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Sample records for preschool iron-folic acid

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

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    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.

  2. The effect of Iron Folic Acid Supplementation and Dietary Iron Intake in High Schools Female Students

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    2015-01-01

    Full Text Available Background & aim: Iron deficiency is one of the major public health problems imposing significant effect on the body and mind which has negative impacts on humans’ capability of. Increasing demand of the body, inadequate intake and decrease of absorbency are the major causes of anemia among teenage girls. The aim of this study was to evaluate the effect of dietary iron folic acid supplementation and dietary iron intake in high school girls. Methods: The present cross-sectional study was conducted on sixty female high school students at grade one and three in Yasuj, Iran. Biochemical markers of iron status were measured beforehand and afterwards of folic acid supplementation for 16 weeks. Food consumption patterns and iron intake were determined by frequency questionnaires. Data were analyzed using chi-square test, t-test by means of N4 analysis software. Results: Anemia, iron deficiency and iron deficiency anemia in grade one were 9.7%, 32.3% and 9.9% respectively, in addition to in grade three were 19.4% , 41.9% and 3.2% respectively. After iron folic acid supplementation, these indicators were 9.7%, 16.1% and 3.3% in grade one and in grade three were 9.7%, 22.6%, 0.0% respectively. Conclusion: Overall, it appeared that weekly iron folic acid supplementation in duration of 16 weeks per year, with dietary modification, could improve the indices of blood in high school girls. Key words: Anemia, iron deficiency, iron deficiency anemia, iron folic acid supplementation

  3. ANAEMIA ERADICATION IN ADOLESCENTS- A NEW HOPE WITH WEEKLY IRON FOLIC ACID SUPPLEMENTATION (WIFS (PILOT STUDY

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    Hema Divakar

    2017-02-01

    Full Text Available BACKGROUND Anaemia is perceived to be a major public health problem especially among adolescent females .Findings from National Family Health Survey NFHS (2005-06 indicate that 56% of the adolescent girls in India are anaemic and, of these 17% suffer from moderate to severe anaemia. The prevalence of anaemia in female adolescent age group is still an understudied subject. The aims of this study were to evaluate the recently initiated WIFS program for government school girls with respect to implementation and impact on trends in prevalence of Anaemia among adolescent girls in a Bengaluru rural school. MATERIALS AND METHODS Cross-sectional, descriptive exploratory research study was used. The choice of the school was based on commitment to administration of weekly iron-folic acid supplements (WIFS programme. All the girl students from class 6 th to 10th of Government High and Senior Secondary school (age group, 11-19 years who were a part of WIFS were enrolled as study participants. Qualitative data on anaemia awareness and diet history, compliance, side effects were taken from these girls. General information on age, height, weight were collected and BMI calculated. Hb estimation was done by Haemocue method. Statistical Analysis- Analysis were prepared by IBM SPSS Statistics version 22. RESULTS Out of the 95girls in the school, there were 81 girls (85.26% reported to consume one tablet of Iron folic acid (IFA weekly in the past 1 year, with no major side effects. The girls had knowledge about symptoms of anaemia and iron-rich diet. Hb estimates indicated 79.01% non anaemic, prevalence of anaemia was 20.99%; none of the girls had severe anaemia, 1.2% had moderate anaemia and the remaining 19.8% belonged to mild anaemia category, indicating a significant decline. The mean BMI of the study sample was 17.53 kg/m2 with 67.9% underweight and 6.2% overweight. CONCLUSION Overall, in this school, the WIFS program was found to be well implemented with good

  4. Factors associated with not using antenatal iron/folic acid supplements in Indonesia: the 2002/2003 and 2007 Indonesia Demographic and Health Survey.

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    Titaley, Christiana Rialine; Dibley, Michael John

    2015-01-01

    This analysis examined factors associated with non-use of antenatal iron/folic acid supplements in Indonesia. Data from the 2002/2003 and 2007 Indonesia Demographic and Health Surveys (IDHS) were used, providing survival information for 26,591 most recent deliveries over the five-year period prior to each survey. The main outcome variable was non-use of iron/folic acid supplements. Using logistic regression, we examined the role of external environment, predisposing, enabling, need factors, and previous utilization of other maternal care services in non-use of antenatal iron/folic acid supplements. Mothers from outer Java- Bali Region and rural areas (OR=1.73, 95% CI: 1.48-2.03) had increased odds for not using antenatal iron/folic acid supplements. The likelihood for not using the supplements increased with the reduction of household wealth index and parental education. The odds increased amongst mothers with low autonomy on her own health care (OR=1.24, 95% CI: 1.04-1.49), high birth-rank infants, mothers with low knowledge of obstetric complications and low exposure to mass media. Enabling factors associated with increased odds for non-use of iron/folic acid supplements included mothers reporting money to pay health services (OR=1.28, 95% CI: 1.13- 1.44) and distance to health services (OR=1.20, 95% CI: 1.02-1.40) were major problems. Our study demonstrated the importance of antenatal care as a distribution channel of the supplements. Increasing community awareness, coverage and access to health services along with strengthening counselling sessions during antenatal care and community participation in health programs are necessary to improve the uptake of iron/folic acid supplements, to increase infant survival in Indonesia.

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

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    Anuradha Chauhan

    2015-01-01

    Full Text Available Background: Adolescence is a vulnerable period in the human life cycle for the development of nutritional anemia, particularly among girls.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.

  7. 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.

  8. 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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    Nisar, Yasir Bin; Dibley, Michael J; Aguayo, Victor M

    2016-01-27

    The aim of the study was to investigate the effect of antenatal iron-folic acid (IFA) supplementation on child stunting in Nepalese children age 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.

  9. Elimination of iron deficiency anemia and soil transmitted helminth infection: evidence from a fifty-four month iron-folic acid and de-worming program.

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    Gerard J Casey

    Full Text Available BACKGROUND: Intermittent iron-folic acid supplementation and regular de-worming are effective initiatives to reduce anemia, iron deficiency, iron deficiency anemia, and soil transmitted helminth infections in women of reproductive age. However, few studies have assessed the long-term effectiveness of population-based interventions delivered in resource-constrained settings. METHODOLOGY/PRINCIPAL FINDINGS: The objectives were to evaluate the impact of weekly iron-folic acid supplementation and de-worming on mean hemoglobin and the prevalence of anaemia, iron deficiency, and soil transmitted helminth infection in a rural population of women in northern Vietnam and to identify predictive factors for hematological outcomes. A prospective cohort design was used to evaluate a population-based supplementation and deworming program over 54 months. The 389 participants were enrolled just prior to commencement of the intervention. After 54 months 76% (95% CI [68%, 84%] were taking the iron-folic acid supplement and 95% (95% CI [93%, 98%] had taken the most recently distributed deworming treatment. Mean hemoglobin rose from 122 g/L (95% CI [120, 124] to 131 g/L (95% CI [128, 134] and anemia prevalence fell from 38% (95% CI [31%, 45%] to 18% (95% CI [12%, 23%]; however, results differed significantly between ethnic groups. Iron deficiency fell from 23% (95% CI [17%, 29%] to 8% (95% CI [4%, 12%], while the prevalence of iron deficiency anemia was reduced to 4% (95% CI [1%, 7%]. The prevalence of hookworm infection was reduced from 76% (95% CI [68%, 83%] to 11% (95% CI [5%, 18%]. The level of moderate or heavy infestation of any soil-transmitted helminth was reduced to less than 1%. CONCLUSIONS/SIGNIFICANCE: Population-based interventions can efficiently and effectively reduce anemia and practically eliminate iron deficiency anemia and moderate to heavy soil transmitted helminth infections, maintaining them below the level of public health concern.

  10. Toward better compliance with iron-folic acid supplements: understanding the behavior of poor urban pregnant women through ethnographic decision models in Vadodara, India.

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    Ghanekar, Jai; Kanani, Shubhada; Patel, Sucheta

    2002-03-01

    This study made an attempt to develop ethnographic decision models to understand and improve iron-folic acid supplement procurement and compliance-related behaviors of poor urban pregnant women in Vadodara, India, based on data obtained through the use of qualitative research tools. Open-ended, in-depth interviews were conducted with 36 pregnant women (17-32 weeks of gestation) purposively selected from four urban slums. Fortnightly home visits were made to the houses of 20 pregnant women-family member pairs to elicit behaviors related to iron-folic acid supplement procurement and compliance at the household level, from which the ethnographic decision models were developed. The hemoglobin levels of these women were also assessed. Regular counseling until delivery, based on the ethnographic data, helped to improve compliance, which resulted in 95% of the women consuming over 90% of the required dose. The mean hemoglobin level also improved from 9.6 to 11.08 g/dl until the end of the last trimester. This study highlighted the need for qualitative ethnographic data to develop such models that would help in the understanding of specific behaviors that influence program acceptance. Such data would have policy-level implications, for example, developing appropriate information-education-communication material and counseling strategies.

  11. High Adherence to Iron/Folic Acid Supplementation during Pregnancy Time among Antenatal and Postnatal Care Attendant Mothers in Governmental Health Centers in Akaki Kality Sub City, Addis Ababa, Ethiopia: Hierarchical Negative Binomial Poisson Regression

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    Gebreamlak, Bisratemariam; Dadi, Abel Fekadu; Atnafu, Azeb

    2017-01-01

    Background Iron deficiency during pregnancy is a risk factor for anemia, preterm delivery, and low birth weight. Iron/Folic Acid supplementation with optimal adherence can effectively prevent anemia in pregnancy. However, studies that address this area of adherence are very limited. Therefore, the current study was conducted to assess the adherence and to identify factors associated with a number of Iron/Folic Acid uptake during pregnancy time among mothers attending antenatal and postnatal care follow up in Akaki kality sub city. Methods Institutional based cross-sectional study was conducted on a sample of 557 pregnant women attending antenatal and postnatal care service. Systematic random sampling was used to select study subjects. The mothers were interviewed and the collected data was cleaned and entered into Epi Info 3.5.1 and analyzed by R version 3.2.0. Hierarchical Negative Binomial Poisson Regression Model was fitted to identify the factors associated with a number of Iron/Folic Acid uptake. Adjusted Incidence rate ratio (IRR) with 95% confidence interval (CI) was computed to assess the strength and significance of the association. Result More than 90% of the mothers were supplemented with at least one Iron/Folic Acid supplement from pill per week during their pregnancy time. Sixty percent of the mothers adhered (took four or more tablets per week) (95%CI, 56%—64.1%). Higher IRR of Iron/Folic Acid supplementation was observed among women: who received health education; which were privately employed; who achieved secondary education; and who believed that Iron/Folic Acid supplements increase blood, whereas mothers who reported a side effect, who were from families with relatively better monthly income, and who took the supplement when sick were more likely to adhere. Conclusion Adherence to Iron/Folic Acid supplement during their pregnancy time among mothers attending antenatal and postnatal care was found to be high. Activities that would address the

  12. 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.

  13. 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.

  14. Effect of Daily versus Weekly Iron Folic Acid Supplementation on the Haemoglobin Levels of Children 6 To 36 Months of Urban Slums of Vadodara

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    K Sharma, P Parikh, F Desai

    2011-01-01

    Full Text Available Objective: To assess the effect of daily versus weekly iron folic acid (IFA supplementation on the haemoglobin levels of children 6 to 36 months of urban slums of Vadodara Design: Non Randomized control supervised trial Setting: Five out of 40 anganwadi centres were randomly selected. The centres were randomly divided into 3 groups i.e., daily, weekly and control. Participants: All children age 6 to 36 months were selected Intervention: Subjects of daily group (n=31 received one IFA tablet (19.8 mg of elemental iron/tablet daily for 60 days; weekly group (n=30 received one IFA tablet per week for 19 weeks; control group (n=31 did not receive any supplementation. Main Outcome Measure(s included impact on haemoglobin levels, anemia prevalence. Results: A significant rise in the hemoglobin levels of 2.03g/dl and 1.75g/dl was observed in daily and weekly group respectively, with anaemic subjects showing a higher rise. Overall prevalence of anemia reduced significantly by 35% and 43% respectively in daily and weekly group. Weekly supplementation showed fewer side effects and more reduction in anemia compared to daily. Conclusions: IFA supplementation significantly increased haemoglobin levels of underprivileged children below 3y of age, irrespective of dose and regimen (daily or weekly. Weekly supplementation with medicinal iron can be used as a strategy for improving haemoglobin levels and anemia reduction among children 6 to 36 months with fewer side effects.

  15. Role of family support and women's knowledge on pregnancy-related risks in adherence to maternal iron-folic acid supplementation in Indonesia.

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    Wiradnyani, Luh Ade Ari; Khusun, Helda; Achadi, Endang L; Ocviyanti, Dwiana; Shankar, Anuraj H

    2016-10-01

    To examine whether women's knowledge of pregnancy-related risks and family support received during pregnancy are associated with adherence to maternal iron-folic acid (IFA) supplementation. Secondary data analysis of the 2002-03, 2007 and 2012 Indonesia Demographic and Health Survey. Analysis of the association between factors associated with adherence (consuming ≥90 IFA tablets), including the women's knowledge and family support, was performed using multivariate logistic regression. National household survey. Women (n 19 133) who had given birth within 2 years prior to the interview date. Knowledge of pregnancy-related risks was associated with increased adherence to IFA supplementation (adjusted OR=1·8; 95 % CI 1·6, 2·0), as was full family (particularly husband's) support (adjusted OR=1·9; 95 % CI 1·6, 2·3). Adequate antenatal care (ANC) visits (i.e. four or more) was associated with increased adherence (adjusted OR=2·2; 95 % CI 2·0, 2·4). However, ANC providers missed opportunities to distribute tablets and information, as among women with adequate ANC visits, 15 % reported never having received/bought any IFA tablets and 30 % had no knowledge of pregnancy-related risks. A significant interaction was observed between family support and the women's educational level in predicting adherence. Family support significantly increased the adherence among women with knowledge of pregnancy-related risks and involving family members, particularly the husband and importantly for less-educated women, improved adherence to IFA supplementation. ANC visit opportunities must be optimized to provide women with sufficient numbers of IFA tablets along with health information (especially on pregnancy-related risks) and partner support counselling.

  16. A free weekly iron-folic acid supplementation and regular deworming program is associated with improved hemoglobin and iron status indicators in Vietnamese women

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    Thach Tran D

    2009-07-01

    Full Text Available Abstract Background Anemia due to iron deficiency is recognized as one of the major nutritional deficiencies in women and children in developing countries. Daily iron supplementation for pregnant women is recommended in many countries although there are few reports of these programs working efficiently or effectively. Weekly iron-folic acid supplementation (WIFS and regular deworming treatment is recommended for non-pregnant women living in areas with high rates of anemia. Following a baseline survey to assess the prevalence of anemia, iron deficiency and soil transmitted helminth infections, we implemented a program to make WIFS and regular deworming treatment freely and universally available for all women of reproductive age in two districts of a province in northern Vietnam over a 12 month period. The impact of the program at the population level was assessed in terms of: i change in mean hemoglobin and iron status indicators, and ii change in the prevalence of anemia, iron deficiency and hookworm infections. Method Distribution of WIFS and deworming were integrated with routine health services and made available to 52,000 women. Demographic data and blood and stool samples were collected in baseline, and three and 12-month post-implementation surveys using a population-based, stratified multi-stage cluster sampling design. Results The mean Hb increased by 9.6 g/L (95% CI, 5.7, 13.5, p Conclusion A free, universal WIFS program with regular deworming was associated with reduced prevalence and severity of anemia, iron deficiency and hookworm infection when made available to Vietnamese women over a 12-month period.

  17. Impact of multiple micronutrient vs. iron - folic acid supplements on maternal anemia and micronutrient status in pregnancy

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    Background. Multiple micronutrient (MMN) supplements could increase hemoglobin and improve micronutrient status of pregnant women more than iron ± folic acid supplements alone. Objective. To compare the effects of MMN vs. iron ± folic acid supplements on hemoglobin and micronutrient status of pregn...

  18. Ultraviolet spectrophotometric method for the determination of iron content in iron folic acid tablets%分光光度法测定铁质叶酸片中铁元素的含量

    Institute of Scientific and Technical Information of China (English)

    秦瑜丽

    2013-01-01

    A method for the determination of iron content in health food tablets by ultraviolet spectrophotometry was established. Use 50% of the hydrochloric acid solution and 10% of hydroxylamine hydrochloride processing samples to make all the iron in samples change into Fe2+. Fe2+ can react with 0. 15% of the phenanthroline solution to form a stable orange red compound. Then all the iron can be deteminated by spectrophotometric method on 511 nm. Results: Fe2+ was good linear over the range 0. 022 4~0. 112 0 mg/mL, the average recovery of Fe2+ was 99. 2%, and RSD was 1% (n=6). This method is simple,stable,precise and accurate. So this study can be used in determination of iron content, in iron folic acid tablets.%建立测定铁质叶酸片中铁含量的方法.用1∶1的盐酸溶液和10%的盐酸羟胺处理样品,使样品中的铁全部转化成Fe2+,Fe2+与0.15%的邻菲罗啉显色剂络合生成稳定的橙红色化合物,按分光光度法,在511 nm处测定吸光度.结果表明,铁离子浓度在0.022 4~0.112 0 mg/mL范围内呈现良好线性.平均回收率为99.2%.RSD为1%(n=6).该方法操作简单,样品前处理简便,结果稳定、精确,适用范围广,可用于铁质叶酸片中铁元素含量的测定.

