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Sample records for preschool iron-folic acid

  1. Compliance with iron-folic acid (IFA) therapy among pregnant ...

    African Journals Online (AJOL)

    EB

    Background: Anaemia is highly prevalent among pregnant women and iron ... Methodology: This study included 190 pregnant women seeking ante-natal care in tertiary health centres in the Mangalore ..... preventive oral iron or iron+folic acid.

  2. Industry experience in promoting weekly iron-folic acid supplementation in the Philippines.

    Science.gov (United States)

    Garcia, Josel; Datol-Barrett, Eva; Dizon, Maynilad

    2005-12-01

    After participating in a pilot project under a government-industry partnership to promote the adoption of weekly iron-folic acid supplementation among women of reproductive age in the Philippines in 1998, United Laboratories (UNILAB), the Philippines' largest private pharmaceutical company, decided in April 2002 to launch a weekly iron-folic acid supplement for pregnant and non-pregnant women under the brand name Femina. The business objective set for the Femina brand was to build the category of preventive iron-folic acid supplements in line with the Philippine Department of Health's advocacy on weekly supplementation as an alternate to daily dosing to reduce the prevalence of anemia in the country. The brand was supported with an integrated mix of traditional advertising media with complementary direct-to-consumer educational programs that aimed to create awareness of iron-deficiency anemia, its causes and effects, and the role of weekly intake of iron-folic acid in preventing the condition. Aggressive marketing support for 1 year was successful in creating awareness among the target women. Significant lessons derived from consumers identified opportunity areas that can be further addressed in developing advocacy programs on weekly iron supplementation implemented on a nationwide scale in the future.

  3. Using formative research to promote antenatal care attendance and iron folic acid supplementation in Zinder, Niger.

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    Hess, Sonja Y; Ouédraogo, Césaire T; Bamba, Ibrahim F; Wessells, K Ryan; Keith, Nancy; Faye, Thierno; Ndiaye, Banda; Doudou, Maimouna; Nielsen, Jennifer

    2018-04-01

    In Niger, use of antenatal care (ANC) and iron folic acid (IFA) supplements is suboptimal. The objectives of this paper are as follows: (a) to conduct formative research to understand barriers and beliefs among pregnant women related to ANC, IFA supplementation, and pregnancy outcomes; (b) assess the quality of currently provided ANC services; (c) use the findings to guide the development of programmatic interventions to improve coverage of ANC services and IFA supplementation of pregnant women. Structured in-home interviews (n = 72) and focus groups (n = 4) were conducted with pregnant women in 4 randomly selected villages in rural Zinder. ANC consultations (n = 33) were observed in 5 randomly selected health centres, and exit interviews were conducted with all pregnant women and seven health agents following these observations. During workshops with stakeholders, results of the formative research were interpreted, and programmatic interventions were developed. In home interviews, 72% of women reported having attended at least one ANC visit. They also reported husbands (71%), mothers (40%), and friends (33%) supporting ANC attendance. Among those having attended ANC, only 65% reported taking IFA the day prior to the interview. Three of five health centres visited had IFA in stock. Health staff did not provide IFA supplements during 18 of 33 observed ANC consultations of which only 7 cases could be explained by the lack of IFA supplements in stock. Findings were used to design a 3-pronged intervention: (a) behaviour change communication activities in communities; (b) quality improvement activities in health centres to strengthen ANC; and (c) provision of key supplies required for ANC. © 2017 John Wiley & Sons Ltd.

  4. Socio-demographic profile and compliance to Weekly Iron Folic Acid supplementation among adolescent girls in Central Delhi

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    Anuradha Chauhan

    2015-12-01

    Objective: 1. To find out the prevalence of iron deficiency anemia in the study group. 2. To study the various socio-demographic factors associated with anemia. 3. To study the compliance of weekly Iron Folic acid Supplementation (WIFS. Material and Methods: A cross-sectional survey was conducted in an Urban Health Center, in New Delhi. A total of 60 adolescent females (10–19 years old were included in this study. The study was undertaken from Nov 2013 – Dec 2013 (2 months using a pre-tested questionnaire containing items to assess the socio-demographic profile, their medical history and past history. After taking their assent, hemoglobin (Hb was estimated using HemoCue method. Results: The prevalence of anemia was found to be 71.1%. A significant association of presence of anemia was found with lower socio-economic status and non-intake of WIFS. Mean height and weight of subjects with anemia was significantly less in anemic girls than participants without anemia. Significant association of anemia was found with non-consumption of Iron Folic Acid (IFA tablets (χ2 value – 5.3, p value 0.02. Conclusions: A high prevalence of anemia among adolescent females was found, which was higher in the lower socio-economic strata and those not consuming WIFS. Thus there is a need to strengthen the programs for the prevention of anemia among adolescent girls through nutrition education and anemia prophylaxis.

  5. Implementing preventive iron-folic acid supplementation among women of reproductive age in some Western Pacific countries: possibilities and challenges.

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    Smitasiri, Suttilak; Solon, Florentino S

    2005-12-01

    Lack of effective implementation mechanisms is identified as a major obstacle in the prevention and control of iron-deficiency anemia. This paper discusses experiences gained from implementing iron-folic acid supplementation in the Philippines, Vietnam, and Cambodia. The understanding of contextual elements is proposed as a foundation for planning interventions. Moreover, it is suggested that a social marketing framework should provide a way of thinking about how to influence related behaviors. The application of a social marketing framework applied using a "5 P's" approach: public relations and collaboration, product, price, place, and promotion, is described, as well as enabling factors (possibilities) and inhibiting factors (challenges) of this approach. Although a program to improve iron nutrition among women of reproductive age may not be simple to implement, it is essential to enhancing health, human development, and economic advancement in developing countries.

  6. Increased birth weight associated with regular pre-pregnancy deworming and weekly iron-folic acid supplementation for Vietnamese women.

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    Luca Passerini

    Full Text Available BACKGROUND: Hookworm infections are significant public health issues in South-East Asia. In women of reproductive age, chronic hookworm infections cause iron deficiency anaemia, which, upon pregnancy, can lead to intrauterine growth restriction and low birth weight. Low birth weight is an important risk factor for neonatal and infant mortality and morbidity. METHODOLOGY: We investigated the association between neonatal birth weight and a 4-monthly deworming and weekly iron-folic acid supplementation program given to women of reproductive age in north-west Vietnam. The program was made available to all women of reproductive age (estimated 51,623 in two districts in Yen Bai Province for 20 months prior to commencement of birth weight data collection. Data were obtained for births at the district hospitals of the two intervention districts as well as from two control districts where women did not have access to the intervention, but had similar maternal and child health indicators and socio-economic backgrounds. The primary outcome was low birth weight. PRINCIPAL FINDINGS: The birth weights of 463 infants born in district hospitals in the intervention (168 and control districts (295 were recorded. Twenty-six months after the program was started, the prevalence of low birth weight was 3% in intervention districts compared to 7.4% in control districts (adjusted odds ratio 0.29, 95% confidence interval 0.10 to 0.81, p = 0.017. The mean birth weight was 124 g (CI 68 - 255 g, p<0.001 greater in the intervention districts compared to control districts. CONCLUSIONS/SIGNIFICANCE: The findings of this study suggest that providing women with regular deworming and weekly iron-folic acid supplements before pregnancy is associated with a reduced prevalence of low birth weight in rural Vietnam. The impact of this health system-integrated intervention on birth outcomes should be further evaluated through a more extensive randomised-controlled trial.

  7. Prevalence of anemia and deficiencies of iron, folic acid and vitamin B12 in an indigenous community from the Venezuelan Amazon with a high incidence of malaria.

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    García-Casal, Maria Nieves; Leets, Irene; Bracho, Carmen; Hidalgo, Mariana; Bastidas, Gilberto; Gomez, Ana; Peña, Ana; Pérez, Hilda

    2008-03-01

    The objective of this work was to determine the prevalence of anemia and deficiencies of iron, folic acid and vitamin B12 in Betania del Topocho, a Piaroa community from Estado Amazonas, Venezuela, a zone with a high incidence of malaria. The group studied included 184 subjects of all ages that assisted to the local health center for malaria diagnosis. Analysis performed included hematology by coulter counter, ferritin quantification by ELISA with monoclonal antibodies and folic acid and vitamin B12 determinations by an immunoradiometric assay. It was found that the prevalence of anemia was 89.6% and deficiencies of iron, folic acid and vitamin B12 affected 37.1,70.3 and 12.4% of the population studied, respectively. Plasmodium infection was detected by molecular diagnosis in 53.2% of the cases, and 86% of them were anemic. The highest incidence of anemia was found in children, with a prevalence of 100% in infants of both sexes. The high prevalence of anemia, iron and folic acid deficiencies found, indicates an important health and nutrition problem that should be immediately and properly addressed. The number of cases of anemia due to iron deficiency could be underestimated, since ferritin concentration increased as a acute phase protein, although prevalence data was also analyzed with a cutoff point of 30 microg/L for ferritin concentration.

  8. Barriers and enablers for iron folic acid (IFA) supplementation in pregnant women.

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    Siekmans, Kendra; Roche, Marion; Kung'u, Jacqueline K; Desrochers, Rachelle E; De-Regil, Luz Maria

    2017-12-22

    In order to inform large scale supplementation programme design, we review and summarize the barriers and enablers for improved coverage and utilization of iron and folic acid (IFA) supplements by pregnant women in 7 countries in Africa and Asia. Mixed methods were used to analyse IFA supplementation programmes in Afghanistan, Bangladesh, Indonesia, Ethiopia, Kenya, Nigeria, and Senegal based on formative research conducted in 2012-2013. Qualitative data from focus-group discussions and interviews with women and service providers were used for content analysis to elicit common themes on barriers and enablers at internal, external, and relational levels. Anaemia symptoms in pregnancy are well known among women and health care providers in all countries, yet many women do not feel personally at risk. Broad awareness and increased coverage of facility-based antenatal care (ANC) make it an efficient delivery channel for IFA; however, first trimester access to IFA is hindered by beliefs about when to first attend ANC and preferences for disclosing pregnancy status. Variable access and poor quality ANC services, including insufficient IFA supplies and inadequate counselling to encourage consumption, are barriers to both coverage and adherence. Community-based delivery of IFA and referral to ANC provides earlier and more frequent access and opportunities for follow-up. Improving ANC access and quality is needed to facilitate IFA supplementation during pregnancy. Community-based delivery and counselling can address problems of timely and continuous access to supplements. Renewed investment in training for service providers and effective behaviour change designs are urgently needed to achieve the desired impact. © 2018 John Wiley & Sons Ltd.

  9. Weekly iron-folic acid supplementation with regular deworming is cost-effective in preventing anaemia in women of reproductive age in Vietnam.

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    Gerard J Casey

    Full Text Available BACKGROUND: To estimate the cost and cost-effectiveness of a project administering de-worming and weekly iron-folic acid supplementation to control anaemia in women of reproductive age in Yen Bai province, Vietnam. METHODS AND FINDINGS: Cost effectiveness was evaluated using data on programmatic costs based on two surveys in 2006 and 2009 and impact on anaemia and iron status collected in 2006, 2007, and 2008. Data on initial costs for training and educational materials were obtained from the records of the National Institute of Malariology, Parasitology and Entomology and the Yen Bai Malaria Control Program. Structured questionnaires for health workers at district, commune and village level were used to collect ongoing distribution and monitoring costs, and for participants to collect transport and loss of earnings costs. The cost per woman treated (defined as consuming at least 75% of the recommended intake was USD0.76 per annum. This estimate includes financial costs (for supplies, training, and costs of health care workers' time. Prevalence of anaemia fell from 38% at baseline, to 20% after 12 months. Thus, the cost-effectiveness of the project is assessed at USD 4.24 per anaemia case prevented per year. Based on estimated productivity gains for adult women, the benefit:cost ratio is 6.7∶1. Cost of the supplements and anthelminthics was 47% of the total, while costs of training, monitoring, and health workers' time accounted for 53%. CONCLUSION: The study shows that weekly iron-folic acid supplementation and regular de-worming is a low-cost and cost-effective intervention and would be appropriate for population-based introduction in settings with a high prevalence of anaemia and iron deficiency and low malaria infection rates.

  10. Weekly iron folic acid supplementation plays differential role in maintaining iron markers level in non-anaemic and anaemic primigravida: A randomized controlled study

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    Hari Shankar

    2016-11-01

    Full Text Available Anaemia during pregnancy is most commonly observed and highly prevalent in South-East Asia. Various effective programmes have been laid down for its management, mainly daily supplementation of iron folic acid (IFA tablets. Following the same, standard obstetrical practice has included the IFA supplementation without requiring the determination of iron deficiency. In this study, a total of 120 primigravida (N = 60; non-anaemic (Hb > 11 g/dl and N = 60 anaemic (Hb = 8–11 g/dl were selected among those attending the Antenatal Clinic in Department of Obstetrics and Gynaecology, All India Institute of Medical Sciences, Ansari Nagar, New Delhi, India. They were supplemented with daily and weekly IFA tablets till 6 weeks postpartum. Corresponding changes in haemoglobin level on advance of pregnancy, side effects and compliance associated with daily and weekly IFA supplementation and its associations with iron status markers were studied. The inflammatory markers were also estimated. The statistical significance level (p < 0.05 between the groups were assessed by applying unpaired t-test using SPSS (version 16.0. The obtained results publicized the salutary role of daily IFA supplementation in improving the haemoglobin level and iron status markers in anaemic pregnant women though the levels could not reach up to the non-anaemic haemoglobin levels. However, weekly IFA supplementation seems to be a better approach in non-anaemic pregnant women where almost comparable results were obtained in terms of haematological parameters, gestation length and birth weight. Conclusion: Weekly IFA supplementation found to be as effective as daily supplementation in iron sufficient non-anaemic pregnant women whereas anaemic pregnant women should be prescribed daily IFA supplementation irrespective of iron replete/deplete state. Keywords: Anaemia, Iron folic acid supplementation, Iron status markers, Pregnancy

  11. Iron-Folic Acid Supplementation During Pregnancy Reduces the Risk of Stunting in Children Less Than 2 Years of Age: A Retrospective Cohort Study from Nepal

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    Yasir Bin Nisar

    2016-01-01

    Full Text Available The aim of the study was to investigate the effect of antenatal iron-folic acid (IFA supplementation on child stunting in Nepalese children age <2 years. A retrospective cohort study design was used, in which a pooled cohort of 5235 most recent live births 2 years prior to interview from three Nepal Demographic and Health Surveys (2001, 2006 and 2011 was analysed. The primary outcome was stunting in children age <2 years. The main exposure variable was antenatal IFA supplementation. Multivariate Poisson regression analysis was performed. In our sample, 31% and 10% of Nepalese children age <2 years were stunted and severely stunted, respectively. The adjusted relative risk of being stunted was 14% lower in children whose mothers used IFA supplements compared to those whose mothers did not use (aRR = 0.86, 95% CI = 0.77–0.97. Additionally, the adjusted relative risk of being stunted was significantly reduced by 23% when antenatal IFA supplementation was started ≤6 months with ≥90 IFA supplements used during pregnancy (aRR = 0.77, 95% CI = 0.64–0.92. Antenatal IFA supplementation significantly reduced the risk of stunting in Nepalese children age <2 years. The greatest impact on the risk reduction of child stunting was when IFA supplements were started ≤6 months with ≥90 supplements were used.

  12. Community-based distribution of iron-folic acid supplementation in low- and middle-income countries: a review of evidence and programme implications.

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    Kavle, Justine A; Landry, Megan

    2018-02-01

    The present literature review aimed to review the evidence for community-based distribution (CBD) of iron-folic acid (IFA) supplementation as a feasible approach to improve anaemia rates in low- and middle-income countries. The literature review included peer-reviewed studies and grey literature from PubMed, Cochrane Library, LILAC and Scopus databases. Low- and middle-income countries. Non-pregnant women, pregnant women, and girls. CBD programmes had moderate success with midwives and community health workers (CHW) who counselled on health benefits and compliance with IFA supplementation. CHW were more likely to identify and reach a greater number of women earlier in pregnancy, as women tended to present late to antenatal care. CBD channels had greater consistency in terms of adequate supplies of IFA in comparison to clinics and vendors, who faced stock outages. Targeting women of reproductive age through school and community settings showed high compliance and demonstrated reductions in anaemia. CBD of IFA supplementation can be a valuable platform for improving knowledge about anaemia, addressing compliance and temporary side-effects of IFA supplements, and increasing access and coverage of IFA supplementation. Programmatic efforts focusing on community-based platforms should complement services and information provided at the health facility level. Provision of training and supportive supervision for CHW on how to counsel women on benefits, side-effects, and when, why, and how to take IFA supplements, as part of behaviour change communication, can be strengthened, alongside logistics and supply systems to ensure consistent supplies of IFA tablets at both the facility and community levels.

  13. The impact of antenatal care, iron-folic acid supplementation and tetanus toxoid vaccination during pregnancy on child mortality in Bangladesh.

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    Tanvir Abir

    Full Text Available Appropriate antenatal care (ANC is an important preventive public health intervention to ensure women's and newborn health outcomes. The study aimed to investigate the impact of ANC, iron-folic acid (IFA supplementation and tetanus toxoid (TT vaccination during pregnancy on child mortality in Bangladesh.A cross-sectional study of three datasets from the Bangladesh Demographic and Health Surveys for the years 2004, 2007 and 2011 were pooled and used for the analyses. A total weighted sample of 16,721 maternal responses (5,364 for 2004; 4,872 for 2007 and 6,485 for 2011 was used. Multivariate logistic models that adjusted for cluster and sampling weights were used to examine the impact of ANC, IFA supplementation and TT vaccination during pregnancy on the death of a child aged 0-28 days (neonatal, 1-11 months (post-neonatal and 12-59 months (child.Multivariable analyses revealed that the odds of postnatal and under-5 mortality was lower in mothers who had ANC [Odds Ratio (OR = 0.60, 95% confidence interval (95% CI: 0.43-0.85], IFA supplementation [OR = 0.66, 95% CI: (0.45-0.98] and ≥2 TT vaccinations (OR = 0.43, 95% CI: 0.49-0.78 for post-natal mortality; and for under-5 mortality, any form of ANC (OR = 0.69, 95% CI: 0.51-0.93, IFA supplementation (OR = 0.67, 95% CI: 0.48-0.94 and ≥2 TT vaccinations (OR = 0.50, 95% CI: 0.36-0.69. When combined, TT vaccination with IFA supplementation, and TT vaccination without IFA supplementation were protective across all groups.The study found that ANC, IFA supplementation, and TT vaccination during pregnancy reduced the likelihood of child mortality in Bangladesh. The findings suggest that considerable gains in improving child survival could be achieved through ensuring universal coverage of ANC, promoting TT vaccination during pregnancy and IFA supplementation among pregnant women in Bangladesh.

