influence of frequently consumed beverages and snacks on dental erosion among preschool children in Saudi Arabia.

    Science.gov (United States)

    Al-Dlaigan, Yousef H; Al-Meedania, Laila A; Anil, Sukumaran

    2017-12-11

    To determine the prevalence of dental erosion and its association to commonly used beverages and snacks among 3 to 5 year old preschool children in Riyadh, Saudi Arabia. Three hundred eighty-eight preschool children between 3 and 5 years old were selected from 10 different schools using a cluster random sample selection; there were 184 (47%) boys and 204 (53%) girls. The surfaces of each tooth were examined for erosion, and the level of tooth wear was recorded. Data on the frequently used beverages and snacks were obtained by questionnaires completed by the parents of the preschool children. Among the 388 children examined, 47% exhibited low erosion, 10% exhibited moderate erosion and 4% exhibited severe erosion. There was no statistically significant difference between boys and girls in terms of the prevalence of erosion. Sixty percent of the children regularly consumed juice drinks. Among daily consumers, 84% of children showed erosion prevalence with strongly significant association (p erosion (p dental erosion and the frequency of citrus and carbonated juice consumed by the preschool children in Saudi Arabia.

  12. Associations of Parental Rules and Socioeconomic Position With Preschool Children's Sedentary Behaviour and Screen Time.

    Science.gov (United States)

    Downing, Katherine L; Hinkley, Trina; Hesketh, Kylie D

    2015-04-01

    There is little current understanding of the influences on sedentary behavior and screen time in preschool children. This study investigated socioeconomic position (SEP) and parental rules as potential correlates of preschool children's sedentary behavior and screen time. Data from the Healthy Active Preschool Years (HAPPY) Study were used. Participating parents reported their child's usual weekly screen time and their rules to regulate their child's screen time. Children wore accelerometers for 8 days to objectively measure sedentary time. Children whose parents limited television viewing spent significantly less time in that behavior and in total screen time; however, overall sedentary behavior was unaffected. An association between parents limiting computer/electronic game use and time spent on the computer was found for girls only. SEP was inversely associated with girls', but not boys', total screen time and television viewing. As parental rules were generally associated with lower levels of screen time, intervention strategies could potentially encourage parents to set limits on, and switch off, screen devices. Intervention strategies should target preschool children across all SEP areas, as there was no difference by SEP in overall sedentary behavior or screen time for boys.

  13. Developing Healthy Food Preferences in Preschool Children Through Taste Exposure, Sensory Learning, and Nutrition Education.

    Science.gov (United States)

    Nekitsing, Chandani; Hetherington, Marion M; Blundell-Birtill, Pam

    2018-03-01

    The present review was undertaken in order to summarize and evaluate recent research investigating taste exposure, sensory learning, and nutrition education interventions for promoting vegetable intake in preschool children. Overall, taste exposure interventions yielded the best outcomes for increasing vegetable intake in early childhood. Evidence from sensory learning strategies such as visual exposure and experiential learning also show some success. While nutrition education remains the most common approach used in preschool settings, additional elements are needed to strengthen the educational program for increasing vegetable intake. There is a substantial gap in the evidence base to promote vegetable intake in food fussy children. The present review reveals the relative importance of different intervention strategies for promoting vegetable intake. To strengthen intervention effects for improving vegetable intake in preschool children, future research could consider integrating taste exposure and sensory learning strategies with nutrition education within the preschool curriculum.

  14. Divergent Thinking and Hemispheric Dominance for Language Function among Preschool Children.

    Science.gov (United States)

    Tegano, Deborah Walker; And Others

    1983-01-01

    An investigation of the relationship of hemispheric dominance (dichotic listening) and divergent thinking (Torrance Tests of Creative Thinking) with 27 preschool children indicates that divergent thinking is associated with right hemispheric dominance in children as young as four years. (Author/PN)

  15. Improving Learning Outcomes: The iPad and Preschool Children with Disabilities.

    Science.gov (United States)

    Chmiliar, Linda

    2017-01-01

    The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

  16. Cross-dimensional mapping of number, length and brightness by preschool children.

    Directory of Open Access Journals (Sweden)

    Maria Dolores de Hevia

    Full Text Available Human adults in diverse cultures, children, infants, and non-human primates relate number to space, but it is not clear whether this ability reflects a specific and privileged number-space mapping. To investigate this possibility, we tested preschool children in matching tasks where the dimensions of number and length were mapped both to one another and to a third dimension, brightness. Children detected variation on all three dimensions, and they reliably performed mappings between number and length, and partially between brightness and length, but not between number and brightness. Moreover, children showed reliably better mapping of number onto the dimension of length than onto the dimension of brightness. These findings suggest that number establishes a privileged mapping with the dimension of length, and that other dimensions, including brightness, can be mapped onto length, although less efficiently. Children's adeptness at number-length mappings suggests that these two dimensions are intuitively related by the end of the preschool years.

  17. Symbolic Play as a Way of Development and Learning of Preschool Children in Preschool Institutions.

    Science.gov (United States)

    Umek, Ljubica Marjanovic; Musek, Petra Lesnik; Pecjak, Sonja; Kranjc, Simona

    1999-01-01

    This study evaluated several groups of preschoolers engaged in symbolic play to define elements of play and differences in regard to age. Analyses of videotapes indicated that the nature of symbolic play changes with regard to play situations in which children have been included. (LBT)

  18. Can music lessons increase the performance of preschool children in IQ tests?

    Science.gov (United States)

    Kaviani, Hossein; Mirbaha, Hilda; Pournaseh, Mehrangiz; Sagan, Olivia

    2014-02-01

    The impact of music on human cognition has a distinguished history as a research topic in psychology. The focus of the present study was on investigating the effects of music instruction on the cognitive development of preschool children. From a sample of 154 preschool children of Tehran kindergartens, 60 children aged between 5 and 6 were randomly assigned to two groups, one receiving music lessons and the other (matched for sex, age and mother's educational level) not taking part in any music classes. Children were tested before the start of the course of music lessons and at its end with 4 subtests of the Tehran-Stanford-Binet Intelligence Scale (TSB). The experimental group participated in twelve 75-min weekly music lessons. Statistical analysis showed significant IQ increase in participants receiving music lessons, specifically on the TSB verbal reasoning and short-term memory subtests. The numerical and visual/abstract reasoning abilities did not differ for the two groups after lessons. These data support studies that found similar skills enhancements in preschool children, despite vast differences in the setting in which the instruction occurred. These findings appear to be consistent with some neuroimaging and neurological observations which are discussed in the paper.

  19. What is science in preschool and what do teachers have to know to empower children?

    Science.gov (United States)

    Andersson, Kristina; Gullberg, Annica

    2014-06-01

    In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating-sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children's conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a "misconception" concerning density. Moreover, the teacher was unsuccessful in supporting the children's conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating-sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children's scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children's previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that

  20. Effect of Mini-Trampoline Physical Activity on Executive Functions in Preschool Children

    Directory of Open Access Journals (Sweden)

    Xu Wen

    2018-01-01

    Full Text Available The study investigated the effect of mini-trampoline physical activity on the development of executive functions (EF in Chinese preschool children. Fifty-seven children aged 3–5 were randomly assigned to an intervention group (n=29 and a control group (n=28. The children in the intervention and control group had the same classes and care service in the preschool, but children in the intervention group had an extra 20 min of trampoline training after school for 5 school days per week in the 10-week intervention. Spatial conflict arrow (SCA, animal Go/NoGo (GNG, working memory span (WMS, and flexible item selection (FIS were used to assess children’s EF before and after the intervention. Results revealed that no significant differences emerged in the SCA, GNG, WMS, and FIS tests between two groups postintervention. Findings indicated that a 10-week trampoline PA training may not be sufficient to trigger the improvement of preschool children’s EF. Future research with larger representative samples is warranted to discern the dose-response evidence in enhancing young children’s EF through physical activity.

  1. Attitudes toward stuttering of nonstuttering preschool and kindergarten children: A comparison using a standard instrument prototype.

    Science.gov (United States)

    Weidner, Mary E; St Louis, Kenneth O; Burgess, Megan E; LeMasters, Staci N

    2015-06-01

    This study investigated attitudes of nonstuttering preschool and kindergarten children toward peers who stutter in order to identify differences by age groups and better understand the genesis of stuttering attitudes. The study also examined the use of a new stuttering attitudes instrument designed for use with young children. The newly developed Public Opinion Survey on Human Attributes-Stuttering/Child was verbally administered to 27 preschool and 24 kindergarten children who do not stutter in the mid-Atlantic region of the USA. Overall, preschoolers held more negative stuttering attitudes than kindergarteners, but results were not uniformly in that direction. In both groups, the attribute of stuttering was viewed more negatively than individuals who stutter. Children viewed the potential of peers who stutter as quite positive, whereas their knowledge about and experience with stuttering were generally limited and some of their beliefs quite negative. Negative or uninformed stuttering attitudes among nonstuttering children begin as early as the preschool years. This study provides empirical evidence for the need to educate young children about the nature of stuttering and how to respond appropriately to peers who stutter. Readers should be able to: (a) describe attitudinal differences between kindergarteners and preschoolers toward peers who stutter; (b) describe the parameters of the POSHA-S/Child; (c) describe the nature of stuttering attitudes in young children relative to their beliefs and self reactions; and (d) describe the implications and future direction of stuttering attitude research in young children. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Relationship between Bruxism and Malocclusion among Preschool Children in Isfahan

    Science.gov (United States)

    Ghafournia, Maryam; Hajenourozali Tehrani, Maryam

    2012-01-01

    Background and aims Bruxism is defined as a habitual nonfunctional forceful contact between occlusal tooth surfaces. In younger children bruxism may be a consequence of the masticatory neuromuscular system immaturity. The aim of this study was to assess the prevalence of bruxism and investigate the relationship between occlusal factors and bruxism among preschool children. Materials and methods In this cross-sectional survey, 400 3-6-year-old children were selected randomly from different preschools in Isfahan, Iran. The subjects were divided into two groups of bruxers and non-bruxers as determined by the clinical examination and their parents’ reports. The examiner recorded the primary canines (Class I, Class II, and Class III) and molars (mesial step, distal step, flash terminal plane) relationship, existence of anterior and posterior crossbite, open and deep bite. Also, rotated teeth, food impaction, sharp tooth edges, high restorations, extensive tooth caries, and painful teeth (categorized as irritating tooth conditions) were evaluated. The relationship between bruxism and occlusal factors and irritating tooth conditions was evaluated with chi-square test. Results Bruxism was seen in 12.75% of the subjects. Statistically significant relationships existed between bruxism and some occlusal factors, such as flash terminal plane (P = 0.023) and mesial step (P = 0.001) and also, between food impaction, extensive tooth caries, tooth pain, sharp tooth edge and bruxism. Conclusion The results showed significant relationship of bruxism with primary molar relationships and irritating tooth conditions among preschool children. PMID:23277860

  3. "Where Is My Daddy's House?" Preschool-Age Children of Divorce and Transitional Phenomena--A Study.