  19. Prevalence of anemia and deficiency of iron, folic acid, and zinc in children younger than 2 years of age who use the health services provided by the Mexican Social Security Institute

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    González-Unzaga Marco

    2007-11-01

    Full Text Available Abstract Background In Mexico, as in other developing countries, micronutrient deficiencies are common in infants between 6 and 24 months of age and are an important public health problem. The objective of this study was to determine the prevalence of anemia and of iron, folic acid, and zinc deficiencies in Mexican children under 2 years of age who use the health care services provided by the Mexican Institute for Social Security (IMSS. Methods A nationwide survey was conducted with a representative sample of children younger than 2 years of age, beneficiaries, and users of health care services provided by IMSS through its regular regimen (located in urban populations and its Oportunidades program (services offered in rural areas. A subsample of 4,955 clinically healthy children was studied to determine their micronutrient status. A venous blood sample was drawn to determine hemoglobin, serum ferritin, percent of transferrin saturation, zinc, and folic acid. Descriptive statistics include point estimates and 95% confidence intervals for the sample and projections for the larger population from which the sample was drawn. Results Twenty percent of children younger than 2 years of age had anemia, and 27.8% (rural to 32.6% (urban had iron deficiency; more than 50% of anemia was not associated with low ferritin concentrations. Iron stores were more depleted as age increased. Low serum zinc and folic acid deficiencies were 28% and 10%, respectively, in the urban areas, and 13% and 8%, respectively, in rural areas. The prevalence of simultaneous iron and zinc deficiencies was 9.2% and 2.7% in urban and rural areas. Children with anemia have higher percentages of folic acid deficiency than children with normal iron status. Conclusion Iron and zinc deficiencies constitute the principal micronutrient deficiencies in Mexican children younger than 2 years old who use the health care services provided by IMSS. Anemia not associated with low ferritin values

  20. Prevalence of anemia and deficiency of iron, folic acid, and zinc in children younger than 2 years of age who use the health services provided by the Mexican Social Security Institute.

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    Duque, Ximena; Flores-Hernández, Sergio; Flores-Huerta, Samuel; Méndez-Ramírez, Ignacio; Muñoz, Sergio; Turnbull, Bernardo; Martínez-Andrade, Gloria; Ramos, Rosa I; González-Unzaga, Marco; Mendoza, María E; Martínez, Homero

    2007-11-30

    In Mexico, as in other developing countries, micronutrient deficiencies are common in infants between 6 and 24 months of age and are an important public health problem. The objective of this study was to determine the prevalence of anemia and of iron, folic acid, and zinc deficiencies in Mexican children under 2 years of age who use the health care services provided by the Mexican Institute for Social Security (IMSS). A nationwide survey was conducted with a representative sample of children younger than 2 years of age, beneficiaries, and users of health care services provided by IMSS through its regular regimen (located in urban populations) and its Oportunidades program (services offered in rural areas). A subsample of 4,955 clinically healthy children was studied to determine their micronutrient status. A venous blood sample was drawn to determine hemoglobin, serum ferritin, percent of transferrin saturation, zinc, and folic acid. Descriptive statistics include point estimates and 95% confidence intervals for the sample and projections for the larger population from which the sample was drawn. Twenty percent of children younger than 2 years of age had anemia, and 27.8% (rural) to 32.6% (urban) had iron deficiency; more than 50% of anemia was not associated with low ferritin concentrations. Iron stores were more depleted as age increased. Low serum zinc and folic acid deficiencies were 28% and 10%, respectively, in the urban areas, and 13% and 8%, respectively, in rural areas. The prevalence of simultaneous iron and zinc deficiencies was 9.2% and 2.7% in urban and rural areas. Children with anemia have higher percentages of folic acid deficiency than children with normal iron status. Iron and zinc deficiencies constitute the principal micronutrient deficiencies in Mexican children younger than 2 years old who use the health care services provided by IMSS. Anemia not associated with low ferritin values was more prevalent than iron-deficiency anemia. The presence

  1. 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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    Omotayo, Moshood O; Dickin, Katherine L; Chapleau, Gina M; Martin, Stephanie L; Chang, Christopher; Mwanga, Erick O; Kung'u, Jacqueline K; Stoltzfus, Rebecca J

    2015-11-17

    high daily amount of Ca administered in a complex dosing regimen is recommended to maximize efficacy and bioavailability. Factors such as client adherence, motivation, cost and logistical complexities may undermine effectiveness when implemented in public health programs. This cluster-randomized trial will compare Ca supplement consumption between higher and lower-dose regimens delivered through antenatal care in Kenya, integrated with iron-folic acid supplementation. If a lower-dose regimen improves adherence, women's Ca supplement consumption may be comparable to that achieved under a complex, higher-dose regimen. Evidence gained from this trial will guide public health planning for antenatal calcium supplementation programs to maximize benefits through reducing logistical, cost and adherence barriers.

  2. How can formative research inform the design of an iron-folic acid supplementation intervention starting in first trimester of pregnancy in Bangladesh?

    Science.gov (United States)

    Alam, Ashraful; Rasheed, Sabrina; Khan, Nazib U Z; Sharmin, Tamanna; Huda, Tanvir M; Arifeen, Shams E; Dibley, Michael J

    2015-04-12

    The study objective was to understand community preparedness for iron and folic acid (IFA) supplementation early in pregnancy and to inform the design of a large-scale trial of early introduction of IFA supplementation in rural Bangladesh. 66 in-depth interviews (pregnant women, husbands, and older women in the household), 20 key-informant interviews, 3 focus-group discussions (community health workers and adolescent female students), and observation of two community-based clinics were conducted. Most of the women who used IFA tablets during pregnancy reported better health and physical strength after taking them. Women perceived that IFA increased blood volume, leading to foetal nourishment and compensated for blood loss during delivery. However, a culturally informed perceived barrier was the belief that IFA supplementation will increase foetus size, leading to birth complications, hospitalisation, caesarean section and financial burden for the family. Community health workers (CHWs) of BRAC (a non-government organisation) were the main sources of IFA information and supplements, although knowledge of IFA tablets among women's social networks also helped to make it acceptable. Pregnant women felt that they could start taking IFA during the first trimester of pregnancy if advised by the CHWs. Programme managers and healthcare providers expressed concern about starting IFA supplementation early. Our study suggests that introduction of IFA supplementation early in pregnancy is feasible with support from CHWs. Promotion of IFA could benefit from efforts to include culturally sensitive reasons for usage; improvement of the CHW training modules; targeted home visits and counselling; and outreach to standardize messages.

  3. 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.

  4. Daily supplementation with iron plus folic acid, zinc, and their combination is not associated with younger age at first walking unassisted in malnourished preschool children from a deficient population in rural Nepal.

    Science.gov (United States)

    Katz, Joanne; Khatry, Subarna K; Leclerq, Steven C; Mullany, Luke C; Yanik, Elizabeth L; Stoltzfus, Rebecca J; Siegel, Emily H; Tielsch, James M

    2010-07-01

    A community-based, cluster-randomized, placebo-controlled trial of daily zinc and/or iron+folic acid supplementation was conducted in rural southern Nepal to examine motor milestone attainment among 3264 children 1-36 mo of age between 2001 and 2006. Treatment groups included placebo, zinc (10 mg), iron+folic acid (12.5 mg iron + 50 microg folic acid), and zinc+iron+folic acid (10 mg zinc + 12.5 mg iron + 50 microg folic acid). Infants received half of these doses. The iron arms were stopped November 2003 by recommendation of the Data Safety and Monitoring Board; zinc and placebo continued until January 2006. A total of 2457 children had not walked at the time of entry into the trial and 1775 were followed through 36 mo. Mean age at first walking unassisted did not differ among groups and was 444 +/- 81 d (mean +/- SD) in the placebo group, 444 +/- 81 d in the zinc group, 464 +/- 85 d in the iron+folic acid group, and 446 +/- 87 d in the iron+folic acid+zinc group. Results were similar after adjustment for age at enrollment, asset ownership, maternal literacy, and prior child deaths in the household and in children who consumed at least 60 tablets. Compared with placebo, iron+folic acid was associated with an adjusted mean delay of 28.0 d (95% CI: 11.3, 44.7) in time to walking among infants and the delay was more pronounced with mid-upper arm circumference (MUAC) < 9.5 cm [60.6 d, (95% CI: 28.5, 92.6)]. Risks and benefits of universal iron+folic acid supplementation of infants beyond improved hematologic status deserve further consideration.

  5. Combined iron and folic acid supplementation with or without zinc reduces time to walking unassisted among Zanzibari infants 5-11 months old

    Science.gov (United States)

    Iron and zinc deficiencies have been associated with delayed motor development in nutritionally at-risk children, albeit inconsistently. In this community-based, randomized double-blind trial, iron+folic acid (FeFA) (12.5 mg Fe + 50 'g folic acid), zinc (Zn) (10 mg), and iron+folic acid+zinc (FeFA+Z...

  6. Antenatal iron and folic acid supplementation use by pregnant women in Khartoum, Sudan

    OpenAIRE

    Abdullahi, Hala; Gasim, Gasim I.; Saeed, Ahmed; Imam, Abdulmutalab M; Adam, Ishag

    2014-01-01

    Background Anaemia during pregnancy can lead to adverse maternal and perinatal outcomes. The WHO recommends that all pregnant women in areas where anaemia is prevalent receive supplements of iron and folic acid. However, due to many factors, the use of iron and folic acid supplementation is still low in many countries. This study was conducted to assess the rates of iron-folic supplementation and the associated factors during pregnancy and the effects of taking iron-folic acid supplementation...

  7. 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.

  8. 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.

  9. Effect Of Daily And Alternate Day Iron & Folic Acid Supplementation To Pregnant Females On The Weight Of The Newborn

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    Grover Vijay

    1998-01-01

    Full Text Available Research question: What is the effect of IFA supplementation when given daily and on alternate days? Objective: To study the effect of daily and alternate day IFA supplementation. Study design: Intervention study. Setting: Rural health center of Gazipur village in east Delhi under deptt, of PSM, University College of Medical Sciences, Delhi. Participants: Pregnant females with period of gestation 20±4 weeks registering during Jan. to Dec. 94. Sample size: 120 pregnant females. Study variables: Birth weight. Results: Total 120 pregnant females were studied. 64 were put on daily (Group I and 56 on alternate day (group II IFA supplementation. In group I, 7 (10.9% babies had birth weight less than 2.5 Kg as compared to 3 (5.3% in Group II. However, the difference between the two groups regarding the birth weight was not statistically significant (p=0.489. Supplementation of IFA in Group II caused fewer adverse effects compared to Group I. Alternate day IFA supplementation may be an alternate to daily IFA in cases of non-compliance due to adverse effects without adversely affecting the outcome of pregnancy.

  10. Maternal Multiple Micronutrient Supplementation Has Limited Impact on Micronutrient Status of Bangladeshi Infants Compared with Standard Iron Folic Acid Supplementation

    Science.gov (United States)

    We examined the impact of type of maternal micronutrient supplement, time of introduction of a prenatal food supplement and the two interventions combined on micronutrient status of infants in rural Bangladesh. In a community trial, 4436 pregnant women were randomized to Early or Usual start of food...

  11. Prevalence of anemia, iron, folic acid and vitamin B12 deficiency in two Bari Indian communities from western Venezuela.

    Science.gov (United States)

    Diez-Ewald, M; Torres-Guerra, E; Layrisse, M; Leets, I; Vizcaíno, G; Arteaga-Vizcaíno, M

    1997-12-01

    The hematological status of 406 Bari indians from two communities was studied. One hundred and seventy nine individuals were from Campo Rosario a village located in a low arid plain south to the Perijá mountain range and 287 were from Saimadoyi, a fertile valley in the heart of the mountain. Anemia was found in 54% and 31% of the people from Campo Rosario and Saimadoyi respectively. Low serum iron was present in 28% of the population in both communities while low serum ferritin levels were encountered in 20% of the population from Campo Rosario and 5% of the people from Saimadoyi. A high prevalence of serum folate and vitamin B12 deficiency (91% and 64% respectively) was found in Campo Rosario, in contrast only 5% of the population from Saimadoyi had low folate and none were vitamin B12 deficient. While there was a positive significant correlation between hemoglobin and serum iron concentrations (r = 0.517, p < 0.001), no significative correlation was found between the other parameters studied. The high prevalence of anemia and nutrient deficiency among the Bari indians, can be attributed to inadequate diets and the varied diseases encountered in the population.

  12. Compliance with iron-folic acid (IFA) therapy among pregnant women in an urban area of south India.

    Science.gov (United States)

    Mithra, P; Unnikrishnan, B; Rekha, T; Nithin, K; Mohan, K; Kulkarni, V; Kulkarni, V; Agarwal, D

    2013-12-01

    Anaemia is highly prevalent among pregnant women and iron deficiency is the most important cause. Like many other countries, India has policies to give pregnant women iron supplements. Non-compliance is one important challenging factor in combating anaemia. To estimate the compliance for IFA tablets among pregnant women and to study the social factors influencing it. This study included 190 pregnant women seeking ante-natal care in tertiary health centres in the Mangalore city in south India. After Institutional Ethics Committee (IEC) approval, data was collected by personal interview. Missing >2 doses consecutively was considered non-compliance. The data was analyzed using SPSS (Statistical Package for Social Sciences) version 11.5. The mean age of the study population was 25.8 years (SD: 4.1). Most of the subjects consumed mixed diet and 72.1% belonged to lower socioeconomic status. Overall, compliance with IFA tablets was 64.7%. 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. There was a moderate level of compliance towards IFA tablets with key social and demographic factors playing an important role.

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

    OpenAIRE

    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 (...

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

    Science.gov (United States)

    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.

  15. 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.

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

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    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.

  17. Developmental outcomes at preschool age after fetal exposure to valproic acid and lamotrigine: cognitive, motor, sensory and behavioral function.

    Science.gov (United States)

    Rihtman, Tanya; Parush, Shula; Ornoy, Asher

    2013-11-01

    This prospective, observational study assessed the development of preschool children aged 3-6 years, 11 months (n=124) after in-utero anti-epileptic drug (AED) monotherapy exposure to valproic acid (VPA) (n=30, mean age 52.00[±15.22] months) and lamotrigine (LT) (n=42, mean age 50.12[±12.77] months), compared to non-exposed control children (n=52, mean age 59.96[±14.51] months). As a combined group, AED-exposed children showed reduced non-verbal IQ scores, and lower scores on motor measures, sensory measures, and parent-report executive function, behavioral and attentional measures. When the VPA- and LT-exposed groups were analyzed separately, no cognitive differences were found, but control-VPA and control-LT differences emerged for most motor and sensory measures as well as control-VPA parent-report behavioral and attentional differences. No differences were noted between the VPA and LT groups. These findings suggest that VPA- and LT-exposed children should be monitored on a wider range of developmental measures than currently used, and at differing developmental stages.

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

    Science.gov (United States)

    Hayek, Jessy El; Egeland, Grace; Weiler, Hope

    2012-01-01

    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(OH)D) 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(OH)D 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. PMID:22789515

  19. [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 ferrous sulfate form. After two months, hemoglobin, hematocrit and serum ferritin concentrations were measured. In the ferrous sulfate group, ferritin concentration increased from 18.8 ng/ml to 24.1 ng/ml, while the variation was of 18.4 ng/ml to 29.7 ng/ml in the amino acid chelate group, with statistically differences in both cases. Serum ferritin was different between groups, being higher in iron amino acid chelate group (p=0.022). Hemoglobin and hematocrit levels did not change after the intervention. Adverse reactions in the ferrous sulfate group were 35.7%, compared with 42.9% in the iron amino acid chelate group; 5 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.