  14. Effect of maternal multiple micronutrient vs iron-folic acid supplementation on infant mortality and adverse birth outcomes in rural Bangladesh: the JiVitA-3 randomized trial.

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    West, Keith P; Shamim, Abu Ahmed; Mehra, Sucheta; Labrique, Alain B; Ali, Hasmot; Shaikh, Saijuddin; Klemm, Rolf D W; Wu, Lee S-F; Mitra, Maithilee; Haque, Rezwanul; Hanif, Abu A M; Massie, Allan B; Merrill, Rebecca Day; Schulze, Kerry J; Christian, Parul

    Maternal micronutrient deficiencies may adversely affect fetal and infant health, yet there is insufficient evidence of effects on these outcomes to guide antenatal micronutrient supplementation in South Asia. To assess effects of antenatal multiple micronutrient vs iron-folic acid supplementation on 6-month infant mortality and adverse birth outcomes. Cluster randomized, double-masked trial in Bangladesh, with pregnancy surveillance starting December 4, 2007, and recruitment on January 11, 2008. Six-month infant follow-up ended August 30, 2012. Surveillance included 127,282 women; 44,567 became pregnant and were included in the analysis and delivered 28,516 live-born infants. Median gestation at enrollment was 9 weeks (interquartile range, 7-12). Women were provided supplements containing 15 micronutrients or iron-folic acid alone, taken daily from early pregnancy to 12 weeks postpartum. The primary outcome was all-cause infant mortality through 6 months (180 days). Prespecified secondary outcomes in this analysis included stillbirth, preterm birth (<37 weeks), and low birth weight (<2500 g). To maintain overall significance of α = .05, a Bonferroni-corrected α = .01 was calculated to evaluate statistical significance of primary and 4 secondary risk outcomes (.05/5). Among the 22,405 pregnancies in the multiple micronutrient group and the 22,162 pregnancies in the iron-folic acid group, there were 14,374 and 14,142 live-born infants, respectively, included in the analysis. At 6 months, multiple micronutrients did not significantly reduce infant mortality; there were 764 deaths (54.0 per 1000 live births) in the iron-folic acid group and 741 deaths (51.6 per 1000 live births) in the multiple micronutrient group (relative risk [RR], 0.95; 95% CI, 0.86-1.06). Multiple micronutrient supplementation resulted in a non-statistically significant reduction in stillbirths (43.1 vs 48.2 per 1000 births; RR, 0.89; 95% CI, 0.81-0.99; P = .02) and significant

  15. Prevalence of and factors associated with antenatal care seeking and adherence to recommended iron-folic acid supplementation among pregnant women in Zinder, Niger.

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    Begum, Khadija; Ouédraogo, Césaire T; Wessells, K Ryan; Young, Rebecca R; Faye, M Thierno; Wuehler, Sara E; Hess, Sonja Y

    2018-02-01

    The World Health Organization recommends iron and folic acid (IFA) supplementation for pregnant women. The high prevalence of anaemia among pregnant women in Niger warrants better understanding of the utilization of antenatal care (ANC) and IFA. We aimed to assess the prevalence of and factors associated with ANC coverage and adherence to IFA recommendation among pregnant women. Pregnant women (n = 923) from 64 randomly selected villages within the catchment area of 12 health centres were interviewed during a baseline household survey in Zinder, Niger. ANC and IFA coverage were 60.1% and 43.6%, respectively. Only 71.7% of women who attended ANC received IFA. Of the 401 women who reportedly received any IFA supplements, 99.3% had attended any ANC during their current pregnancy and 68.6% reported adherence to recommended IFA supplementation (i.e., consumed IFA every day in the previous week). Women with gestational age ≥27 weeks were more likely to have attended ANC than women with gestational age ANC were more likely to attend ANC (OR: 1.48, 95% CI [1.03, 2.11]) and adhere to IFA recommendations (OR: 1.80, 95% CI [1.04, 3.13]) compared to those who did not receive any advice. ANC attendance is crucial to ensure distribution of IFA supplementation among pregnant women in Zinder. Interventions to improve ANC and IFA adherence will require promotion of early ANC, ensure availability of IFA at ANC, and involve husbands in ANC. © 2018 John Wiley & Sons Ltd.

  16. Cluster-randomized non-inferiority trial to compare supplement consumption and adherence to different dosing regimens for antenatal calcium and iron-folic acid supplementation to prevent preeclampsia and anaemia: rationale and design of the Micronutrient Initiative study

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    Moshood O. Omotayo

    2015-11-01

    Full Text Available Background: To prevent pre-eclampsia in populations with insufficient dietary calcium (Ca intake, the World Health Organisation (WHO recommends routine Ca supplementation during antenatal care (ANC. WHO guidelines suggest a complex dosing regimen, requiring as many as 5 pill-taking events per day when combined with iron and folic acid (IFA supplements. Poor adherence may undermine public health effectiveness, so simpler regimens may be preferable. This trial will compare the effect of the WHO-recommended (higher-dose regimen vs. a simpler, lower-dose regimen on supplement consumption and pill-taking behaviours in Kenyan ANC clients. Design and methods: This is a parallel, non-inferiority, cluster-randomized trial; we examined 16 primary care health facilities in Kenya, 1047 pregnant women between 16-30 weeks gestational age. Higher-dose regimen: 1.5 g elemental calcium in 3 separate doses (500 mg Ca/pill and IFA (60 mg Fe + 400 μg folic acid taken with evening dose. Lower-dose regimen: 1.0 g calcium in 2 separate doses (500 mg Ca/pill with IFA taken as above. Measurements: Primary outcome is Ca pills consumed per day, measured by pill counts. Secondary outcomes include IFA pills consumed per day, client knowledge, motivation, social support, and satisfaction, measured at 4 to 10 weeks post-enrolment. Statistical analyses: Unit of randomization is the health-care facility; unit of analysis is individual client. Intent-to-treat analysis will be implemented with multi-level models to account for clustering. Expected public health impact: If pregnant women prescribed lower doses of Ca ingest as many pills as women prescribed the WHO-recommended regimen, developing a lower-dose recommendation for antenatal Ca and IFA supplementation programs could save resources.

  17. Compliance with Iron-folic acid (IFA) therapy among pregnant ...

    African Journals Online (AJOL)

    Compliance increased with the increase in age, birth order and single daily dose. Forgetfulness and both perceived as well as experienced side effects of IFA therapy were the important factors for non-compliance. Conclusion: There was a moderate level of Compliance towards IFA tablets with key social and demographic ...

  18. 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.

  19. A Study on the effect of iron folic acid supplementation and deworming among college going adolescent girls in urban Agra.

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    Ratandeep Lamba

    2014-06-01

    Full Text Available Background: Spaced IFA Supplementation is recognized as an efficacious public health program and effective preventive approach in combating anemia in adolescent girls, is cost effective and results in fewer side effects. Aim: To study the effect of: bi-weekly supplementation of IFA with and without Albendazole administration on the status of hemoglobin level in college going adolescent girls. Material and methods:  An interventional study was conducted among college going girls in Agra in the age group of 16-19 years (n=300 who were randomly selected. Their Hemoglobin levels were estimated before and after intervention by the Cynmeth-hemoglobin method using Drabkin’s solution. Three groups [two study A and B and one control] of hundred girls each were randomly constituted. To the study groups, supervised bi-weekly IFA with and without Albendazole were administered respectively for three months. Data collected was analyzed using suitable statistical tools. Results &Discussion: The overall prevalence of anemia was 65.3%.The initial prevalence in study group  reduced significantly from 80.7% to 35.5% whereas in study group B it reduced from 73.5% to 58.8% and in control it remained almost same 84.3% and 81.2% pre and post intervention respectively. The mean Hemoglobin rise observed in the study group A and B was 2.5gm/dl and 2.3 gm/dl respectively while in control group fall in the mean Hb was observed (0.1gm/dl. Conclusion: The prevalence of anemia in adolescent girls is high. Supervised IFA therapy twice a week is an effective strategy to lower the prevalence of anemia either combined or uncombined with Albendazole.

  20. Oral lactic acid bacteria related to the occurrence and/or progression of dental caries in Japanese preschool children.

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    Shimada, Ayumi; Noda, Masafumi; Matoba, Yasuyuki; Kumagai, Takanori; Kozai, Katsuyuki; Sugiyama, Masanori

    2015-01-01

    Previous studies have demonstrated that the presence of lactic acid bacteria (LAB), especially those classified into the genus Lactobacillus, is associated with the progression of dental caries in preschool children. Nevertheless, the kinds of species of LAB and the characteristics that are important for dental caries have been unclear. The aims of this study were: (1) to investigate the distribution of oral LAB among Japanese preschool children with various prevalence levels of caries; and (2) to reveal the characteristics of these isolated LAB species. Seventy-four Japanese preschool children were examined for caries scores and caries progression, and their dental cavity samples were collected for LAB isolation and identification. The saliva-induced agglutination rate and the resistance to acidic environments of the identified strains were measured. Statistical analysis showed that preschool children carrying Lactobacillus (L.) salivarius or Streptococcus mutans have a significantly higher prevalence of dental caries, the growth ability in acidic environments correlates with the caries scores of individuals with L. salivarius, and the caries scores exhibit positive correlation with saliva-induced agglutination in L. salivarius. These results show that specific Lactobacillus species are associated with dental caries based on the level of carious lesion severity. The present study suggests that these specific Lactobacillus species, especially those with easily agglutinated properties and acid resistance, affect the dental caries scores of preschool children, and that these properties may provide useful information for research into the prevention of dental caries.

  1. Impact of rice fortified with iron, zinc, thiamine and folic acid on laboratory measurements of nutritional status of preschool children

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    Ceres Mattos Della Lucia

    Full Text Available Abstract Fortification of food constitutes an important strategy for the control of micronutrient deficiency and has advantages such as high population coverage and maintenance of eating habits. This study aimed to assess the impact of using fortified rice (Ultra Rice® - UR® on the nutritional status of preschoolers. Ninety-nine children enrolled in two philanthropic preschools participated of the study. Children of one of the preschools were offered UR® mixed with polished rice, as part of school meals (test group and the children of another preschool were offered pure polished rice (control group. Biochemical evaluations were performed before and after 4 months of intervention. Dietary assessment and sensory evaluation of UR® mixed with polished rice were performed during the study. The fortified rice improved the concentrations of zinc (p < 0.001, thiamine (p < 0.001, folic acid (p = 0.003, mean corpuscular hemoglobin (p < 0.001 and mean corpuscular hemoglobin concentration (p < 0.001. The fortified rice showed good acceptability among preschoolers. This study demonstrated the effectiveness of using rice fortified with iron, zinc, thiamine and folic acid on the nutritional status of children.

  2. Treatment with medium chain fatty acids milk of CD36-deficient preschool children.

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    Nagasaka, Hironori; Hirano, Ken-Ichi; Yorifuji, Tohru; Komatsu, Haruki; Takatani, Tomonozumi; Morioka, Ichiro; Hirayama, Satoshi; Miida, Takashi

    2018-06-01

    CD36 deficiency is characterized by limited cellular long chain fatty acid uptake in the skeletal and cardiac muscles and often causes energy crisis in these muscles. However, suitable treatment for CD36 deficiency remains to be established. The aim of this study was to evaluate the clinical and metabolic effects of medium chain triacylglycerols (MCTs) in two CD36-deficient preschool children who often developed fasting hypoglycemia and exercise-induced myalgia. Fasting blood glucose, total ketone bodies, and free fatty acids were examined and compared for usual supper diets and for diets with replacement of one component with 2 g/kg of 9% MCT-containing milk (MCT milk). Changes in serum creatine kinase and alanine aminotransferase levels, resulting from replacement of glucose water intake with 1 g/kg of MCT milk and determined by using bicycle pedaling tasks, were examined and compared. Hypoglycemic and/or myalgia episodes in daily life were also investigated. Biochemically, participants' blood glucose and total ketone bodies levels after overnight fasting substantially increased after dietary suppers containing MCT milk. Increases in serum creatine kinase and alanine aminotransferase levels resulting from the bicycle pedaling task were suppressed by MCT milk. Hypoglycemia leading to unconsciousness and tachycardia before breakfast decreased after introduction of dietary suppers containing MCT milk. Occurrence of myalgia in the lower limbs also decreased after intakes of MCT milk before long and/or strenuous exercising. Our results suggest that MCTs can prevent fasting hypoglycemia and exercise-induced myalgia in CD36-deficient young children. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. Effect of omega-3 fatty acids supplementation during pregnancy on lung function in preschoolers: a clinical trial.

    Science.gov (United States)

    Gutiérrez-Delgado, R I; Barraza-Villarreal, A; Escamilla-Núñez, C; Hernández-Cadena, L; Garcia-Feregrino, R; Shackleton, C; Ramakrishnan, U; Sly, P D; Romieu, I

    2018-04-04

    Prenatal omega-3 fatty acids improve alveolarization, diminish inflammation, and improve pulmonary growth, but it is unclear whether these outcomes translate into improved postnatal lung function. We assessed the effect of prenatal supplementation with docosahexaenoic acid (DHA) on offspring lung function through 60 months of age. We included a cohort of 772 Mexican preschoolers whose mothers participated in a clinical trial (NCT00646360) of supplementation with DHA or a placebo from week 18-22 of gestation through delivery. The children were followed after birth and anthropometric measurements and forced oscillation tests were performed at 36, 48, and 60 months of age. The effect of DHA was tested using a longitudinal mixed effect models. Overall, mean (Standard Deviation) of the measurements of respiratory system resistance and respiratory system reactance at 6, 8, and 10 Hz during follow up period were 11.3 (2.4), 11.1 (2.4), 10.3 (2.2) and -5.2 (1.6), -4.8 (1.7), -4.6 (1.6), respectively. There were no significant differences in pulmonary function by treatment group. DHA did not affect the average lung function or the trajectories through 60 months. Prenatal DHA supplementation did not influence pulmonary function in this cohort of Mexican preschoolers.

  4. [Effectiveness of iron amino acid chelate versus ferrous sulfate as part of a food complement in preschool children with iron deficiency, Medellín, 2011].

    Science.gov (United States)

    Rojas, Maylen Liseth; Sánchez, Juliana; Villada, Óscar; Montoya, Liliana; Díaz, Alejandro; Vargas, Cristian; Chica, Javier; Herrera, Ana Milena

    2013-01-01

    Iron depleted deposits are the first link in the chain of events leading to iron deficiency which is the most prevalent nutritional shortage and main cause of anemia worldwide. This situation can be prevented through food fortification. To compare the efficacy of amino acid chelate iron with ferrous sulfate as fortifier of a dietary complement in preschoolers with iron deficiency. This study was a blinded clinical trial with randomized groups. We analyzed 56 preschoolers with iron deficiency (ferritin children had respiratory tract infection, without statistical differences. Both compounds increased serum ferritin concentration, with a higher increase in those who were given milk with iron amino acid chelate. There were no differences in the adverse reactions and infections incidences between the groups.

  5. Higher body mass, older age and higher monounsaturated fatty acids intake reflect better quantitative ultrasound parameters in Inuit preschoolers

    Directory of Open Access Journals (Sweden)

    Jessy El Hayek

    2012-07-01

    Full Text Available Objectives. Investigate the effects of selected factors associated with quantitative ultrasound parameters among Inuit preschoolers living in Arctic communities (56° 32′–72° 40′N. Materials and methods. Children were selected randomly in summer and early fall (n=296. Dietary intake was assessed through the administration of a 24-h dietary recall (24-h recall and a food frequency questionnaire (FFQ. Anthropometry was measured using standardized procedures. Plasma 25-hydroxy vitamin D (25(OHD and parathyroid hormone (PTH were measured using a chemiluminescent assay (Liaison, Diasorin. Quantitative ultrasound parameters were measured using Sahara Sonometer, (Hologic Inc.. Results. Children divided by speed of sound (SoS and broadband ultrasound attenuation (BUA quartiles were not different for age (years, sex (M/F, calcium (mg/d and vitamin D intake (µg/d and plasma 25(OHD concentration (nmol/L. However, children in the highest BUA and SoS quartile had higher body mass index (BMI compared to those in quartile 1. Using multivariate linear regression, higher BMI, older age and monounsaturated fatty acids (MUFA intake were predictors of BUA while only BMI was a predictor of SoS. Conclusions. Further investigation assessing intakes of traditional foods (TF and nutrients affecting bone parameters along with assessment of vitamin D status of Inuit children across seasons is required.

  6. Exposures of 129 preschool children to organochlorines, organophosphates, pyrethroids, and acid herbicides at their homes and daycares in North Carolina

    Science.gov (United States)

    Few data exist on the concurrent exposures of young children to past-use and current-use pesticides in their everyday environments. In this further analysis of study data, we quantified the potential exposures and intake doses of 129 preschool children, ages 20 to 66 months, to 1...

  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. Modifiers of the effect of maternal multiple micronutrient supplementation on stillbirth, birth outcomes, and infant mortality

    DEFF Research Database (Denmark)

    Smith, Emily R; Shankar, Anuraj H; Wu, Lee S-F

    2017-01-01

    -analysis of individual patient included data from 17 randomised controlled trials done in 14 low-income and middle-income countries, which compared multiple micronutrient supplements containing iron-folic acid versus iron-folic acid alone in 112 953 pregnant women. We generated study-specific estimates and pooled...... subgroup estimates using fixed-effects models and assessed heterogeneity between subgroups with the χ(2) test for heterogeneity. We did sensitivity analyses using random-effects models, stratifying by iron-folic acid dose, and exploring individual study effect. FINDINGS: Multiple micronutrient supplements...... containing iron-folic acid provided significantly greater reductions in neonatal mortality for female neonates compared with male neonates than did iron-folic acid supplementation alone (RR 0·85, 95% CI 0·75-0·96 vs 1·06, 0·95-1·17; p value for interaction 0·007). Multiple micronutrient supplements resulted...

  9. 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…

  10. Nature in Preschool

    DEFF Research Database (Denmark)

    Husted, Mia; Frøkjær, Thorleif

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

  11. Reading use in preschool

    OpenAIRE

    Laísa Cristina dos Santos Guilherme; Rodrigo Ferreira Daverni

    2016-01-01

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

  12. Preschool wheeze: pathogenetic factors

    African Journals Online (AJOL)

    Ehab

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

  13. 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.

  14. Promoting preschool reading

    OpenAIRE

    Istenič, Vesna

    2013-01-01

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

  15. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... pantothenic acid, biotin, vitamin B-6, vitamin B-12 and folate). AAFP cites two categories of vitamins. ... vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins E and D ( ...