    Science.gov (United States)

    Stirtzinger, Ruth

    1986-01-01

    Presents study comparing preschool-age children of divorce not living in family home (N=4) with children (N=4) remaining in home. Those not in home showed specific discrete longing for it. After divorce the family home may allow the preschool-age child the necessary mental image of access to both his parents despite decreasing family structure.…

  4. Day care for pre-school children.

    Science.gov (United States)

    Zoritch, B; Roberts, I; Oakley, A

    2000-01-01

    The debate about how, where and by whom young children should be looked after is one which has occupied much social policy and media attention in recent years. Mothers undertake most of the care of young children. Internationally, out-of-home day-care provision ranges widely. These different levels of provision are not simply a response to different levels of demand for day-care, but reflect cultural and economic interests concerning the welfare of children, the need to promote mothers' participation in paid work, and the importance of socialising children into society's values. At a time when a decline in family values is held responsible for a range of social problems, the day-care debate has a special prominence. To quantify the effects of out-of-home day-care for preschool children on educational, health and welfare outcomes for children and their families. Randomised controlled trials of day-care for pre-school children were identified using electronic databases, hand searches of relevant literature, and contact with authors. Studies were included in the review if the intervention involved the provision of non-parental day care for children under 5 years of age, and the evaluation design was that of a randomised or quasi-randomised controlled trial. A total of eight trials were identified after examining 920 abstracts and 19 books. The trials were assessed for methodological quality. Day-care increases children's IQ, and has beneficial effects on behavioural development and school achievement. Long-term follow up demonstrates increased employment, lower teenage pregnancy rates, higher socio-economic status and decreased criminal behaviour. There are positive effects on mothers' education, employment and interaction with children. Effects on fathers have not been examined. Few studies look at a range of outcomes spanning the health, education and welfare domains. Most of the trials combined non-parental day-care with some element of parent training or education

  5. Training generalized improvisation of tools by preschool children1

    Science.gov (United States)

    Parsonson, Barry S.; Baer, Donald M.

    1978-01-01

    The development of new, “creative” behaviors was examined in a problem-solving context. One form of problem solving, improvisation, was defined as finding a substitute to replace the specifically designated, but currently unavailable, tool ordinarily used to solve the problem. The study examined whether preschool children spontaneously displayed generalized improvisation skills, and if not, whether they could be trained to do so within different classes of tools. Generalization across different tool classes was monitored but not specifically trained. Five preschool children participated in individual sessions that first probed their skill at improvising tools, and later trained and probed generalized improvisation in one or more of three tool classes (Hammers, Containers, and Shoelaces), using a multiple-baseline design. All five children were trained with Hammers, two were trained in two classes, and two were trained in all three tool classes. Four of the five children improvised little in Baseline. During Training, all five showed increased generalized improvisation within the trained class, but none across classes. Tools fabricated by item combinations were rare in Baseline, but common in Training. Followup probes showed that the training effects were durable. PMID:16795596

  6. Ocular wavefront aberration and refractive error in pre-school children

    Science.gov (United States)

    Thapa, Damber; Fleck, Andre; Lakshminarayanan, Vasudevan; Bobier, William R.

    2011-11-01

    Hartmann-Shack images taken from an archived collection of SureSight refractive measurements of pre-school children in Oxford County, Ontario, Canada were retrieved and re-analyzed. Higher-order aberrations were calculated over the age range of 3 to 6 years. These higher-order aberrations were compared with respect to magnitudes of ametropia. Subjects were classified as emmetropic (range -0.5 to + 0.5D), low hyperopic (+ 0.5 to +2D) and high hyperopic (+2D or more) based upon the resulting spherical equivalent. Higher-order aberrations were found to increase with higher levels of hyperopia (p < 0.01). The strongest effect was for children showing more than +2.00D of hyperopia. The correlation coefficients were small in all of the higher-order aberrations; however, they were significant (p < 0.01). These analyses indicate a weak association between refractive error and higher-order aberrations in pre-school children.

  7. Effects of Clinician-Guided Emergent Literacy Intervention Using Interactive Tablet Technology for Preschool Children with Cochlear Implants

    Science.gov (United States)

    Brouwer, Kyle; Downing, Hannah; Westhoff, Sara; Wait, Ryann; Entwisle, Lavin K.; Messersmith, Jessica J.; Hanson, Elizabeth K.

    2017-01-01

    The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the…

  8. Protocol for a cluster-randomised controlled trial evaluating the impact of a preschool-based capacity building intervention on intimate partner violence and substance misuse in Sri Lanka.

    Science.gov (United States)

    Lokuge, Kamalini; Wallace, Polly; Subasinghe, Kalini; Thurber, Katherine; De Silva, Tissa; Clarke, Naomi; Waas, Dulshika; Liyanage, Nisansala; Attygalle, Udena; Carron-Arthur, Bradley; Rodrigo, Kalyana; Banks, Emily; D'Este, Cate; Rajapakse, Thilini

    2018-05-02

    Past research has identified links between intimate partner violence (IPV) and alcohol misuse and poverty in Sri Lanka. Services that address substance misuse are amongst the few interventions shown to reduce IPV in settings similar to Sri Lanka. This paper describes the protocol for a study examining the impact of a preschool-based capacity building intervention on the prevalence of IPV and substance misuse in parents with children attending preschools, including uptake of available government services. The study is a cluster randomised controlled trial. Government-managed preschools (n = 34) in Galle and Colombo municipalities  will be randomly assigned to an intervention (n = 17) or control group (n = 17). Parents with children attending these preschools will be recruited to participate. The study intervention will build the capacity of selected community volunteers (parents) and preschool teachers in the provision of information and support to families affected by IPV and substance misuse. This intervention is directed at improving uptake, access and coordination of existing services. Data will be collected from all parents, and teachers in the intervention group, pre-intervention and 10 months post-intervention. The primary outcome for this study is experience of IPV amongst mothers of preschool-attending children. Secondary outcomes are substance misuse amongst fathers, measured via the locally adapted Alcohol Use Disorders Identification Test and Drug Abuse Screening Test; and awareness and uptake of services for these issues measured through locally-relevant tools. Demographic information and satisfaction with the intervention will also be assessed. By intervening through preschools we aim to support high-risk families early enough to arrest the cycle of violence that results in children themselves becoming victims and perpetrators of such violence. The innovative project design will reach the most vulnerable sections of the community and will

  9. The Importance of Library Services to Preschool Children and an Exemplary Library

    Directory of Open Access Journals (Sweden)

    Arif Yılmaz

    2013-11-01

    Full Text Available This study aims that during early childhood stage, access to quality education programs and books have a vital importance and in that context, public libraries ’ children departments have an essential mission to support preschool children. This is a descriptive study that used qualitative method. While collecting data of MIHK, observations, interviews, and documents were used as data collection technique and the data was analyzed in that sense. IFLAs “Guidelines for Children s Libraries Services” was used as aframework to evaluate thefindings. According to the results, MCPL system is very successful in regard to accomplishing the terms of IFLA ’s guidelines to support preschool children; however in fulfilling all of these there is a definite need for strong financial structure and support from the society.

  10. The Factor Structure of Preschool Learning Behaviors Scale Scores in Peruvian Children

    Science.gov (United States)

    Hahn, Kathryn R.; Schaefer, Barbara A.; Merino, Cesar; Worrell, Frank C.

    2009-01-01

    The factor structure of the Escala de Conductas de Aprendizaje Preescolar (ECAP), a Spanish translation of the Preschool Learning Behaviors Scale (PLBS), was examined in this study. Children aged 2 to 6 years (N = 328) enrolled in public and private preschools in the Republic of Peru were rated by classroom teachers on the frequency of observable,…

  11. Thai Preschool Teachers' Views about Inclusive Education for Young Children with Disabilities

    Science.gov (United States)

    Sukbunpant, Sasipin; Arthur-Kelly, Michael; Dempsey, Ian

    2013-01-01

    It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was…

  12. Preschool Children's Beliefs about the Acceptability of Relational and Physical Aggression

    Science.gov (United States)

    Swit, Cara S.; McMaugh, Anne; Warburton, Wayne A.

    2016-01-01

    This research examined differences in beliefs about the acceptability of aggression and behavioral responses to aggression of preschool-aged children. Two groups, identified from teacher ratings, participated in the research. One group of children exhibited relationally aggressive behaviors, and a comparison group was identified with…

  13. Frequência à creche e estado nutricional de pré-escolares: uma revisão sistemática Day care centers attendance and preschool children's nutritional status: a systematic review

    Directory of Open Access Journals (Sweden)

    Alessandra da Silva Pereira

    2010-12-01

    goal of this study. Among the papers gathered in the literature, very few of them allowed any inference about the influence of daycare centers on preschoolers' nutritional status. Nevertheless, some longitudinal studies showed a causal association between children's attendance to daycare centers and improvement of their nutritional status. CONCLUSIONS: There is a positive relation between children's attendance to day care centers and improvement of their nutritional status.