  20. Exposures of 129 Preschool Children to Organochlorines, Organophosphates, Pyrethroids, and Acid Herbicides at Their Homes and Daycares in North Carolina

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    Marsha K. Morgan

    2014-04-01

    Full Text Available 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 16 pesticides (eight organochlorines, two organophosphates, three pyrethroids, and three acid herbicides. Environmental samples (soil, dust, outdoor air, and indoor air and personal samples (hand wipes, solid food, and liquid food were collected at 129 homes and 13 daycare centers in six counties in North Carolina between 2000 and 2001. α-Chlordane, γ-chlordane, heptachlor, chlorpyrifos, diazinon, cis-permethrin, trans-permethrin, and 2,4-dichlorophenoxyacetic acid (2,4-D were detected ≥50% in two or more media in both settings. Of these pesticides, the children’s estimated median potential intake doses through dietary ingestion, nondietary ingestion, and inhalation routes were the highest for 2,4-D and cis/trans-permethrin (both 4.84 ng/kg/day, cis/trans-permethrin (2.39 ng/kg/day, and heptachlor (1.71 ng/kg/day, respectively. The children’s estimated median potential aggregate intake doses by all three routes were quantifiable for chlorpyrifos (4.6 ng/kg/day, cis/trans-permethrin (12.5 ng/kg/day, and 2,4-D (4.9 ng/kg/day. In conclusion, these children were likely exposed daily to several pesticides from several sources and routes at their homes and daycares.

  1. Raising a Fit Preschooler

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    ... Your Preschooler Too Active? Sleep and Your Preschooler Games for Preschoolers Motivating Preschoolers to Be Active Should Your Preschooler Play Sports? Safe Exploring for Preschoolers Your Child's Weight Kids and Exercise Contact Us Print Resources Send to a Friend Permissions Guidelines Note: ...

  2. Association of elevated α₁-acid glycoprotein (AGP) and the prevalence of anemia in Nicaraguan preschool children.

    Science.gov (United States)

    Sullivan, Kevin M; Venugopalan, Balalakshmi; Jefferds, Maria E; Boy, Eric; Bonilla, Josefina; Sandino, Ivette; Halleslevens, Patricia

    2012-06-01

    Anemia status is frequently assessed in cross-sectional surveys. Recently, the assessment of acute phase proteins (APPs) has become more common, primarily for iron and vitamin A biomarkers. Although the so-called "anemia of infection" has been known for years, the relationship between APPs and anemia has been infrequently presented. To assess the relationship between elevated α₁-acidglycoprotein (AGP) and the prevalence of anemia among preschool children. A nationally representative household-based cross-sectional survey was conducted in 2003-05 in Nicaragua. Blood samples were collected from preschool children 6 to 59.9 months of age and tested for hemoglobin and AGP. Data were also obtained on sex, weight, height, use of iron supplements, maternal education, and urban or rural status. Among the 1420 children assessed, the overall prevalence of anemia was 20.2% and the prevalence of elevated AGP was 24.0%. Children with elevated AGP had an anemia prevalence of 27.9%, compared with 17.8% among those with a normal AGP, for a crude prevalence odds ratio (POR) of 1.8 (p = .010). Accounting for age, maternal educational level, and year of survey using logistic regression, the adjusted POR for the association between elevated AGP and anemia was 1.5 (p = .053). Children in this survey with an elevated AGP had a higher prevalence of anemia, although after controlling for covariates the p-value did not indicate a statistically significant difference (p = .053). It may be helpful to account for APPs, when this information is available, for purposes of comparing anemia prevalence across populations or within a population over time.

  3. Frequency, biofilm formation and acid susceptibility of streptococcus mutans and streptococcus sobrinus in saliva of preschool children with different levels of caries activity

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    Maryam Ghasempour

    2013-01-01

    Full Text Available Background: One of the causative factors in development of dental caries is microorganisms. Two species of Mutans streptococci including Streptococcus mutans and Streptococcus sobrinus are associated with dental caries in human beings. The aim of this study was to investigate the frequency of S. mutans and S. sobrinus in saliva of children with different caries activity and ability to form biofilm and acid susceptibility of these microorganisms. Materials and Methods: This analytical case-control study was performed on 83 preschool children, 4-6 years old. Children were divided into two groups including 41 caries-active and 42 caries-free children. Non-stimulated saliva samples were collected and culture and polymerase chain reaction techniques were used. Statistical analysis was performed using t-test, Chi-square, ANOVA, and Kappa tests. Results: S. mutans and S. sobrinus were found in 65% and 21.6% of the samples respectively. S. mutans was isolated from 75.6% of caries-active and 54.8% of caries-free children. Figures for S. sobrinus were 29.2% and 14.3% respectively. Acid susceptibility of microorganisms isolated from saliva was 87.43 in caries-active children and 94.30 for caries-free children. Biofilm formation of microorganisms in caries-active and caries-free children was 0.77 and 0.73, respectively. Conclusion: Frequency of S. mutans in caries-active children was significantly higher than caries-free children, but the difference in frequency of S. sobrinus was not significant. Acid susceptibility of microorganisms in caries-active children was significantly lower, but the ability to form biofilm was not significantly different in two groups.

  4. Epidemiologic survey of physical development and nutritional anemia in toddlers and preschool children in rural regions of Shantou city%汕头市农村地区2~7岁儿童营养及贫血状况调查

    Institute of Scientific and Technical Information of China (English)

    陈晓东; 张瑞彪; 彭泽华; 陈林兴; 王鸿武; 林伟青; 蔡志伟; 秦山; 刘必刚

    2013-01-01

    目的 了解汕头市农村2~7岁儿童的营养及贫血状况.方法 以2012年1月~5月广东省汕头市581名2~7岁农村儿童作为调查对象,测量身高、体重等体格发育指标,同时抽取其静脉血检测血红蛋白(Hb)、血清铁蛋白、血清铁、血清叶酸及维生素B12.结果 汕头市农村地区2~7岁儿童生长迟缓率为7.8%,低体重率为4.2%,消瘦率为2.5%,超重率为4.1%,肥胖率为1.2%.生长迟缓、低体重与消瘦的患病率随年龄增长呈上升趋势(趋势x2检验,P值均<0.05).贫血患病率为6.9%,大年龄组(5~7岁)贫血患病率高于小年龄组(2~4岁)(P<0.01).血清铁蛋白降低率为4.7%,血清铁缺乏率为13.6%,血清叶酸缺乏率为0.9%、边缘性缺乏率为13.3%,血清维生素B12缺乏率为0.5%、边缘性缺乏率为1.7%.贫血组血清铁平均浓度显著低于非贫血组(P<0.01),血清铁缺乏组贫血患病率显著高于血清铁正常组[OR =3.9(95% CI:2.0~7.9),P<O.O1].结论 汕头市农村地区2~7岁儿童营养及贫血控制情况较理想,但仍有一定进步空间.可通过加强向家长和教师宣传营养保健知识,改善儿童膳食结构,来进一步提高儿童健康水平.%Objective To investigate the nutrition and anemia status in toddlers and preschool children in rural regions of Shantou city located in eastern Guangdong province.Methods Five hundred and eighty-one children (aged 2 to 7 years) living in the rural areas of Shantou city were enrolled randomly in this cross-sectional epidemiologic survey.Physical indices including height,weight,and blood biochemical Parameters of hemoglobin,serum ferritin,serum iron,folic acid and vitamin B12 were measured in order to evaluate the status of nutrition and anemia.Results The overall incidence of stunting,underweight,wasting,overweight and obesity were 7.8%,4.2%,2.5%,4.1% and 1.2%,respectively.The incidence of stunting,underweight and wasting increased

  5. Sleep and Your Preschooler

    Science.gov (United States)

    ... Old Feeding Your 1- to 2-Year-Old Sleep and Your Preschooler KidsHealth > For Parents > Sleep and Your Preschooler Print A A A What's ... Preschoolers need about 11 to 12 hours of sleep each day, which can include a nap. There's ...

  6. Preschool Science Environment: What Is Available in a Preschool Classroom?

    Science.gov (United States)

    Tu, Tsunghui

    2006-01-01

    This study investigated preschool science environments in 20 preschool classrooms (N=20) in 13 midwestern child care centers. By operationalizing Neuman's concept of "sciencing," this study used The Preschool Classroom Science Materials/Equipment Checklist, the Preschool Classroom Science Activities Checklist, and the Preschool Teacher…

  7. Preschool Staff's View of Emergent Literacy Approaches in Swedish Preschools

    Science.gov (United States)

    Norling, Martina

    2014-01-01

    This study aims to investigate preschool staff's view of emergent literacy approaches in Swedish preschools with the following research question: How do preschool staff describe and explain the approaches they use in the emergent literacy environment of preschool? Focus-group interviews were conducted with 52 participating preschool units.…

  8. Combined iron and folic acid supplementation with or without zinc reduces time to walking unassisted among Zanzibari infants 5- to 11-mo old.

    Science.gov (United States)

    Olney, Deanna K; Pollitt, Ernesto; Kariger, Patricia K; Khalfan, Sabra S; Ali, Nadra S; Tielsch, James M; Sazawal, Sunil; Black, Robert; Allen, Lindsay H; Stoltzfus, Rebecca J

    2006-09-01

    Iron and zinc deficiencies have been associated with delayed motor development in nutritionally at-risk children, albeit inconsistently. In this community-based, randomized double-blind trial, iron+folic acid (FeFA) (12.5 mg Fe + 50 mug folic acid), zinc (Zn) (10 mg), and iron+folic acid+zinc (FeFA+Zn) supplements or a placebo were given daily for 1 y to nutritionally at-risk children in Pemba, Zanzibar. The effects of these treatments on attaining unassisted walking were evaluated using survival analysis for 354 children aged 5-11 mo at the start of supplementation. Treatment effects on changes in hemoglobin (Hb) and zinc protoporphyrin (ZPP) and height-for-age (HAZ) and weight-for-age (WAZ) Z scores were evaluated using linear regression. Attained motor milestone was recorded every 2 wk for 1 y. Hb, ZPP, HAZ, and WAZ were measured at baseline and after 6 mo of treatment. FeFA with or without Zn reduced the time it took for children to walk assisted. Children who received any iron walked unassisted sooner than those who received no iron [median difference approximately 15 d, P = 0.035, risk ratio (RR) = 1.28, 95% CI = 1.02, 1.61] and this effect was stronger in those who had iron deficiency anemia (IDA) at baseline (median difference was approximately 30 d; P = 0.002; RR = 1.68; 95% CI = 1.21, 2.32). FeFA alone and Zn alone improved Hb and ZPP compared with placebo. There were no significant treatment effects on changes in HAZ or WAZ. The effects of treatment on time to walking may have been mediated by improvements in iron status or hemoglobin, but were not mediated through improvements in growth.

  9. Swimming Orientation for Preschoolers.

    Science.gov (United States)

    Smith, Mary Lou

    1990-01-01

    Techniques which are designed to dispel fears and promote confident learning are offered to preschool swimming instructors. Safety, class organization, water games, and class activities are discussed. (IAH)

  10. American Preschoolers on Ritalin.

    Science.gov (United States)

    Leo, Jonathan

    2002-01-01

    Discusses the controversial use of Ritalin among preschool children, examining research from two studies: "Treatment Strategies for Attention-Deficit/Hyperactivity Disorder" and "Preschool ADHD Treatment Study." Examines issues related to the diagnosis and treatment of ADHD and concludes by examining the influence of the human…

  11. Promoting preschool reading

    OpenAIRE

    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 ...

  12. 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

  13. Assessment of attention in preschoolers.

    Science.gov (United States)

    Mahone, E M; Schneider, H E

    2012-12-01

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

  14. Preschool Connected Speech Inventory.

    Science.gov (United States)

    DiJohnson, Albert; And Others

    This speech inventory developed for a study of aurally handicapped preschool children (see TM 001 129) provides information on intonation patterns in connected speech. The inventory consists of a list of phrases and simple sentences accompanied by pictorial clues. The test is individually administered by a teacher-examiner who presents the spoken…

  15. Forging Partnerships with Preschools.

    Science.gov (United States)

    Bailie, Patti Ensel

    1999-01-01

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

  16. Blind Pre-School.

    Science.gov (United States)

    Taylor, Billie, Comp.

    Articles pertinent to aiding the pre-school blind child are collected in this publication. Topics include discussion of attitudes and emotional reactions important for parents and teachers of blind children, and optimal development in regard to early motor behavior and emotional and social needs. Common areas of parental concern such as discipline…

  17. Preschool Children's School Readiness

    Science.gov (United States)

    Pekdogan, Serpil; Akgül, Esra

    2017-01-01

    The purpose of this study is to examine preschool teachers' perspectives about children's school readiness. Qualitative and quantitative research methods were used in the study as a mixed method research. Data, in the quantitative aspects of the research, were collected through the use of "School Readiness Form" developed by Boz (2004)…

  18. 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…

  19. Preschool Connected Speech Inventory.

    Science.gov (United States)

    DiJohnson, Albert; And Others

    This speech inventory developed for a study of aurally handicapped preschool children (see TM 001 129) provides information on intonation patterns in connected speech. The inventory consists of a list of phrases and simple sentences accompanied by pictorial clues. The test is individually administered by a teacher-examiner who presents the spoken…

  20. 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…

  1. 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…

  2. Preschool Teachers' Perspectives on Planning and Documentation in Preschool

    Science.gov (United States)

    Alvestad, Torgeir; Sheridan, Sonja

    2015-01-01

    This article is based on a research project focusing on Norwegian teachers' planning and documentation of children's learning in preschool. Norwegian preschools follow a national curriculum and teachers are obliged to document both professional practice and learning outcomes. The aim of the article is to investigate teachers' experiences of…

  3. 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?...

  4. Conceptualizing the Play Policies in Preschool Curriculums

    Science.gov (United States)

    Sener, Tulin

    2013-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  6. 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 ... manufacturers evaluate their products through testing identity, purity, strength, and composition. back to ... Federal, State & Local Officials ...

  7. 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 ...

  8. Supplementation with micronutrients in addition to iron and folic acid does not further improve the hematologic status of pregnant women in rural Nepal.

    Science.gov (United States)

    Christian, Parul; Shrestha, Jaibar; LeClerq, Steven C; Khatry, Subarna K; Jiang, Tianan; Wagner, Tracey; Katz, Joanne; West, Keith P

    2003-11-01

    Iron deficiency is one of the main causes of anemia during pregnancy, although other micronutrient deficiencies may play a role. We examined the effects of daily antenatal and postnatal supplementation with four combinations of micronutrients on maternal hematologic indicators in a double-masked randomized controlled community trial. Communities, called sectors, were randomly assigned to supplementation with folic acid (400 microg), folic acid plus iron (60 mg), folic acid plus iron and zinc (30 mg) and folic acid plus iron, zinc and 11 other micronutrients, each at the approximate recommended daily allowance for pregnancy all given with vitamin A as retinol acetate (1000 microg retinol equivalent), or vitamin A alone as the control group. Hemoglobin (Hb) and indicators of iron status were assessed at baseline and at 32 wk of gestation. At 6-wk postpartum, Hb assessment was repeated using a finger stick. Severely anemic women (Hb iron status. Hb concentrations were 14 g/L, [95% confidence limits (CL), 8.3-19.2], 10.0 g/L (CL, 5.2-14.8) and 9.4 g/L (CL, 4.7-14.1) higher in the groups receiving folic acid plus iron, folic acid plus iron and zinc and folic acid plus iron, zinc and multiple micronutrients, respectively, relative to the control. Anemia in the third trimester was reduced by 54% with folic acid plus iron, by 48% with folic acid plus iron and zinc and by 36% with folic acid plus iron, zinc and multiple micronutrients supplementation, relative to the control (P iron and zinc and folic acid plus iron, zinc and multiple micronutrients provided no additional benefit in improving maternal hematologic status during pregnancy compared with folic acid plus iron. The level of compliance and baseline Hb concentrations modified the effect of iron.

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

  10. 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.

  11. Pedagogical documentation: Preschool teachers’ perspective

    Directory of Open Access Journals (Sweden)

    Pavlović-Breneselović Dragana

    2012-01-01

    Full Text Available Educational policy shapes the positions of all stakeholders and their mutual relations in the system of preschool education through its attitude towards documentation. The attitude towards the function of pedagogical documentation in preschool education programmes reflects certain views on children, learning and nature of the programmes. Although contemporary approaches to preschool education emphasise the issue of documentation, this problem is dealt with partially and technically in our country. The aim of our research was to explore preschool teachers’ perspective on documentation by investigating the current situation and teachers’ preferences related to documentation type, as well as to study the purpose, meaning and process of documentation. The research was conducted on the sample of 300 preschool teachers. The descriptive method, interviewing and scaling techniques were used. Research data suggest that the field of documentation is marked by contradictions in perceiving the meaning and function of documentation, as well as by discrepancy and lack of integration at the level of conceptions, practice and educational policy. Changing the current situation in the field of documentation is not a technical matter of elaboration of certain types and forms of documentation; it demands explication of the purpose and function of documentation in keeping with the conception of preschool education programmes and a systemic approach to changes originating from the given conception. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji

  12. Computerized sociometric assessment for preschool children

    NARCIS (Netherlands)

    Endedijk, H.M.; Cillessen, A.H.N.