  16. Assessment of Attention in Preschoolers

    Science.gov (United States)

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

    2012-01-01

    In the past two decades, there has been an increased interest in the assessment and treatment of preschool children presenting with concerns about attention problems. This article reviews the research and clinical literature involving assessment of attention and related skills in the preschool years. While inattention among preschoolers is common, symptoms alone do not necessarily indicate a disorder, and most often represent a normal variation in typical preschool child development. Thus, accurate identification of “disordered” attention in preschoolers can be challenging, and development of appropriate, norm-referenced tests of attention for preschoolers is also difficult. The current review suggests that comprehensive assessment of attention and related functions in the preschool child should include thorough review of the child’s history, planned observations, and formal psychometric testing. The three primary methods of psychometric assessment that have been used to characterize attentional functioning in preschool children include performance-based tests, structured caregiver interviews, and rating scales (parent, teacher, and clinician). Among performance-based methods for measurement of attention in the preschool years, tests have been developed to assess sustained attention, selective (focused) attention, span of attention (encoding/manipulation), and (top-down) controlled attention—including freedom from distractibility and set shifting. Many of these tests remain experimental in nature, and review of published methods yields relatively few commercially available, nationally normed tests of attention for preschoolers, and an overall dearth of reliability and validity studies on the available measures. PMID:23090646

  17. 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…

  18. Transition: Preschool to Kindergarten

    Science.gov (United States)

    Arizona Department of Education, 2007

    2007-01-01

    Transition is movement or change without interruption. It should be a smooth flow from one place or condition to another. While the transition plan for a student receiving special education services is designed to prepare him or her for life after high school, transition can start when a child enters preschool. The second of six distinct stages of…

  19. 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)

  20. 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…

  1. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... the body and are eliminated in the urine." Develop a Vitamin Strategy It is important for consumers ... calcium, potassium, fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, ...

  2. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... E (for adults) calcium, potassium, fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins E and D (for specific population groups). Regarding the ...

  3. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins ... toc Also, the AAFP lists the following side effects that are sometimes associated with taking too much ...

  4. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins E and D (for ... may become pregnant, eat foods high in heme-iron and/or consume iron-rich plant foods or ...

  5. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... calcium, potassium, fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, ... Older Adults More in Consumer Updates Animal & Veterinary Children's Health Cosmetics Dietary Supplements Drugs Food Medical Devices ...

  6. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... vitamins for a variety of biological processes, including growth, digestion, and nerve function. There are 13 vitamins ... fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins ...

  7. In a correspondence in the August 27, 2005 issue, Parul Christian ...

    African Journals Online (AJOL)

    Gregers Stig Andersen

    on birth weight, but few have demonstrated a beneficial effect on infant survival. ... compared with iron-folic acid supplementation among 2,100 pregnant women in Guinea-Bissau. Women .... distributed with a fixed amount of excess tablets at.

  8. Untitled

    African Journals Online (AJOL)

    Recent Trends in the Management of Anaemia in Pregnancy. Anaemia remains ... or more babies (grandmultipara) are particularly at risk of developing ... Iron, Folic Acid and ... Folate deficiency is often found in association with iron deficiency ...

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

    Science.gov (United States)

    Kilic, Sukran

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2011-01-01

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

  12. The Supplementation Effects of Iron and Folic Acid Compared with the Multivitamin and Mineral on Female Workers of Childbearing Age in the Pineapple Agribusiness

    Directory of Open Access Journals (Sweden)

    Yaktiworo Indriani

    2013-06-01

    Full Text Available Female workers of childbearing age (WUS as a major of human resources in many agribusiness exposed to anemia. This study aims to improve the iron status of anemic WUS workers with low hemoglobin (Hb levels, who work in a pineapple agribusiness by iron supplementation. This study was conducted two periods, using a double-blind randomized trial design. Subjects were divided into two treatment groups supplements, namely IF that was given iron + folic acid and MVM that was given multi vitamin and mineral containing 15 different vitamins and minerals including iron and folic acid. The subjects of period-1 were 25 married WUS (IF=13, MVM=12 and of period-2 were 15 single WUS (BF=7, MVM=8. Supplementation performed three times weekly for 10 weeks. After supplementation, the levels of Hb, haematocrit (Hc and serum ferritin of BF-group increased, whereas there were declines in MVM-group. The increase in Hb and Hc in married WUS was higher than the single. However, their Hb was fallen down when supplementation was continued without supervision and getting down when not given the supplements anymore. Supplementation with iron is a must for WUS workers, because they are not able to increase their Hb if only rely on their food.

  13. Motivations and Barriers in Promoting Preschool Education

    Science.gov (United States)

    Küçükturan, A. Güler; Akbaba Altun, Sadegül

    2017-01-01

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

  14. Quality in preschool in a cultural context

    DEFF Research Database (Denmark)

    Kragh-Müller, Grethe; Ringsmose, Charlotte

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

  15. Defining Nature-Based Preschools

    Science.gov (United States)

    Larimore, Rachel

    2016-01-01

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

  16. Systematic Quality Work in Preschool

    Science.gov (United States)

    Sheridan, Sonja; Williams, Pia; Sandberg, Anette

    2013-01-01

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

  17. Riddle in preschool education

    OpenAIRE

    Ferjančič, Tanja

    2016-01-01

    In this work, in theoretical part, I would like to explore and present: (1) the theory of riddle and forms in which it appears; (2) the historical origin of riddles; (3) the emergence of the first riddles in Slovenia; (4) the characteristics of literary riddles and definition how riddles are formed; (5) the importance of the riddles in the preschool period, since most of them are for younger generation; (6) different ways of setting and solving riddles with the youngest according to their abi...

  18. Preschool Teachers use of ICTs

    DEFF Research Database (Denmark)

    Masoumi, Davoud

    2015-01-01

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

  19. Literacy Standards for Preschool Learners.

    Science.gov (United States)

    Bodrova, Elena; Leong, Deborah J.; Paynter, Diane E.

    1999-01-01

    Preschool and kindergarten teachers can help young learners meet early literacy standards without sacrificing developmentally appropriate practice. Several professional associations have described appropriate expectations for children of different age levels known as milestones, developmental accomplishments, and benchmarks. (MLH)

  20. 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.

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

    Science.gov (United States)

    Håkansson, Jan

    2016-01-01

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

  2. Literature review on the preschool pedestrian

    Science.gov (United States)

    1985-01-01

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

  3. Pre-School Education in Europe.

    Science.gov (United States)

    Blackstone, Tessa

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

  4. The Arts in Turkish Preschool Education

    Science.gov (United States)

    Acer, Dilek

    2015-01-01

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

  5. Diet Quality and Adequacy of Nutrients in Preschool Children: Should Rice Fortified with Micronutrients Be Included in School Meals?

    Science.gov (United States)

    Della Lucia, Ceres M.; Rodrigues, Kellen Cristina C.; Rodrigues, Vivian Cristina C.; Santos, Laura Luiza M.; Cardoso, Leandro M.; Martino, Hércia S. D.; Franceschini, Sylvia C. C.; Pinheiro-Sant’Ana, Helena Maria

    2016-01-01

    Feeding is indicative of the nutritional status of children, however micronutrient deficiency is common in this age group. We evaluated the impact of inclusion of rice (Ultra Rice® (UR®)) fortified with iron, zinc, thiamin and folic acid on laboratory measurements and the nutrient intake of children. Ninety-nine preschoolers (2–6 years; 42.6% male) from two preschools participated, one of which received UR® added to polished rice as part of school meals (test preschool) and the other received only polished rice (control preschool). Biochemical evaluations were performed before and after four months of intervention. Feeding was assessed by direct weighing of food, complemented by 24-h recalls, and the diet was assessed by the Healthy Eating Index (HEI) adapted to the Brazilian reality. The fortified rice improved the levels of zinc (p < 0.001), thiamine (p < 0.001), folic acid (p = 0.003), mean corpuscular hemoglobin (p < 0.001) and mean corpuscular hemoglobin concentration (p < 0.001). The inadequacy percentages of thiamine, folic acid and iron were lower among preschoolers from the test preschool. This study demonstrated the effectiveness of using UR® on laboratory measurements of children. The inadequate intake of thiamine, folic acid and iron was also reduced, making the fortified rice an interesting strategy in school feeding programs. PMID:27187464

  6. Diet Quality and Adequacy of Nutrients in Preschool Children: Should Rice Fortified with Micronutrients Be Included in School Meals?

    Directory of Open Access Journals (Sweden)

    Ceres M. Della Lucia

    2016-05-01

    Full Text Available Feeding is indicative of the nutritional status of children, however micronutrient deficiency is common in this age group. We evaluated the impact of inclusion of rice (Ultra Rice® (UR® fortified with iron, zinc, thiamin and folic acid on laboratory measurements and the nutrient intake of children. Ninety-nine preschoolers (2–6 years; 42.6% male from two preschools participated, one of which received UR® added to polished rice as part of school meals (test preschool and the other received only polished rice (control preschool. Biochemical evaluations were performed before and after four months of intervention. Feeding was assessed by direct weighing of food, complemented by 24-h recalls, and the diet was assessed by the Healthy Eating Index (HEI adapted to the Brazilian reality. The fortified rice improved the levels of zinc (p < 0.001, thiamine (p < 0.001, folic acid (p = 0.003, mean corpuscular hemoglobin (p < 0.001 and mean corpuscular hemoglobin concentration (p < 0.001. The inadequacy percentages of thiamine, folic acid and iron were lower among preschoolers from the test preschool. This study demonstrated the effectiveness of using UR® on laboratory measurements of children. The inadequate intake of thiamine, folic acid and iron was also reduced, making the fortified rice an interesting strategy in school feeding programs.

  7. Wishful thinking in preschoolers.

    Science.gov (United States)

    Bernard, Stéphane; Clément, Fabrice; Mercier, Hugo

    2016-01-01

    The current experiment sought to demonstrate the presence of wishful thinking--when wishes influence beliefs--in young children. A sample of 77 preschoolers needed to predict, eight times in a row, which of two plastic eggs, one containing one toy and the other containing three toys, would be drawn by a blinded experimenter. On the four trials in which the children could not keep the content of the egg drawn, they were equally likely to predict that either egg would be drawn. By contrast, on the four trials in which the children got to keep the content of the egg, they were more likely to predict that the egg with three toys would be drawn. Any effort the children exerted would be the same across conditions, so that this demonstration of wishful thinking cannot be accounted for by an effort heuristic. One group of children--a subgroup of the 5-year-olds--did not engage in wishful thinking. Children from this subgroup instead used the representativeness heuristic to guide their answers. This result suggests that having an explicit representation of the outcome inhibits children from engaging in wishful thinking in the same way as explicit representations constrain the operation of motivated reasoning in adults. Copyright © 2015 Elsevier Inc. All rights reserved.

  8. Gendering in one Icelandic preschool

    Directory of Open Access Journals (Sweden)

    Gudrun Alda Hardardottir

    2014-05-01

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

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

    Science.gov (United States)

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

    2012-01-01

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

  10. 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.

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

    Directory of Open Access Journals (Sweden)

    Maryam Bourbour

    2014-01-01

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

  12. Inclusion in Malaysian Integrated Preschools

    Science.gov (United States)

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

    2015-01-01

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

  13. 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.

  14. Mozart Effect in Preschool Children?

    Science.gov (United States)

    Hui, Ken

    2006-01-01

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

  15. Imaginary Companions of Preschool Children.

    Science.gov (United States)

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

    2000-01-01

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

  16. 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…

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

    Science.gov (United States)

    Inan, Hatice Zeynep

    2009-01-01

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

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

    Science.gov (United States)

    Alatalo, Tarja; Meier, Joanna; Frank, Elisabeth

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Cameron, David Lansing; Kovac, Velibor Bobo

    2016-01-01

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

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

    Science.gov (United States)

    Hassidov, Dina; Ilany, Bat-Sheva

    2018-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  3. A theoretical framework for analysing preschool teaching

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    2014-01-01

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

  4. 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....

  5. Effectiveness and feasibility of weekly iron and folic acid supplementation to adolescent girls and boys through peer educators at community level in the tribal area of Gujarat

    Directory of Open Access Journals (Sweden)

    Shobha P Shah

    2016-01-01

    Full Text Available Background: Anemia during adolescence affects growth and development of girls and boys increasing their vulnerability to dropping out-of-school. Hence investing in preventing anemia during adolescence is critical for their survival, growth and development. Objective: To find out the burden of anemia on adolescent age group in the tribal area of Jhagadia block and to assess the change in the hemoglobin level through the weekly Iron and Folic Acid IFA (DOTS directly observed treatment supplementation under Supervision by Peer Educators at Community level among adolescents. Methods: Community based intervention study conducted with adolescents (117 girls and 127 boys aged 10-19 years, through supplementation of IFA (DOTS by trained Peer Educators for 52 weeks in 5 tribal villages of Jhagadia. Hemoglobin level was determined by HemoCue method before and after intervention and sickle cell anemia by Electrophoresis method. Primary data on hemoglobin and number of tablets consumed was collected and statistically analyzed in SPSS 16.0 software by applying paired t-test. Results: The overall findings suggest that the prevalence of anemia reduced from 79.5% to 58% among adolescent girls and from 64% to 39% among boys. Mean rise of hemoglobin seen was 1.5 g/dl among adolescent boys and 1.3 g/dl among girls. A significant association was found in change in hemoglobin before and after intervention (P = 0.000 Conclusion: Prevalence of anemia among girls and boys can be reduced in their adolescent phase of life, through weekly supplementation of iron folic acid tablets under direct supervision and Nutrition Education by Peer Educator at community level.

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

    Directory of Open Access Journals (Sweden)

    Sanja Berčnik

    2017-12-01

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

  7. Intercultural sensitivity in preschool institution

    OpenAIRE

    Jovanova-Mitkovska, Snezana; Popeska, Biljana

    2017-01-01

    The multicultural society, in which we live, implies the existence of continuous process of personality, formation, and defining her identity. Understanding and respecting our self, respecting the others around us, perceiving our own attitudes, values, but also respecting the culture, values of the other, different from our self, the development of the so-called intercultural sensitivity, begins at the earlies age, first at the family, and after in an organized way in the preschool institutio...

  8. 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...

  9. Musical competence of preschool teachers

    OpenAIRE

    Grdešič, Irena

    2012-01-01

    My diploma deals with musical competencies of preschool teachers. Music education includes many different activities: singing various songs, playing different instruments, listening to music, being creative while listening to music and creating the music itself. It is of utmost importance that kindergarten teachers are capable of mediating music to the children and are able to incorporate it into the every day of their kindergarten activities. Music helps calm children down, it relaxes them, ...

  10. 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.

  11. 45 CFR 605.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Preschool and adult education. 605.38 Section 605... Preschool, Elementary, and Secondary Education § 605.38 Preschool and adult education. A recipient to which this subpart applies that provides preschool education or day care or adult education may not, on the...

  12. ADHD in Preschool: Approaches and Teacher Training

    Science.gov (United States)

    Singh, Ajay; Squires, Jane

    2014-01-01

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

  13. Sustaining Preschoolers' Engagement during Interactive Writing Lessons

    Science.gov (United States)

    Hall, Anna H.

    2016-01-01

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

  14. 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…

  15. The Importance of Music in Preschool Education

    Science.gov (United States)

    Ehrlin, Anna; Gustavsson, Hans-Olof

    2015-01-01

    At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen…

  16. Continuous Improvement in State Funded Preschool Programs

    Science.gov (United States)

    Jackson, Sarah L.

    2012-01-01

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

  17. Characteristics of Preschoolers with Lower Perceived Competence

    Science.gov (United States)

    Coplan, Robert J.; Findlay, Leanne C.; Nelson, Larry J.

    2004-01-01

    The goal of the present study was to identify preschool children with "age-inappropriate" less positive self-perceptions, and to explore their parental and peer relationships as compared to their classmates with "age normal" self-perceptions. Participants were n = 127 preschool children ([M.sub.age] = 54.98 mos., SD = 8.21). Data were collected…

  18. An Electric Preschool: Pros and Cons.

    Science.gov (United States)

    Lee, Marjorie W.

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

  19. Preschool Teachers' Language Use in Sociodramatic Play

    Science.gov (United States)

    Meacham, Sohyun

    2013-01-01

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

  20. 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...

  1. Physical Activity and Health in Preschool Children

    DEFF Research Database (Denmark)

    Christensen, Line Brinch

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

  2. METHOD OF HISTORICAL RESEARCH OF PRESCHOOL EDUCATION IN RUSSIA

    OpenAIRE

    Y. S. Rubinchik

    2015-01-01

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

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

    LENUS (Irish Health Repository)

    Jennings, A

    2011-06-01

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

  4. Adopted preschool child with ADHD

    OpenAIRE

    STAŇKOVÁ, Iveta

    2016-01-01

    This bachelor´s work was written based on personal experience and practice with a family in which a pre-school child with ADHD syndrom lives. The intended objective is to provide pieces of advice to many parents. This work could serve as a guide in searching effective strategies for a child with attention and hyperactivity deficit disorder. The second objective is to share experience and educational methods when dealing with an adopted child diagnosed with the ADHD syndrom at the age of three...

  5. 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...

  6. Preschool education studentsʼ attitude towards inclusion in preschool educational context

    OpenAIRE

    Skubic, Darija; Vidrih, Alenka

    2015-01-01

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

  7. Alimentary fluoride intake in preschool children

    Directory of Open Access Journals (Sweden)

    Lencova Erika

    2011-10-01

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

  8. 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 ...

  9. Noise and stress effects on preschool personnel

    Directory of Open Access Journals (Sweden)

    Fredrik Sjödin

    2012-01-01

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

  10. 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)

  11. Mannerisms: A Preschool Practitioner's Point of View.

    Science.gov (United States)

    Heiner, Donna

    1980-01-01

    The extent and nature of remediation are said to depend on careful observation of children in the environment. Remedial techniques appropriate for older children must be adapted to meet the individual situation of each preschool visually handicapped child. (Author)

  12. 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...

  13. Academic Language in Preschool: Research and Context

    Science.gov (United States)

    Michael Luna, Sara

    2017-01-01

    Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

  14. 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...

  15. Preschool Personnel Exposure to Occupational Noise

    Directory of Open Access Journals (Sweden)

    Kaļužnaja Darja

    2016-10-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

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

    DEFF Research Database (Denmark)

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

    2014-01-01

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

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

    Science.gov (United States)

    Barnett, W. Steven; Yarosz, Donald J.

    2007-01-01

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

  19. 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…

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

  2. Positioning masculinities and femininities in preschool EFLl1 education

    OpenAIRE

    CASTAÑEDA-PEÑA, HAROLD

    2008-01-01

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

  3. Communication Patterns in Preschool Education Institutions ? Practical Examples

    OpenAIRE

    Radic-Hozo, Endica

    2014-01-01

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

  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. Integration of Interactive Whiteboard in Swedish Preschool Practices

    Science.gov (United States)

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

    2015-01-01

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

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

    African Journals Online (AJOL)

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

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

    African Journals Online (AJOL)

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

  8. 45 CFR 84.38 - Preschool and adult education.