  14. The Cognitive Environments of Urban Preschool Children: Follow-up Phase.

    Science.gov (United States)

    Hess, Robert D.; And Others

    This is the final report of the follow-up phase of a project begun in 1962 and designed to analyze the effect of home and maternal influence on the cognitive development of urban Negro preschool children. Contents include: the child's school achievement in the first and second grades; stylistic aspects of children's behavior and their…

  15. Predictors of Psychosocial Outcomes in Hard-of-Hearing Preschool Children

    Science.gov (United States)

    Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars

    2016-01-01

    Children with hearing loss are at risk for developing psychosocial problems. Children with mild to severe hearing loss are less frequently subject to research, in particular in preschool, and we therefore know less about the risk in this particular group. To address this, we compared psychosocial functioning in thirty-five 4-5-year olds with…

  16. Mass media and the development of pre-reading of preschool children

    OpenAIRE

    GALATÍKOVÁ, Zuzana

    2016-01-01

    This thesis maps mass media, especially television broadcasting and electronic devices with connection to the Internet, in the lives of pre-school children, and investigates the relationship between mass media and development of initial reading skills. The theoretical part analyses existing literature relevant to pre-school child development elementary reading and mass media, while the empirical research makes an independent investigation into this phenomenon in society using questionnaires f...

  17. Evidence-Based Family-School Interventions with Preschool Children

    Science.gov (United States)

    Bates, Stacey L.

    2005-01-01

    Fifteen studies of family-school interventions with preschool children conducted between 1980 and 2002, and published in peer-reviewed journals, were reviewed and evaluated according to the criteria developed by the Task Force on Evidence-Based Intervention in School Psychology (Division 16 and Society for the Study of School Psychology Task…

  18. Reciprocity of Prosocial Behavior in Japanese Preschool Children

    Science.gov (United States)

    Fujisawa, Keiko K.; Kutsukake, Nobuyuki; Hasegawa, Toshikazu

    2008-01-01

    This study investigated the reciprocity of prosocial behavior among 3- and 4-year-old Japanese preschool children during free-play time. Matrix correlation tests revealed positive correlations between the frequencies of object offering given and received within dyads and between the frequencies of helping given and received within dyads. These…

  19. Understanding the Learning Style of Pre-School Children Learning the Violin

    Science.gov (United States)

    Calissendorff, Maria

    2006-01-01

    The aim of the study was to acquire a deeper understanding of how small children learn an instrument in the presence of their parents. It is qualitative in nature and concerned six pre-school children (five years old) who were learning the violin together and where their parents were present at the lessons. All the children's homes were visited…

  20. Emotion Understanding in Preschool Children with Mild-to-Severe Hearing Loss

    Science.gov (United States)

    Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars

    2017-01-01

    Deaf and hard of hearing school-aged children are at risk for delayed development of emotion understanding; however, little is known about this during the preschool years. We compared the level of emotion understanding in a group of 35 4-5-year-old children who use hearing aids to that of 130 children with typical hearing. Moreover, we…

  1. Perceptions of nursery staff and parent views of healthy eating promotion in preschool settings: an exploratory qualitative study

    Directory of Open Access Journals (Sweden)

    Lorraine A. McSweeney

    2016-08-01

    Full Text Available Abstract Background 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. Methods 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. Results 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’. Conclusions There is a need to further explore nursery staff members’ personal perceptions of

  2. Social Information Processing in Preschool Children: Relations to Sociodemographic Risk and Problem Behavior

    Science.gov (United States)

    Ziv, Yair; Sorongon, Alberto

    2011-01-01

    Using a multicomponent, process-oriented approach, the links between social information processing during the preschool years and (a) sociodemographic risk and (b) behavior problems in preschool were examined in a community sample of 196 children. Findings provided support for our initial hypotheses that aspects of social information processing in…

  3. DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS

    Directory of Open Access Journals (Sweden)

    Neli VASILEVA

    2015-11-01

    Full Text Available Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important. Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception. Methods: The dynamics of the visual per-ception (visual gnosis in typically develop¬ing children were tested with an adapted version of the Poppelreuter-Ghent Test for figure-ground segregation. The total number of overlapping objects is 33, grouped accor¬ding to the level of difficulty. The children are given a group of objects separately in a following sequence and they should segregate and name the objects. Results: A number of 365 typically developing children without diagnosis of visual disorders and without corrected visus took part in the research. All children, aged 4, 5, and 6 from three different settlements attend state nursery schools and have Bulgarian as a mother tongue. A three-factor dispersion analysis was held to define the statistical significance of the independent factors age, gender and settlement. The research’s data define the 5 year olds as sensitive about the dynamics of the complex forms of visual perception, compared to the four year old children (pchildren (pchildren from the big town compared to the capital (pchildren at the age of six demonstrate a low rating

  4. Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.

    Science.gov (United States)

    Lonigan, Christopher J; Allan, Darcey M; Goodrich, J Marc; Farrington, Amber L; Phillips, Beth M

    Children's self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children's reading and math abilities. Although several recent studies have examined links between preschool children's self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child's dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.

  5. High prevalence/low severity language delay in preschool children born very preterm.

    Science.gov (United States)

    Foster-Cohen, Susan H; Friesen, Myron D; Champion, Patricia R; Woodward, Lianne J

    2010-10-01

    To examine the language development at corrected age 4 years of a regionally representative cohort of children born very preterm (VPT). Of particular interest was the identification of biological and socioenvironmental risk and protective factors that influence VPT children's early language development. Data were collected as part of a prospective longitudinal study of 110 VPT (VPT: ≤ 33 weeks gestation) and 113 full-term children (full term: 37-41 weeks gestation) born in Canterbury, New Zealand from 1998 to 2000. At corrected age 4 years, all children were assessed with the preschool version of the Clinical Evaluation of Language Fundamentals. Extensive information was also collected about children's family social background, perinatal health, childrearing environment, education/intervention exposures, and neurodevelopmental progress from birth to age 4. At the age of 4 years, VPT children were characterized by poorer receptive and expressive language development than full-term children. These differences persisted after exclusion of children with neurosensory impairment as well as statistical adjustment for the effects of social risk. Within the VPT group, the key predictors of children's overall language development were family social risk at birth (p =.05), severity of white matter abnormalities on neonatal magnetic resonance imaging (p =.49), observed parent-child synchrony (p =.001), and concurrent child cognitive ability (p =.001). Together, these factors accounted for 45% of the variance in children's total Clinical Evaluation of Language Fundamentals-Preschool scores. By preschool age, children born VPT show early emerging mild to moderate language delays that are likely to affect their school success and longer-term developmental progress. Findings highlight the importance of potentially modifiable factors such as early brain injury and parenting quality in predicting the language outcomes of children born VPT.

  6. Screening of delayed-onset hearing loss in preschool children in the mid-south of China.

    Science.gov (United States)

    Chen, Guanming; Fu, Siqing; Luo, Shaojun; Zhang, Wei; Yang, Guoqiang

    2013-08-01

    Newborn hearing screening has been successfully implemented worldwide to improve the detection of hearing loss. However, delayed-onset hearing loss subsequent to newborn hearing screening remains a concern. This study aimed to investigate the prevalence of delayed-onset hearing loss in preschool children who previously passed newborn hearing screening in Hubei Province in mid-south China. Preschool children were screened by transient evoked otoacoustic emission (TEOAE) for delayed-onset hearing loss. Children referred after the TEOAE screening were assessed audiologically. Between March 2010 and September 2011, 28 546 preschool children (4.86 ± 1.67 years old), who had passed newborn hearing screening were targeted for screening from four cities in Hubei Province, China. During the study period, 540 children (1.89%) were referred for audiologic assessment and 22 (0.77/1000) of them had permanent delayed-onset hearing loss, including 8 (0.28/1000) with bilateral moderate hearing loss, 10 (0.35/1000) with mild bilateral hearing loss, 2 (0.07/1000) with unilateral moderate hearing loss, and 2 (0.07/1000) with unilateral mild hearing loss. Despite the success of newborn hearing screening, the provision of hearing screening in preschool remains essential for identifying delayed-onset hearing loss.

  7. 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…

  8. Individual and Social Competence, Personality Factors and Cognitive Abilities of Preschoolers

    Directory of Open Access Journals (Sweden)

    Egorov A.V.

    2015-06-01

    Full Text Available Authors studied the connections between individual and social competence, personality factors and cognitive abilities of preschool children with typical development, attending kindergarten (N = 54; age 73, 4  6 months, 31 boys and 23 girls. The following method have been used: "Preschool children's educational competence scale», M5-PS, computer cognitive tests. K-means clustering of cases and Mann-Whitney U Test were used. Revealed that children with a high level of individual social competence development were more open to experience minded (p <0,0001, agreeable (p <0,05, conscientious (p <0,01, with higher level of Extraversion (0,001 and also more successful with the cognitive tests for stimulus sequences understanding (p <0,05, logical multiplication usage (p <0,05, emotional expression and situations of social interaction recognition (p <0,05 and p < 0,01. The obtained results may indicate the possible involvement of both personality and cognitive factors in the formation of individual and social competences.

  9. Tracing developmental trajectories of oppositional defiant behaviors in preschool children.

    Directory of Open Access Journals (Sweden)

    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.

  10. When words lead to solutions: executive function deficits in preschool children with specific language impairment.

    Science.gov (United States)

    Roello, Mara; Ferretti, Maria Letizia; Colonnello, Valentina; Levi, Gabriel

    2015-02-01

    Several studies indicate that school-age children with specific language impairment (SLI) have difficulties with tasks that rely on executive functions. Whether executive function deficits in children with SLI emerge during preschool age remains unclear. Our aim was to fill this gap by investigating executive function performances in two age groups of preschoolers with and without SLI. Children with SLI (N=60; young: 53.6±5.3 months; old: 65.4±3.8 months) and age-matched control children (N=58) were tested for problem-representation ability, using the Flexible Item Selection Task (FIST), rule-use skills, using a Stroop-like Day-Night test (D/N), and planning skills, using the Tower of London test (TOL). Older children performed better than younger children did across tasks. Children with SLI had poorer performance, compared to typically developing children, on measures of problem representation, planning skills, and use of rules. Our results clearly indicate that executive function impairment is evident during the preschool period. Although old children with SLI performed better than young children with SLI, their performances were still poor, compared to those of control peers. These findings suggest that children with SLI have altered executive functioning at 53.6 months. Copyright © 2014. Published by Elsevier Ltd.