    2015-01-01

    In preschool classes, sociometric peer ratings are used to measure children's peer relationships. The current study examined a computerized version of preschool sociometric ratings. The psychometric properties were compared of computerized sociometric ratings and traditional peer ratings for prescho

  13. 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…

  14. Computerized Sociometric Assessment for Preschool Children

    Science.gov (United States)

    Endedijk, Hinke M.; Cillessen, Antonius H. N.

    2015-01-01

    In preschool classes, sociometric peer ratings are used to measure children's peer relationships. The current study examined a computerized version of preschool sociometric ratings. The psychometric properties were compared of computerized sociometric ratings and traditional peer ratings for preschoolers. The distributions, inter-item…

  15. Preschool Facilities: Are States Providing Adequate Guidance?

    Science.gov (United States)

    Lea, Dennis R.; Polster, Patty Poppe

    2010-01-01

    The preschool facility is a critical element of an effective preschool program. The recent economic downturn in the United States makes it difficult for states and individual school districts to consider developing new preschool programs or enhancing current programs or facilities. Yet many Americans still agree that public investment in preschool…

  16. Emergent Literacy: Preschool Teachers' Beliefs and Practices

    Science.gov (United States)

    Sandvik, Jenny Miglis; van Daal, Victor H. P.; Adèr, Herman J.

    2014-01-01

    The present study reports on the construction of a research instrument developed to examine preschool teachers' beliefs and practices in relation to emergent literacy. A 130-item survey (Preschool Literacy Survey, PLS) was completed by a total of 90 preschool teachers in Norway. Items were grouped into homogenous scales, and the relationship…

  17. Preschool Evaluation Report: Year 1 Report.

    Science.gov (United States)

    Cooper, Judith A.; Hebbeler, Kathleen.

    The report documents activities and findings of the Preschool Evaluation Project which is developing a model for evaluating program provision to handicapped preschoolers and creating a longitudinal data base to track the short- and long-term progress of preschool children receiving special services in Montgomery County, Maryland. During the first…

  18. 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.

  19. 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

  20. 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

    2016-05-14

    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.

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

    OpenAIRE

    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.; Helena Maria Pinheiro-Sant’Ana

    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...

  2. 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.

  3. 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.

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

    Directory of Open Access Journals (Sweden)

    Byun Wonwoo

    2013-01-01

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

  5. 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;}

  6. Physical Activity Lessons in Preschools

    Science.gov (United States)

    Obeng, Cecilia Sem

    2010-01-01

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

  7. Physical Activity Lessons in Preschools

    Science.gov (United States)

    Obeng, Cecilia Sem

    2010-01-01

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

  8. Preschool Integration: An Experimental Classroom.

    Science.gov (United States)

    Marshall, Linda; And Others

    1986-01-01

    The study compared four methods of increasing quantity and quality of play interactions between nonhandicapped and 11 moderately/severely handicapped children in an integrated preschool. Results of contingent reinforcement, reinforcement plus modeling, reinforcement plus behavior management, and reinforcement plus modeling plus behavior management…

  9. Inclusion in Malaysian Integrated Preschools

    Science.gov (United States)

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

    2015-01-01

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

  10. 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.

  11. Preschoolers' Quarantining of Fantasy Stories

    Science.gov (United States)

    Richert, Rebekah A.; Smith, Erin I.

    2011-01-01

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

  12. 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. Why Preschoolers Need Physical Education

    Science.gov (United States)

    Pica, Rae

    2011-01-01

    NAEYC, the National Association for Sport and Physical Education, and the US Department of Health and Human Services all recommend that preschool programs offer physical education. There are many reasons why. First, young children form healthy habits early in life. Before entering elementary school they learn to brush their teeth, bathe…

  14. Controlling Relationships in Preschool Children

    Science.gov (United States)

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

    2004-01-01

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

  15. Evaluation of Praxis in Preschoolers.

    Science.gov (United States)

    Parham, L. Diane

    1987-01-01

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

  16. 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…

  17. Mozart Effect in Preschool Children?

    Science.gov (United States)

    Hui, Ken

    2006-01-01

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

  18. Reducing Poverty through Preschool Interventions

    Science.gov (United States)

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

    2007-01-01

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

  19. 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…

  20. The Effects of Los Angeles Universal Preschool on Quality Preschool Teacher Retention in Los Angeles County

    Science.gov (United States)

    Lopez Stevens, Holly Anne

    2010-01-01

    The purpose of this study was to determine if the implementation of Los Angeles Universal Preschool (LAUP) programs has a positive effect on the retention of quality preschool teachers in Los Angeles County. In prior work, preschool teacher retention is associated with wages, program structure, program process, professional development, and…

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

    Science.gov (United States)

    Kiliç, Sükran

    2015-01-01

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

  2. Assessing Preschool Children's Pretend Play: Preliminary Validation of the Affect in Play Scale-Preschool Version

    Science.gov (United States)

    Kaugars, Astrida Seja; Russ, Sandra W.

    2009-01-01

    Research Findings: A description of the development and preliminary validation of the Affect in Play Scale-Preschool version (APS-P) is presented by demonstrating associations among preschool children's play, creativity, and daily behavior using multiple methodologies. Thirty-three preschool-age children completed a standardized 5-minute play task…

  3. 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…

  4. Coordination in orientation games of preschool children

    OpenAIRE

    Kastelic, Erika

    2013-01-01

    In the thesis we studied how orientation games have effect on preschool children whilst growing up. Even though the games in available litterature are meant for school children some authors stress that the games are appropriate for preschool children though you do have to have be careful when implementing them for preschoolers. Orientation games in their original form improve orientation, endurance and encourage competition. With participation we can improve all motor functions but for presch...

  5. 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...

  6. 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.

  7. 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...

  8. Assessing the Development of Preschoolers' Mathematical Patterning

    Science.gov (United States)

    Mitchelmore, Michael C.; Papic, Marina M.; Mulligan, Joanne T.

    2011-01-01

    The development of patterning strategies during the year prior to formal schooling was studied in 53 children from 2 similar preschools. One preschool implemented a 6-month intervention focusing on repeating and spatial patterns. Children from the intervention group demonstrated greater understanding of unit of repeat and spatial structuring, and…

  9. PPT: The Preschool Preparation and Transition Project.

    Science.gov (United States)

    Noonan, Mary Jo; Ratokalau, Nancy B.

    1992-01-01

    The University of Hawaii Department of Special Education conducted the Preschool Preparation and Transition Project, a federally funded demonstration program, to support families and their children with special needs in the transition from infant programs to least restrictive preschool placements. The program addressed this goal through three…

  10. Documentation and Communication in Swedish Preschools

    Science.gov (United States)

    Emilson, Anette; Pramling Samuelsson, Ingrid

    2014-01-01

    The aim of this study is to investigate communication between preschool teachers and children in documentation situations. The focus is also on what preschool teachers actually document. The research questions are: What characterizes the communication between teachers and children when these teachers are documenting at the same time? What is the…

  11. Grapheme-Phoneme Acquisition of Deaf Preschoolers

    Science.gov (United States)

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

    2012-01-01

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

  12. Preschool Teachers' Constructions of Early Reading

    Science.gov (United States)

    Walker, Karen E.

    2015-01-01

    Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive…

  13. Phonological Production in Spanish-Speaking Preschoolers.

    Science.gov (United States)

    Goldstein, Brian A.; Iglesias, Aquiles

    Approximately 10 percent of Latino preschoolers are at risk for developing communication problems unrelated to second language acquisition. Many of these children are Spanish-speaking and have difficulties in producing speech sounds in their native language. One of the services afforded Latino preschoolers by speech-language pathologists is the…

  14. Documentation and Communication in Swedish Preschools

    Science.gov (United States)

    Emilson, Anette; Pramling Samuelsson, Ingrid

    2014-01-01

    The aim of this study is to investigate communication between preschool teachers and children in documentation situations. The focus is also on what preschool teachers actually document. The research questions are: What characterizes the communication between teachers and children when these teachers are documenting at the same time? What is the…

  15. Managing Challenging Behaviors in Preschool Settings

    Science.gov (United States)

    Mitchell, Bridgitt Lenore

    2014-01-01

    Despite state mandated early childhood education (ECE) teacher competencies, many children are removed from preschool settings for behaviors related to socioemotional problems. This study's rationale was the propensity of expulsions among children exhibiting challenging behaviors in preschool programs. Guided by Bronfenbrenner's ecological model…

  16. Creative Inspiration for Preschoolers from Museums

    Science.gov (United States)

    Rönkkö, Marja-Leena; Aerila, Juli-Anna; Grönman, Satu

    2016-01-01

    This research explores the learning outcomes of preschool children produced through visits to an historic house museum environment. The new Finnish preschool curriculum identifies the importance of arts-based approaches for children and that these approaches should be closely aligned to experiential and holistic education. The aim of the research…

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

    Science.gov (United States)

    McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew

    2015-01-01

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

  18. 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...

  19. 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.

  20. Quality of preschool education in preschool institution and children's social competence

    OpenAIRE

    Vesna Lešnik; Ljubica Marjanovič Umek

    2006-01-01

    The present study addressed the relation between the quality of preschool education and children's social competence. The main purpose of the study was to examine how professional workers (preschool teachers and preschool teachers' assistants) evaluate their work with children in the context of stimulating children's social development, and to determine the relationship between the professional workers' self-evaluations and children's social competence. Professional worker...

  1. Alimentary fluoride intake in preschool children

    Science.gov (United States)

    2011-01-01

    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. These results showed that

  2. Acoustical evaluation of preschool classrooms

    Science.gov (United States)

    Yang, Wonyoung; Hodgson, Murray

    2003-10-01

    An investigation was made of the acoustical environments in the Berwick Preschool, Vancouver, in response to complaints by the teachers. Reverberation times (RT), background noise levels (BNL), and in-class sound levels (Leq) were measured for acoustical evaluation in the classrooms. With respect to the measured RT and BNL, none of the classrooms in the preschool were acceptable according to the criteria relevant to this study. A questionnaire was administered to the teachers to assess their subjective responses to the acoustical and nonacoustical environments of the classrooms. Teachers agreed that the nonacoustical environments in the classrooms were fair, but that the acoustical environments had problems. Eight different classroom configurations were simulated to improve the acoustical environments, using the CATT room acoustical simulation program. When the surface absorption was increased, both the RT and speech levels decreased. RASTI was dependent on the volumes of the classrooms when the background noise levels were high; however, it depended on the total absorption of the classrooms when the background noise levels were low. Ceiling heights are critical as well. It is recommended that decreasing the volume of the classrooms is effective. Sound absorptive materials should be added to the walls or ceiling.

  3. 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

    Science.gov (United States)

    Shah, Shobha P; Shah, Pankaj; Desai, Shrey; Modi, Dhiren; Desai, Gaytri; Arora, Honey

    2016-01-01

    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. PMID:27051093

  4. Application of NVC to English Teaching for Preschool Education Major

    Institute of Scientific and Technical Information of China (English)

    HU Li-rong

    2014-01-01

    In view of the present situation of college English teaching for Preschool Education Major is rather unsatisfactory, this paper briefly introduced Nonverbal Communication (NVC) and laid the emphasis on guiding college English teachers to apply useful nonverbal stimuli to inspiring Preschool Education major’s English-learning interest, improving their learning results, and helping them master various preschool English teaching skills. It further proved the nonverbal means and relative training meth-ods are helpful and practical to improve Preschool Education majors’nonverbal communicative competence and develop their preschool English teaching ability. Therefore, it will contribute to the study of English teaching for Preschool Education Major.

  5. 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)

  6. Naps May Sharpen a Preschooler's Language Skills

    Science.gov (United States)

    ... fullstory_163510.html Naps May Sharpen a Preschooler's Language Skills Kids who slept after learning new verbs understood ... have an advantage when it comes to developing language skills, a new study suggests. Researchers assessed 39 youngsters ...

  7. 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)

  8. 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.

  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. Green Settings for Children in Preschools

    DEFF Research Database (Denmark)

    Lerstrup, Inger Elisabeth

    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...... 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...... 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...

  11. Social and Ideological Entanglements of Preschool Education

    Directory of Open Access Journals (Sweden)

    Urszula Dzikiewicz-Gazda

    2012-11-01

    Full Text Available In this article I address a phenomenon that I call “neo-liberal entanglements” of preschool education, clearly observable in the project “Enterprising Preschooler” currently underway in Wroclaw's preschools. I provide a critical analysis of the project, exposing the ideological mechanisms that contribute to the commercialization of children’s life worlds and their early socialization into the mechanisms of market consumerism.

  12. 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…

  13. 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…

  14. "No Hablo Ingles": Bilingualism and Multiculturalism in Preschool Settings.

    Science.gov (United States)

    Fernandez, Roy Ceferino

    2000-01-01

    Discusses the role and components of both bilingualism and multiculturalism in preschool settings. Notes implications for the preparation of teachers and suggests strategies that preschool administrators could utilize in meeting needs of bilingual communities. (Author/DLH)

  15. "No Hablo Ingles": Bilingualism and Multiculturalism in Preschool Settings.

    Science.gov (United States)

    Fernandez, Roy Ceferino

    2000-01-01

    Discusses the role and components of both bilingualism and multiculturalism in preschool settings. Notes implications for the preparation of teachers and suggests strategies that preschool administrators could utilize in meeting needs of bilingual communities. (Author/DLH)

  16. Poor Sleep in Preschool Years Could Mean Behavior Troubles Later

    Science.gov (United States)

    ... https://medlineplus.gov/news/fullstory_164075.html Poor Sleep in Preschool Years Could Mean Behavior Troubles Later ... 2017 (HealthDay News) -- Preschoolers who get too little sleep may be more likely to have trouble paying ...

  17. Influence of agricultural biodiversity on dietary diversity of preschool ...

    African Journals Online (AJOL)

    Influence of agricultural biodiversity on dietary diversity of preschool children in Matungu ... African Journal of Food, Agriculture, Nutrition and Development ... preschool children was drawn from Matungu division using multistage, proportional

  18. Pearls of Meaning: Preschool Children Respond to Multicultural Picturebooks

    National Research Council Canada - National Science Library

    Xiufang Chen; Susan Browne

    2015-01-01

      Employing a qualitative practitioner research method, this study examined pre-school children's responses to multicultural picture books and gained insight into how pre-school children make meaning...

  19. Preschool teachers´ views on childrens learning

    DEFF Research Database (Denmark)

    Frøkjær, Thorleif; Brostrøm, Stig; Sandberg, Anette

    2014-01-01

    This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning......? 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...

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

    DEFF Research Database (Denmark)

    Broström, Stig; Sandberg, Anette; Johansson, Inge

    2015-01-01

    This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning......? 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...

  1. Dietary sources of energy and macronutrient intakes among Flemish preschoolers.

    Science.gov (United States)

    De Keyzer, Willem; Lin, Yi; Vereecken, Carine; Maes, Lea; Van Oyen, Herman; Vanhauwaert, Erika; De Backer, Guy; De Henauw, Stefaan; Huybrechts, Inge

    2011-11-01

    This study aims to identify major food sources of energy and macronutrients among Flemish preschoolers as a basis for evaluating dietary guidelines. Three-day estimated diet records were collected from a representative sample of 696 Flemish preschoolers (2.5-6.5 years old; participation response rate: 50%). For 11 dietary constituents, the contribution of 57 food groups was computed by summing the amount provided by the food group for all individuals divided by the total intake of the respective nutrient for all individuals. Bread (12%), sweet snacks (12%), milk (6%), flavoured milk drinks (9%), and meat products (6%) were the top five energy contributors. Sweet snacks were among the top contributors to energy, total fat, all fatty acids, cholesterol, and complex and simple carbohydrates. Fruit juices and flavoured milk drinks are the main contributors to simple carbohydrates (respectively 14% and 18%). All principal food groups like water, bread and cereals, vegetables, fruit, milk and spreadable fats were under-consumed by more than 30% of the population, while the food groups that were over-consumed consisted only of low nutritious and high energy dense foods (sweet snacks, sugared drinks, fried potatoes, sauces and sweet spreads). From the major food sources and gaps in nutrient and food intakes, some recommendations to pursue the nutritional goals could be drawn: the intake of sweet snacks and sugar-rich drinks (incl. fruit juices) should be discouraged, while consumption of fruits, vegetables, water, bread and margarine on bread should be encouraged.

  2. Professionalism of Preschool Teachers in Estonia, Finland, Sweden and Hungary

    Science.gov (United States)

    Peterson, Tiina; Veisson, Marika; Hujala, Eeva; Härkönen, Ulla; Sandberg, Anette; Johansson, Inge; Bakosi, Eva Kovacsne

    2016-01-01

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring…

  3. 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.

  4. 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.