    Science.gov (United States)

    2010-10-01

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

  9. Swedish Preschool Leadership--Supportive of Music or Not?

    Science.gov (United States)

    Ehrlin, Anna

    2015-01-01

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

  10. 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.

  11. Print Knowledge of Preschool Children with Hearing Loss

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

    Masoumi, Davoud

    2015-01-01

    This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool practices by providing a variety of complementary…

  13. 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,…

  14. Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

    Science.gov (United States)

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

    2015-01-01

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

  15. Relational Aggression in Children with Preschool-Onset Psychiatric Disorders

    Science.gov (United States)

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

    2012-01-01

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

  16. Universal Preschool Programs and Long-Term Child Outcomes

    DEFF Research Database (Denmark)

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

    2018-01-01

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

  17. Preschool Teachers' Attitudes and Beliefs Toward Science

    Science.gov (United States)

    Lloyd, Sharon Henry

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

  18. The Discourse of a Preschool Education Curriculum

    Directory of Open Access Journals (Sweden)

    Lidija Miškeljin

    2016-02-01

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

  19. Values education in practice in Danish preschools

    DEFF Research Database (Denmark)

    Broström, Stig; Jensen, Anders Skriver

    2018-01-01

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

  20. 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.

  1. Music Therapy for Preschool Cochlear Implant Recipients

    Science.gov (United States)

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

    2010-01-01

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

  2. Do Space Requirement Applicable in Private Preschools?

    Directory of Open Access Journals (Sweden)

    Salleh Naziah Muhamad

    2016-01-01

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

  3. Tell Me Lies: Confronting the Preschool Closet

    Science.gov (United States)

    Wright, Travis

    2011-01-01

    This case explores the impact of being closeted on a gay, male preschool educator and the ways in which homophobic culture is fostered in one early learning center. Although sometimes protective, being challenged to hide one's sexual orientation most always has negative consequences for the individual and society. Internalized homophobia silences…

  4. "Dora the Explorer": Preschool Geographic Educator

    Science.gov (United States)

    Carter, James R.

    2008-01-01

    "Dora the Explorer" is a twenty-three-minute television program for preschoolers viewed by millions every day in many countries. These programs are also marketed as videotapes and DVDs. This seven-year-old Latina, bilingual cartoon character teaches many things by interacting with the young viewers. On every program Dora and friends have to go…

  5. 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…

  6. 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.

  7. Preschool Inclusion: Navigating through Alphabet Soup

    Science.gov (United States)

    Lytle, Rebecca; Bordin, Judith

    2005-01-01

    The number of preschool-aged children with disabilities who spend some part of their day in an inclusive school or child care setting has grown tremendously in the past ten years. Meeting the needs of these children is always challenging. However, Public Law 105-17 the Individuals with Disabilities Education Act (IDEA'97) mandates that children…

  8. Preschoolers Benefit from Visually Salient Speech Cues

    Science.gov (United States)

    Lalonde, Kaylah; Holt, Rachael Frush

    2015-01-01

    Purpose: This study explored visual speech influence in preschoolers using 3 developmentally appropriate tasks that vary in perceptual difficulty and task demands. They also examined developmental differences in the ability to use visually salient speech cues and visual phonological knowledge. Method: Twelve adults and 27 typically developing 3-…

  9. Childcare Quality and Preschoolers' Math Development

    Science.gov (United States)

    Choi, Ji Young; Dobbs-Oates, Jennifer

    2014-01-01

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

  10. Exploring Individual Differences in Preschoolers' Causal Stance

    Science.gov (United States)

    Alvarez, Aubry; Booth, Amy E.

    2016-01-01

    Preschoolers, as a group, are highly attuned to causality, and this attunement is known to facilitate memory, learning, and problem solving. However, recent work reveals substantial individual variability in the strength of children's "causal stance," as demonstrated by their curiosity about and preference for new causal information. In…

  11. Augmented Reality: Daily Prayers for Preschooler Student

    Directory of Open Access Journals (Sweden)

    Hendra Pradibta

    2018-01-01

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

  12. 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…

  13. Market Failure? Estimating Inequality in Preschool Availability.

    Science.gov (United States)

    Fuller, Bruce; Liang, Xiaoyan

    1996-01-01

    Two studies employed differing levels of analysis to explain the distribution of preschool availability, examining distribution in 100 counties nationwide and using zip-code-level data for Massachusetts. Together the studies show that the degree of distributional equity varies among states and locales, conditioned by household and policy…

  14. Learning to Read and the Preschool Years

    Science.gov (United States)

    Wilson, Lorraine

    2012-01-01

    You have young preschool children. You think ahead to when they will begin school, and wonder what you might do to make it easy for your children to learn to read. This article offers some hints for parents and caregivers about learning to read: (1) Reading can begin at birth; (2) When reading aloud to an infant, make the experience a warm, loving…

  15. Values Education in Nordic Preschools: A Commentary

    Science.gov (United States)

    Thornberg, Robert

    2016-01-01

    The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is…

  16. On Major Developments in Preschoolers' Imagination

    Science.gov (United States)

    Diachenko, Olga M.

    2011-01-01

    The role of the imagination in adult thinking is to go beyond reality and to express generalised laws. The researcher's job is to specify the cultural tools that preschool children use in the development of their imagination. Previous research has identified two main stages in the development of imagination up until the age of six, a third stage…

  17. 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…

  18. Fundamental movement skills among Australian preschool children.

    Science.gov (United States)

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

    2010-09-01

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

  19. Mathematics and Didactic Contract in Swedish Preschools

    Science.gov (United States)

    Delacour, Laurence

    2016-01-01

    The purpose of this article is to study and analyse how a teacher implements an outdoor realistic problem situation for children aged 4-5 in a Swedish preschool. By an "outdoor realistic problem situation", I mean a situation initiated by a teacher in which children come into contact with mathematical concepts and in which the outside…

  20. Similarity of Experience and Empathy in Preschoolers.

    Science.gov (United States)

    Barnett, Mark A.

    The present study examined the role of similarity of experience in young children's affective reactions to others. Some preschoolers played one of two games (Puzzle Board or Buckets) and were informed that they had either failed or succeeded; others merely observed the games being played and were given no evaluative feedback. Subsequently, each…

  1. Preschool + School + Communication = What for Educator Relationships?

    Science.gov (United States)

    Hopps, Kathryn

    2014-01-01

    Communication between educators in preschool and school settings has been promoted consistently in research literature and policy as a practice to enhance children's transition to school. Underlying the practice are the assumptions that communication between educators is (a) a way of building on children's learning and responding to their diverse…

  2. 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.

  3. What Is Quality Preschool? Fact Sheet

    Science.gov (United States)

    Advocates for Children of New Jersey, 2010

    2010-01-01

    Children need quality early learning programs. This can be a child care center, a preschool or a Head Start program. Not all early learning programs provide the high quality children need. This paper presents questions that should be considered when looking for an early learning program.

  4. Reciprocity in Preschool Peers' Social Interaction.

    Science.gov (United States)

    Chiu, Jih-Perng Peter

    This study sought to describe the norms of reciprocity in social interaction from the viewpoint of immediate behavioral exchanges by examining the social interaction of preschool peers in a free-play situation. Seventeen 4-year-old children, eight girls and nine boys, were observed during free play activity periods after a picture sociometric test…

  5. Ten Guidelines for Preschool Music Programs.

    Science.gov (United States)

    Warner, Laverne

    1999-01-01

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

  6. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... low dietary intake may be a cause of concern. These nutrients are: calcium, potassium, fiber, magnesium, and vitamins A (as carotenoids), C, and E (for adults) calcium, potassium, fiber, magnesium, and vitamin E (for children and adolescents) vitamin B-12, iron, folic acid, and vitamins ...

  7. Effects of iron supply on the rheological properties and sensory ...

    African Journals Online (AJOL)

    The most basic is the world wheat crops. In Iran Bread is a staple food staple Food and because, as a bearer of good food to enrich bread with iron has been considered. The effect of flour fortification star with iron, folic acid, the chemical properties (dry gluten, wet gluten, gluten-free number, protein and Ddzlny) Rheological ...

  8. Intestinal Worm Infestation and Anaemia in Pregnant Women

    Directory of Open Access Journals (Sweden)

    Krishna Bahadur Raut

    2016-03-01

    Conclusions: Aanaemia is prevalent in pregnant women of PHCRC, chapagaun and there was a significant correlation between anaemia and worm infestation. However, the relation among the haemoglobin level, iron, folic acid and albendazole was not significant. Keywords: anaemia; infestation; pregnant women; worm. | PubMed

  9. 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

  10. [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

  11. Impact of the two different iron fortified cookies on treatment of anemia in preschool children in Brazil.

    Science.gov (United States)

    Landim, Liejy Agnes; Pessoa, Marcia Luiza Dos Santos Beserra; Brandão, Amanda de Castro Amorim Serpa; Morgano, Marcelo Antonio; Marcos Antônio de Mota Araújo, Marcos Antônio De Mota Araújo; Rocha, Maurisrael De Moura; Arêas, José Alfredo Gomes; Moreira-Araújo, Regilda Saraiva Dos Reis

    2016-09-20

    Nutritional intervention in pre-school children using cookies prepared with wheat flour enriched with iron and folic acid (CWFFeFA) and cookies prepared with cowpea (Vigna unguiculata (L.) Walp) flour fortified with iron and zinc and wheat flour enriched with iron and folic acid (CCFFeZn + WFFeFA). To assess the impact of the ingestion of CWFFeFA and CCFFeZn + WFFeFA by pre-school children, using the cowpea variety BRS-Xiquexique, to control iron-deficiency anaemia. Nutritional intervention was conducted in municipal day care centres selected at random (n = 262) involving pre-school children aged 2 to 5 years living in Teresina, state of Piauí, Brazil. To assess the socioeconomic data, BMI-for-age, haemoglobin levels before and after intervention, and dietary intake, the children were divided into group 1 (G1), which received CWFFeFA (30 g), and group 2 (G2), which received CCFFeZn + WFFeFA (30 g). Food acceptance was evaluated daily. The prevalence of anaemia in G1 and G2 before the nutritional intervention was 12.2% (n = 18) and 11.5% (n = 30), respectively. After intervention, the prevalence decreased to 1.4% in G1 (n = 2) and to 4.2% in G2 (n = 11). Food acceptance by pre-school children in G1 and G2 was 97.4% and 94.3%, respectively. The use of both types of cookie formulations decreased the prevalence of anaemia among pre-school children, and CCFFeZn + WFFeFA yielded the greatest decrease.

  12. 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....

  13. Problems of computerization in the brunch of preschool education

    Directory of Open Access Journals (Sweden)

    Podolyaka А.Е.

    2010-04-01

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

  14. Preschool Teachers' Level of Attitudes toward Early Mathematics Education

    OpenAIRE

    Çelik, Meryem

    2017-01-01

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

  15. Age Specifics of Cognitive Activity Development in Preschool Age

    OpenAIRE

    Klopotova E.E.; Samkova I.A.

    2017-01-01

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

  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. A survey on parental expectations toward preschool programs

    OpenAIRE

    菊池, 知美

    2009-01-01

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

  18. Effectiveness of a Danish early year preschool program

    DEFF Research Database (Denmark)

    Jensen, Bente; Holm, Anders; Bremberg, Sven

    2013-01-01

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

  19. [Gastroesophageal reflux disease in preschool children with asthma].

    Science.gov (United States)

    Yoshida, Yukinori; Kameda, Makoto; Nishikido, Tomoki; Takamatu, Isamu; Doi, Satoru

    2008-05-01

    In pediatric intractable asthma, there is occasionally an association with GERD (gastroesophageal reflux disease). It is not clear in which cases GERD should be suspected or how effective the GERD therapy is in treating the asthma. Twenty-seven preschool children (asthma attack in spite of asthma therapy underwent 24-hour esophageal pH monitoring. We examined retrospectively the incidence of GERD and the effectiveness of famotidine in GERD positive patients. 18 of the 27 patients (66.7%) had positive results (GERD positive group). In 12 of the 15 patients (80%) who underwent GERD therapy (famotidine), respiratory symptoms were decreased. In the GERD positive group, the incidence of acid reflux during waking hours was more frequent than during sleeping hours. In 8 of 12 patients (66.7%) in whom famotidine was effective, cough and wheeze often occurred during the daytime and corresponded with the time when acid reflux must commonly occurred. We conclude that children suffering from recurrent asthma attack in spite of asthma therapy must be examined for the presence of GERD.

  20. 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

  1. 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...

  2. INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Irena NOVACHEVSKA

    2011-04-01

    Full Text Available Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture.This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the pre­school staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture.

  3. Preschool literacy and second language learners

    DEFF Research Database (Denmark)

    Holm, Lars

    in the literacy events they meet in their day-care centers and kindergartens? Examining these social practices in pre-schools might illuminate the interplay between language and literacy and the learning processes of second language learners and contribute to the discussion about the need for re...... intending to enhance children´s language and literacy learning. The poor results of the PISA-measurement have in Denmark, Norway and Sweden drawn much attention to literacy and language in day-care centers and kindergartens and resulted in the development of a considerable number of social technologies...... (programs and concepts) intended to improve pre-school children’s literacy and language skills. Seen in a knowledge-society perspective the development might be characterized as an expansion of a life-long-learning evidence-based strategy into early childhood. The importance of development of early...

  4. The Traditional in Contemporary Curricula of Preschool Education

    Directory of Open Access Journals (Sweden)

    Kopas-Vukašinović Emina

    2016-02-01

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

  5. 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,...

  6. Do Space Requirement Applicable in Private Preschools?

    OpenAIRE

    Salleh Naziah Muhamad; Agus Salim Nuzaihan Aras; Kamaruzzaman Syahrul Nizam; Mahyuddin Norhayati

    2016-01-01

    Working or studying in a comfortable environment enhances not only well-being, but also satisfaction and therefore increase the productivity and learning. The numbers of private preschool in Malaysia boost every year. Frequently they operate in premises that have been fully refurbished. This has invited the questions on the building capability and space condition to provide a good environment to the children during the learning activities. Most of the building was refurbished to enhance it ap...

  7. Spite and Cognitive Skills in Preschoolers

    OpenAIRE

    Elisabeth Bügelmayer; C. Katharina Spieß

    2011-01-01

    Although spiteful preferences play a crucial role in the development of human large-scale cooperation, there is little evidence on spiteful behavior and its determinants in children. We investigate the relationship between children's cognitive skills and spiteful behavior in a sample of 214 preschoolers aged 5-6 and their mothers. Other-regarding behavior of both mothers and children is elicited through four simple allocation decisions. A key advantage of our study is that it is carried out i...

  8. The role of preschool in reducing inequality

    OpenAIRE

    Waldfogel, Jane

    2015-01-01

    Children from disadvantaged families have lower levels of school readiness when they enter school than do children from more advantaged families. Many countries have tried to reduce this inequality through publicly provided preschool. Evidence on the potential of these programs to reduce inequality in child development is now quite strong. Long-term studies of large publicly funded programs in Europe and Latin America, and newer studies on state and local prekindergarten programs implemented ...

  9. 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...

  10. 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.

  11. 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.

  12. 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.

  13. [Language Competence and Behavioural Problems in Preschool].

    Science.gov (United States)

    Rißling, J K; Melzer, J; Menke, B; Petermann, F; Daseking, M

    2015-10-01

    Children with language disorders are at increased risk of developing behavioural and emotional problems. The analysis focused on the question whether behavioural problems differ depending on the type of language deficit. The present study examines the behaviour of preschool children with different language impairments. The results of N=540 children aged between 4;0 and 5;11 years were analyzed. Language impairments were classified into phonetics/phonology (n=44), vocabulary (n=44), grammar (n=58), pragmatics (n=26) and multiple language impairments (n=171). In addition, a distinction was made between deficits in language production and comprehension. The children were compared with an unimpaired control group (n=197). The extent of emotional and behavioural problems were analyzed. The results indicate that emotional and behavioural problems differ depending on the type of language deficit already in preschoolers. Especially deficits in language comprehension, pragmatic impairments and multiple language impairments increase the risk of behavioural and emotional problems and hyperactivity. The relationship between language skills and emotional and behavioural problems should be emphasized in the developmental observation and documentation in preschool. In particular, the distinction between deficits in pragmatics and behavioural problems requires a differentiated examination to ensure an optimal intervention. © Georg Thieme Verlag KG Stuttgart · New York.

  14. 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,…

  15. The High/Scope Perry Preschool Study: A Case Study in Random Assignment.

    Science.gov (United States)

    Schweinhart, Lawrence J.

    2000-01-01

    Studied the long-term benefits of preschool programs for young children living in poverty in the High/Scope Perry Preschool Study, which examined the lives of 123 African Americans randomly divided into a preschool treatment group and a no-preschool comparison group. Cost-benefit analyses of data on these students to age 27 show beneficial effects…

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

    Science.gov (United States)

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

    1977-01-01

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

  17. 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…

  18. Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

    Science.gov (United States)

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

    2017-01-01

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

  19. Principle Elements of Curriculum in the Preschool Pattern of Montessori

    Science.gov (United States)

    Bahmaee, Azizollah Baboli; Saadatmand, Zohreh; Yarmohammadian, Mohammad Hossein

    2016-01-01

    Montessori the physician and educational philosopher was probably one of the most prominent and famous education theorizer in the field of preschool education. Current research attempts to extract and clarify the major elements of curriculum by reliance on Montessori viewpoints. In this paper first the philosophical basics of preschool education…

  20. Making Validated Educational Models Central in Preschool Standards.

    Science.gov (United States)

    Schweinhart, Lawrence J.

    This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher…

  1. Occupational Therapy in Preschools: A Synthesis of Current Knowledge

    Science.gov (United States)

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

    2018-01-01

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

  2. 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)

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

    Science.gov (United States)

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

    2014-01-01

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

  4. Lexical and metaphonological abilities in preschoolers with phonological disorders.

    Science.gov (United States)

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

    2010-01-01

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

  5. Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

    Science.gov (United States)

    Keefe-Cooperman, Kathleen; Brady-Amoon, Peggy

    2014-01-01

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

  6. Preschool Gifted Education: Perceived Challenges Associated with Program Development

    Science.gov (United States)

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

    2017-01-01

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

  7. 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.

  8. The Development of Preschoolers' Appreciation of Communicative Ambiguity

    Science.gov (United States)

    Nilsen, Elizabeth S.; Graham, Susan A.

    2012-01-01

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

  9. 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…

  10. 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.

  11. 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…

  12. Make More Time for Laughter in a Preschool Setting.

    Science.gov (United States)

    Hamlin, Barbara B.