  11. Risk factors for wheeze in the last 12 months in preschool children.

    Science.gov (United States)

    Quah, B S; Mazidah, A R; Simpson, H

    2000-06-01

    Most children with asthma develop their symptoms before the age of 5 years and many preschool wheezers continue to wheeze in the early school years. It is thus important to investigate the factors that predispose young children to wheeze. The objective of this study was to investigate the relevant environmental and family influences on recent wheeze (wheeze within the last 12 months) in preschool children. A cross-sectional study was conducted in five primary health clinics in the district of Kota Bharu from April to October 1998. Nurses from these clinics distributed Bahasa Malaysia questionnaires containing questions on asthma symptoms, environmental risk factors, family's social status and family history of atopy and wheeze to preschool children aged 1-5 years during their home visits. The respondents were parent(s) or carer(s) of the children. A total of 2,524 (87.7%) complete questionnaires were available for analysis of risk factors. One hundred and fifty six (6.2%) children had current wheeze. Significant risk factors associated with current wheeze were a family history of asthma (O.R. = 6.36, 95% C.I. = 4.45-9.09), neonatal hospital admission (O.R. = 2.38, 95% C.I. = 1.51 - 3.75), and a maternal (O.R. = 2.12, 95% C.I. = 1.31-3.41) or paternal (O.R. = 1.52, 95% C.I. = 0.95-2.43) history of allergic rhinitis. Among environmental factors examined, namely, household pets, carpeting in bedroom, use of fumigation mats, mosquito coils and aerosol insect repellents, maternal and paternal smoking, and air conditioning, none were associated with an increased risk of wheeze. In conclusion, the strongest association with current wheeze was a family history of asthma. Also significant were neonatal hospital admission and a history of allergic rhinitis in either the mother or father. None of the environmental factors studied were related to current wheeze in preschool children.

  12. Alterations of White Matter Connectivity in Preschool Children with Autism Spectrum Disorder.

    Science.gov (United States)

    Li, Shi-Jun; Wang, Yi; Qian, Long; Liu, Gang; Liu, Shuang-Feng; Zou, Li-Ping; Zhang, Ji-Shui; Hu, Nan; Chen, Xiao-Qiao; Yu, Sheng-Yuan; Guo, Sheng-Li; Li, Ke; He, Mian-Wang; Wu, Hai-Tao; Qiu, Jiang-Xia; Zhang, Lei; Wang, Yu-Lin; Lou, Xin; Ma, Lin

    2018-03-27

    Purpose To investigate the topologic architecture of white matter connectivity networks in preschool-aged children with a diagnosis of autism spectrum disorder (ASD) versus typical development (TD). Materials and Methods Forty-two participants were enrolled, including 21 preschool children with ASD (14 male children and seven female children; mean age, 4.56 years ± 0.97 [standard deviation]) and 21 children with TD (11 males and 10 females; mean age, 5.13 years ± 0.82). The diagnosis of ASD was determined according to the Diagnostic and Statistical Manual of Mental Disorders Global Assessment of Functioning scores (mean score, 8.00 ± 0.50). All participants underwent diffusion-tensor imaging (DTI) and T2-weighted imaging on a 3-T magnetic resonance system. A graph theoretical analysis was applied to investigate the topologic organization of the brain network including global and local topologic parameters. Statistical analysis was then performed for the comparison between the groups. Results Compared with the TD group, children with ASD demonstrated shortened characteristic path length (t 1 = 0.536, t 2 = 0.534, t 3 = 0.523, t 4 = 0.510, and t 5 = 0.501; P < .05) and increased global efficiency (t 1 = 0.499, t 2 = 0.497, t 3 = 0.486, t 4 = 0.473, and t 5 = 0.465; P < .05) and clustering coefficient (t 1 = 0.673, t 2 = 0.750, t 3 = 0.757, t 4 = 0.738, and t 5 = 0.741; P < .05). Significant increases in nodal efficiency were mainly found in left pallidum (0.037 vs 0.032, respectively; P < .01) and right caudate nucleus (0.037 vs 0.032, respectively; P < .01) of the basal ganglia network. Conclusion Significantly altered patterns of global and local brain network topography may underlie the abnormal brain development in preschool children with ASD compared with those who have TD. The identification of altered structural connectivity in basal ganglia and paralimbic-limbic networks may point toward potential imaging biomarkers for preschool-age patients with ASD.

  13. Effect of a family focused active play intervention on sedentary time and physical activity in preschool children.

    Science.gov (United States)

    O'Dwyer, Mareesa V; Fairclough, Stuart J; Knowles, Zoe; Stratton, Gareth

    2012-10-01

    Early childhood provides a window of opportunity for the promotion of physical activity. Given the limited effectiveness of interventions to date, new approaches are needed. Socio-ecological models suggest that involving parents as intervention targets may be effective in fostering healthier lifestyles in children. This study describes the effectiveness of a family-focused 'Active Play' intervention in decreasing sedentary time and increasing total physical activity in preschool children. Seventy-seven families were recruited from 8 randomly selected SureStart children's centres in the North West of England. Centres were randomly assigned to either an intervention (n = 4) or a comparison group (n = 4). Parents and children in the intervention group received a 10-week active play programme delivered by trained active play professionals; this included an activity and educational component. Families in the comparison group were asked to maintain their usual routine. Each participating parent and child wore a uni-axial accelerometer for 7 days at baseline and post-test. Week and weekend day sedentary time and total physical activity adjusted for child- and home- level covariates were analysed using multilevel analyses. Significant intervention effects were observed for sedentary time and physical activity for both week and weekend days. Children in the intervention group engaged in 1.5% and 4.3% less sedentary time during week and weekend days, respectively and 4.5% and 13.1% more physical activity during week and weekend days, respectively than children in the comparison group. Parent's participation in sport and their physical activity levels, child's sex, availability of media in the home and attendance at organised activities were significant predictors of sedentary time and physical activity in this age group. A 10-week family focused active play intervention produced positive changes in sedentary time and total physical activity levels in preschool children

  14. Emotion regulation strategies in preschool children.

    Science.gov (United States)

    Sala, Maria Nives; Pons, Francisco; Molina, Paola

    2014-11-01

    This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6 years. An experimental procedure based on story completion tasks was devised to elicit the emotion-related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non-verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages. © 2014 The British Psychological Society.

  15. Prevalence and risk factors for wheezing and allergic diseases in preschool children: A perspective from the Mediterranean coast of Turkey.

    Science.gov (United States)

    Bolat, E; Arikoglu, T; Sungur, M A; Batmaz, S B; Kuyucu, S

    The aim of the present study was to determine the prevalence and risk factors of allergic diseases in preschool children from one of the biggest cities in the Mediterranean Region of Turkey. The study population included 396 preschool children attending to urban daycare centres in Mersin. In the first stage, a comprehensive standardised questionnaire modified from the International Study of Asthma and Allergies in Childhood (ISAAC) was employed. In the second stage, serum food and inhalant specific IgE, and skin tests were performed in 45 children with frequent wheezing and 28 children with no wheezing. The prevalence of ever wheezing, current wheezing, physician-diagnosed asthma, allergic rhinitis and eczema were 53% (210), 33.3% (132), 27.3% (108), 13.4% (53) and 8.3% (33), respectively. A family history of atopy (OR=2.5, 95% CI: 1.3-4.7, p=0.004), dampness at home (OR=2.4, 95% CI: 1.2-4.8, p=0.008), a history of intestinal parasites (OR=4.3, 95% CI: 1.7-10.9, p=0.002), previous history of pneumonia (OR=6.9, 95% CI: 1.9-25.9, p=0.004), initiation of complementary foods before the age of three months (OR=6.1, 95%CI: 1.4-26.9, p=0.02) and presence of food allergy (OR=3.1, 95% CI: 1.1-9.2, p=0.03) were found to be significant risk factors for physician-diagnosed asthma. The risk factors for frequent wheezing were maternal smoking during pregnancy (OR=5.2, 95% CI: 0.9-28.7, p=0.05) and high serum IgE levels (OR=2.9, 95% CI: 0.9-9.0, p=0.05) at borderline significance. Our study was the first epidemiological study in preschool children in the Mediterranean region of Turkey and demonstrated a high prevalence of asthma and allergic diseases, probably related to humid climatic properties in addition to other environmental and genetic factors. Copyright © 2017 SEICAP. Published by Elsevier España, S.L.U. All rights reserved.

  16. Assessment of iron status among preschool children (6 to 59 months) with and without malaria in Western Province, Kenya

    Science.gov (United States)

    Kisiangani, Isaac; Mbakaya, Charles; Makokha, Anzelimo; Magu, Dennis

    2015-01-01

    Introduction Iron deficiency is a major public health concern. Globally, iron deficiency ranks number 9 and is responsible for about 60% of all anemia cases among preschool children. In Africa iron deficiency is 43-52% while in Kenya, children under 5 years constitute the largest burden with 69% of them being deficient. There is limited iron deficiency data in Kenya. This study determined haemoglobin levels, serum ferritin levels, nutritional status and P.falciparum malaria infection in preschool children. Methods A household cross sectional study was undertaken among 125 preschoolers in Western province, drawn from 37 clusters. Systematic random sampling was used for sample selection. Data was collected using pretested structured questionnaires, entered in Microsoft package. Data analysis was done in Statistical package for social science (SPSS) version 20 using bivariate and multivariate logistic regression and differences were considered significant at P iron deficiency (Serum ferritin iron deficiency and anaemia (OR = 3.43, 95% CI: 1.33-8.84, p = 0.008). A preschool child with anaemia was 3.43 times likely to be iron deficient compared to a preschool child who was not anaemic. Conclusion Iron deficiency, anaemia and plasmodium falciparum malaria was prevalent among preschool children. The findings revealed a significant association between iron deficiency and anaemia. Therefore effective interventions to improve iron status will have large health benefits by greatly reducing anaemia in preschool children. PMID:26405498