  5. Peer Responses to Stuttering in the Preschool Setting

    Science.gov (United States)

    Langevin, Marilyn; Packman, Ann; Onslow, Mark

    2009-01-01

    Purpose: This study investigated peer responses to preschoolers' stuttering in preschool and sought to determine whether specific characteristics of participants' stuttering patterns elicited negative peer responses. Method: Four outdoor free-play sessions of 4 preschoolers age 3-4 years who stutter were videotaped. Stutters were identified on…

  6. 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…

  7. 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.

  8. 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…

  9. Planning and Evaluating Educational Work in Slovene Preschools

    Science.gov (United States)

    Batistic Zorec, Marcela; Hocevar, Andreja

    2012-01-01

    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, goal and content-oriented and subject to schoolization. The Curriculum for Preschools (1999) brought conceptual changes towards education…

  10. 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 ef...

  11. Early versus Late Entry to Preschool: Some Developmental Implications

    Science.gov (United States)

    Zupancic, Maja; Kavcic, Tina

    2004-01-01

    This study explores the relationship between cognitive, motor, social and personality development of 3-year-old children and the age of their entry into preschool, which ranged from 10 to 45 months. 247 children from 17 preschools in different regions of Slovenia, all implementing the same National Curriculum, participated. Preschool teachers…

  12. 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…

  13. Response of preschool children with asthma symptoms to fluticasone propionate

    DEFF Research Database (Denmark)

    Roorda, R J; Mezei, G; Bisgaard, H;

    2001-01-01

    BACKGROUND: Many uncertainties remain in the diagnosis and treatment of preschool children with asthma symptoms. OBJECTIVE: We sought to determine the subgroups of preschool children (aged 12-47 months) with recurrent asthma symptoms most likely to respond to inhaled fluticasone propionate (200...... the management of preschool children with recurrent asthma symptoms....

  14. Peer Effects on Head Start Children's Preschool Competency

    Science.gov (United States)

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

    2016-01-01

    The goals of this study were to investigate whether young children attending Head Start (N = 292; M[subscript age] = 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…

  15. 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...

  16. 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…

  17. 43 CFR 17.220 - Preschool, elementary, and secondary education.

    Science.gov (United States)

    2010-10-01

    ... Handicap § 17.220 Preschool, elementary, and secondary education. This section applies to preschool, elementary, secondary, and adult education programs or activities that receive Federal financial assistance... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Preschool, elementary, and...

  18. 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.

  19. Study of the Effect of Simultaneous Iron, Zinc and Folic Acid Supplementation With or Without Vitamin A and C on Hemoglobin Levels of Teenaged Girl Students in Shahinshahr City.

    Directory of Open Access Journals (Sweden)

    Z Farajzadegan

    2008-04-01

    Full Text Available Introduction: Iron deficiency anemia (IDA is the most common form of anemia and one of the most important health problems. Iron supplementation for high risk groups can prevent IDA and its complications in the community. We need to have a holistic approach to control IDA with minimum cost and complications. Considering the high prevalence rate of IDA in Iran, assessment of the effects of micronutrients in the treatment of IDA is essential. The current study was designed to study the complete iron therapy program in Iran and evaluate the effect of simultaneous administration of vitamin A and C on hemoglobin (Hb levels. Methods: A triple blind randomized clinical trial was conducted in secondary schools for girls in Shahinshahr city of Iran. 120 students were selected after initial screening for clinical presentation of anemia. They were assigned to three groups. All the cases were administered 50mg elemental iron, 0.5mg folic acid and 11mg elemental zinc. However, group A received placebo, group B received 250mg vitamin C and placebo of vitamin A and group C received 250mg vitamin C and 100000 IU vitamin A. The hemoglobin levels were measured on day one and eight weeks later. Data was analyzed using software SPSS version 11.5 and statistical test used was one way ANOVA test. Results: There were statistical significant differences between the final Hemoglobin levels of the three groups (P<0.001. Hb increase in group C was significantly higher as compared to the control group (P<0.012. There was a difference between the Hb levels of group B and C, but this difference was not significant. Conclusion: The findings showed that simultaneous supplementation of iron, folic acid and zinc with vitamin A and C is very effective for increasing hemoglobin levels. Further investigations are needed to confirm this hypothesis for treatment of IDA.

  20. Prevention of obesity in preschool children.

    Science.gov (United States)

    Lanigan, Julie; Barber, Sally; Singhal, Atul

    2010-05-01

    Obesity is a serious problem that affects children from diverse ethnic backgrounds in both industrialised and developing countries. Worldwide, an estimated twenty-two million children obese by 2050. Recent evidence suggests that most obesity is established during the preschool years, and because one in five obese 4 year olds will become obese adults this situation has major implications for public health. The causes of obesity in preschool children are complex and multifactorial. Although 30-50% of the predisposition towards obesity in preschool children can be explained by genetic factors, environmental influences also play a crucial role. The preschool period in particular is a pivotal time during which long-term dietary and physical activity habits are established, with potential lifelong effects on health. However, research in this age-group is limited. Previous studies have aimed to improve diet, increase physical activity and achieve behavioural change. However, few of these studies have been successful and there is an urgent need, therefore, for the development of evidence-based interventions aimed at the prevention of preschool obesity.

  1. 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.

  2. Views of Future Preschool Teachers on Creativity

    Directory of Open Access Journals (Sweden)

    Štemberger Tina

    2013-09-01

    Full Text Available The first part of this paper focuses on creativity, the factors that influence creativity, and on creativity in education, with a special emphasis on preschool education. In the second part, we present the results of an empirical research study in which we wanted to identify the views and positions of future preschool teachers on creativity, factors of creativity, and children’s creativeness. The study showed that future preschool teachers mainly believe that not all people are creative, and neither are all children. But they believe that creative children have many opportunities to develop their creative potential in kindergarten. They consider family to be the most important factor in fostering and developing a child’s creativeness.

  3. Assessment of intelligence in the preschool period.

    Science.gov (United States)

    Baron, Ida Sue; Leonberger, Katherine Ann

    2012-12-01

    Intelligence testing has a long and revered history in psychological measurement in childhood. Yet, the years between infancy and early childhood have been understudied with respect to emergent intellectual and cognitive functioning. Factor analytic models of intelligence that have demonstrated applicability when testing older children and adults often appear inadequate in the preschool period. As more is learned about brain development in typically developing children during these crucial years the distinctive relationships between neural system development and intellectual functioning are being revealed more completely. The aim of this paper was to provide a brief historical background as a foundation for discussion of intelligence testing, review what is known about the dynamic course of brain development during the preschool years, acknowledge limitations specific to intelligence testing in young children, and provide support for maintaining a comprehensive neuropsychological perspective that considers the wider range of variables that influence intellectual functioning in the preschool period.

  4. Playing with geometry in preschool education

    Directory of Open Access Journals (Sweden)

    Filipa Balinha

    2016-12-01

    Full Text Available This article describes the exploration of geometry tasks with a group of children attending pre-school education in Braga. Four tasks were presented in the context of geometry to a group of 20 children aged 3 to 4 years. The tasks included the approach to geometric figures, the topological relations, maps reading and spatial orientation. As it is described in this article, it became clear that with practice, at this age, you can work geometry and mathematics as long the tasks are presented in the form of games or challenges. It is important that the tasks are designed for pre-school education attending the curriculum documents. In this way, we can connect the several areas of knowledgeand build interesting and challenging tasks to help children grow and learn while playing.Keywords: Mathematics; Kindergarten; Geometry; Preschool

  5. THE VIEWS OF PRESCHOOL CHILDREN ABOUT SPORTS

    Directory of Open Access Journals (Sweden)

    Yasemin AYDOĞAN

    2015-08-01

    Full Text Available People’s early experiences related with sports are the good determinants of their attitudes and behaviors about sports in their future life. Early childhood period is very critical in people’s life span getting children adopt different habits besides enhancing their development. Therefore, the aim of this study is to determine the views and expectations of preschoolers about sports. The sample is 24 preschoolers who are between 3 - and - 6 - year - olds. In this study q ualitative research design is used and semi - structured interviews are conducted with participants. Data are analyzed and interpreted under categories by using content analysis. The results of this study are determined as; children could not quite understan d the terms; sports and sportsman, children have limited knowledge about who do sports, and how and where do sport, children know football and swimming as sports. The results were discussed by adhering the literature and the supportive preschool sports ac tivites were suggested.

  6. Preschool literacy and second language learners

    DEFF Research Database (Denmark)

    Holm, Lars

    it important to examine what happens when transnational and generalised assumptions about language and literacy learning meets linguistic diversity and second language learners. One central issue in relation to a linguistic diverse context is to investigate the distinctions and categorisations established...... 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......Preschool literacy and second language learners Lars Holm In order to understand literacy and language in education it is no longer enough to direct research attention to schools and universities. In the Nordic countries, preschools have become important arenas for numerous political initiatives...

  7. Pre-school contributions to future achievements

    OpenAIRE

    Gamboa, Luis Fernando

    2014-01-01

    This paper provides recent evidence about the beneÖts of attending preschool on future performance. A non-parametric matching procedure is used over two outcomes: math and verbal scores at a national mandatory test (Saber11) in Colombia. It is found that students who had the chance of attending preschool obtain higher scores in math (6.7%) and verbal (5.4%) than those who did not. A considerable fraction of these gaps comes from the upper quintiles of studentís performance, suggesting that pr...

  8. 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 participation in children’s learning? The results show that from the teacher’s perspectives, children’s learning is connected to children’s social interaction and development in which the children’s initiatives are crucial. Learning, to a great extent, results from children’s active involvement. There are many...... similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care....

  9. Determining Views of Pre-School Teachers, Working at Pre-School Education Institutions on Pre-School Music Education

    Directory of Open Access Journals (Sweden)

    Aylin MENTİŞ KÖKSOY

    2005-06-01

    Full Text Available The main purpose of this study was to determine the opinions in about music education during the preschool period of kindergarten teachers working in state and private pre-schools of Ministry of Education in Çamardı, Bor, Altunhisar (Niğde and in Niğde.58 pre-scholl teachers were included in the study group. A questionnaire designed by researchers was given to the teachers. The questionnaire had two parts. In the first one there were personal questions about the teachers and in the second part their opinions about music education and some questions about the opportunitiesprovided by their instititutions about music education were asked. There were 10 questions in total. One of them was open-ended. In the study of data frequency, percent and one Way Anova analysis was used. According to the results, there were spinificant differences between the opinions of the teachers about music education depending on the institutions from which they graduated. In the study it was observed that musical instruments and music rooms at pre-school were insufficient. It was also seen by statement that some of the pre-schools teachers were not efficient in music.

  10. 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…

  11. Aiding Cognitive Growth in Disadvantaged Preschoolers.

    Science.gov (United States)

    Levenstein, Phyllis; Sunley, Robert M.

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

  12. Prosocial Behaviors in a Mainstreamed Preschool.

    Science.gov (United States)

    Blackmon, Alyce Akers; Dembo, Myron H.

    A study was conducted to determine the frequency of three types of prosocial interactions--empathy, helping, and altruism--which nonhandicapped preschool children could exhibit toward their handicapped peers. Subjects were 32 nonhandicapped 4- to 5-year-olds and 13 developmentally disabled 3- to 5-year-olds attending a mainstreamed preschool…

  13. Parenting a Precocious Preschooler: Breaking the Silence

    Science.gov (United States)

    Fish, Leigh Ann

    2016-01-01

    Precocity in the very young should be a valid topic of discussion in parental and educational circles, yet too frequently those conversations are slow to occur or are absent altogether. Many parents and educators remain silent about raising and nurturing precocious preschoolers, and author Leigh Ann Fish believe that the silence is due to a lack…

  14. Parental perception of preschool child body weight.

    Science.gov (United States)

    Garrett-Wright, Dawn

    2011-10-01

    Obesity in preschoolers has risen dramatically in the last decade. Although studies have demonstrated that parents of preschoolers have incorrect perceptions of their child's body weight, little is known about the factors that may be associated with these perceptions. The purpose of this study was to examine the relationships between parental perceptions of preschool child body weight and parental psychosocial factors. Quantitative analyses included descriptive statistics, correlations, and regression analyses. More than one third of the children in the sample were at risk for being overweight or were already overweight. However, less than 6% of parents felt that their child had an elevated body weight. Results from univariate logistic regression analyses demonstrated that the parent's health literacy level was a significant predictor of the accuracy of their perceptions regarding their child's body weight (p perceptions. Results from this study indicate that assessing parental perceptions of preschool child body weight can help providers accurately understand how parents view their children and lead to tailored educational interventions. In addition, the results support previous research suggesting that parental health literacy is a key to providing high-quality family-centered care.

  15. Preschool Classroom Environments That Promote Communication.

    Science.gov (United States)

    Ostrosky, Michaelene M.; Kaiser, Ann P.

    1991-01-01

    Seven environmental strategies are proposed to promote language use and communication skills in preschool classrooms. The strategies include having interesting materials available; placing some desirable materials within view but out of reach; providing small or inadequate portions of preferred materials; and presenting children with options among…

  16. Humane Education Teachers' Packet (Preschool & Kindergarten).

    Science.gov (United States)

    Sammut-Tovar, Dorothy

    Designed to sensitize preschoolers and kindergartners to the responsibilities involved in caring for living things, this teacher's packet provides a variety of student worksheets and activity suggestions. Teaching plans are provided for a total of nine lessons, which can be easily integrated into other learning areas such as numbers, colors,…

  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. Indoor and Outdoor Play in Preschool Programs

    Science.gov (United States)

    Kroeker, Julia

    2017-01-01

    The purpose of this study was to explain children's indoor and outdoor play in preschool programs in terms of teacher interaction, peer interaction and task orientation. Children's indoor and outdoor play behaviors were compared using the Individualized Classroom Assessment Scoring System (inCLASS). Findings included significant differences on…

  19. 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…

  20. 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.

  1. 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…

  2. An Art Appreciation Curriculum for Preschool Children.

    Science.gov (United States)

    Aylward, Kim; And Others

    1993-01-01

    Examined the effects of a 10-week art appreciation curriculum on 17 preschool children's levels of self-esteem, art involvement, and art appreciation. Pre- and postintervention tests demonstrated that, as a result of the curriculum, the children's self-esteem increased and that they displayed greater interest and knowledge of art. (MDM)

  3. Correlates of Attraction Among Preschool Children.

    Science.gov (United States)

    Ross, Michael B.

    The generalizability of several variables which have been related to attraction among adults to preschool children was investigated. It was found that perceived physical attractiveness, perceived proximity, and familiarity are all significantly positively correlated with how popular a child is in his nursery school class. (Author)

  4. Choosing a Great Preschool: A Parent's Perspective

    Science.gov (United States)

    Ransom, Marilee

    2012-01-01

    Many parents--whether employed outside the home or not--either want or need preschool for their young children. Research indicates that quality early educational experiences bestow numerous benefits on children, including developing a love of school, healthy socialization, meaningful learning, and preparation for kindergarten. Equipped with this…

  5. 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…

  6. Increasing Integration Success for Preschoolers with Disabilities.

    Science.gov (United States)

    Sainato, Diane M.; Strain, Phillip S.

    1993-01-01

    This article introduces three papers about research projects of the Early Childhood Research Institute of the University of Pittsburgh (Pennsylvania). The papers address peer-mediated strategies to promote communicative interaction, social behavior in preschoolers with special needs, and the importance of parents as intervention agents. (JDD)

  7. Green Settings for Children in Preschools

    DEFF Research Database (Denmark)

    Lerstrup, Inger Elisabeth

    between forest features and manufactured features, a detailed account of the affordances of ditches, and a description of the forest sites used by a Danish forest preschool. Children were attracted to features with changing and not fully explored action possibilities; forest features added variation...

  8. 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…

  9. Prenatal Testosterone and Preschool Disruptive Behavior Disorders.

    Science.gov (United States)

    Roberts, Bethan A; Martel, Michelle M

    2013-11-01

    Disruptive Behaviors Disorders (DBD), including Oppositional-Defiant Disorder (ODD) and Attention-Deficit/Hyperactivity Disorder (ADHD), are fairly common and highly impairing childhood behavior disorders that can be diagnosed as early as preschool. Prenatal exposure to testosterone may be particularly relevant to these early-emerging DBDs that exhibit a sex-biased prevalence rate favoring males. The current study examined associations between preschool DBD symptom domains and prenatal exposure to testosterone measured indirectly via right 2D:4D finger-length ratios. The study sample consisted of 109 preschool-age children between ages 3 and 6 (64% males;72% with DBD) and their primary caregivers. Primary caregivers completed a semi-structured interview (i.e., Kiddie Disruptive Behavior Disorder Schedule), as well as symptom questionnaires (i.e., Disruptive Behavior Rating Scale, Peer Conflict Scale); teachers and/or daycare providers completed symptom questionnaires and children provided measures of prenatal testosterone exposure, measured indirectly via finger-length ratios (i.e., right 2D:4D). Study results indicated a significant association of high prenatal testosterone (i.e., smaller right 2D:4D) with high hyperactive-impulsive ADHD symptoms in girls but not boys, suggesting that the effect may be driven by, or might only exist in, girls. The present study suggests that prenatal exposure to testosterone may increase risk for early ADHD, particularly hyperactivity-impulsivity, in preschool girls.