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

  13. Punishment Insensitivity and Impaired Reinforcement Learning in Preschoolers

    Science.gov (United States)

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

    2014-01-01

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

  14. Impact of Thematic Approach on Communication Skill in Preschool

    Science.gov (United States)

    Ashokan, Varun; Venugopal, Kalpana

    2016-01-01

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

  15. Attitudes of the Macedonian Preschool Teachers toward Students with Disabilities

    Science.gov (United States)

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

    2016-01-01

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

  16. Pre-School Education in Morocco and Algeria

    Science.gov (United States)

    Bouzoubaa, Khadija; Benghabrit-Remaoun, Nouria

    2004-01-01

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

  17. Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool

    Science.gov (United States)

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

    2015-01-01

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

  18. English Verb Accuracy of Bilingual Cantonese-English Preschoolers

    Science.gov (United States)

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

    2017-01-01

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

  19. Intimate partner violence and preschoolers' explicit memory functioning.

    Science.gov (United States)

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

    2008-06-01

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

  20. Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

    Science.gov (United States)

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

    2012-01-01

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

  1. Interrelationships of child appetite, weight and snacking among Hispanic preschoolers

    Science.gov (United States)

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

  2. 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…

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

    Science.gov (United States)

    Bo Peep Productions, Eureka, MT.

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

  4. 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…

  5. Computer Education and Computer Use by Preschool Educators

    Science.gov (United States)

    Towns, Bernadette

    2010-01-01

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

  6. Moving House for Education in the Pre-School Years

    Science.gov (United States)

    Hansen, Kirstine

    2014-01-01

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

  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. Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

    Science.gov (United States)

    Sisson, Jamie Huff; Iverson, Susan V.

    2014-01-01

    Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

  9. Psychometric Properties of the Alabama Parenting Questionnaire-Preschool Revision

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

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

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

  11. See, Say, Write: A Writing Routine for the Preschool Classroom

    Science.gov (United States)

    Copp, Stefanie B.; Cabell, Sonia Q.; Tortorelli, Laura S.

    2016-01-01

    See, Say, Write is an adaptable classroom writing routine that teachers can use across a range of activities in the preschool classroom. This preschool writing routine offers an opportunity for teachers to build on a shared experience through engagement in rich conversation and writing. After a shared experience, teachers will provide a visual…

  12. Nature Preschools and Forest Kindergartens: The Handbook for Outdoor Learning

    Science.gov (United States)

    Sobel, David

    2016-01-01

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

  13. A Turkish Perspective on Nutrition Education and Preschool Children

    Science.gov (United States)

    Unusan, Nurhan; Sanlier, Nevin

    2007-01-01

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

  14. 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…

  15. Preschool Teacher Well-Being: A Review of the Literature

    Science.gov (United States)

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

    2014-01-01

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

  16. Preschools Under the Fair Labor Standards Act, July 1972.

    Science.gov (United States)

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

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

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

    Science.gov (United States)

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

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

  18. Cross-Informant Evaluations of Preschoolers' Adjustment in Different Cultures

    Science.gov (United States)

    Israelashvili, Moshe

    2017-01-01

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

  19. The Relation between Television Exposure and Executive Function among Preschoolers

    Science.gov (United States)

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

    2014-01-01

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

  20. Differentiated Rates of Growth across Preschool Dual Language Learners

    Science.gov (United States)

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

    2017-01-01

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

  1. 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…

  2. Assessment of Quality for Inclusive Programs in Greek Preschool Classrooms

    Science.gov (United States)

    Fyssa, Aristea; Vlachou, Anastasia

    2015-01-01

    The purpose of this study was to examine the quality of the practices that Greek teachers use to support the inclusion of children with disabilities in general preschools. Fifty-two preschool units for children between 4 and 6 years of age participated in this study. Data were collected through systematic observation with the use of the Inclusive…

  3. Evaluation of a Sexual Abuse Prevention Education for Chinese Preschoolers

    Science.gov (United States)

    Zhang, Wenjing; Chen, Jingqi; Feng, Yanan; Li, Jingyi; Liu, Chengfeng; Zhao, Xiaoxia

    2014-01-01

    Objectives: The purpose of this study was to test the feasibility of a sexual abuse prevention education in a sample of Chinese preschool children in Beijing, China. Method: One hundred and fifty preschool children were randomly assigned to either the intervention group (N = 78) or the wait-list control group (N = 72). Children were posttested on…

  4. 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.

  5. 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…

  6. Assessing Gross Motor Skills of Kosovar Preschool Children

    Science.gov (United States)

    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…

  7. 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…

  8. 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…

  9. Exploring the Phenomenology of Whiteness in a Swedish Preschool Class

    Science.gov (United States)

    Schwarz, Eva; Lindqvist, Beatriz

    2018-01-01

    This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how…

  10. 43 CFR 17.220 - Preschool, elementary, and secondary education.

    Science.gov (United States)

    2010-10-01

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

  11. Language Learning in Outdoor Environments: Perspectives of preschool staff

    Directory of Open Access Journals (Sweden)

    Martina Norling

    2015-03-01

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

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

    Science.gov (United States)

    Zupancic, Tomaž; Cagran, Branka; Mulej, Matjaž

    2015-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  14. 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…

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

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

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

  16. 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…

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

    OpenAIRE

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

    2009-01-01

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

  18. 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…

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

    Science.gov (United States)

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

    2016-01-01

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

  20. Preschool Teachers' Perceptions of Rough and Tumble Play vs. Aggression in Preschool-Aged Boys

    Science.gov (United States)

    DiCarlo, Cynthia F.; Baumgartner, Jennifer; Ota, Carrie; Jenkins, Charlene

    2015-01-01

    Rough and tumble play has been found to be positive for physical, social and cognitive development; it is often erroneously misinterpreted as aggression and generally stopped by preschool teachers. The current study sought to examine the relationship between teacher training and education and judgements about aggression in children. Ninety-four…

  1. 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)

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

    Science.gov (United States)

    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…

  3. 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…

  4. Nonsteroidal Anti-Inflammatory Drug Hypersensitivity in Preschool Children

    Directory of Open Access Journals (Sweden)

    Kidon Mona

    2007-12-01

    Full Text Available Although extensively studied in adults, nonsteroidal anti-inflammatory drug (NSAID hypersensitivity in children, especially in young children, remains poorly defined. Pediatricians, prescribing antipyretics for children, rarely encounter significant problems, but the few epidemiologic studies performed show conflicting results. Although it is clear that some patients with acetylsalicylic acid (ASA-sensitive asthma have their clinical onset of disease in childhood and bronchoconstriction after ASA challenge is seen in 0 to 22% of asthmatic children so challenged, ibuprofen at antipyretic doses may cause acute respiratory problems only in a very small number of mild to moderate asthmatics. The recently elucidated mechanism of action of acetaminophen may explain some occurrences of adverse reactions in patients with cross-reactive NSAID hypersensitivity on the basis of its inhibitory activity on the newly described enzyme, cyclooxygenase (COX-3. This nonspecific sensitivity to inhibition of COX is most likely genetically determined and shows a remarkable association with atopic disease even in the very young age group and possibly an increased predilection in specific ethnic groups. This review summarizes state-of-the-art published data on NSAID hypersensitivity in preschool children.

  5. SMOKING HABITS OF NIS PRESCHOOL CHILDREN'S PARENTS

    Directory of Open Access Journals (Sweden)

    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.

  6. Augmented Reality: Daily Prayers for Preschooler Student

    OpenAIRE

    Hendra Pradibta

    2018-01-01

    Education is one of the aspects that many synthesized with technology. Yet, this is contrary to the fact that where most of the learning materials are still based on text. This research aims to develop an alternative learning media by implementing Augmented Reality Technology for Preschooler students. Augmented Reality (AR) is an application that can combine the virtual object as text, pictures and animation into the real world. Development of Augmented Reality application uses Web Aurasma Ba...

  7. Behavioral/Emotional Problems of Preschoolers

    DEFF Research Database (Denmark)

    Rescorla, L.A.; Achenbach, T.M.; Ivanova, M.Y.

    2012-01-01

    This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age...... and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly...

  8. Curriculum in preschool. Adjustment or libetation?

    DEFF Research Database (Denmark)

    Broström professor m.so., Stig

    2012-01-01

    on this tendency and consider developing an alternative approach: Critical early childhood education. On the basis of a critical theory of society, a theory of recognition (Honneth, 1995), a Bildung oriented critical-constructive Didaktik* (Klafki, 1995, 1998) and various childhood approaches (Dahlberg, Moss......, & Pence, 2001, 2007), this article will present an outline of critical preschool education. * The German term Didaktik is not the equivalent of the English term didactics. The concept of Didaktik goes beyond both didactics and the term curriculum by focusing on both democratic aims and content...

  9. BUDESONIDE TREATMENT IN CHILDREN PRESCHOOL AGE

    Directory of Open Access Journals (Sweden)

    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

  10. Motor competence and characteristics within the preschool environment.

    Science.gov (United States)

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

    2017-08-01

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

  11. 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

  12. 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

  13. [Quality scale for preschool spirometry interpretation].

    Science.gov (United States)

    Gatto, Francisca; Bedregal, Paula; Ubilla, Carlos; Barrientos, Hortensia; Caussade, Solange

    2017-02-01

    Since 2007, there are international guidelines for implementation and interpretation of spirometry in preschool children. A percentage of these patients cannot obtain maneuvers that meet all eligibility criteria. The objective of this study was to develop a quality scale for interpreting these partially acceptable spirometry. Delphi methodology was used, which allows to reach consensus among experts analyzing a defined problem. We invited to participate pediatric pneumologists dedicated to lung function and who participated actively in scientific specialty societies in Chile. Successive rounds were conducted with questionnaires about criteria used to assess spirometry in preschool children. These criteria define the acceptability of spirometric maneuvers according to international guidelines. Proposed quality grades were “very good”, “good”, “fair” and “bad”. Thirteen of the 15 invited experts accepted our invitation. In the first round 9 disagreed with the degree of “regular” quality. In the second round this was removed and 11 experts answered, 9 of them agreed with the use of this new version. The most contentious criterion was the end of expiration. Most experts agreed with the final scale, using “very good”, “good” and “bad” judgments. This would help to improve the performance of spirometry in children between 2 and 5 years.

  14. 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.

  15. 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.

  16. Food brand recognition and BMI in preschoolers.

    Science.gov (United States)

    Harrison, Kristen; Moorman, Jessica; Peralta, Mericarmen; Fayhee, Kally

    2017-07-01

    Children's food brand recognition predicts health-related outcomes such as preference for obesogenic foods and increased risk for overweight. However, it is uncertain to what degree food brand recognition acts as a proxy for other factors such as parental education and income, child vocabulary, child age, child race/ethnicity, parent healthy eating guidance, child commercial TV viewing, and child dietary intake, all of which may influence or be influenced by food brand recognition. U.S. preschoolers (N = 247, average age 56 months) were measured for BMI and completed the Peabody Picture Vocabulary Test plus recognition and recall measures for a selection of U.S. food brands. Parents completed measures of healthy eating guidance, child dietary intake, child commercial TV viewing, parent education, household income, parent BMI, and child age and race/ethnicity. Controlling these variables, child food brand recognition predicted higher child BMI percentile. Further, qualitative examination of children's incorrect answers to recall items demonstrated perceptual confusion between brand mascots and other fantasy characters to which children are exposed during the preschool years, extending theory on child consumer development. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Frequency of foot deformity in preschool girls

    Directory of Open Access Journals (Sweden)

    Mihajlović Ilona

    2010-01-01

    Full Text Available Background/Aim. In order to determine the moment of creation of postural disorders, regardless of the causes of this problem, it is necessary to examine the moment of entry of children into a new environment, ie. in kindergarten or school. There is a weak evidence about the age period when foot deformity occurs, and the type of these deformities. The aim of this study was to establish the relationship between the occurrence of foot deformities and age characteristics of girls. Methods. The research was conducted in preschools 'Radosno detinjstvo' in the region of Novi Sad, using the method of random selection, on the sample of 272 girls, 4-7 years of age, classified into four strata according to the year of birth. To determine the foot deformities measurement technique using computerized digitized pedografy (CDP was applied. Results. In preschool population girls pes transversoplanus and calcanei valga deformities occurred in a very high percentage (over 90%. Disturbed longitudinal instep ie flat feet also appeared in a high percentage, but we noted the improvement of this deformity according to increasing age. Namely, there was a statistically significant correlation between the age and this deformity. As a child grows older, the deformity is lower. Conclusion. This study confirmed that the formation of foot arches probably does not end at the age of 3-4 years but lasts until school age.

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

    Science.gov (United States)

    Rosenberg, Michael S.; And Others

    1989-01-01

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

  19. 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.

  20. Parental knowledge of pre-school child oral health.

    Science.gov (United States)

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

    2013-10-01

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

  1. Preschool Age Populations Research Needs - NCS Dietary Assessment Literature Review

    Science.gov (United States)

    Drawing conclusions from the validation studies on preschool populations discussed in this chapter is difficult because of the varied study designs, the relatively small study populations, and limited number of studies on each dietary assessment method.

  2. 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

  3. [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.

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

    DEFF Research Database (Denmark)

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

    2014-01-01

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

  5. 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...

  6. COMMUNICATION WITH PARENTS PRE-SCHOOL EDUCATION VIA MODERN TECHNOLOGY

    OpenAIRE

    KOZLOVÁ, Lucie

    2009-01-01

    My bachelor thesis address the question of communication with parents in the pre-school education using modern technologies in our and other countries. In this thesis I tried to determine the real state of usage of modern communication technologies at chosen pre-school education facilities by interview research. Based on this research I suggest the optimal solution of this communication problem on the level of current modern communication technologies.

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Angeline S. Lillard

    2017-10-01

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

  9. 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...

  10. Positioning masculinities and femininities in preschool EFL education

    OpenAIRE

    Castañeda - Peña, Harold; Pontificia Universidad Javeriana

    2008-01-01

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

  11. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

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

    OpenAIRE

    Jain, Monica

    2013-01-01

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

  13. A selection of Slovenian literary heroes for the preschool period

    OpenAIRE

    Dolinar, Ana

    2014-01-01

    In preschools, Slovenian literary heroes are being displaced by foreign fantastic heroes that impress children via cartoons, magazines and video games. Slovenian heroes are an important part of our culture and can act as companions of sorts within citizenship education of youngsters. This thesis should serve as a promotion of Slovenian literary heroes for children of all ages, beginning with the preschool period. The thesis defines the selection criterion of characters; it introduces their st...

  14. Efficacy of steroid treatments in the asthmatic preschool child

    DEFF Research Database (Denmark)

    Bisgaard, H

    2002-01-01

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

  15. 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.

  16. Mathematics and Science Learning Opportunities in Preschool Classrooms

    Science.gov (United States)

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

    2014-01-01

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

  17. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    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

  18. Prognosis of Preschool Eczema and Factors of Importance for Remission.

    Science.gov (United States)

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

    2018-03-02

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

  19. METHODIC OF DEVELOPMENT OF MOTOR GIFTEDNESS OF PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    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.

  20. Exposure assessment of food preservatives (sulphites, benzoic and sorbic acid) in Austria.

    Science.gov (United States)

    Mischek, Daniela; Krapfenbauer-Cermak, Christine

    2012-01-01

    An exposure assessment was performed to estimate the potential intake of preservatives in the Austrian population. Food consumption data of different population groups, such as preschool children aged 3-6 years, female and male adults aged 19-65 years were used for calculation. Levels of the preservatives in food were derived from analyses conducted from January 2007 to August 2010. Dietary intakes of the preservatives were estimated and compared to the respective acceptable daily intakes (ADIs). In the average-intake scenario, assuming that consumers randomly consume food products that do or do not contain food additives, estimated dietary intakes of all studied preservatives are well below the ADI for all population groups. Sulphite exposure accounted for 34%, 84% and 89% of the ADI in preschool children, females and males, respectively. The mean estimated daily intake of benzoic acid was 32% (preschool children), 31% (males) and 36% (females) of the ADI. Sorbic acid intakes correspond to 7% of the ADI in preschool children and 6% of the ADI in adults. In the high-intake scenario assuming that consumers always consume food products that contain additives and considering a kind of brand loyalty of consumers, the ADI is exceeded for sulphites among adults (119 and 124%, respectively). Major contributors to the total intake of sulphites were wine and dried fruits for adults. Mean estimated dietary intakes of benzoic acid exceeded the ADI in all population groups, 135% in preschool children, 124% in females and 118% of the ADI in males, respectively. Dietary intakes of sorbic acid are well below the ADI, accounting for a maximum of 30% of the ADI in preschool children. The highest contributors to benzoic and sorbic acid exposure were fish and fish products mainly caused by high consumption data of this large food group, including also mayonnaise-containing fish salads. Other important sources of sorbic acid were bread, buns and toast bread and fruit and vegetable

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

    OpenAIRE

    Zupančič, Tomaž; Mulej, Matjaž; Čagran, Branka

    2017-01-01

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

  2. 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...

  3. Preschoolers affect others' reputations through prosocial gossip.

    Science.gov (United States)

    Engelmann, Jan M; Herrmann, Esther; Tomasello, Michael

    2016-09-01

    Providing evaluative information to others about absent third parties helps them to identify cooperators and avoid cheaters. Here, we show that 5-year-olds, but not 3-year-olds, reliably engage in such prosocial gossip. In an experimental setting, 5-year-old children spontaneously offered relevant reputational information to guide a peer towards a cooperative partner. Three-year-old children offered such evaluative information only rarely, although they still showed a willingness to inform in a non-evaluative manner. A follow-up study revealed that one component involved in this age difference is children's developing ability to provide justifications. The current results extend previous work on young children's tendency to manage their own reputation by showing that preschoolers also influence others' reputations via gossip. © 2016 The British Psychological Society.

  4. Lithuanian narrative language at preschool age

    Directory of Open Access Journals (Sweden)

    Ingrida Balčiūnienė

    2012-05-01

    Full Text Available The paper deals with the main linguistic indications of Lithuanian preschoolers’ narratives. The analysis is based on experimental data of 24 typically developing monolingual Lithuanian children (6–7 years of age from middle-class families, attending a state kindergarten in Kaunas (Lithuania. During the experiment, the children were asked to tell a story according to the Cat Story (Hickmann 1993 picture sequence. The stories were recorded, transcribed and annotated for an automatic analysis using CHILDES software. During the analysis, the syntactic complexity, lexical diversity, and general productivity (MLUw and type/token ratio of the narratives were investigated. The results indicated the main microstructural tendencies of Lithuanian narrative language at preschool age.DOI: http://dx.doi.org/10.5128/ERYa8.02

  5. 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.

  6. Transitions from preschool to primary school

    DEFF Research Database (Denmark)

    Broström, Stig; Einarsdottir, Johanna; Vrinioti, Kalliope

    2010-01-01

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

  7. 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

  8. 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

  9. "I'm Happy with My Mommy": Low-Income Preschoolers' Causal Attributions for Emotions.