  17. Comorbidities in Preschool Children at Family Risk of Dyslexia

    Science.gov (United States)

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

    2014-01-01

    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…

  18. Assessment and validation of bronchodilation using the interrupter technique in preschool children.

    Science.gov (United States)

    Mele, Laura; Sly, Peter D; Calogero, Claudia; Bernardini, Roberto; Novembre, Elio; Azzari, Chiara; de Martino, Maurizio; Lombardi, Enrico

    2010-07-01

    To determine and validate a cut-off value for bronchodilation using the interrupter resistance (Rint) in preschool children. Rint was measured in 60 healthy children (age range 2.7-6.4 years) before and after salbutamol inhalation (200 microg). Four potential methods for assessing BDR were evaluated: percent change from baseline, percent change of predicted values, absolute change in Rint, and change in Z-score. These cut-off values, determined as the fifth percentile of the healthy group, were applied to children referred for the assessment of recurrent wheezing, classified on the basis of acute symptoms and/or abnormal chest examination into symptomatic (n = 60, age range 2.9-6.1 years) and asymptomatic (n = 60, age range 2.5-5.7 years) groups. The cut-off values for bronchodilation calculated in healthy children were: -32% baseline; -33% predicted; -0.26 kPa L(-1) sec; and -1.25 Z-scores. Assessing BDR in children with a history of wheezing by either a decrease in absolute Rint or a decrease in Z-score gave sensitivity, specificity, negative predictive value, and positive predictive value all >80% for detecting children with current respiratory symptoms. Both a decrease in Rint > or =0.26 kPa L(-1) sec and a decrease in Z-score of > or =1.25 are appropriate for assessing BDR in preschool children with a history of recurrent wheezing. As Z-score is a more general solution, we recommend using a change in Z-score to determine BDR in preschool children. Further longitudinal studies will be required to determine the clinical utility of measuring BDR in managing lung disease in such children.

  19. 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…

  20. The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills

    Science.gov (United States)

    Dereli-Iman, Esra

    2014-01-01

    The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme…

  1. Reflection of phases of interviews with preschool and younger school children, during the creative art activities with ceramic clay.

    OpenAIRE

    HOŘKÁ, Vlasta

    2014-01-01

    The author will first introduce the reason she had chosen her topic, which is focused on using clay as the mean of promoting creativity while interviewing children, this is to help personality growth and preparation to enter school in preschool children. In the theoretical part the author will touch on some developmental theories of preschool and younger school-age children, followed by pointing out the specifics of pre-school education and the importance of an educator's personality with reg...

  2. Quantifying Risk for Anxiety Disorders in Preschool Children: A Machine Learning Approach.

    Science.gov (United States)

    Carpenter, Kimberly L H; Sprechmann, Pablo; Calderbank, Robert; Sapiro, Guillermo; Egger, Helen L

    2016-01-01

    Early childhood anxiety disorders are common, impairing, and predictive of anxiety and mood disorders later in childhood. Epidemiological studies over the last decade find that the prevalence of impairing anxiety disorders in preschool children ranges from 0.3% to 6.5%. Yet, less than 15% of young children with an impairing anxiety disorder receive a mental health evaluation or treatment. One possible reason for the low rate of care for anxious preschoolers is the lack of affordable, timely, reliable and valid tools for identifying young children with clinically significant anxiety. Diagnostic interviews assessing psychopathology in young children require intensive training, take hours to administer and code, and are not available for use outside of research settings. The Preschool Age Psychiatric Assessment (PAPA) is a reliable and valid structured diagnostic parent-report interview for assessing psychopathology, including anxiety disorders, in 2 to 5 year old children. In this paper, we apply machine-learning tools to already collected PAPA data from two large community studies to identify sub-sets of PAPA items that could be developed into an efficient, reliable, and valid screening tool to assess a young child's risk for an anxiety disorder. Using machine learning, we were able to decrease by an order of magnitude the number of items needed to identify a child who is at risk for an anxiety disorder with an accuracy of over 96% for both generalized anxiety disorder (GAD) and separation anxiety disorder (SAD). Additionally, rather than considering GAD or SAD as discrete/binary entities, we present a continuous risk score representing the child's risk of meeting criteria for GAD or SAD. Identification of a short question-set that assesses risk for an anxiety disorder could be a first step toward development and validation of a relatively short screening tool feasible for use in pediatric clinics and daycare/preschool settings.

  3. Integration of main directions of development of preschool children in innovative successive educational system “World of Music”

    Directory of Open Access Journals (Sweden)

    Baklanova Tatiana I.

    2016-01-01

    Full Text Available This article describes an innovative education system of pre-school music education “Music world” byT. I. Baklanova, and G. P. Novikova included in a new system of Russian preschool education “Paths”.The education system “Music world” consists of an author’s concept, an integrated programme of musical education, training, development and improvement of health of children of preschool age (3-7 years, two grants for children, methodical recommendations for tutors and musical directors of preschool educational organizations. This education system is developed on a successive basis with a set of textbooks “Music” of T.I. Baklanova (“Planet of Knowledge” series.The integrated approach to five main directions of development and education of children included in the new Federal state educational standards of preschool education is applied in the education system “Music world” for the first time. It is social and communicative, informative, speech, art and esthetic and physical development. These directions are realized in “Music world” in several interconnected interdisciplinary contexts: axiological, cultural and historical, ethnocultural, etc. Polycontextual approach to development of maintenance of preschool music education in combination with integration in him all directions of development and education of preschool children causes scientific novelty, practical importance and efficiency of the education system “Music world”.

  4. Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

    Directory of Open Access Journals (Sweden)

    Linda Chmiliar

    2017-05-01

    Full Text Available The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

  5. Emergent literacy profiles of preschool-age children with specific language impairment.

    Science.gov (United States)

    Cabell, Sonia Q; Lomax, Richard G; Justice, Laura M; Breit-Smith, Allison; Skibbe, Lori E; McGinty, Anita S

    2010-12-01

    The primary aim of the present study was to explore the heterogeneity of emergent literacy skills among preschool-age children with specific language impairment (SLI) through examination of profiles of performance. Fifty-nine children with SLI were assessed on a battery of emergent literacy skills (i.e., alphabet knowledge, print concepts, emergent writing, rhyme awareness) and oral language skills (i.e., receptive/expressive vocabulary and grammar). Cluster analysis techniques identified three emergent literacy profiles: (1) Highest Emergent Literacy, Strength in Alphabet Knowledge; (2) Average Emergent Literacy, Strength in Print Concepts; and (3) Lowest Emergent Literacy across Skills. After taking into account the contribution of child age, receptive and expressive language skills made a small contribution to the prediction of profile membership. The present findings, which may be characterized as exploratory given the relatively modest sample size, suggest that preschool-age children with SLI display substantial individual differences with regard to their emergent literacy skills and that these differences cannot be fully determined by children's age or oral language performance. Replication of the present findings with a larger sample of children is needed.

  6. Sympathy, Distress, and Prosocial Behavior of Preschool Children in Four Cultures

    Science.gov (United States)

    Trommsdorff, Gisela; Friedlmeier, Wolfgang; Mayer, Boris

    2007-01-01

    This study examined emotional responding (sympathy and distress) and prosocial behavior as well as their relations across four cultures in a specific context. Preschool children (N = 212) from two Western cultures, Germany and Israel, and two South-East Asian cultures, Indonesia and Malaysia, participated in this study. Children's emotional…

  7. Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program

    OpenAIRE

    Benzies, Karen; Tough, Suzanne; Edwards, Nancy; Mychasiuk, Richelle; Donnelly, Carlene

    2010-01-01

    The development of preschool children of Aboriginal heritage is jeopardized by the inter-generational transmission of risk that has created, and continues to create, social disadvantage. Early intervention programs are intended to mitigate the impact of social disadvantage. Yet, evidence of the effectiveness of these programs for children of Aboriginal heritage is limited. The purpose of this study was to examine the effects of a two-generation, multi-cultural preschool program on 45 children...

  8. Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi

    Science.gov (United States)

    Roul, Sushanta Kumar

    2014-01-01

    Preschool may not be a place where formal education is imparted but yes, it definitely is a place where children have their first taste of independence. Preschool education is the provision of education for children before the commencement of statutory education usually between the ages of 2 and 5. Thus the purposes of the study were: to study the…

  9. Stuttering in Preschool Children: Direct versus Indirect Treatment

    Science.gov (United States)

    Nippold, Marilyn A.

    2018-01-01

    Purpose: The purpose of this article is to discuss the controversial topic of stuttering in preschool children and how to evaluate the options for treatment, emphasizing the role of external research evidence. Method: A hypothetical but realistic case study of a 3-year-old boy who stutters is described. Two contrasting approaches to treatment are…

  10. Prevalence of strabismus among pre-school children community in ...

    African Journals Online (AJOL)

    Background: Though strabismus is a common presenting ocular problem at outpatient clinics of ophthalmology its magnitude in Ethiopia is not known. Objective: To determine the magnitude and type of manifest strabismus and strabismic amblyopia among pre-school children. Methods: A cros-sectional study was ...

  11. Systematic review and proposal of a field-based physical fitness-test battery in preschool children: the PREFIT battery.