  10. Promoting Social and Emotional Learning in Preschool

    Science.gov (United States)

    DeMeulenaere, Michelle

    2015-01-01

    In this article, Michelle DeMeulenaere discusses social/emotional learning (SEL), with a focus on helping preschool children gain knowledge about feelings and getting along with others. SEL is the process in which children are able to acknowledge and recognize the emotions of others, develop empathy, make good decisions, establish friendships, and…

  11. Selective Listening Asymmetry in Preschool Children

    Science.gov (United States)

    Hiscock, Merrill; Kinsbourne, Marcel

    1977-01-01

    Forty-two right-handed preschool children listened to dichotic presentations of digit names and were told to report only the digit arriving at the designated ear. A significant right-ear superiority was found, demonstrating a left lateralization of verbal processing in children as young as three years of age. (Author/JMB)

  12. The Cooperative Preschool Inventory: Test Review.

    Science.gov (United States)

    O'Brien, Francis J., Jr.

    This paper is a brief psychometric review of the Cooperative Preschool Inventory (CPI-R), Revised Edition intended to supplement the review of CPI in the "Seventh Mental Measurements Yearbook." The 1970 revision of the CPI-R is a brief screening test for teacher-administered testing of three-to-six-year-old children. It is intended to…

  13. Information Environment of Preschool Educational Institutions

    Science.gov (United States)

    Shmakova, Anna Pavlovna

    2016-01-01

    The paper considers the elements of the information environment of preschool educational institutions by the example of the Ulyanovsk region. The article describes the interconnected system of factors that includes qualified personnel, logistics support, methodological basis, and management structures that affect the development of the information…

  14. 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…

  15. The Moral Judgments of Preschool Children.

    Science.gov (United States)

    Gruen, Gerald E.; And Others

    1979-01-01

    Preschoolers' responses to Piagetian moral judgment stories indicate that they respond differentially to good and bad intent (punishing the bad intentions but not responding to good or neutral intentions), but that only older children respond reliably and differentially to consequences. (RL)

  16. Teaching Preschool Children to Avoid Poison Hazards

    Science.gov (United States)

    Dancho, Kelly A.; Thompson, Rachel H.; Rhoades, Melissa M.

    2008-01-01

    We evaluated the effectiveness of group safety training and in situ feedback and response interruption to teach preschool children to avoid consuming potentially hazardous substances. Three children ingested ambiguous substances during a baited baseline assessment condition and continued to ingest these substances following group safety training.…

  17. Development of Spanish Consonants in Preschool Children.

    Science.gov (United States)

    Acevedo, Mary Ann

    1993-01-01

    This study tested the production of 18 Spanish consonants by 120 Mexican-American preschool children (ages 3-5), to determine the age of acquisition of Spanish consonants. Data are provided on percent of correct production of each sound at six different age levels and are graphically illustrated to compare age of acquisition with another study's…

  18. Children's collaborative encounters in pre-school

    DEFF Research Database (Denmark)

    Svinth, Lone

    2013-01-01

    ’s collaboration and how the institutional demands influence children’s collaborative encounters. The study is based on video recordings of paedagogical activities (workshops and circle times) in two Danish pre-schools over a period of 11 months. Although institutional demands challenge children’s initiatives...

  19. Temperament and Preschool Children's Peer Interactions

    Science.gov (United States)

    Acar, Ibrahim H.; Rudasill, Kathleen Moritz; Molfese, Victoria; Torquati, Julia; Prokasky, Amanda

    2015-01-01

    Research Findings: The current study is an examination of children's temperament as a predictor of their interactions with peers in preschool, with a particular focus on children's regulatory temperament characteristics (i.e., inhibitory control and attentional focusing) as moderators of associations between shyness and interactions with peers.…

  20. Cognitive and Social Play of Australian Preschoolers.

    Science.gov (United States)

    Wyver, Shirley R.; Spence, Susan H.

    1995-01-01

    Observed behaviors of 37 female and 23 male Australian preschoolers. Found that only 20% engaged in thematic pretend play (linked to perspective taking, language development, impulse control, divergent problem solving) whereas 24% used cooperative social play (linked to divergent problem solving). Results suggest need for assistance in the…

  1. An Art Appreciation Curriculum for Preschool Children.

    Science.gov (United States)

    Aylward, Kim; And Others

    1993-01-01

    Examined the effects of a 10-week art appreciation curriculum on 17 preschool children's levels of self-esteem, art involvement, and art appreciation. Pre- and postintervention tests demonstrated that, as a result of the curriculum, the children's self-esteem increased and that they displayed greater interest and knowledge of art. (MDM)

  2. 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…

  3. Fortify Your Knowledge about Vitamins

    Medline Plus

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

  4. 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, and vitamins E and D (for ... C (ascorbic acid): Upset stomach, kidney stones, increased iron ... signs of B-12 deficiency, a condition that can cause nerve damage Taking ...

  5. 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.

  6. A Conceptual Design of Mobile Learning Applications for Preschool Children

    OpenAIRE

    Kraleva, Radoslava; Kralev, Velin; Kostadinova, Dafina

    2016-01-01

    This article focuses on the possibilities of using mobile learning in the Bulgarian preschool education of young children. The state preschool educational regulations are presented and discussed. The problem concerning the children's safety when using mobile devices in terms of access to information on the Internet is revealed and analyzed. Two conceptual models of applications for mobile learning aimed at preschool children are designed. Their advantages and disadvantages are outlined and di...

  7. Guide for developmental psychology in the preschool education program

    OpenAIRE

    Batistič Zorec, Marcela; Prosen, Simona

    2011-01-01

    Guide made for first year students of Preschool Education Program contains instructions for exercises, integrative practices and seminars and some articles. Besides general instructions there are also special instructions for six tasks of the integrative practice which students do in preschools. The student must read the article on the certain theme before starting each exercise in practice. The themes of exercises and articles are: observing the children in preschool, aggressive behaviour, ...

  8. It's never too early - planetary and space science for preschoolers

    Science.gov (United States)

    Sonnabend, G.; Bergatt-Ast, C.

    2011-10-01

    In recent years, public outreach has become an integral part of scientific work. Inspired by the 2009 International Year of Astronomy I introduced a yearly "week of planets" in my kids' preschool. Based on some existing material and together with one of the preschool teachers we developed a two hour program for the 5-6 year old preschoolers including an informational part and hands-on activities.

  9. A Conceptual Design of Mobile Learning Applications for Preschool Children

    OpenAIRE

    Kraleva, Radoslava; Kralev, Velin; Kostadinova, Dafina

    2016-01-01

    This article focuses on the possibilities of using mobile learning in the Bulgarian preschool education of young children. The state preschool educational regulations are presented and discussed. The problem concerning the children's safety when using mobile devices in terms of access to information on the Internet is revealed and analyzed. Two conceptual models of applications for mobile learning aimed at preschool children are designed. Their advantages and disadvantages are outlined and di...

  10. The Influence of Theatre on a Preschool Child

    OpenAIRE

    KRÁTKÁ, Pavlína

    2009-01-01

    The aim of work is to highlight the impact of theater on the personality development of children preschool age and education elements of theater. The theoretical part is aimed at the preschool age child's personality and the importance of pre-term for shaping the child's own identity. It is aimed at the game and its importance in the lives of children preschool age and the specificities of the performing arts working in the preschool age child. The practical part is devoted to research and to...

  11. Pre-Schoolers, Pre-School Teachers, and Interpersonal Problem-Solving Skills: A Comparative Study in Turkey and Belgium

    Science.gov (United States)

    Sahin, Derya

    2011-01-01

    Interpersonal cognitive problem solving, one of the most crucial social skills, is a life-long competency that must be supported from the early years of life. In this study, the opinions of 55 Turkish pre-school teachers and 53 Flemish pre-school teachers who work with 3-6-year-old children in private and public pre-schools in metropolitan cities…

  12. 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.

  13. Conformity to peer pressure in preschool children.

    Science.gov (United States)

    Haun, Daniel B M; Tomasello, Michael

    2011-01-01

    Both adults and adolescents often conform their behavior and opinions to peer groups, even when they themselves know better. The current study investigated this phenomenon in 24 groups of 4 children between 4;2 and 4;9 years of age. Children often made their judgments conform to those of 3 peers, who had made obviously erroneous but unanimous public judgments right before them. A follow-up study with 18 groups of 4 children between 4;0 and 4;6 years of age revealed that children did not change their "real" judgment of the situation, but only their public expression of it. Preschool children are subject to peer pressure, indicating sensitivity to peers as a primary social reference group already during the preschool years.

  14. 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.

  15. Transitions from preschool to primary school

    DEFF Research Database (Denmark)

    Broström, Stig; Einarsdottir, Johanna; Vrinioti, Kalliope

    2010-01-01

      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 po...... 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....

  16. 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,...

  17. Preschool children's understanding of frame construction

    OpenAIRE

    Podstudenšek, Gašper

    2012-01-01

    Present study presents the preschool children’s understanding of framework concept, geometric forms in which framework can be represented and favorized by children. In addition the present study explores the extend of children’s knowledge of various materials, used in framework construction, and their conclusions of possible geometric forms, made by various materials in framework construction. 4 and 5 year old children were involved in present study by answering the questions before and after...

  18. Developing creativity in Montessori preschool class

    OpenAIRE

    KYSELOVÁ, Soňa

    2011-01-01

    The aim of this work is to point out the possibilities of developing creativity in a preschool classroom, which works by the philosophy of Montessori pedagogy that is sometimes critisised as too strict and not offering enough space for creativity and fantasy. The theoretical part will content characterisation of creativity and pedagogy of Maria Montessori, concept of creativity as perceived by Maria Montessori, art exploitation for developing creativity and it´s assertion in Montesori classro...

  19. Preschool children learn about electric circuit

    OpenAIRE

    Jarc, Nina

    2015-01-01

    In the theoretical part of my thesis, I first summarized what can be found in literature concerning electricity treatment (Labinowicz, Driver) and particularities of topics treatment in a preschool period, as well. I presented the concepts of electricity and electrical current, respectively, and several simple devices that operate on the basis of electricity, sources and the concept of electric energy. In the empirical part I first presented the questionnaire for identification of childr...

  20. Spreading the Experience of Preschool Educational Establishments

    Directory of Open Access Journals (Sweden)

    V. M. Dyukov

    2012-01-01

    Full Text Available The paper observes the issue of spreading the innovative experience of municipal preschool educational establishments (MPEE. The author outlines the ways of spreading the ideas of «Development Program of MPEE» and « Educational Program of MPEE» worked out according to the federal state requirements. Theoretical methodological basis of the research combines the fundamental studies of the last century’s Russian teachers and psychologists: L. S. Vygodsky, A. N. Leontyev, L. I. Bozhovitch, A. V. Zaporozhets, V. V. Davydov, etc. Based on their studies, a series of teaching methodical manuals was developed in the Institute of Reflexive Psychology of Creativity and Humanizing the Education at the International Academy of Humanizing the Education, Sotchi–Magdeburg: «Russian Education 2020 – the Model of Preschool Education» and «Pedagogic Innovations in MPEE of Innovative Type».In author’s opinion, the outcome of the research can promote the modernization efficiency in preschool education.

  1. Spreading the Experience of Preschool Educational Establishments

    Directory of Open Access Journals (Sweden)

    V. M. Dyukov

    2015-02-01

    Full Text Available The paper observes the issue of spreading the innovative experience of municipal preschool educational establishments (MPEE. The author outlines the ways of spreading the ideas of «Development Program of MPEE» and « Educational Program of MPEE» worked out according to the federal state requirements. Theoretical methodological basis of the research combines the fundamental studies of the last century’s Russian teachers and psychologists: L. S. Vygodsky, A. N. Leontyev, L. I. Bozhovitch, A. V. Zaporozhets, V. V. Davydov, etc. Based on their studies, a series of teaching methodical manuals was developed in the Institute of Reflexive Psychology of Creativity and Humanizing the Education at the International Academy of Humanizing the Education, Sotchi–Magdeburg: «Russian Education 2020 – the Model of Preschool Education» and «Pedagogic Innovations in MPEE of Innovative Type».In author’s opinion, the outcome of the research can promote the modernization efficiency in preschool education.

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

    DEFF Research Database (Denmark)

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

    This paper investigates the role of pre-school quality for children’s cognitive development at the end of elementary schooling (age 16). We use a unique dataset based on Danish admini-strative registers where pre-school children are linked to their pre-school and its pre-school teachers. Based...

  3. 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,…

  4. Preschool--An Arena for Children's Learning of Social and Cognitive Knowledge

    Science.gov (United States)

    Williams, Pia; Sheridan, Sonja; Sandberg, Anette

    2014-01-01

    The aim is to investigate Swedish preschool teachers' accounts of children's learning in relation to the goals in the Swedish preschool curriculum. The research question is: "What do preschool teachers see as fundamental aspects of learning in preschool practice?" The study is based on interactionist perspectives founded in Urie…

  5. 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,…

  6. Trajectories of preschool disorders to full DSM depression at school age and early adolescence: continuity of preschool depression.

    Science.gov (United States)

    Luby, Joan L; Gaffrey, Michael S; Tillman, Rebecca; April, Laura M; Belden, Andy C

    2014-07-01

    Preschool-onset depression, a developmentally adapted form of depression arising between ages 3 and 6, has demonstrated numerous validated features, including characteristic alterations in stress reactivity and brain function. This syndrome is characterized by subthreshold DSM criteria for major depressive disorder, raising questions about its clinical significance. To clarify the utility and public health significance of the preschool-onset depression construct, the authors investigated diagnostic outcomes of preschool children at school age and in adolescence. In a longitudinal prospective study of preschool children, the authors assessed the likelihood of meeting full criteria for major depressive disorder at age 6 or later as a function of preschool depression, other preschool axis I disorders, maternal history of depression, nonsupportive parenting, and traumatic life events. Preschool-onset depression emerged as a robust predictor of major depressive disorder in later childhood even after accounting for the effect of maternal history of depression and other risk factors. Preschool-onset conduct disorder also predicted major depression in later childhood, but this association was partially mediated by nonsupportive parenting, reducing by 21% the effect of preschool conduct disorder in predicting major depression. Study findings provide evidence that this preschool depressive syndrome is a robust risk factor for developing full criteria for major depression in later childhood, over and above other established risk factors. The results suggest that attention to preschool depression and conduct disorder in addition to maternal history of depression and exposure to trauma may be important in identifying young children at highest risk for later major depression and applying early interventions.

  7. 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…

  8. Preschool Teachers' Views on Children's Learning: An International Perspective

    Science.gov (United States)

    Broström, Stig; Sandberg, Anette; Johansson, Inge; Margetts, Kay; Nyland, Berenice; Frøkjaer, Thorleif; Kieferle, Christa; Seifert, Anja; Roth, Angela; Ugaste, Aino; Vrinioti, Kalliope

    2015-01-01

    This comparative study investigated the perspectives of preschool teachers in Australia, Denmark, Estonia, German, Greece and Sweden about learning and participation in preschool. A structured survey questionnaire investigated four main questions: What situations can be characterised as learning? What activities are important for learning? What…

  9. Predicting Child Outcomes from Preschool Quality in Portugal

    Science.gov (United States)

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

    2013-01-01

    The main purpose of this study is to analyze whether quality of preschool classrooms relates to 4- and 5-year-old children developmental outcomes. The study was conducted in 60 classrooms in Porto Metropolitan Area, Portugal. Children (N = 215) were evaluated in the literacy, math, and behavior domains. Preschool quality was assessed through…

  10. Validity and Evaluation of the Preschool Language Scale.

    Science.gov (United States)

    Zimmerman, Irla Lee; Steiner, Violette G.

    The results of the administration of the Preschool Language Scale to two succeeding classes of Head Start children (N 174) in a large, heterogeneous school district are reported. The scale is an individually administered instrument divided into receptive and expressive language areas. All children were administered the Preschool Language Scale,…

  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. Utility of the Behavior Problem Checklist with Preschool Children.

    Science.gov (United States)

    Gayton, William F.; And Others

    1982-01-01

    Determined the utility of the Behavior Problem Checklist (BPC) with preschool children. Found the BPC sensitive in differentiating clinical from nonclinical groups. Findings suggest that the Behavior Problem Checklist, although not specifically designed to assess preschool age children, may be effective with this population. (Author)

  13. 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,…

  14. 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,…

  15. Mainstream Preschool Program: Working Model in Rural Maine.

    Science.gov (United States)

    Walsh, James Mackin

    1987-01-01

    The Richmond preschool is an innovative partnership between regular and special education. High school students taking a child care course act as aides to the preschool special education teacher and learn to apply and observe classroom-based theory and knowledge of child growth and development in a meaningful and concrete manner. (JHZ)

  16. Comparison of Three Formal Methods of Preschool Language Assessment.

    Science.gov (United States)

    McLoughlin, Caven S.; Gullo, Dominic F.