    Science.gov (United States)

    Curenton, Stephanie M.; Wilson, Melvin N.

    2003-01-01

    This study examined low-income African American and European American preschoolers' socioemotional causal attributions. Results indicate that younger preschoolers, particularly young African Americans, may need help articulating emotions. Adults can support children's emotional reasoning through scaffolding. (Author)

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

    Science.gov (United States)

    Birch, Leann Lipps

    1980-01-01

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

  11. 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.

  12. Measuring preschool learning engagement in the laboratory.

    Science.gov (United States)

    Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

    2018-03-01

    Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. 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.

  14. The prevalence of dental erosion in 5-year-old preschoolers in Sharjah, United Arab Emirates.

    Science.gov (United States)

    Gopinath, Vellore Kannan

    2016-01-01

    The aim of this study was to determine the percentage of 5-year-old preschoolers in Sharjah, affected by dental erosion and to assess the predictors. A total of 403 5-year-old children were examined of which 48.14% (n = 194) were boys and 51.86% (n = 209) were girls; 31.27% (n = 126) were Emirati and 68.73% (n = 277) were non-Emirati Arabs. Examination of dental erosion was confined to palatal surfaces of maxillary incisors using the erosion index described in the UK National Survey of Children's Dental Health, 1993. Dental caries was charted using the World Health Organization 1997 criteria. In the sample of 403 5-year-old preschoolers examined, dental erosion was apparent in 237 (58.80%) children, with 55.09% showing the dissolution of enamel and 3.72% exhibiting exposed dentin. Predictors of dental erosion as determined by logistic regression concluded that compared to Emirati citizens other Arab nationalities have 0.27 times the odds (95% confidence interval [CI] =0.18-0.42) of having tooth erosion (P United Arab Emirates, were affected by dental erosion. Caries experience and consumption of acidic drinks were associated with dental erosion.

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

    OpenAIRE

    丸山, 京子; Kyoko, Maruyama

    2001-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  17. 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…

  18. Turkish Preschool Teachers' Beliefs on Integrated Curriculum: Integration of Visual Arts with Other Activities

    Science.gov (United States)

    Ozturk, Elif; Erden, Feyza Tantekin

    2011-01-01

    This study investigates preschool teachers' beliefs about integrated curriculum and, more specifically, their beliefs about integration of visual arts with other activities. The participants of this study consisted of 255 female preschool teachers who are employed in preschools in Ankara, Turkey. For the study, teachers were asked to complete…

  19. In-Service Preschool Teachers' Thoughts about Technology and Technology Use in Early Educational Settings

    Science.gov (United States)

    Kara, Nuri; Cagiltay, Kursat

    2017-01-01

    The purpose of this study is to understand in-service preschool teachers' thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who…

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

    Science.gov (United States)

    Blaškovic, Jelena

    2015-01-01

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

  1. 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…

  2. A Cross-Cultural Study of Preschool Quality in South Korea and Sweden: ECERS Evaluations

    Science.gov (United States)

    Sheridan, Sonja; Giota, Joanna; Han, You-Me; Kwon, Jeong-Yoon

    2009-01-01

    The aim of the study is to explore cross-cultural similarities and differences in preschool quality in South Korean and Swedish preschools as measured by two national adaptations of the Early Childhood Environment Rating Scale (ECERS). The approach adopted is that cross-cultural comparisons of preschool quality are both achievable and of great…

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

    Science.gov (United States)

    Fedorenko, Marina V.; Bykova, Svetlana S.

    2016-01-01

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

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

    Science.gov (United States)

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

    2017-01-01

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

  5. 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…

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

    Science.gov (United States)

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

    2015-01-01

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

  7. Parents and Preschool Workers' Perceptions of Competence, Collaboration, and Strategies for Addressing Bullying in Early Childhood

    Science.gov (United States)

    Cameron, David Lansing; Kovac, Velibor Bobo

    2017-01-01

    The purpose of this study was to explore and compare parents' (n = 141) and preschool workers' (n = 81) perceptions of bullying with respect to preschool workers' competence, collaboration with parents, and strategies for dealing with bullying. Whereas most participants held positive views about their collaboration, preschool workers tended to be…

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

    African Journals Online (AJOL)

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

  9. Science and Mathematics Teaching Efficacy Beliefs of Pre-School Teachers

    Science.gov (United States)

    Aydogdu, Bülent; Peker, Murat

    2016-01-01

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

  10. Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

    Science.gov (United States)

    Hedlin, Maria; Gunnarsson, Gunilla

    2014-01-01

    The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how…

  11. 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…

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

    Science.gov (United States)

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

    2014-01-01

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

  13. 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% ...

  14. 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…

  15. 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'…

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

    Science.gov (United States)

    Elfström Pettersson, Katarina

    2015-01-01

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

  17. The Effectiveness of an Additional Stretching Exercise Program in Improving Flexibility Level among Preschool Boys

    Science.gov (United States)

    Lee, Wee Akina Sia Seng; Rengasamy, Shabeshan A/L; Raju, Subramaniam A/L

    2014-01-01

    This study was conducted to examine the effectiveness of a two minutes' additional stretching exercise program in a 30 minutes games teaching lesson in improving the flexibility level of 6 year old preschool boys (M = 5.92, SD = 0.27) in a preschool in Malaysia. Fifty (50) preschool boys were selected for the study based on the intact sampling…

  18. Benefits, Costs, and Explanation of the High/Scope Perry Preschool Program.

    Science.gov (United States)

    Schweinhart, Lawrence J.

    The High/Scope Perry Preschool Study is a study of the effects of a high-quality preschool program for children born in poverty. Following 123 children randomly assigned to program or no-program control groups, the study has had little attrition on a variety of measures from age 3 to age 41. The study has found evidence of preschool program…

  19. 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…

  20. 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

  1. Decreasing Stereotypy in Preschoolers with Autism Spectrum Disorder: The Role of Increased Physical Activity and Function

    Science.gov (United States)

    McLaughlin, Constance Ann Hylton

    2010-01-01

    This study used increased physical activity during recess to reduce stereotypy in preschoolers with Autism Spectrum Disorder. Results indicate increasing physical activity can be used as an intervention to reduce automatically maintained stereotypy in preschoolers with ASD. The intervention had a lesser effect on a preschooler whose stereotypy was…

  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. Fussy Girls and Chattering Women--The Construct and Subordination of Femininity in Preschool Teacher Training

    Science.gov (United States)

    Hedlin, Maria; Åberg, Magnus

    2018-01-01

    In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are "feminine", and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. "Femininity" might be used…

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

    Science.gov (United States)

    Sheridan, Sonja; Gjems, Liv

    2017-01-01

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

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

    Science.gov (United States)

    Arslan, Emel

    2017-01-01

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

  6. Preschool Teacher Education as an Example of an Open Social System

    Science.gov (United States)

    Tekmen, Belkis

    2017-01-01

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

  7. 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.

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

    Science.gov (United States)

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

    2018-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2015-03-01

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

  11. Planning and Evaluating Educational Work in Slovene Preschools

    Directory of Open Access Journals (Sweden)

    Marcela Batistič Zorec

    2012-01-01

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

  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. Promoting mental health in Swedish preschool-teacher views.

    Science.gov (United States)

    Isaksson, Pernilla; Marklund, Bertil; Haraldsson, Katarina

    2017-02-01

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

  14. 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.

  15. Language development and assessment in the preschool period.

    Science.gov (United States)

    Conti-Ramsden, Gina; Durkin, Kevin

    2012-12-01

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

  16. Abnormal lung function at preschool age asthma in adolescence?

    Science.gov (United States)

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

    2018-05-01

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

  17. 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

  18. 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.

  19. Fatty fish intake and cognitive function: FINS-KIDS, a randomized controlled trial in preschool children.

    Science.gov (United States)

    Øyen, Jannike; Kvestad, Ingrid; Midtbø, Lisa Kolden; Graff, Ingvild Eide; Hysing, Mari; Stormark, Kjell Morten; Markhus, Maria Wik; Baste, Valborg; Frøyland, Livar; Koletzko, Berthold; Demmelmair, Hans; Dahl, Lisbeth; Lie, Øyvind; Kjellevold, Marian

    2018-03-12

    Marine resources including fatty fish are important sources of n-3 long chain polyunsaturated fatty acids (n-3 LC-PUFAs), which are important for brain development. To our knowledge, this is the first randomized controlled trial (RCT) investigating the impact of fatty fish on cognition in preschool children. The purpose of the trial was to investigate whether an increased intake of fatty fish compared to meat improves cognitive function in children 4-6 years old. The children (n = 232) in this two-armed RCT, Fish Intervention Studies-KIDS (FINS-KIDS) were recruited from 13 kindergartens in Bergen, Norway. They were randomly assigned to lunch meals with fatty fish (herring/mackerel) or meat (chicken/lamb/beef) three times a week for 16 weeks. The fish and meat were weighed before and after the meals to record the exact consumption (dietary compliance). The primary outcome was cognitive function measured by the Wechsler Preschool and Primary Scale of Intelligence, 3rd edition (WPPSI-III) and fine-motor coordination measured by the 9-Hole Peg Test (9-HPT) at pre- and post-intervention. Biological samples (blood, urine, hair), and questionnaires to the caregivers were included at both time points. Linear mixed effect models with a random intercept for kindergarten were used to analyze changes from pre- to post-intervention in the primary outcome variables. There were 218 children included in the trial (105 in the fish, and 113 in the meat group). The children consumed a mean (standard deviation) of 2070 (978) g fish or 2675 (850) g meat from the study meals (p < 0.0001). The fish group had a significant increase of red blood cell n-3 LC-PUFAs. The intervention had no effect on the WPPSI-III scores (mean change total raw score; fish group 17.7, 95% confidence interval (CI) 14.8-20.7 vs meat group 17.8, 95% CI 15.0-20.6, p = 0.97) in the main analyses. In the sub-analyses, adjusting for dietary compliance, the fish group showed a higher improvement on total raw score (20

  20. 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.

  1. 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.

  2. 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.

  3. An Investigation of Creativity Among Children Attending Preschools

    Directory of Open Access Journals (Sweden)

    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.

  4. Participation in sports practice and motor competence in preschoolers

    Directory of Open Access Journals (Sweden)

    Daniel da Rocha Queiroz

    2014-03-01

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

  5. 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.

  6. Interpreting values in the daily practices of Nordic preschools

    DEFF Research Database (Denmark)

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

    2016-01-01

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

  7. 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...

  8. Looking at sexual education in pre-school education

    Directory of Open Access Journals (Sweden)

    Estrella García Quintero

    2015-05-01

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

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

    OpenAIRE

    Vanvuchelen, Marleen; Vochten, Christine

    2011-01-01

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

  10. 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.

  11. A diet quality index for American preschoolers based on current dietary intake recommendations and an indicator of energy balance.

    Science.gov (United States)

    Kranz, Sibylle; Hartman, Terryl; Siega-Riz, Anna Maria; Herring, Amy H

    2006-10-01

    Based on current dietary intake recommendations and a recommendation to limit sedentary activity in preschoolers, an overall diet quality index for preschoolers (RC-DQI) incorporating a component for energy balance to measure adequacy of nutrition for growth, development, and disease prevention was developed. The newly developed index was used in nationally representative samples of 2- to 5-year-olds in the US Department of Agriculture Continuing Survey of Food Intakes by Individuals 1994-96 and 1998 (n=5,437). Index components included added sugar, total fat, polyunsaturated fatty acids, total and whole grains, fruits, vegetables, excess fruit juice, dairy, iron, and an interaction term of total daily energy intake and sedentary behavior (television time). Points were allocated to reflect deficient or excessive intakes. Means and standard errors were used to describe food intakes and RC-DQI scores. Ability to differentiate diets was ascertained using mean intakes of food groups/nutrients followed by a nonparametric test of trends across ordered groups. Correlation coefficients measured dependence among RC-DQI components, nutrients, and overall energy intakes. Component scores of the highest and lowest quartile of RC-DQI were compared. Mean RC-DQI score was 64 points (range=28 to 93). Increasing RC-DQI scores were associated with improved diet quality. Children in the lowest RC-DQI quartile scored lower in all components. The RC-DQI successfully differentiated diets by level of diet quality. Increasing scores were associated with decreasing consumption of added sugar and juices, and increasing intakes of fiber, essential fatty acids, fruits, and vegetables. The RC-DQI can be used to determine diet quality in groups of preschool-age children.

  12. PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

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

  13. Neurodevelopment in preschool idiopathic toe-walkers.

    Science.gov (United States)

    Martín-Casas, P; Ballestero-Pérez, R; Meneses-Monroy, A; Beneit-Montesinos, J V; Atín-Arratibel, M A; Portellano-Pérez, J A

    2017-09-01

    Idiopathic toe walking, a differential diagnosis for neurological and orthopaedic disorders, has been associated with neurodevelopmental alterations. Neurodevelopmental assessment at early ages using specific tests may improve management and follow-up of these patients. The aim of our study is to analyse the neurodevelopmental characteristics of preschool idiopathic toe-walkers (ITW) by comparing them to a control group. Our descriptive cross-sectional study compared possible risk factors, neurodevelopmental characteristics, and scores on the Child Neuropsychological Maturity Questionnaire (CUMANIN) between a group of 56 ITWs aged 3 to 6 and a control group including 40 children. The proportion of males was significantly higher in the ITW group (P=.008). The percentage of patients with a family history (P=.000) and biological risk factors during the perinatal period (P=.032) was also higher in this group. According to the parents' reports, motor coordination in ITWs was significantly poorer (59%; P=.009). ITWs scored significantly lower on CUMANIN subscales of psychomotricity (=0,001) and memory (P=.001), as well as in verbal development (P=.000), non-verbal development (P=.026), and overall development (P=.004). Foot preference was less marked in the ITW group (P=.047). The neurodevelopmental characteristics of our sample suggest that idiopathic toe walking is a marker of neurodevelopmental impairment. However, further studies are necessary to confirm these findings. Copyright © 2016 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

  14. Preschool Predictors of Kindergarten Language Outcomes

    Directory of Open Access Journals (Sweden)

    Anne Walk

    2015-01-01

    Full Text Available The aim of the present study is to explore a variety of cognitive and social variables which are most relevant to children’s linguistic success in an educational setting. The study examines kindergarten English language outcomes in classrooms containing monolingual English speaking children and bilingual children who speak English and one other language. Data from the National Center for Early Development and Learning Multistate Study of Pre-Kindergarten (2001-2003 regarding classroom and student characteristics were used for bilingual (N = 120 and monolingual (N = 534 children. Hierarchical regression analysis (Study 1 and path analysis (Study 2 were conducted to determine the cognitive and social variables present in preschool that are most predictive of English skills in kindergarten. The results of the studies demonstrate that social variables were important for both monolingual and bilingual children. Personality variables were more predictive for monolingual children, whereas teacher relationship variables were more important for bilingual children. Simple and routine adult interaction was predictive of English skills in both groups, which may indicate the importance of implicit learning over explicit instruction in early language acquisition. The present studies found different predictors of English language skills for monolingual and bilingual kindergarteners.

  15. Theoretical explanations for preschoolers' lowercase alphabet knowledge.

    Science.gov (United States)

    Pence Turnbull, Khara L; Bowles, Ryan P; Skibbe, Lori E; Justice, Laura M; Wiggins, Alice K

    2010-12-01

    Letter knowledge is a key aspect of children's language development, yet relatively little research has aimed to understand the nature of lowercase letter knowledge. We considered 4 hypotheses about children's lowercase letter knowledge simultaneously--uppercase familiarity, uppercase-lowercase similarity, own-name advantage, and frequency in printed English--as well as 3 interactions. Participants were 461 children ranging in age from 3 to 5 years, all of whom attended public preschool programs serving primarily children from low-income homes, who completed a letter naming task. Uppercase familiarity was the strongest predictor of children's lowercase alphabet knowledge; children were more than 16 times more likely to know a lowercase letter if they knew the corresponding uppercase letter. Uppercase-lowercase similarity and frequency in printed English also predicted children's lowercase letter knowledge, as did the interaction between uppercase familiarity and own-name advantage and the interaction between uppercase familiarity and uppercase-lowercase similarity. Findings suggest that transference from uppercase letter knowledge may be a primary mechanism for lowercase letter knowledge and that young children's knowledge of the lowercase alphabet letters is multiply determined.

  16. 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.

  17. Preschool Teachers' Language and Literacy Practices with Dual Language Learners.

    Science.gov (United States)

    Sawyer, Brook E; Hammer, Carol Scheffner; Cycyk, Lauren M; López, Lisa; Blair, Clancy; Sandilos, Lia; Komaroff, Eugene

    The purposes of this study were to (a) examine the degree to which teachers used linguistically responsive practices to support the language and literacy development of Spanish-speaking Dual Language Learners (DLL) and (b) to investigate the associations between these practices and select teacher-level factors. The sample consisted of 72 preschool teachers. Observational data were collected on practices. Teachers self-reported on language and culture beliefs, Spanish speaking ability, and classroom composition. Results indicated that teachers, including those who spoke Spanish, used few linguistically responsive practices to support preschool DLLs. Only Spanish-speaking ability was related to practices. Implications for targeted professional development are discussed.

  18. Democracy and care: Values education in Nordic preschool

    DEFF Research Database (Denmark)

    Hansen, Ole Henrik; Skriver Jensen, Anders; Broström, Stig

    2018-01-01

    This chapter deals with caring and democratic values expressed in interaction between educators and children (between one to five years) in Nordic preschool settings. Data consist of video sequences based in several preschools from each Nordic countries. The theoretical position is based...... on Tomasello and Klafki . Democratic values are with reference to Klafki related to influence, rights, freedom, co-determination solidarity and emphatic life style. Care is expressed when the educator shows a specific emotional attitude, openness and sensitivity and strives to understand the child...... is needed in order to create an intentional and goal-oriented values education....

  19. 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.

  20. 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...

  1. Preschool Child Care and Child Well-being in Germany

    DEFF Research Database (Denmark)

    Kaiser, Micha; Bauer, Jan M.

    Because the value of preschool child care is under intensive debate among both policymakers and society in general, this paper analyzes the relation between preschool care and the well-being of children and adolescents in Germany. It also examines differences in outcomes based on child...... socioeconomic background by focusing on the heterogeneous effects for migrant children. Our findings, based on data from the German Health Interview and Examination Survey of Children and Adolescents, suggest that children who have experienced child care have a slightly lower well-being overall. For migrant...

  2. 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...

  3. 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...

  4. 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...

  5. 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...

  6. Aspartic acid

    Science.gov (United States)

    ... we eat. Aspartic acid is also called asparaginic acid. Aspartic acid helps every cell in the body work. It ... release Normal nervous system function Plant sources of aspartic acid include: avocado, asparagus, and molasses. Animal sources of ...