    Science.gov (United States)

    Ortega, Francisco B; Cadenas-Sánchez, Cristina; Sánchez-Delgado, Guillermo; Mora-González, José; Martínez-Téllez, Borja; Artero, Enrique G; Castro-Piñero, Jose; Labayen, Idoia; Chillón, Palma; Löf, Marie; Ruiz, Jonatan R

    2015-04-01

    Physical fitness is a powerful health marker in childhood and adolescence, and it is reasonable to think that it might be just as important in younger children, i.e. preschoolers. At the moment, researchers, clinicians and sport practitioners do not have enough information about which fitness tests are more reliable, valid and informative from the health point of view to be implemented in preschool children. Our aim was to systematically review the studies conducted in preschool children using field-based fitness tests, and examine their (1) reliability, (2) validity, and (3) relationship with health outcomes. Our ultimate goal was to propose a field-based physical fitness-test battery to be used in preschool children. PubMed and Web of Science. Studies conducted in healthy preschool children that included field-based fitness tests. When using PubMed, we included Medical Subject Heading (MeSH) terms to enhance the power of the search. A set of fitness-related terms were combined with 'child, preschool' [MeSH]. The same strategy and terms were used for Web of Science (except for the MeSH option). Since no previous reviews with a similar aim were identified, we searched for all articles published up to 1 April 2014 (no starting date). A total of 2,109 articles were identified, of which 22 articles were finally selected for this review. Most studies focused on reliability of the fitness tests (n = 21, 96%), while very few focused on validity (0 criterion-related validity and 4 (18%) convergent validity) or relationship with health outcomes (0 longitudinal and 1 (5%) cross-sectional study). Motor fitness, particularly balance, was the most studied fitness component, while cardiorespiratory fitness was the least studied. After analyzing the information retrieved in the current systematic review about fitness testing in preschool children, we propose the PREFIT battery, field-based FITness testing in PREschool children. The PREFIT battery is composed of the following

  12. Intelligence development of socio-economically disadvantaged pre-school children

    Directory of Open Access Journals (Sweden)

    Sefa Bulut

    2013-10-01

    Full Text Available The intellectual development of socioeconomically disadvantaged preschool children is influenced by several factors. The development of intelligence is a multidimensional concept that is determined by biological, social, and environmental factors. In this literature review, however, only the social and environmental factors are discussed. Some of the factors that have profound effect on children's cognitive development are as follows: environmental stimulation, parental attitudes, maternal age, and education. Successful intervention and prevention programs aimed at enhancing children's cognitive development are also exemplified. It appears that early intervention programs in the second and third year of an infant's life have fundamental effects on the cognitive development of disadvan-taged children. It is clear that learning starts with birth. Longitudinal studies revealed that the most effective period for intervention is early childhood. Those who received early day-care and preschool intervention programs have sustained these gains in adolescence and adulthood. Those benefits include higher IQ scores, better achievement test scores, better reading and math skills, more educational attainment, more college degrees, and fewer psychosocial and mental health problems. Therefore, it appears that investing in early high-quality programs provide multiple advantages for individuals and society. Social activists, psychologists, and counsellors should make every effort to affect the allocation of governmental funds and policies.

  13. Aberrant behavior and cognitive ability in preschool children

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    Bala Gustav

    2007-01-01

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

  14. Urinary schistosomiasis among preschool-aged children in Sahelian rural communities in Mali

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    Doumbo Ogobara K

    2011-02-01

    Full Text Available Abstract Background Mass chemotherapy with praziquantel is the main control strategy for schistosomiasis in Mali. However, in the national control programme for schistosomiasis and soil-transmitted helminthiasis, infants and preschool-aged children are overlooked in preventive chemotherapy campaigns. We therefore determined the prevalence and intensity of urinary schistosomiasis in children between the ages 1-4 years in three villages across Diema health district, a rural community with endemic schistosomiasis in Mali. For Schistosoma haematobium diagnosis, a single urine sample of 10 ml obtained from each child was subjected to the standard urine filtration method. Results Of the 338 children examined 173 (51.2% were infected. Both prevalence and intensity of infection varied significantly between communities (p Conclusion Our study showed that preschool children living closely to lakes across in Mali are at high risk to be infected by schistosomiasis and contributed largely to the transmission; therefore schistosomiasis control interventions should also target infants in addition to school children and adults in endemic areas.

  15. Examine the Relationship between Dynamic Balance and Physical Fitness Tests in Preschool Children

    OpenAIRE

    杉浦, 宏季; Sugiura, Hiroki; 杉本, 寛恵; Sugimoto, Hiroe

    2016-01-01

    This study examined the relationship between dynamic balance tests and various physical fitness tests in preschool children. The subjects were 22 preschool children (age, 5.0+0.4years; height, 107.3+5.7cm; weight, 17.9+3.4 kg). Dynamic balance was assessed by walking the length of a balance beam several times (beam height, 30cm; width, 10cm; length, 200cm) and walking a pathway (width, 10cm; length, 200cm). Physical fitness was assessed with activities such as a 25-meter run, continuous bilat...

  16. Personality traits as predictors of children's social adjustment to school entry

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    Maja Zupančič

    2008-04-01

    Full Text Available Contemporaneous and longitudinal predictive relations between three blocks of predictors and measures of children's social adjustment (social competence, internalizing and externalizing behaviour after the school entry were investigated. The first block of predictors captures expressions of child personality dimensions as perceived by pre-school teachers/assistant school teachers, the second block contains parental education and self-evaluations of parenting in mothers and fathers of the target children, and the third block refers to children's pre-school attendance prior to school entry. Using the Social Competence and Behavior Evaluation Scale, school teachers reported on firstgraders' social adjustment. The Inventory of Child Individual Differences was employed to assess personality when the target children were 3, 4, 5, and 6 years old, while at ages 3 and 6 their parents filled-in the Family Environment Questionnaire to provide self-reports on parenting. The blocks of predictors jointly explain a relatively large portion of variance in firstgraders' social adjustment both contemporaneously and longitudinally. Personality characteristics significantly predict all of the criteria measures, while family environment and pre-school attendance explain additional variance in internalizing behaviour (depressive, anxious, isolated, and dependent behaviour, over and above the contribution of personality. Perceptions of children's conscientiousness-openness at the beginning of the school year as well as through early childhood and of their agreeableness in preschool predict teacher ratings of the firstgraders' social competence. Externalizing behaviour (angry, aggressive, egotistical and oppositional behaviour was consistently predicted by low conscientiousness-openness, extraversion-emotional stability, and low agreeableness. Finally, low conscientiousness-openness in school, low extraversion-emotional stability in preschool, maternal inefficient

  17. ENERGY EXPENDITURE AND INTAKE COMPARISONS IN CHILEAN CHILDREN 4-5 YEARS ATTENDING DAY-CARE CENTRES.

    Science.gov (United States)

    Salazar, Gabriela; Vásquez, Fabián; Rodríguez, Maria P; Andrade, Ana M; Anziani, Maria A; Vio, Fernando; Coward, Williams

    2015-09-01

    the doubly labelled water (DLW) method has an accuracy of 1% and within-subject precision of 5-8%, depending on subject's age and environments issues. Energy intake assessment is prone to errors (>15- 20%) depending in the method utilized. to quantify DLW methodology errors in four to five year olds that could affect the comparison with energy intake. energy expenditure (TEE, by DLW), was assessed during 14 days in 18 preschool children, who attended eight hours daily to day-care centres. Energy intake was determined by a combined method: food weighing during weekdays and recall after leaving the Centre (17h to sleep time) plus 24 h recall, during the weekend. Several assumptions affecting DLW total error were assessed to determine their influence in the comparison to energy intake (i.e. background variability, space ratio, proportion of water subject to fractionation, food quotient value). the individual mean energy expenditure was 1 373 ± 177 kcal and the energy intake (1 409 ± 161 kcal). The overall difference between intake and expenditure was 42.9 kcal/day (limits of agreement + 259.1 to -112.3 kcal/day). TEE measurement error only explained a minor quantity (2.4%), between both measurements, and the observed mean isotope dilution space was 1.030 ± 0.010 confirming the value utilized in adults studies. energy expenditure data is similar to other studies in preschool children. The small difference found between energy intake and expenditure may be attributed to the applied energy intake methodology, the homogeneous diet at care centres during the week-days and the lower DLW methodology error. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

  18. Energy and Macronutrient Intakes and Food Sources in Preschool Children: Thai NHES IV.

    Science.gov (United States)

    Satheannoppakao, Warapone; Kasemsup, Rachada; Nontarak, Jiraluck; Kessomboon, Pattapong; Putwatana, Panwadee; Taneepanichskul, Surasak; Sangthong, Rassamee; Chariyalertsak, Suwat; Aekplakorn, Wichai

    2015-10-01

    Examine intakes of energy and macronutrients, and identify their food sources, in Thai preschool children. Data from the Thai National Health Examination Survey (NHES) IV were used. Mothers/caregivers were interviewed regarding their children's 24-hour-dietary intake. Dietary data were analyzed for energy and macronutrients, and their food sources were investigated. Due to skewed data, Mann-Whitney U test was used to compare energy and macronutrient intake between sexes and age groups. Among 256 preschool children, more than 90% had protein intakes higher than the recommended level. Only 12.7 to 29.0% met the recommended intake for energy. Amounts of carbohydrate and fat consumed varied from below to above the Dietary Reference Intake (DRI) recommendation. Intakes of carbohydrate in boys and fat in girls were statistically different between age groups (p energy came from dairy products, grains and starchy products. The major carbohydrate contributors were grains and starchy products. Dairy products were the main source of protein. Important food sources of fat were dairy products for one- to three-year-old children and fat and oils for four- to five-year-old children. Thai preschool children have inappropriate intakes of energy and macronutrients. Dairy products and grains and/or starchy products were the main sources of energy, carbohydrate, and protein. Dietary fat sources varied by age group.

  19. Preschool children's social understanding: a pilot study of goals and strategies during conflict situations.

    Science.gov (United States)

    Kazura, Kerry; Flanders, Rachel

    2007-10-01

    This pilot study tested a new enactive measure of social information-processing skills and investigated whether preschool children's goals were related to their strategies during hypothetical conflict situations. Children (13 boys, 12 girls) ages 3 to 6 years (three 3-yr.-olds, three 4-yr.-olds, 11 5-yr.-olds, and eight 6-yr.-olds) engaged in a puppet interview of six hypothetical situations. Significant correlations were found between goals and strategies of the adapted version of Chung and Asher's Children's Conflict Resolution Measure, suggesting that preschool children who endorsed friendship goals tended to select more prosocial strategies (.41). Children who endorsed more retaliation goals tended to select more hostile strategies (.67) but fewer prosocial strategies (-.41), and children who endorsed more avoidance goals tended to select more adult-seeking strategies (.45).