    1984-01-01

    Three standardized language assessment measures (Peabody Picture Vocabulary Test-Revised, Test of Early Language Development, and the Preschool Language Scale) were individually administered to 25 nonreferred, White, middle-class preschoolers. Correlations among the three measures were statistically significant suggesting an interrelationship of…

  17. Preschool Teachers' Beliefs of Creative Pedagogy: Important for Fostering Creativity

    Science.gov (United States)

    Cheung, Rebecca Hun Ping; Leung, Chi Hung

    2013-01-01

    This study aimed to develop and validate an instrument, the Early Childhood Creative Pedagogy Questionnaire (ECCPQ), which can be used to understand preschool teachers' beliefs about creative pedagogy as a means of fostering creativity. Items were initially constructed from a review of the literature and interviews with 27 preschool teachers in…

  18. 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…

  19. 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…

  20. 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…

  1. The Benefits of Reading Aloud to Pre-School Children.

    Science.gov (United States)

    Pankey, Janel Christine

    Noting that reading aloud to preschool children significantly influences their reading development, this master's thesis examines the many benefits from reading aloud to preschoolers. The thesis reviews research indicating that when parents read aloud, they help their children learn vocabulary, complex sentence structure, and story structure.…

  2. 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…

  3. 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…

  4. 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…

  5. Assessment of the Social and Emotional Functioning of Preschool Children.

    Science.gov (United States)

    Martin, Roy P.

    1986-01-01

    This article reviews selected issues and techniques in interviewing, direct observation, rating scales, sociometry, and associative techniques as used in the context of preschool assessment. Special problems encountered in assessing the social and emotional functioning of preschool children are discussed. (Author/LMO)

  6. Informational Text Use in Preschool Classroom Read-Alouds

    Science.gov (United States)

    Pentimonti, Jill M.; Zucker, Tricia A.; Justice, Laura M.; Kaderavek, Joan N.

    2010-01-01

    The purpose of the present study was to conduct a comprehensive study of book genres used in preschool classrooms. Text titles gathered from the reading logs of 84 preschool teachers were analyzed and coded for genre (narrative, expository, or mixed). Expository or mixed texts were then further examined according to topics covered. Analyses…

  7. How Do I Write…? Scaffolding Preschoolers' Early Writing Skills

    Science.gov (United States)

    Cabell, Sonia Q.; Tortorelli, Laura S.; Gerde, Hope K.

    2013-01-01

    Providing preschoolers with rich writing experiences can help to lay a foundation for their later reading and writing success. Early writing experiences can be greatly enhanced by how preschool teachers answer young children's questions about writing and engage them in productive writing instruction. With appropriate scaffolding, early writing…

  8. Pre-School Education in Lithuania: Historical Interpretation.

    Science.gov (United States)

    Montvilaite, Sigita

    During the 20th century, preschool education in Lithuania evolved within a context of a changing society, ideology, and politics, including the experience of national independence, two world wars, political exile and occupation, and regained independence. This paper demonstrates the connection between past and present preschool educational…

  9. Diversity Management in Preschools Using a Critical Incident Approach

    Science.gov (United States)

    Stier, Jonas; Tryggvason, Marja-Terttu; Sandstrom, Margareta; Sandberg, Anette

    2012-01-01

    Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and…

  10. 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…

  11. 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…

  12. ELL Preschoolers' English Vocabulary Acquisition from Storybook Reading

    Science.gov (United States)

    Collins, Molly F.

    2010-01-01

    This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to…

  13. Listening Comprehension in Preschoolers: The Role of Memory

    Science.gov (United States)

    Florit, Elena; Roch, Maja; Altoe, Gianmarco; Levorato, Maria Chiara

    2009-01-01

    The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the…

  14. 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…

  15. Picking up the Threads. Languaging in a Swedish Mainstream Preschool

    Science.gov (United States)

    Puskás, Tünde

    2017-01-01

    This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language.…

  16. 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…

  17. Language Competence and Social Focus among Preschool Children

    Science.gov (United States)

    Naerland, Terje

    2011-01-01

    This study explores how various aspects of language competence are related to social focus among preschoolers. The study presented is based on video-recorded observation of 64 children, aged 11-61 months, during free play at their kindergarten. A measure of social focus in the preschool, regarded as an indicator of social status, was constructed…

  18. 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…

  19. Socio-Emotional Programme Promotes Positive Behaviour in Preschoolers

    Science.gov (United States)

    Pickens, Jeffrey

    2009-01-01

    This study evaluated an early childhood socio-emotional programme aimed at promoting preschooler's social skills and reducing behaviour problems. The Peace Education Foundation (PEF) socio-emotional development programme was provided in English and Spanish to preschool teachers, parents and children in Miami, Florida. The programme instructs…

  20. 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…

  1. Creative Drama in Preschool Curriculum: Teaching Strategies Implemented in Hungary

    Science.gov (United States)

    Szecsi, Tunde

    2008-01-01

    In an imaginary "Agency of Smiles," preschool children pretending to be aid workers are immersed in such activities as typing letters, sending and receiving faxes, answering phones, and negotiating with clients. A mail carrier delivers a letter from an immigrant preschool boy in the Netherlands, who requests help in making friends in his…

  2. 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…

  3. Impact of Structured Movement Time on Preschoolers' Physical Activity Engagement

    Science.gov (United States)

    Palmer, Kara K.; Matsuyama, Abigail L.; Robinson, Leah E.

    2017-01-01

    Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers' physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and…

  4. Preschool Predictors of Narrative Writing Skills in Elementary School Children

    Science.gov (United States)

    Hooper, Stephen R.; Roberts, Joanne E.; Nelson, Lauren; Zeisel, Susan; Kasambira Fannin, Danai

    2010-01-01

    This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and…

  5. Treatment of Anxiety and Depression in the Preschool Period

    Science.gov (United States)

    Luby, Joan L.

    2013-01-01

    Objective: Empirical studies have established that clinical anxiety and depressive disorders may arise in preschool children as young as 3.0 years. Because empirical studies validating and characterizing these disorders in preschoolers are relatively recent, less work has been done on the development and testing of age-appropriate treatments.…

  6. Treatment of Anxiety and Depression in the Preschool Period

    Science.gov (United States)

    Luby, Joan L.

    2013-01-01

    Objective: Empirical studies have established that clinical anxiety and depressive disorders may arise in preschool children as young as 3.0 years. Because empirical studies validating and characterizing these disorders in preschoolers are relatively recent, less work has been done on the development and testing of age-appropriate treatments.…

  7. 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…

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

    Science.gov (United States)

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

    2013-01-01

    Background: Anxiety disorders are often present at preschool age. Research on older children and studies contrasting preschoolers with high versus low behavioral inhibition (BI) highlight several risk factors, but these have not been investigated in community samples of young children. Child, parent, and peer factors at age 4 were therefore…

  9. 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…

  10. 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…

  11. Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments.

    Science.gov (United States)

    D'Allura, Tana

    2002-01-01

    A study involving 9 preschool children with visual impairments found that following a cooperative learning strategy intervention in an integrated preschool, the children with visual impairments interacted with peers at levels comparable to those of sighted children, while those in the self-contained class maintained the same rate of interactions.…

  12. 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…

  13. Utility of the Behavior Problem Checklist with Preschool Children.

    Science.gov (United States)

    Gayton, William F.; And Others

    1982-01-01

    Determined the utility of the Behavior Problem Checklist (BPC) with preschool children. Found the BPC sensitive in differentiating clinical from nonclinical groups. Findings suggest that the Behavior Problem Checklist, although not specifically designed to assess preschool age children, may be effective with this population. (Author)

  14. Pre-School Education: Report from Five Research Projects.

    Science.gov (United States)

    Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

    This booklet, presenting a discussion of five experimental preschool programs, resulted from an international forum sponsored by the Centre for Educational Research and Innovation (CERI) for the leaders of these programs. The forum developed from a concern for the long range effectiveness of preschool education or intervention. The five programs…

  15. Does Special Education Improve Preschoolers' Academic Skills? Research Brief

    Science.gov (United States)

    Sullivan, Amanda L.; Field, Samuel

    2013-01-01

    This study investigated associations between enrollment in preschool special education and school readiness skills for children with mild to moderate delays. Findings indicated that on average, children who received preschool special education services had lower scores in reading and math in kindergarten than similar children who did not receive…

  16. 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…

  17. 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…

  18. Relations between Attachment, Gender, and Behavior with Peers in Preschool.

    Science.gov (United States)

    Turner, Patricia J.

    1991-01-01

    Preschool children's security of attachment was assessed in the laboratory, and their interactions with peers were observed in the preschool. Insecure boys showed more aggressive, disruptive, assertive, and controlling behavior than secure children. Insecure girls showed more dependent and compliant behavior, and less assertive and controlling…

  19. 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.

  20. Age, Emotion Regulation Strategies, Temperament, Creative Drama, and Preschoolers' Creativity

    Science.gov (United States)

    Yeh, Yu-Chu; Li, Me-Lin

    2008-01-01

    Based on Yeh's (2004) "Ecological Systems Model of Creativity Development", this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of creativity among preschool children. Participants were 116 4- to 6-year-old preschool children. This…

  1. Preschool Flu Prevention (A Minute of Health with CDC)

    Centers for Disease Control (CDC) Podcasts

    2014-03-06

    In the U.S., many young children go to day-care centers and preschools; these environments put them at higher risk for influenza. This podcast discusses the importance of getting preschool-age children vaccinated against influenza.  Created: 3/6/2014 by MMWR.   Date Released: 3/6/2014.

  2. 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…

  3. Preschool Story Time: Fun and Learning in the School Library

    Science.gov (United States)

    Schwindt, Martha; Tegeler, Julie

    2010-01-01

    Effective school libraries are no longer quiet, staid places--and the inclusion of preschoolers adds even more joy and active learning to the mix. As more and more elementary schools include preschool children in their school communities, school librarians can respond with programs that emphasize essential early literacy experiences for the very…

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

    Science.gov (United States)

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

    2013-01-01

    Background: Anxiety disorders are often present at preschool age. Research on older children and studies contrasting preschoolers with high versus low behavioral inhibition (BI) highlight several risk factors, but these have not been investigated in community samples of young children. Child, parent, and peer factors at age 4 were therefore…

  5. 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…

  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. Language and Literacy Environments in Preschools. ERIC Digest.

    Science.gov (United States)

    Snow, Catherine E.; Burns, M. Susan; Griffin, Peg

    Because of the variation in support for literacy development in different homes, many children need high-quality preschool and school environments and excellent primary instruction to be sure of reading success. This Digest discusses the research on preschool literacy environments and their contributions to reading skills development. The overall…

  8. 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…

  9. African American Preschool Children's Physical Activity Levels in Head Start

    Science.gov (United States)

    Shen, Bo; Reinhart-Lee, Tamara; Janisse, Heather; Brogan, Kathryn; Danford, Cynthia; Jen, K-L. C.

    2012-01-01

    The purpose of this study was to describe the physical activity levels of urban inner city preschoolers while attending Head Start, the federally funded preschool program for children from low-income families. Participants were 158 African American children. Their physical activity during Head Start days was measured using programmed RT-3…

  10. Literacy Readiness: Transitional Partnerships between Preschool and Kindergarten

    Science.gov (United States)

    Emfinger, Kay

    2012-01-01

    The transition from preschool to elementary school is an important period for all families but can be particularly difficult for children from low-income families (Pianta, Rimm-Kaufman, & Cox, 1999). Transition involves not only the children's "readiness," especially in terms of literacy, but also how families, preschools, and schools interact and…

  11. Teaching Preschoolers about Diversity: A View from Greece.

    Science.gov (United States)

    Benincasa, Luciana

    2002-01-01

    Describes instances of teaching Greek preschool children about diversity, examining categories used and how teachers and students proposed, questioned, accepted, refused, or legitimated them. The paper analyzes eight reports written by teacher trainees in a Greek preschool education department which describe classroom activities and dialogues.…

  12. 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.

  13. The Traditional in Contemporary Curricula of Preschool Education

    Science.gov (United States)

    Kopas-Vukašinovic, Emina; Savovic, Margit

    2016-01-01

    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…

  14. Impact of Structured Movement Time on Preschoolers' Physical Activity Engagement

    Science.gov (United States)

    Palmer, Kara K.; Matsuyama, Abigail L.; Robinson, Leah E.

    2017-01-01

    Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers' physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and…

  15. 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.

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

    OpenAIRE

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

    2015-01-01

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

  17. 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…

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

    Science.gov (United States)

    Goldman, Elizabeth; Adler, C. Ralph

    2007-01-01

    Parents are their child's first and most important teacher. This booklet introduces parents to techniques for helping their preschoolers learn to read. Included is a story about how one mother and father encourage their children to read, a sample reading activity, and a checklist for parents of preschoolers. This brochure is based on "A Child…

  19. 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…

  20. Confirmatory Factor Analysis of the "Preschool Behavioral and Emotional Rating Scale" (PreBERS) with Preschool Children with Disabilities

    Science.gov (United States)

    Cress, Cynthia J.; Synhorst, Lori; Epstein, Michael H.; Allen, Elizabeth

    2012-01-01

    The "Preschool Behavioral and Emotional Rating Scale" (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement)…

  1. 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…

  2. Prevalence of Anemia and Related Deficiencies in the First Year following Laparoscopic Gastric Bypass for Morbid Obesity

    NARCIS (Netherlands)

    Aarts, E.O.; Wageningen, B. van; Janssen, I.M.; Berends, F.J.

    2012-01-01

    Background. Anemia associated with deficiencies in iron, folic acid, and vitamin B12 are very common after Laparoscopic Roux-en-Y Gastric Bypass (LRYGB) surgery for morbid obesity. This study was conducted to evaluate the prevalence of anemia after LRYGB. Patients and Methods. A total of 377 morbid

  3. Fortify Your Knowledge about Vitamins

    Medline Plus

    Full Text Available ... for which 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, ...

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

    African Journals Online (AJOL)

    Gregers Stig Andersen

    compared with iron-folic acid supplementation among 2,100 pregnant women in Guinea-Bissau. ... receiving a 1xRDA MMS preparation (consisting of 14 vitamins and .... iron deficiency, and 70% had marginal or low folate ... Vitamin B12 (μg).

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

    Science.gov (United States)

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

    2016-01-01

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

  6. 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…

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

    Science.gov (United States)

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

    2008-01-01

    In this study, we investigated a new instrument: the Southampton Test of Empathy for Preschoolers (STEP). The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child's ability to understand (STEP-UND) and share (STEP-SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry,…

  8. 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…

  9. 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.