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

    Directory of Open Access Journals (Sweden)

    Laufey Axelsdóttir

    2014-06-01

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

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

    Science.gov (United States)

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

    2018-01-01

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

  9. 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…

  10. Effects of Preschool Intervention Strategies on School Readiness in Kindergarten

    Science.gov (United States)

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

    2015-01-01

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

  11. 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…

  12. 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 ...

  13. Jump-Starting Preschoolers' Emergent Literacy: The Entomologist Tool Kit

    Science.gov (United States)

    Byington, Teresa A.; Kim, YaeBin

    2017-01-01

    Young children gain emergent literacy skills during the preschool years. Oral language development is enhanced as students engage in dialogue with teachers and peers. The use of topical vocabulary is linked to greater gains in students' vocabulary development. Students acquire emergent writing skills as they participate in spontaneous and guided…

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

    Science.gov (United States)

    Park, Sung-Hee; Bang, Kyung-Sook

    2013-02-01

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

  15. Immersion and Identity: Experiences of an African American Preschool Child

    Science.gov (United States)

    McCullough, Ruanda Garth; Reyes, Sharon Adelman

    2010-01-01

    This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition,…

  16. Dental Care Issues for African Immigrant Families of Preschoolers

    Science.gov (United States)

    Obeng, Cecilia S.

    2008-01-01

    This article examines dental health issues for African immigrant families of preschoolers living in the United States. The study was done within the framework of narrative inquiry and ethnographic impressionism. Through personal interviews and questionnaire completion, 125 parents of children ages 3 to 5 answered questions about ways in which…

  17. Telling Stories Digitally: An Experiment with Preschool Children

    Science.gov (United States)

    Kocaman-Karoglu, Aslihan

    2015-01-01

    With the emergence of the new technologies, twenty-first-century learning involves the application of new media in educational environments. Digital storytelling (DST) is a method that blends traditional storytelling with new technologies. This study was designed to compare the conceptual understanding of preschool students in DST classrooms with…

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

    Directory of Open Access Journals (Sweden)

    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.

  19. 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

  20. Complementary Feeding Pattern in a Population of Pre-school ...

    African Journals Online (AJOL)

    Objective: It has been postulated that offering bland diets to infants could habituate to food refusal during early childhood. To investigate the complementary feeding pattern in Nigerian preschool children and a possible association with their current feeding habits, a cross-sectional study of two hundred (200) children was ...

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

    Directory of Open Access Journals (Sweden)

    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.

  2. A CURRICULUM FOR THE PRE-SCHOOL CHILD.

    Science.gov (United States)

    MOLITOR, M. GRAHAM; AND OTHERS

    THIS PRESCHOOL PROGRAM OF THE SOUTHERN WISCONSIN COLONY AND TRAINING SCHOOL IS PLANNED TO PROVIDE STIMULATION AND EXPERIENCES SIMILAR TO THOSE WHICH A MOTHER MIGHT PROVIDE AT HOME. EXPERIENCES PROVIDE OPPORTUNITIES FOR INDULGENCE OF CURIOSITY AND IMAGINATION, COMFORTABLE COMPETITION WITH SELF AND OTHERS, RECOGNITION AND ATTENTION AS AN INDIVIDUAL,…

  3. Designing and Creating an Educational App Rubric for Preschool Teachers

    Science.gov (United States)

    Papadakis, Stamatios; Kalogiannakis, Michail; Zaranis, Nicholas

    2017-01-01

    International studies indicate that the use of smart mobile devices and their accompanying educational applications (apps) can revolutionize young children's learning experiences. Although there is a vast array of educational apps for preschoolers, they are not actually educational in their majority. In this context, it is important for preschool…

  4. Dental pain and associated factors in Brazilian preschoolers

    Directory of Open Access Journals (Sweden)

    João Gabriel Silva Souza

    Full Text Available Abstract Objective: To describe the prevalence of dental pain in Brazilian preschoolers, as well as its associated factors, considering a representative sample of that population group in Brazil. Methods: Cross-sectional study that used the analytical data from national oral health survey (SB Brazil carried out in 2010. A representative sample of Brazilian preschoolers aged 5 years was considered. Interviews were carried out (answered by parents/tutors, as well as clinical examinations in children. Descriptive, bivariate and mutiple analyzes were performed, described in odds ratios and 95% confidence interval (OR/95%CI. Results: 7280 preschoolers were included. Of these, 1520 (21.1% had dental pain in the last 6 months. The chance of the occurrence of dental pain was higher among those who used dental services (1.51/1.02–2.23, with tooth decay (3.08/2.08–4.56, that self-perceveid the need for dental treatment (3.96/2.48–6.34, whose parents reported dissatisfaction by children with their teeth and mouth (1.47/1.04–2.10 and those who reported impact of oral problems on quality of life (5.76/3.90–8.49. Conclusions: The prevalence of dental pain among Brazilian preschool children was relatively high, being associated with the use of dental services and the normative and subjective oral health status.

  5. Oral parafunctional habits among preschool children in Riyadh, Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Awrad Aloumi

    2018-01-01

    Conclusion: Nail-biting habit was highly prevalent among preschool children in Riyadh, followed by mouth breathing, thumb sucking, and teeth clenching. Malocclusion was the main factor related to the habits of thumb sucking and pacifier sucking. Respiratory and tonsils problems were related to mouth breathing. Teeth clenching was highly related to the presence of carious teeth.

  6. Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

    Science.gov (United States)

    Brown, Mitzi C.

    This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

  7. Programming with the KIBO Robotics Kit in Preschool Classrooms

    Science.gov (United States)

    Elkin, Mollie; Sullivan, Amanda; Bers, Marina Umaschi

    2016-01-01

    KIBO is a developmentally appropriate robotics kit for young children that is programmed using interlocking wooden blocks; no screens or keyboards are required. This study describes a pilot KIBO robotics curriculum at an urban public preschool in Rhode Island and presents data collected on children's knowledge of foundational programming concepts…

  8. Conflict Inhibitory Control Facilitates Pretense Quality in Young Preschoolers

    Science.gov (United States)

    Van Reet, Jennifer

    2015-01-01

    The present research explores the role of inhibitory control (IC) in young preschoolers' pretense ability using an ego depletion paradigm. In Experiment 1 (N = 56), children's pretense ability was assessed either before or after participating in conflict IC or control tasks, and in Experiment 2 (N = 36), pretense ability was measured after…

  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. 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...

  11. Emotion regulation strategies and childhood obesity in high risk preschoolers

    Science.gov (United States)

    The current study examined the relationships between the specific strategies that preschool children use to regulate their emotions and childhood weight status to see if emotion regulation strategies would predict childhood weight status over and above measures of eating self-regulation. 185 4- to 5...

  12. 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,…

  13. 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…

  14. 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.

  15. Preschool Life Skills: Recent Advancements and Future Directions

    Science.gov (United States)

    Fahmie, Tara A.; Luczynski, Kevin C.

    2018-01-01

    Over the past decade, researchers have replicated and extended research on the preschool life skills (PLS) program developed by Hanley, Heal, Tiger, and Ingvarsson (2007). This review summarizes recent research with respect to maximizing skill acquisition, improving generality, evaluating feasibility and acceptability, and testing predictions of…

  16. Dimensionality of the California Preschool Social Competency Scale.

    Science.gov (United States)

    Flint, David L.; And Others

    1980-01-01

    Structure and construct validity of the California Preschool Social Competency Scale was investigated. Five factors were interpreted: considerateness; extraversion; task orientation; verbal facility; and response to the unfamiliar. The first three were found to be similar to the three dimensions of the Classroom Behavior Inventory. (Author/BW)

  17. Indonesia : Can Community Preschools Improve Poor Children’s Development?

    OpenAIRE

    World Bank

    2016-01-01

    In Indonesia, researchers evaluated a project to expand access to early childhood services in the country’s poorest areas by giving communities grants for preschools and providing teacher training and facilitators to encourage use of services. The evaluation found that this project boosted enrollment and children’s development, especially for those from the most disadvantaged backgrounds. ...

  18. Social Competence at the Playground: Preschoolers during Recess

    Science.gov (United States)

    Veiga, Guida; de Leng, Wendy; Cachucho, Ricardo; Ketelaar, Lizet; Kok, Joost N.; Knobbe, Arno; Neto, Carlos; Rieffe, Carolien

    2017-01-01

    Social interactions at the playground have been represented as a rich learning opportunity to hone and master social skills at preschool years. Specifically, all forms of social play (fantasy, role, exercise or rough-and-tumble) have been related to children's social competence. The main goal of this study was to examine whether it is a certain…

  19. The Feasibility of First Step to Success with Preschoolers.

    Science.gov (United States)

    Frey, Andy J; Small, Jason; Feil, Edward; Seeley, John; Walker, Hill; Golly, Annemieke

    2013-07-01

    The primary purpose of this study was to examine feasibility of the preschool version of the First Step to Success (FSS) intervention. Toward this end, the following four research questions were addressed: (1) To what extent was the intervention implemented with integrity? (2) To what extent do teachers and parents perceive the intervention to be socially valid? (3) To what extent were teachers and parents satisfied with the intervention? and (4) To what extent was the intervention effective in reducing problem behavior and improving social skills? Twelve students participated in the study. Treatment integrity, social validity, and satisfaction results were analyzed at the aggregate level, and a reliable change index was calculated at the case level for primary outcome measures to assess the potential efficacy of the intervention. Fidelity data suggest the preschool version of the intervention can be implemented with acceptable integrity by coaches and teachers in preschool settings. Social validity outcomes suggest parents' perceptions of the program's goals, procedures, and outcomes were extremely favorable, and social validity from the teacher perspective was acceptable. The results provide initial evidence that participating in the preschool version of the FSS intervention improves children's social skills and decreases problem behavior.

  20. Preschoolers' Understanding of Lies and Innocent and Negligent Mistakes.

    Science.gov (United States)

    Siegal, Michael; Peterson, Candida C.

    1998-01-01

    Examined preschoolers' ability to distinguish innocent and negligent mistakes from lies. Found that, when asked to identify a mistake or lie about a food's contact with contaminants and identify a bystander's reaction, children distinguished mistakes from lies; they could also discriminate between lies and both negligent mistakes that generate…

  1. Locomotion and Grasping impairment in preschoolers with autism spectrum disorder

    Directory of Open Access Journals (Sweden)

    Francesca Fulceri

    2015-08-01

    Full Text Available Objective: To investigate expressiveness of motor impairment in autism spectrum disorder (ASD and its correlation with developmental and clinical features of ASD. Method: Thirty-five male preschoolers with ASD completed the Peabody Developmental Motor Scales-2 (PDMS-2; Folio and Fewell, 2000 and underwent a multidisciplinary assessment including medical examination, standardized assessment of cognitive abilities, administration of Autism_Diagnostic_Observation_Schedule (ADOS and a parent interview about adaptive skills. Results: Results revealed a substantial impairment in locomotion and grasping skills. Both fine and gross motor skills were significantly correlated with non verbal IQ and adaptive behaviours (p<0.01 but not with chronological age or ADOS scores. Children with weaker motor skills have greater cognitive and adaptive behaviours deficits. Conclusions: Motor development in ASD can be detected at preschool age and locomotion and grasping skills are substantially the most impaired area. These findings support the need to assess motor skills in preschoolers with ASD in addition to other developmental skill areas. Along with the increasingly acknowledged importance of motor skills for subsequent social, cognitive, and communicative development our findings support the need to consider motor intervention as a key area in therapeutic program to improve outcome in preschoolers with ASD.

  2. 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,…

  3. Stability of Maternal Autonomy Support between Infancy and Preschool Age

    Science.gov (United States)

    Matte-Gagne, Celia; Bernier, Annie; Gagne, Christine

    2013-01-01

    The goals of this article were to examine (1) the relative and absolute stability of maternal autonomy support between infancy and preschool age, and (2) the moderating role of child gender, maternal attachment state of mind, and stressful life events. Sixty-nine mother-child dyads participated in five visits when the child was 8, 15, and 18…

  4. Gender Differences in Preschoolers' and Kindergartners' Artistic Production and Preference.

    Science.gov (United States)

    Boyatzis, Chris J.; Eades, Julie

    1999-01-01

    Examined sex differences in preschoolers' and kindergartners' art generation and preference. First, researchers assessed gender stereotypicality in their drawings and preferences for pictures. Both sexes drew somewhat gender stereotypical pictures. Next, when choosing coloring book pictures to color, boys chose masculine and girls chose feminine…

  5. 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…

  6. Visual Support in Intervention for Preschoolers with Specific Language Impairment

    Science.gov (United States)

    Washington, Karla N.; Warr-Leeper, Genese A

    2013-01-01

    This study was conducted as a follow-up analysis to two prior studies using existing data gathered in those original studies. In the current study, we focus on those preschoolers who received one of two interventions that varied in terms of the level of visual supports for grammatical elements (n = 22 of the original 34 participants). Utilizing…

  7. Brazilian infant and preschool children feeding: literature review

    Directory of Open Access Journals (Sweden)

    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.

  8. Community Violence, Family Conflict, and Preschoolers' Socioemotional Functioning

    Science.gov (United States)

    Farver, Jo Ann M.; Xu, Yiyuan; Eppe, Stefanie; Fernandez, Alicia; Schwartz, David

    2005-01-01

    This study examined the relations among family conflict, community violence, and young children's socioemotional functioning and explored how children's social cognition and mothers' psychological functioning may mediate the outcomes associated with this exposure. Mothers of 431 Head Start preschoolers completed questionnaires about their family…

  9. Relational Aggression and Prosocial Behaviours in Australian Preschool Children

    Science.gov (United States)

    Swit, Cara; McMaugh, Anne

    2012-01-01

    Relational aggression is a subtle form of aggressive behaviour that uses dyadic relationships and manipulation as a vehicle of harm. Little is known about relational aggression in preschool-age children in cultural contexts outside the United States. This study examined relationally aggressive behaviours and prosocial behaviours in Australian…

  10. Wrapped up in Covers: Preschoolers' Secrets and Secret Hiding Places

    Science.gov (United States)

    Corson, Kimberly; Colwell, Malinda J.; Bell, Nancy J.; Trejos-Castillo, Elizabeth

    2014-01-01

    In this qualitative study, interviews about children's secret hiding places were conducted with 3-5-year-olds (n?=?17) in a university sponsored preschool programme using art narratives. Since prior studies indicate that children understand the concept of a secret as early as five and that they associate secrets with hiding places, the purpose of…

  11. 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…

  12. 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,…

  13. Language Learning in Preschool Children: An Embodied Learning Account

    Science.gov (United States)

    Ionescu, Thea; Ilie, Adriana

    2018-01-01

    In Romanian preschool settings, there is a tendency to use abstract strategies in language-learning activities. The present study explored if strategies based on an embodied cognition approach facilitate learning more than traditional strategies that progress from concrete to abstract. Twenty-five children between 4 and 5 years of age listened to…

  14. Playing with Nature: Supporting Preschoolers' Creativity in Natural Outdoor Classrooms

    Science.gov (United States)

    Kiewra, Christine; Veselack, Ellen

    2016-01-01

    Conducted at two separate natural outdoor classrooms with preschool-aged children from three to five years old, this qualitative research study investigated how outdoor environments supported children's creativity and imagination. Although many studies have explored the development of creative arts in the young children, few have focused on…

  15. Crossing Boundaries: A Variety of Perspectives on Preschool Stories

    African Journals Online (AJOL)

    denise

    preschool stories from multiple perspectives including the child featured in the story, the family of the child ... to take on a report card façade, returning to separation .... [and offer] children a way to revisit and reflect on ... years' teaching experience with a variety of ages and ...... inspiring children to “grow up as competent and.

  16. Spanish translation and validation of the Preschool Activity Card Sort.

    Science.gov (United States)

    Stoffel, Ashley; Berg, Christine

    2008-05-01

    Few standardized assessments exist for children living in the United States who are Hispanic/Latino. This study reports the Spanish translation process for the Preschool Activity Card Sort (PACS), which is a measure of participation in preschool children, and examines content, construct, and concurrent validity. Methods of verifying accuracy of translation included expert review and back translation and supported content validity of the Tarjetas de Actividades Preescolares (TAP). Subsequently, a sample of 37 parents of children between 3 and 6 years of age completed the PACS/TAP by structured interview. Twenty-six parents were Spanish speaking, and 11 were English speaking. A comparison of reported participation by Spanish- and English-speaking children provides initial construct validity of the TAP. Results indicate that the TAP differentiates among children of recent immigrants as compared to preschoolers who were born in the United States on domains of self-care, high and low demand leisure, and educational activities. Results emphasize the importance of considering sociocultural influences when assessing participation. PACS/TAP scores were moderately correlated with Pediatric Evaluation of Disability Inventory scores for the self-care domain, but did not correlate with the mobility or social function domains. The PACS/TAP appears to provide a useful means of understanding preschoolers' participation. Future research is needed to further establish the validity of this assessment.

  17. Canadian Families' Strategies for Employment and Care for Preschool Children

    Science.gov (United States)

    Ornstein, Michael; Stalker, Glenn J.

    2013-01-01

    Based on the 2006 Canadian Census "long form" sample of one in every five households, the authors develop a detailed typology of family strategies for employment and the care of preschool children. The analysis is restricted to opposite-sex couples with at least one child under age 6 and no older child or other adult in the household.…

  18. Iron deficiency anaemia among apparently healthy pre-school ...

    African Journals Online (AJOL)

    Background: Iron deficiency, and specifically iron deficiency anaemia, remains one of the most severe and important nutritional deficiencies in the world today. Objective: To estimate the prevalence and associated factors for iron deficiency anaemia among pre-school children in Lagos. Methodology: The study was ...

  19. 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.…

  20. Developmental Dynamics of Emotion and Cognition Processes in Preschoolers

    Science.gov (United States)

    Blankson, A. Nayena; O'Brien, Marion; Leerkes, Esther M.; Marcovitch, Stuart; Calkins, Susan D.; Weaver, Jennifer Miner

    2013-01-01

    Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non-White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the…

  1. The potential for using visual elicitation in understanding preschool ...

    African Journals Online (AJOL)

    We explore the use of video and photo elicitation in a research study undertaken to understand the way in which preschool teachers perceive and construct their provision of children's educational experiences. We explore the value of visually elicited interviews based on video footage and photographs captured during ...

  2. Rickets in Rural Kenyan Preschool Children: Case Report | Bwibo ...

    African Journals Online (AJOL)

    Clinical rickets has not been reported previously in Embu district, Kenya. Baseline clinical assessments performed for a nutrition intervention study in preschool children (n=324) identified 28 cases of rickets (8.6% of study sample). Clinical characteristics included: delays of sitting, walking, and teething; bone and chest ...

  3. 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 ...