  20. Association between Autistic Traits in Preschool Children and Later Emotional/Behavioral Outcomes

    Science.gov (United States)

    Saito, Aya; Stickley, Andrew; Haraguchi, Hideyuki; Takahashi, Hidetoshi; Ishitobi, Makoto; Kamio, Yoko

    2017-01-01

    Although children with a greater number of autistic traits are likely to have other mental health problems, research on the association between earlier autistic traits in preschool children and later emotional/behavioral outcomes is scarce. Using data from 189 Japanese community-based children, this study examined whether autistic traits at age 5…

  1. Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

    Science.gov (United States)

    Ozaydin, Latife

    2015-01-01

    The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending…

  2. Deaf children attending different school environments: sign language abilities and theory of mind.

    Science.gov (United States)

    Tomasuolo, Elena; Valeri, Giovanni; Di Renzo, Alessio; Pasqualetti, Patrizio; Volterra, Virginia

    2013-01-01

    The present study examined whether full access to sign language as a medium for instruction could influence performance in Theory of Mind (ToM) tasks. Three groups of Italian participants (age range: 6-14 years) participated in the study: Two groups of deaf signing children and one group of hearing-speaking children. The two groups of deaf children differed only in their school environment: One group attended a school with a teaching assistant (TA; Sign Language is offered only by the TA to a single deaf child), and the other group attended a bilingual program (Italian Sign Language and Italian). Linguistic abilities and understanding of false belief were assessed using similar materials and procedures in spoken Italian with hearing children and in Italian Sign Language with deaf children. Deaf children attending the bilingual school performed significantly better than deaf children attending school with the TA in tasks assessing lexical comprehension and ToM, whereas the performance of hearing children was in between that of the two deaf groups. As for lexical production, deaf children attending the bilingual school performed significantly better than the two other groups. No significant differences were found between early and late signers or between children with deaf and hearing parents.

  3. Social Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder

    Science.gov (United States)

    Ziv, Yair; Hadad, Bat Sheva; Khateeb, Yasmine

    2014-01-01

    The social cognitive deficiencies of children diagnosed with autism spectrum disorders (ASDs) are well documented. However, the mechanisms underlying these deficiencies are unclear. Therefore, we examined the social information processing (SIP) patterns and social behaviors of 25 preschool children with ASDs in comparison to a matched group of 25…

  4. Increased oxidative stress in preschool children exposed to passive smoking.

    Science.gov (United States)

    Yıldırım, Faruk; Sermetow, Kabil; Aycicek, Ali; Kocyigit, Abdurrahim; Erel, Ozcan

    2011-01-01

    To study the effect of passive cigarette smoking on plasma oxidative and antioxidative status in passive smoking preschool children and to compare them with controls. Thirty-four passive smoking (five to 50 cigarettes per day) preschool children (study group) and 32 controls who had never been exposed to cigarette smoke were randomly chosen from children aged from 4 to 6 years. Urinary cotinine and plasma indicators of oxidative and antioxidative status, i.e., total oxidant status (TOS), total antioxidant capacity (TAC), and oxidative stress index (OSI), were determined. Mean environmental cigarette consumption was 22±13 cigarettes per day in passive smoking children. Mean urinary cotinine levels were 77.6±41.4 ng/mL and 11.9±2.3 ng/mL in the study and control groups, respectively (p < 0.001). Mean plasma TAC levels were 0.95±0.13 mmol Trolox equivalent/L and 1.01±0.09 mmol Trolox equivalent/L, respectively (p = 0.039). Mean plasma TOS levels were 28.6±7.9 µmol H2O2 equivalent/L and 18.5±6.3 µmol H2O2 equivalent/L, respectively (p < 0.001). Mean OSI levels were 3.08±0.98 arbitrary units and 1.84±0.64 arbitrary units, respectively (p < 0.001). A small amount of cigarette smoke (five to 10 cigarettes per day) causes considerable oxidative stress. There were significant correlations between number of cigarettes consumed and oxidant status and OSI levels. Passive smoke is a potent oxidant in preschool children. Its deleterious effects are not limited just to heavy passive smoking, but also occur with exposure to small amounts of smoke.

  5. Comparison of motor and cognitive performance of children attending public and private day care centers

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    Mariana M. Santos

    2013-12-01

    Full Text Available BACKGROUND: Given that environmental factors, such as the school environment, can influence child development, more attention should be paid to the development of children attending day care centers. OBJECTIVE: Todetermine whether there are differences in the gross motor, fine motor, or cognitive performances of children between 1 and3 years-old of similar socioeconomic status attending public and private day care centers full time. METHOD: Participants were divided into 2 groups, 1 of children attending public day care centers (69 children and another of children attending private day care centers (47 children. All children were healthy and regularly attended day care full time for over 4 months. To assess cognitive, gross and fine motor performance, the Bayley Scales of Infant and Toddler Development III was used. The Mann-Whitney test was used for comparative analyses between groups of children between 13 and 24 months, 25 and 41 months, and 13 and 41 months. RESULTS: Children in public day care centers exhibited lower scores on the cognitive development scale beginning at 13 months old. The fine and gross motor performance scores were lower in children over the age of 25 months attending public centers. Maternal education was not related to the performance of children in either group. CONCLUSION: The scores of cognitive performance as well as fine and gross motor performance of children of similar socioeconomic status who attend public day care centers are lower than children attending private daycare centers.

  6. The relationship between executive functioning and language: Examining vocabulary, syntax, and language learning in preschoolers attending Head Start.

    Science.gov (United States)

    White, Lisa J; Alexander, Alexandra; Greenfield, Daryl B

    2017-12-01

    Early childhood marks a time of dynamic development within language and cognitive domains. Specifically, a body of research focuses on the development of language as related to executive functions, which are foundational cognitive skills that relate to both academic achievement and social-emotional development during early childhood and beyond. Although there is evidence to support the relationship between language and executive functions, existing studies focus mostly on vocabulary and fail to examine other components of language such as syntax and language learning skills. To address this gap, this study examined the relationship between executive functioning (EF) and three aspects of language: syntax, vocabulary, and language learning. A diverse sample of 182 children (67% Latino and 33% African American) attending Head Start were assessed on both EF and language ability. Findings demonstrated that EF related to a comprehensive latent construct of language composed of vocabulary, syntax, and language learning. EF also related to each individual component of language. This study furthers our understanding of the complex relationship between language and cognitive development by measuring EF as it relates to various components of language in a sample of preschoolers from low-income backgrounds. Copyright © 2017 Elsevier Inc. All rights reserved.

  7. Family Emotional Climate and Sibling Relationship Quality: Influences on Behavioral Problems and Adaptation in Preschool-Aged Children

    Science.gov (United States)

    Modry-Mandell, Kerri L.; Gamble, Wendy C.; Taylor, Angela R.

    2007-01-01

    We examined the impact of family emotional climate and sibling relationship quality on behavioral problems and adaptation in preschool-aged children. Participants were 63 mothers with a preschool-aged child enrolled in a Southern Arizona Head Start Program. Siblings were identified as children closest in age to target child. Mothers of…

  8. Adapting a receptive vocabulary test for preschool-aged Greek-speaking children.

    Science.gov (United States)

    Okalidou, Areti; Syrika, Asimina; Beckman, Mary E; Edwards, Jan R

    2011-01-01

    Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation

  9. Investigation of habitual pitch during free play activities for preschool-aged children.

    Science.gov (United States)

    Chen, Yang; Kimelman, Mikael D Z; Micco, Katie

    2009-01-01

    This study is designed to compare the habitual pitch measured in two different speech activities (free play activity and traditionally used structured speech activity) for normally developing preschool-aged children to explore to what extent preschoolers vary their vocal pitch among different speech environments. Habitual pitch measurements were conducted for 10 normally developing children (2 boys, 8 girls) between the ages of 31 months and 71 months during two different activities: (1) free play; and (2) structured speech. Speech samples were recorded using a throat microphone connected with a wireless transmitter in both activities. The habitual pitch (in Hz) was measured for all collected speech samples by using voice analysis software (Real-Time Pitch). Significantly higher habitual pitch is found during free play in contrast to structured speech activities. In addition, there is no showing of significant difference of habitual pitch elicited across a variety of structured speech activities. Findings suggest that the vocal usage of preschoolers appears to be more effortful during free play than during structured activities. It is recommended that a comprehensive evaluation for young children's voice needs to be based on the speech/voice samples collected from both free play and structured activities.

  10. Grief Counseling for Muslim Preschool and Elementary School Children

    Science.gov (United States)

    Baggerly, Jennifer; Abugideiri, Salma Elkadi

    2010-01-01

    This article describes Sunni Muslims' view of death, mourning and burial rituals, and accepted healing practices. Interventions for addressing death with Muslim children, group counseling, play therapy, and community outreach are discussed. A case study of interventions for coping with a preschool Muslim boy's death is provided.

  11. Seroprevalence and risk factors of toxocariasis in preschool children in Aragua state, Venezuela.

    Science.gov (United States)

    Martínez, María; García, Héctor; Figuera, Liliana; González, Verónica; Lamas, Félix; López, Katherinne; Mijares, Víctor; Corrales, Yeasiry; Lares, María; Ferrer, Elizabeth

    2015-09-01

    Toxocariasis is a widespread zoonotic disease caused by the nematode Toxocara canis. In Venezuela, the magnitude of the disease is unknown and seroepidemiological studies have not been previously carried out in Aragua state. A cross-sectional field study was conducted in eight preschools in three municipalities from Aragua state in Venezuela. A total of 224 children aged between 1 and 6 years were studied (43.8% [98/224] male and 56.2% [126/224] female). Blood samples were obtained for detection of IgG antibodies against Toxocara spp. using ELISA. Participating families were given a questionnaire and children included in the study were clinically evaluated by paediatricians, and signs and symptoms observed were included in the questionnaires. Anti-Toxocara spp. antibodies were detected in 29.0% (65/224) of children. The seroprevalence in the different preschools studied ranged between 4.2% and 60.6%. Leucocytosis and eosinophilia were also detected. Analysis of questionnaires indicated that boys were more at risk than girls. Younger children were also more at risk. Other significant risk factors were socio-economic strata (IV and V), inadequate improvised housing, earthen flooring indoors and outdoors and the presence of dogs in preschools. The results from this work show the presence of infection and a high prevalence of antibodies against Toxocara spp. in the studied municipalities and indicate that toxocariasis poses a serious health problem to preschool children in Aragua state. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

    Science.gov (United States)

    Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

    2011-05-01

    The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

  13. Preschool and Children's Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?

    Science.gov (United States)

    Bassok, Daphna; Gibbs, Chloe R; Latham, Scott

    2018-04-17

    This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes-both at school entry (M age  = 5.6 years in both cohorts) and through third grade-have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics. © 2018 Society for Research in Child Development.