  4. Growth of preschool coloured children in Cape Town | Molteno ...

    African Journals Online (AJOL)

    At birth they were relatively light and short for gestational age. Size at birth correlated with social class. A rapid postnatal weight gain rendered them relatively overweight between 3 and 6 months. Thereafter they became lighter and shorter than the NCHS reference values and this persisted throughout the preschool period.

  5. Support vector machines classifiers of physical activities in preschoolers

    Science.gov (United States)

    The goal of this study is to develop, test, and compare multinomial logistic regression (MLR) and support vector machines (SVM) in classifying preschool-aged children physical activity data acquired from an accelerometer. In this study, 69 children aged 3-5 years old were asked to participate in a s...

  6. Communication Patterns and Stress in the Preschool: An Observational Study

    Science.gov (United States)

    Sjödin, Fredrik; Neely, Gregory

    2017-01-01

    The study included 12 preschool departments, with two teachers in six departments characterised by high levels of stress and burnout and two teachers in six departments characterised by low levels of stress and burnout. A total of 24 females with a mean age of 43.5 years participated in the study. The teachers rated stress, fatigue, work demands…

  7. Preschool Principal's Curriculum Leadership Indicators: A Taiwan Perspective

    Science.gov (United States)

    Lin, Chia-Fen; Lee, John Chi-Kin

    2013-01-01

    The role of a principal's curriculum leadership has become an educational issue in Taiwan's early childhood education. This study represents a pioneering attempt in adopting a target school interview, fuzzy Delphi, and analytic hierarchy process for constructing preschool principal's curriculum leadership indicators. Fifteen experts and…

  8. Kentucky Preschool Evaluation Project, 1998-1999. Final Report.

    Science.gov (United States)

    Hemmeter, Mary Louise; Townley, Kim; Wilson, Stephen; Epstein, Ann; Hines, Huyi

    This evaluation of the Kentucky Preschool Program (KPP) focused on two broad areas: (1) readiness for kindergarten; and (2) promotion of language and literacy in the classroom and at home. Key findings include the following: (1) most children who were ineligible because of family income status successfully transitioned to kindergarten; (2) several…

  9. Preschoolers' Emotion Expression and Regulation: Relations with School Adjustment

    Science.gov (United States)

    Herndon, Kristina J.; Bailey, Craig S.; Shewark, Elizabeth A.; Denham, Susanne A.; Bassett, Hideko H.

    2013-01-01

    Children's expression and regulation of emotions are building blocks of their experiences in classrooms. Thus, the authors' primary goal was to investigate whether preschoolers' expression or ability to regulate emotions were associated with teachers' ratings of school adjustment. A secondary goal was to investigate how boys and girls differed…

  10. Prospective Pre-School Teachers' Attitudes towards Astronomy

    Science.gov (United States)

    Türk, Cumhur; Demir, Esra

    2016-01-01

    The purpose of this study is to examine the changes in prospective pre-school teachers' attitudes towards astronomy in terms of their grades. The study was conducted with 205 prospective teachers (1st, 2nd, 3rd, 4th graders) studying in the education faculty of a university in Eastern Anatolia region of Turkey. Astronomy Attitude Scale (AAS) was…

  11. Theory of Mind, Material Altruism and Family Context in Preschoolers

    Science.gov (United States)

    Keskin, Burhanettin; Jones, Ithel

    2011-01-01

    The relationship between theory of mind, material altruism, and family context was examined. Forty-one preschool children (16 females and 25 males) enrolled in a private school participated in the study. Results of this study showed no relationship between theory of mind and altruism. There were no significant correlations between theory of mind…

  12. Increasing Knowledge about Food Allergy Management in the Preschool Setting

    Science.gov (United States)

    Crow, Katherine Mizell

    2018-01-01

    The prevalence of food allergies is a growing concern in the United States. Approximately 8% of the pediatric population has some form of food allergy. Many of these children are either in the preschool and primary school setting, which is where the majority of allergic reactions occur. If the symptoms of a food allergy reaction are not treated…

  13. Working with Gender Pedagogics at 14 Swedish Preschools

    Science.gov (United States)

    Sandstrom, Margareta; Stier, Jonas; Sandberg, Anette

    2013-01-01

    In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17…

  14. 34 CFR 104.38 - Preschool and adult education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Preschool and adult education. 104.38 Section 104.38 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF HANDICAP IN PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL...

  15. Children's Participation in Slovene Preschools: The Teachers' Viewpoints and Practice

    Science.gov (United States)

    Zorec, Marcela Batistic

    2015-01-01

    This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study's aim was to recognize the possible influence of the training--from 2009 to 2011--in this project on educators' viewpoints and the promotion of children's…

  16. Oral Narratives in Monolingual and Bilingual Preschoolers with SLI

    Science.gov (United States)

    Rezzonico, Stefano; Chen, Xi; Cleave, Patricia L.; Greenberg, Janice; Hipfner-Boucher, Kathleen; Johnson, Carla J.; Milburn, Trelani; Pelletier, Janette; Weitzman, Elaine; Girolametto, Luigi

    2015-01-01

    Background: The body of literature on narratives of bilingual children with and without specific language impairment (SLI) is growing. However, little is known about the narrative abilities of bilingual preschool children with SLI and their patterns of growth. Aims: To determine the similarities and differences in narrative abilities between…

  17. 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…

  18. Effects of Advance Organizer Instruction on Preschool Children's Prosocial Behavior.

    Science.gov (United States)

    Lawton, Joseph T.; Burk, Jill

    This study investigated the effects of advanced organizer instruction on 3- to 5-year-old preschoolers' learning of general prosocial skill concepts, rules for using prosocial skills, and spontaneous prosocial behavior. The six prosocial skills considered included cooperation, sharing, taking turns, helping, demonstration of awareness of another's…

  19. The Components and Determinants of Preschool Teacher Organisational Citizenship Behaviour

    Science.gov (United States)

    Oplatka, Izhar; Stundi, Masada

    2011-01-01

    Purpose: The purpose of this paper is to explore the components and determinants of preschool teacher organisational citizenship behaviours (OCB), i.e. role behaviours that are discretionary, unrewarded and beyond formal-role expectations. Design/methodology/approach: A total of 12 Israeli kindergarten teachers and four supervisors participated in…

  20. Test Review: Wechsler Preschool and Primary Scale of Intelligence-

    Science.gov (United States)

    Syeda, Maisha M.; Climie, Emma A.

    2014-01-01

    The "Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition" (WPPSI-IV; Wechsler, 2012a, 2012b) is a comprehensive clinical tool, intended for assessing cognitive functioning among children aged 2 years 6 months through 7 years 7 months. Published by Pearson, the WPPSI-IV is an individually administered tool, to be used by…

  1. Rearview Mirror: Reflections on a Preschool Car Project.

    Science.gov (United States)

    Beneke, Sallee

    This book documents the work of a master preschool teacher, her co-teachers, student teachers, and very young children as they explored the automotive laboratory adjacent to their early childhood classroom at a community college. In addition to introducing the project approach, the master teacher also introduced the staff and students to…

  2. More than Counting: Whole Math Activities for Preschool and Kindergarten.

    Science.gov (United States)

    Moomaw, Sally; Hieronymus, Brenda

    This book presents extensive sampling of a "whole math" curriculum for preschool and kindergarten children ages 3 and older. An introductory chapter is followed by seven curriculum chapters that discuss math manipulatives, collections, grid games, path games, graphing, math and gross-motor play, and the "math suitcase." Each chapter is divided…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    BECK, LESTER F.

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

  6. Parental Participation and Partnership in Pre-school Provision.

    Science.gov (United States)

    Foot, Hugh; Howe, Christine; Cheyne, Bill; Terras, Melody; Rattray, Catherine

    2002-01-01

    Investigated parents' and staff opinions about parental participation in their child's preschool, including perceived available options for partnership. Found that parental needs for participation were largely satisfied by the opportunities offered in the play group sector but not in local authority and private nurseries. Found three areas in…

  7. Comorbid Psychiatric Diagnoses in Preschoolers with Autism Spectrum Disorders

    Science.gov (United States)

    Hayashida, Kristen; Anderson, Bryan; Paparella, Tanya; Freeman, Stephanny F. N.; Forness, Steven R.

    2010-01-01

    Although comorbid or co-occurring psychiatric diagnoses such as attention deficit hyperactivity disorder, anxiety disorders, depression, and oppositional defiant or conduct disorders have been well studied in children or adolescents with autism spectrum disorders (ASDs), very little research is available on preschool samples. The current study…

  8. Assessing executive functions in preschoolers using Shape School Task

    Directory of Open Access Journals (Sweden)

    Marta Nieto

    2016-09-01

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

  9. Teachers' Definitions of Self-Esteem When Rating Preschool Children.

    Science.gov (United States)

    Bell, Nancy J.; And Others

    1980-01-01

    Female teachers rated 107 preschool boys and girls on their self-esteem and on a sex role rating scale. Although the validity of such ratings remains an issue, it appears that children rated high in self-esteem by their teachers are those perceived as assertive, active, athletic--stereotypically masculine traits. (Author/SJL)

  10. Ten-year-olds' reflections on their life in preschool

    DEFF Research Database (Denmark)

    Broström, Stig

    2016-01-01

    What do children think of their time in preschool? In the present study, twelve ten-year-old children collected data from their classmates. The children tend to remember their friends, and reflect on what games they played and with whom. Only about one in three respondents even mentioned the day...

  11. Matrix Training of Preliteracy Skills with Preschoolers with Autism

    Science.gov (United States)

    Axe, Judah B.; Sainato, Diane M.

    2010-01-01

    Matrix training is a generative approach to instruction in which words are arranged in a matrix so that some multiword phrases are taught and others emerge without direct teaching. We taught 4 preschoolers with autism to follow instructions to perform action-picture combinations (e.g., circle the pepper, underline the deer). Each matrix contained…

  12. Recruitment Evaluation of a Preschooler Obesity-Prevention Intervention

    Science.gov (United States)

    Skouteris, Helen; Hill, Briony; McCabe, Marita; Swinburn, Boyd; Sacher, Paul; Chadwick, Paul

    2014-01-01

    The aim of this paper was to compare the recruitment strategies of two recent studies that focused on the parental influences on childhood obesity during the preschool years. The first study was a randomised controlled trial (RCT) of the Mind, Exercise, Nutrition?…?Do It! 2-4 obesity prevention programme and the second was a longitudinal cohort…

  13. Teaching Vocabulary to Preschool Children with Hearing Loss

    Science.gov (United States)

    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…

  14. 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.

  15. Emergent Verbal Behavior in Preschool Children Learning a Second Language

    Science.gov (United States)

    May, Richard J.; Downs, Rachel; Marchant, Amanda; Dymond, Simon

    2016-01-01

    We evaluated the emergence of untaught second-language skills following directly taught listener and intraverbal responses. Three preschool children were taught first-language (English) listener responses (e.g., "Point to the horse") and second-language (Welsh) intraverbal responses (e.g., "What is horse in Welsh?" [ceffyl]).…

  16. Classwide Functional Analysis and Treatment of Preschoolers' Disruptive Behavior

    Science.gov (United States)

    Poole, Veena Y.; Dufrene, Brad A.; Sterling, Heather E.; Tingstrom, Daniel H.; Hardy, Christina M.

    2012-01-01

    Relatively few functional assessment and intervention studies have been conducted in preschool classrooms with children of typical development who engage in high incidence problem behaviors. Moreover, limited studies have used functional assessment procedures with the class as the unit of analysis. This study included functional analyses and a…

  17. 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…

  18. 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…

  19. 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…

  20. The Long Arm of Childhood: Preschool Associations with Adolescent Health

    Science.gov (United States)

    Sabol, Terri J.; Hoyt, Lindsay Till

    2017-01-01

    The current study examines the extent to which participation in preschool at age 4 is associated with blood pressure, body mass index, and awakening cortisol at age 15. We capitalize on data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development to examine differences in adolescent health…

  1. Kindergarten Impacts of a Preschool Language-Focused Intervention

    Science.gov (United States)

    Johanson, Megan; Justice, Laura M.; Logan, Jessica

    2016-01-01

    Many preschool language-focused interventions attempt to boost language and literacy skills in young children at risk in these areas of development, though the long-term effects of such interventions are not well-established. This study investigated kindergarten language and reading skills, specifically the subcomponents of vocabulary, decoding,…

  2. Gender Beliefs and Embedded Gendered Values in Preschool

    Science.gov (United States)

    Emilson, Anette; Folkesson, Anne-Mari; Lindberg, Ingeborg Moqvist

    2016-01-01

    The aim of this study is to explore practitioners' gender beliefs and how gendered values are embedded in Swedish preschool practice. The research question is: What beliefs about gender and the associated values, can be identified in practitioners' talk when they discuss gender issues? The study is informed by Bronwyn Davies' theoretical ideas…

  3. 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…

  4. Preschoolers Use Common Ground in Their Justificatory Reasoning with Peers

    Science.gov (United States)

    Köymen, Bahar; Mammen, Maria; Tomasello, Michael

    2016-01-01

    In the context of joint decision-making, we investigated whether preschoolers alter the informativeness of their justifications depending on the common ground that they share with their partner. Pairs of 3- and 5-year-olds (N = 146) were introduced to a novel animal with unique characteristics (e.g., eating rocks). In the common ground condition,…

  5. 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…

  6. Investigation of Environmental Problem Solving Skills of Preschool Age Children

    Science.gov (United States)

    Ulutas, Aysegül; Köksalan, Bahadir

    2017-01-01

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

  7. Fathering and Mothering of Preschool Boys with Hyperactivity

    Science.gov (United States)

    Keown, Louise

    2011-01-01

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

  8. Preschool Teachers' Views about Classroom Management Models

    Science.gov (United States)

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

    2018-01-01

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

  9. Evaluation of a Social Marketing Campaign Targeting Preschool Children

    Science.gov (United States)

    Johnson, Susan L.; Bellows, Laura; Beckstrom, Leslie; Anderson, Jennifer

    2007-01-01

    Objectives: To determine the effectiveness of a pilot social marketing program to increase preschoolers' willingness to try new foods. Methods: Four Head Start centers participated (2 experimental, 2 control) in a study using a quasi-experimental design. Experimental sites received a 12-week intervention developed using social marketing…

  10. Preschoolers' Reading Skills Benefit from One Modest Change by Teachers

    Science.gov (United States)

    Grabmeier, Jeff

    2012-01-01

    A small change in how teachers and parents read aloud to preschoolers may provide a big boost to their reading skills later on, a new study found. That change involves making specific references to print in books while reading--such as pointing out letters and words on the pages, showing capital letters, and showing how they read from left to…

  11. Shadow Formation at Preschool from a Socio-Materiality Perspective

    Science.gov (United States)

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

    2017-01-01

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

  12. Nature Connectedness and Landscape Preferences of Turkish Preservice Preschool Teachers

    Science.gov (United States)

    Yilmaz, Simge; Olgan, Refika; Yilmaztekin, Elif Öztürk

    2016-01-01

    The current paper had two aims, first to investigate Turkish pre-service preschool teachers' perceptions of different kinds of landscapes that can be used to achieve their educational goals, their ideas about the characteristics of these settings, and the contribution to children's education, the resource needs, motivations, and barriers they…

  13. 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...

  14. The Assessment of Cognitive Development in Blind Infants and Preschoolers.

    Science.gov (United States)

    Brambring, M.; Troster, H.

    1994-01-01

    This study evaluated the Bielefeld Developmental Test for Blind Infants and Preschoolers by comparing cognitive performance of blind and sighted children (ages three and four). Results indicated that even this test (with "blind-neutral" items) did not permit a fair comparative assessment, though it did prove suitable for within-group…

  15. Classification and pharmacological treatment of preschool wheezing : changes since 2008

    NARCIS (Netherlands)

    Brand, Paul L. P.; Caudri, Daan; Eber, Ernst; Gaillard, Erol A.; Garcia-Marcos, Luis; Hedlin, Gunilla; Henderson, John; Kuehni, Claudia E.; Merkus, Peter J. F. M.; Pedersen, Soren; Valiuis, Arunas; Wennergren, Goeran; Bush, Andrew

    Since the publication of the European Respiratory Society Task Force report in 2008, significant new evidence has become available on the classification and management of preschool wheezing disorders. In this report, an international consensus group reviews this new evidence and proposes some

  16. An Examination of Articles Published on Preschool Education in Turkey

    Science.gov (United States)

    Yilmaz, Kursad; Altinkurt, Yahya

    2012-01-01

    This study aims to examine articles published in Turkey on Preschool Education both in terms of subject and method. Sample of the study based on document analysis in qualitative method consists of seven Turkey-based journals indexed in SSCI (Social Science Citation Index) and 10 journals indexed in Turkish Academic Network and Information Center…

  17. Decoding and Encoding Facial Expressions in Preschool-Age Children.

    Science.gov (United States)

    Zuckerman, Miron; Przewuzman, Sylvia J.

    1979-01-01

    Preschool-age children drew, decoded, and encoded facial expressions depicting five different emotions. Accuracy of drawing, decoding and encoding each of the five emotions was consistent across the three tasks; decoding ability was correlated with drawing ability among female subjects, but neither of these abilities was correlated with encoding…

  18. Pharmacogenetics of Methylphenidate Response in Preschoolers with ADHD

    Science.gov (United States)

    McGough, James; McCracken, James; Swanson, James; Riddle, Mark; Kollins, Scott; Greenhill, Laurence; Abikoff, Howard; Davies, Mark; Chuang, Shirley; Wigal, Tim; Wigal, Sharon; Posner, Kelly; Skrobala, Anne; Kastelic, Elizabeth; Ghuman, Jaswinder; Cunningham, Charles; Shigawa, Sharon; Moyzis, Robert; Vitiello, Benedetto

    2006-01-01

    Objective: The authors explored genetic moderators of symptom reduction and side effects in methylphenidate-treated preschool-age children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Method: DNA was isolated from 81 subjects in a double-blind, placebo-controlled, crossover methylphenidate titration. Parents and teachers…

  19. Attitudes of Preschool Teachers toward the Integration of Handicapped Children.

    Science.gov (United States)

    Dyson, Lily L.; Kubo, H. Richard

    Forty-six supervisors and teachers were surveyed regarding their attitudes toward integration of handicapped children in a regular preschool program, the helpfulness of supportive services, and the necessary conditions for the integration of their programs. Findings showed that the majority of teachers were in favor of integration and supportive…

  20. The Pedagogical Support for Preschool Children with Deviant Behavior

    Science.gov (United States)

    Kostyunina, Nadezhda Y.; Kazaeva, Evgenia A.; Karimova, Raushan B.

    2016-01-01

    The relevance of the research problems of pedagogical support of preschool children with behavioral problems is explained by changes due and of taking place in modern Russia in various spheres of life: ecological and economic disadvantage, social instability, the growing influence of pseudo-culture, unfavorable climate in family, too busy parents,…