  14. Preschool children's behavioral tendency toward social indirect reciprocity.

    Directory of Open Access Journals (Sweden)

    Mayuko Kato-Shimizu

    Full Text Available Social indirect reciprocity seems to be crucial in enabling large-scale cooperative networks among genetically unrelated individuals in humans. However, there are relatively few studies on social indirect reciprocity in children compared to adults. Investigating whether young children have a behavioral tendency toward social indirect reciprocity will help us understand how and when the fundamental ability to form cooperative relationships among adults is acquired. Using naturalistic observation at a nursery school, this study examined whether 5- to 6-year-olds show a behavioral tendency to engage in social indirect reciprocity in response to their peers' prosocial behavior toward a third party. The results revealed that bystander children tended to display prosocial behavior toward their peers more frequently after observing these peers' prosocial behavior toward third-party peers, compared with control situations; this suggests that 5- to 6-year-olds may have an essential behavioral tendency to establish social indirect reciprocity when interacting with peers in their daily lives. In addition, bystanders tended to display affiliative behavior after observing focal children's prosocial behavior. In other words, observing peers' prosocial behavior toward third-party peers evoked bystanders' positive emotions toward the helpers. Considering both the present results and previous findings, we speculate that in preschoolers, such positive emotions might mediate the increase in the bystander's prosocial behavior toward the helper. In addition, an intuitional emotional process plays an important role in the preschooler's behavioral tendency toward social indirect reciprocity in natural interactions with peers.

  15. Preschool children's behavioral tendency toward social indirect reciprocity.

    Science.gov (United States)

    Kato-Shimizu, Mayuko; Onishi, Kenji; Kanazawa, Tadahiro; Hinobayashi, Toshihiko

    2013-01-01

    Social indirect reciprocity seems to be crucial in enabling large-scale cooperative networks among genetically unrelated individuals in humans. However, there are relatively few studies on social indirect reciprocity in children compared to adults. Investigating whether young children have a behavioral tendency toward social indirect reciprocity will help us understand how and when the fundamental ability to form cooperative relationships among adults is acquired. Using naturalistic observation at a nursery school, this study examined whether 5- to 6-year-olds show a behavioral tendency to engage in social indirect reciprocity in response to their peers' prosocial behavior toward a third party. The results revealed that bystander children tended to display prosocial behavior toward their peers more frequently after observing these peers' prosocial behavior toward third-party peers, compared with control situations; this suggests that 5- to 6-year-olds may have an essential behavioral tendency to establish social indirect reciprocity when interacting with peers in their daily lives. In addition, bystanders tended to display affiliative behavior after observing focal children's prosocial behavior. In other words, observing peers' prosocial behavior toward third-party peers evoked bystanders' positive emotions toward the helpers. Considering both the present results and previous findings, we speculate that in preschoolers, such positive emotions might mediate the increase in the bystander's prosocial behavior toward the helper. In addition, an intuitional emotional process plays an important role in the preschooler's behavioral tendency toward social indirect reciprocity in natural interactions with peers.

  16. Preschool children's interests in science

    Science.gov (United States)

    Coulson, R. I.

    1991-12-01

    Studies of children's attitudes towards science indicate that a tendency for girls and boys to have different patterns of interest in science is established by upper primary school level. It is not know when these interest patterns develop. This paper presents the results of part of a project designed to investigate preschool children's interests in science. Individual 4 5 year-old children were asked to say what they would prefer to do from each of a series of paired drawings showing either a science and a non-science activity, or activities from two different areas of science. Girls and boys were very similar in their overall patterns of choice for science and non-science items. Within science, the average number of physical science items chosen by boys was significantly greater than the average number chosen by girls (p=.026). Girls tended to choose more biology items than did boys, but this difference was not quite significant at the .05 level (p=.054). The temporal stability of these choices was explored.

  17. [Pregnancy-related anxiety and subthreshold autism trait in preschool children based a birth cohort study].

    Science.gov (United States)

    Sun, Yanli; Shao, Ting; Yao, Yuyou; Tao, Huihui; Ni, Lingling; Yan, Shuangqin; Gu, Chunli; Cao, Hui; Huang, Kun; Tao, Fangbiao

    2016-02-01

    To analyze the associations between pregnancy-related anxiety and the prevalence of subthreshold autism trait (SAT) in preschool children. Baseline data came from the Ma'anshan Birth Cohort Study, a part of the China-Anhui Birth Cohort Study (C-ABCS). All the participants were enrolled among pregnant women who received prenatal health care in 4 municipal medical centers during Oct. 2008 to Oct. 2010. A total of 5 084 pregnant women were recruited at the beginning and 4 669 singleton live births were included until childbirth. The situation about pregnancy-specific anxiety during trimester and third trimester of women were evaluated by Pregnancy-specific Anxiety Questionnaire (PAQ). Between April 2014 and April 2015, the cohort was followed up again, and the Clancy Autism Behavior Scale (CABRS) filled out by parents was used for telling the SAT children from the healthy children among 3 663 preschool children. Univariate and binary regression model was used to estimate associations between the pregnancy-related anxiety during trimester and third trimester and the subthreshold autism trait in children. During the pregnancy, the detected rates of women with pregnancy-specific anxiety in trimester and the third trimester were 25.5%(935/3 663), 13.9%(501/3 592) respectively, and the detected rate of maternal pregnancy-specific anxiety in both periods was 7.7%(278/3 592). There were 290 positive children with SAT and the detection rate was 7.9%. After controlling possible confounding factors including children's genders, place of residence, supplement folic acid during pregnancy, preterm birth, exposure to second-hand smoke during pregnancy, the father (mother) cultural levels, the father (mother) nature of work and family income, the results of multinomial logistic regression analysis showed that maternal pregnancy-specific anxiety in trimester was the risk factor for SAT in preschool children (OR=1.51, 95% CI: 1.11-2.04), and there was no association between maternal

  18. Preschool language assessment instrument, second edition, in Brazilian Portuguese-speaking children.

    Science.gov (United States)

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

    2014-01-01

    To present a brief report on the initial results of the application of Preschool Language Assessment Instrument, second edition, in Brazilian Portuguese-speaking children. The study included 300 children with typical language development, from both genders, aged from 3 to 5 years and 11 months, as proposed by the original test version. After translation, back-translation, and adaptation of the second edition of the Preschool Language Assessment Instrument, the instrument was administered to investigate the receptive and expressive language skills. There was a significant difference between the average gross scores of the three groups for both "receptive" and "expressive" language skills, and a growing tendency of scores according to age. After analysis, we found that versions translated and adapted for Brazilian Portuguese speakers allow one to evaluate and discriminate the performance of children in receptive and expressive language skills, according to age group, as well as the original version.

  19. Human Metapneumovirus Infection is Associated with Severe Respiratory Disease in Preschool Children with History of Prematurity.

    Science.gov (United States)

    Pancham, Krishna; Sami, Iman; Perez, Geovanny F; Huseni, Shehlanoor; Kurdi, Bassem; Rose, Mary C; Rodriguez-Martinez, Carlos E; Nino, Gustavo

    2016-02-01

    Human metapneumovirus (HMPV) is a recently discovered respiratory pathogen of the family Paramyxoviridae, the same family as that of respiratory syncytial virus (RSV). Premature children are at high risk of severe RSV infections, however, it is unclear whether HMPV infection is more severe in hospitalized children with a history of severe prematurity. We conducted a retrospective analysis of the clinical respiratory presentation of all polymerase chain reaction-confirmed HMPV infections in preschool-age children (≤5 years) with and without history of severe prematurity (prematurity. Preschool children with a history of prematurity had more severe HMPV disease as illustrated by longer hospitalizations, new or increased need for supplemental O2, and higher severity scores independently of age, ethnicity, and history of asthma. Our study suggests that HMPV infection causes significant disease burden among preschool children with a history of prematurity leading to severe respiratory infections and increasing health care resource utilization due to prolonged hospitalizations. Copyright © 2016. Published by Elsevier B.V.

  20. Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting.

    Science.gov (United States)

    Eapen, Valsamma; Crnčec, Rudi; Walter, Amelia

    2013-01-07

    Available evidence indicates that early intervention programs, such as the Early Start Denver Model (ESDM), can positively affect key outcomes for children with Autism Spectrum Disorder (ASD). However, programs involving resource intensive one-to-one clinical intervention are not readily available or deliverable in the community, resulting in many children with ASD missing out on evidence-based intervention during their early and most critical preschool years. This study evaluated the effectiveness of the ESDM for preschool-aged children with ASD using a predominantly group-based intervention in a community child care setting. Participants were 26 children (21 male) with ASD with a mean age of 49.6 months. The ESDM, a comprehensive early intervention program that integrates applied behaviour analysis with developmental and relationship-based approaches, was delivered by trained therapists during the child's attendance at a child care centre for preschool-aged children with ASD. Children received 15-20 hours of group-based, and one hour of one-to-one, ESDM intervention per week. The average intervention period was ten months. Outcome measures were administered pre- and post-intervention, and comprised a developmental assessment - the Mullen Scales of Early Learning (MSEL); and two parent-report questionnaires - the Social Communication Questionnaire (SCQ) and Vineland Adaptive Behaviours Scales-Second Edition (VABS-II). Statistically significant post-intervention improvements were found in children's performance on the visual reception, receptive language and expressive language domains of the MSEL in addition to their overall intellectual functioning, as assessed by standardised developmental quotients. Parents reported significant increases in their child's receptive communication and motor skills on the VABS-II, and a significant decrease in autism-specific features on the SCQ. These effects were of around medium size, and appeared to be in excess of what may