  10. Exposing Preschoolers to the Printed Word: A Case Study of Preschool Teachers in Mauritius

    Science.gov (United States)

    Owodally, Ambarin Mooznah Auleear

    2013-01-01

    Mauritius is a multilingual island, where there is a linguistic and literacy paradox. While Mauritian Creole dominates as the spoken language of the population, English and French are the main print languages, as well as the main languages of literacy and education. In such a complex situation, preschool is an interesting terrain in which to…

  11. SARS, Preschool Routines and Children's Behaviour: Observations from Preschools in Hong Kong

    Science.gov (United States)

    Rao, Nirmala

    2006-01-01

    All schools in Hong Kong were closed in April 2003 to prevent the spread of SARS. This paper considers the influence of the SARS epidemic on children's routines and behaviour when preschools re-opened, after a six-week closure. Observations were made in 20 kindergartens and principals of another 10 kindergartens completed questionnaires. The…

  12. 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…

  13. Assessing the Nutritional Status and Blood Glutathione Level for Preschool Children

    Directory of Open Access Journals (Sweden)

    Hanaa H. Elsayed * and Amr Abd El-Hafez

    2006-12-01

    Full Text Available This study was designed to assessment nutrition status and blood glutathione (GSH level for preschool children. Subjects and methods: The study included 70 (boys and girls preschool children at aged from 2-5 years. Children was randomly selected from the out patients clinic at the National Nutrition Institute Cairo. Weigh and height were measured for them to evaluate the effect of nutrients on bodies, dietary intake was collected for the children were subjected to estimation of (Energy, Protein, Fat, Carbohydrate, vitamins A, folic acid and minerals iron, zinc and selenium in their daily diet. Blood samples were collected to determine hemoglobin, glutathione and total protein concentration. Results: The dietary analysis showed that, every nutrient was lower than the requirement except total protein was higher than the recommend. Stunting showed (25.5% of boys and (20% of girls, underweight (23% of boys and 14% of girls were the problems among preschool children. A glutathione deficiency was found among 97% of boys and 100% of girls. The hemoglobin ratio 77.1% from children was equal or less than normal concentration. Total protein noticed 82.9% of boys and 85.7 of girls in normal value. Conclusion: There was little quantity of nutrients intake, glutathione level and growth. The study can be recommended to improve their daily dietary intake and nutrition habits by education programs for their parents or supplement of studied cases with special ferrous and protein specially contains sulphur amino acids in daily diet to cover Recommended Dietary Allowances and can improve tissue GSH concentration

  14. Association between maternal lifestyle and preschool nutrition

    Directory of Open Access Journals (Sweden)

    Érica Bezerra Nobre

    Full Text Available Summary Introduction: Many of the health behaviors involved in the emergence of chronic non-communicable diseases (CNCD are originated in childhood under parental influence. Mothers are the ones most involved in the education and health care of children. Lifestyle (LS is a social determinant of health. Very few studies tried to understand the influence of maternal LS on child nutrition. Objective: To verify the association between maternal behavioral and non-behavioral LS and nutritional aspects in preschool children. Method: From January 2010 to December 2010, we performed a cross-sectional study with 255 mothers of preschool children who were residents of five different sub-districts in southwestern São Paulo. A proportional stratified random sample was selected using two layers (“schools” and “children”. From the mother, sociodemographic and LS information were collected. From the child, data on anthropometry, sedentary behavior and food intake were collected. The association was calculated using chi-square test and logistic regression. Results: Children who ate minimally processed food were born from mothers with more socially aware non-behavioral LS, while children that ate more processed food were born from mothers with more consumerist non-behavioral LS. No association was found between nutritional characteristics of preschoolers and types of maternal behavioral LS. Children presenting “sedentary behavior” and the habit of eating “ultra-processed foods” had 113% and 84% higher chances, respectively, of being born to mothers that belonged to the “consumerist” cluster. Conclusion: Mothers living a consumerist lifestyle can promote negative influences on child nutrition.

  15. [Mortality by avoidable causes in preschool children].

    Science.gov (United States)

    Lurán, Albenia; López, Elizabeth; Pinilla, Consuelo; Sierra, Pedro

    2009-03-01

    The infant-mortality rate in children aged less than five is an indicator of the general state of health of a population and directly reflects the quality of life and the level of socio-economic development of a country. Avoidable mortality was assessed in preschool children as a reflection of Colombia quality of life and socio-economic development. Mortality trends were analyzed in preschool children aged less than five throughout Colombia during a 20-year period from 1985-2004, and focused on mortality causes that were considered avoidable. This was a descriptive, retrospective study; the sources of information were Departamento Administrativo Nacional de Estadística records of deaths and population projections 1985-2004. Mortality rate due to avoidable causes was the statistical indicator. In children aged less than one, the reducible mortality due to "early diagnosis and medical treatment" occupied the first place amongst causes for every year of the study period and accounted for more than 50% of recorded deaths. In children aged 1 to 4, the category "other important reducible causes" was associated with 40% of recorded deaths-deaths due mainly to respiratory diseases. Over the 20-year period, the avoidable mortality rate decreased by 34% in children aged less than one, in children 1-4, it decreased by 23%. Although the infant-mortality rate in preschool children was reduced, the decrease was small, from 80% to 77%. The situation requires more analysis with respect to strategies in public health, particularly concerning preventable diseases of the infancy.

  16. Associations between preschool attendance and developmental impairments in pre-school children in a six-year retrospective survey

    Directory of Open Access Journals (Sweden)

    Baune Bernhard T

    2006-10-01

    Full Text Available Abstract Background Many school-aged children suffer physical and mental impairments which can adversely affect their development and result in significant morbidity. A high proportion of children in western countries attend pre-school, and it is likely that the preschool environment influences the prevalence and severity of these impairments. Currently there is insufficient data available on the prevalence of these impairments and their causal associations. The influence that location of a pre-school and the duration of preschool attendance have on the prevalence of these impairments is not known. Methods In a retrospective survey spanning six years (1997–2002 we reviewed the records of 6,230 preschool children who had undergone routine school entry assessments. These children had been assessed utilising a modified manual of the "Bavarian Model" for school entry examinations. This model outlines specific criteria for impairments of motor, cognitive, behavioural and psychosocial functioning. Prevalence rates for physical and behavioural impairments were based on the results of these assessments. The relationship between the prevalence of impairments and the duration of preschool attendance and the location of the preschool attended was estimated utilizing logistic regression models. Results We found that 20.7% of children met the criteria for at least one type of impairment. Highest prevalence rates (11.5% were seen for speech impairments and lowest (3.5% for arithmetic impairments. Boys were disproportionately over represented, with 25.5% meeting the criteria for impairment, compared to 13.0% for girls. Children who had attended preschool for less than one year demonstrated higher rates of impairment (up to 19.1% for difficulties with memory, concentration or perseverance compared to those who had attended for a longer duration (up to 11.6% for difficulties with pronouncation. Children attending preschool in an urban location had slightly

  17. Physical activity in Ontario preschoolers: prevalence and measurement issues.

    Science.gov (United States)

    Obeid, Joyce; Nguyen, Thanh; Gabel, Leigh; Timmons, Brian W

    2011-04-01

    Early childhood is a critical period for the development of active living behaviours; however, very little is known about the physical activity levels of preschoolers from Canada. The objectives of this study were to (i) examine physical activity in a sample of Ontario preschoolers by using high-frequency accelerometry to determine activity and step counts; (ii) assess the relationship between step counts and physical activity; (iii) examine the influence of epoch length or sampling interval on physical activity; and (iv) compare measured physical activity to existing recommendations. Thirty 3- to 5-year-old children wore accelerometers to monitor habitual physical activity in 3-s epochs over a 7-day period. Preschoolers engaged in an average of 220 min of daily physical activity, 75 min of which were spent in moderate-to-vigorous physical activity (MVPA), and they accumulated 7529 ± 1539 steps·day(-1). Preschoolers who engaged in more MVPA also took more steps on a daily basis (r = 0.81, p physical activity per day for preschool-age children. Our data highlight important methodological considerations when measuring physical activity in preschoolers and the need for preschool-specific physical activity guidelines for Canadian children.

  18. 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

  19. 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.

  20. Curriculum in preschool. Adjustment or libetation?

    DEFF Research Database (Denmark)

    Broström professor m.so., Stig

    2012-01-01

    In early childhood education and care there has been a tendency in recent years to narrow down the educational practice to an introduction to school with a strong emphasis on literacy and math. It is essential that early childhood education and care researchers and practitioners analyse and reflect......, & 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...

  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...... bone mass and bone density was measured by dual-energy X-ray absorptiometry (DEXA). Background data and information regarding TV viewing and computer use was obtained from parent completed questionnaires. Physical activity during waking hours was filtered from body movements during nocturnal sleep...

  2. Gender differences in preschool children's play

    OpenAIRE

    Tarman Starc, Ana

    2015-01-01

    The goal of the final thesis is to shed some light on gender-based differences which can be observed in the way preschool children (aged 3 to 6) play, focusing on differences in the type of play, the size of play groups of boys and girls as well as differences in their playing behaviour with special focus on prosocial and aggressive behaviour. Moreover, the educators' attitude towards play is examined, i.e. how they intervene in the play of boy and girls. In the theoretical part the key c...

  3. 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...

  4. Didactic computer games for preschool children

    OpenAIRE

    Taleski Gržinič, Nataša

    2015-01-01

    Nowadays it is hard to imagine life without technology that surrounds everywhere we go. The game belongs to every child’s life and all the children know how to play games and they love doing it. Playing games is crucial for children as it helps them getting familiar with the world around them and helps them understand different life situations. In my thesis we work with preschool children playing games with the help of technology, more exactly with computers and tablets. Our main goal is tryi...

  5. Investing in Our Future: The Early Years. First Singapore Conference on Preschool Education: Promoting Quality Care and Education for Preschoolers (Singapore, December 2-3, 1998).

    Science.gov (United States)

    Tan-Niam, Carolyn, Ed.; Ling, Quah May, Ed.

    Informed by current thinking and supported by data gathered in Singapore, this volume compiles a selection of papers presented at the First Singapore Conference on Preschool Education: Promoting Quality Care and Education for Preschoolers. The papers are: (1) "Introduction: Issues in Quality Provision for Preschool Care and Education" (Carolyn…

  6. Introducing a Pairwise Comparison Scale for UX Evaluations with Preschoolers

    Science.gov (United States)

    Zaman, Bieke

    This paper describes the development and validation of a pairwise comparison scale for user experience (UX) evaluations with preschoolers. More particularly, the dimensionality, reliability and validity of the scale are discussed. The results of three experiments among almost 170 preschoolers show that user experience cannot be measured quantitatively as a multi-dimensional construct. In contrast, preschoolers’ UX should be measured directly as a one-dimensional higher order construct. This one-dimensional scale encompassing five general items proved to be internally consistent and valid providing evidence of a solid theory-based instrument to measure UX with preschoolers.

  7. MAIN FEATURES OF VIDEO MEDIA FOR PRESCHOOL AUDIENCE

    Directory of Open Access Journals (Sweden)

    Ksenia GROMOVA

    2014-01-01

    Full Text Available The article focuses on the impact of television on pre-school audience, namely on children from 0 to 6 years in the article. The author carefully analyzed the features of psychological and physical evolution of infantile (early age group (0-3 years and preschool children (3-6 ac-cording to which telecast must be created. The author analyzed program schedules of Russian TV channels with the aim to identify the availability of TV programs relevant to each preschool age group.

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

    Directory of Open Access Journals (Sweden)

    M.S. Mirimanova

    2013-04-01

    Full Text Available We review approaches to creation of safe learning environment in preschools: protecting, training, personally developing, creative. We explore the possibilities of this environment examination. We reveal child development risks and threats to educational environment security of preschool institutions. A special emphasis is on personal developmental and constructive approaches. Tolerance development in children is seen as a means of prevention and creation conditions for psychological security of educational environment, and indirect control of children social development process. At the same time, the aim is development of interactional culture in preschool educational institution, built on important tolerance principles: non-violence, voluntary choice, personal responsibility, accepting the Other.

  9. Communities of Children in the transition from preschool to school

    DEFF Research Database (Denmark)

    Stanek, Anja Hvidtfeldt

    2017-01-01

    This article is concerned with the meaning of Communities of Children in the transition from preschool to school – analyzed from the children’s perspectives (Aronsson, Hedegaard, Højholt, & Ulvik, 2012).The text is based on an ethnographic study where a group of Danish children where followed...... participation possibilities within the children’s communities in preschool. This means that we need both cooperation with the children’s parents and professional collaboration and information sharing across preschool and school and professional cooperation within the school....

  10. Science and technology awareness for preschool children: a working model

    CSIR Research Space (South Africa)

    Van Deventer, A

    2009-05-01

    Full Text Available these positive experiences as references to support their developing interests and attitudes towards Science and Technology. The Process TekkiTots started in 2006 when Morning Star Montessori preschool in the Pretoria area expressed the need for Science... to preschool children. I put together twenty-five lessons and presented it to a group of six children at a Montessori preschool once a week. It took on average an hour to complete a lesson. I observed the interest the children showed and eagerness to take...

  11. Postural and Load Distribution Asymmetries in Preschoolers

    Directory of Open Access Journals (Sweden)

    Paulysnara de Oliveira Almeida

    2016-03-01

    Full Text Available The aim of the study was to investigate the postural and load distribution symmetries in preschool children. The sample consisted of 67 preschool children with a median age of 54.00 ± 5.06 months. Postural parameters such as the horizontal alignment of the head, the acromion and Antero Superior Iliac Spines (ASIS, the angles between the acromial and ASIS, frontal, Q, knee and ankle and horizontal asymmetry of the scapula in relation to T3 were evaluated by photogrammetry. The baropodometry was used to identify the distribution of plantar pressure, while the medial arch of the foot was analyzed by photographic image. The median, standard deviation and the symmetry ratio were calculated for each parameter considered symmetry values greater than 90%. The Pearson’s or Spearman’s correlation were used between the parameters analyzed. There was asymmetric for postural and load distribution parameters for both genders and a null correlation between the symmetry of the surface and foot morphology and negative weak correlation significant between of the load foot and the front angle of the lower limb symmetries. The presence of asymmetries, postural and/or of load distribution, observed in early childhood suggest the importance of monitoring the postural and foot load parameters in the long term, preventing future postural and biomechanical alterations.

  12. DETECTION OF UNDERNUTRITION AMONG PRESCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Vaishali

    2013-11-01

    Full Text Available ABSTRACT: BACKGROUND: Undernutrition among Indian preschool children is very much prevalent and is the predisposing factor for various types of morbidity and mortality. OBJECTIVES: To detect prevalence of under nutrition among preschool children and to find out sensitive tool for detection of under nutrition. Study design: A cross sectional study. Study subjects: Children of age group be low 6 years attending anganwadi. Sample size: Total 108 children attending anganwadi were included in the study. Data collection: Data was recorded in prestructured proforma, consisting information regarding personal data and anthropometric measurements li ke height, weight, head circumference, mid arm circumference etc. RESULTS: The overall prevalence of undernutrition according to weight for height, body mass index, weight for age by IAP classification and by Kanawati and Mc Laren index was 36.11%, 41.67%, 42.59% and 66.67%, respectively. Most sensitive tool observed was Kanawati and Mc Laren index to detect true positive undernutrition cases. CONCLUSION: Maximum number of undernutrition cases were detected by Kanawati and Mc Laren index, whose ability of d etecting true undernutrition cases is very much high in comparison with other indices, even though the sensitivity to detect normal children and predictive ability is less. So the Kanawati and Mc Laren index is considered superior to detect undernutrition in the community

  13. 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.

  14. Pre-energy reasoning in preschool children

    Directory of Open Access Journals (Sweden)

    DIMITRIS KOLIOPOULOS

    2009-01-01

    Full Text Available The research presented in this paper explores the degree to which preschool children have the ability to use mental representations which constitute precursor energy models. Twenty-five children (10 boys and 15 girls participated in the study. They were presented with two different phenomenological situations considered as important for the establishment of pre-energy reasoning: the movement of a toy car with the use of batteries and the movement of an identical car with the use of a spring. The children were involved in personal, semi-structured interviews, which aimed at eliciting their explanations about the movement of the two cars. The analysis of children’s explanations reveals that they tend to explain the movement of cars in both phenomenological situations in naturalistic terms. These naturalistic explanations were mainly agentive, that is they regard the batteries and the spring correspondingly as external agents causing the cars’ movement. The major percentage of agentive naturalistic explanations was given in terms of the function of the objects under discussion, while a number of them were formulated in terms of distribution. These findings designate a developing understanding of physical causality and a pre-energy character in children’s reasoning, since they are capable of accounting for the two phenomenological situations in terms of object chains. Therefore, an attempt to introduce the aspect of energy transfer in preschool education could be considered.

  15. 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.

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

    DEFF Research Database (Denmark)

    Rasmussen, Kim

    . The aim of the project, (inspired from action research, new childhood sociology, phenomenology) is to create knowledge (on basis of experiences, narratives, observations/field notes, photos/visual knowledge) about the preschool environment, which might qualify the discourse of kindergartens and the new...... 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......" and coded/decoded (Bernstein) and experienced by the participants. The paper and presentation will focus on issues of interpretation visual data and dilemmas experienced during the process of cooperation with the preschool teachers and children. A key issue is the asymmetry between children and adults...

  17. Competences, competences assessment, validity of instruments, Preschool Education

    Directory of Open Access Journals (Sweden)

    Rigoberto Marín Uribe

    2012-05-01

    Full Text Available The purpose of this article is to describe the design process, validation and assurance of an instrument for the assessment of the success level of competences in preschool children. Initially is presented a theoretical and contextual framework of the competences in preschool. With this, it is problematized about the absence of tools for that the educators could perform the diagnostic evaluation of competences required in the reform of preschool education 2004. In the design of the instrument, the concept of “situation” is central. The validation and assurance included a process of pilotage with 512 preschool children with the implementing in practice of three different ways of application of the instrument. The results show high levels of assurance and power of discrimination that allow to distinguish significantly people by age and socioeconomic level, not finding differences by genre.

  18. Family-Oriented Nutrition Education and Preschool Obesity.

    Science.gov (United States)

    Venters, Maurine; Mullis, Rebecca

    1984-01-01

    Explores implications of interdisciplinary findings in an attempt to: (1) identify family practices and behaviors that contribute to preschool obesity; and (2) suggest effective obesity control strategies that can guide family-oriented nutrition education and counseling efforts. (JN)

  19. 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.

  20. rickets in rural kenyan preschool children: case report

    African Journals Online (AJOL)

    2013-03-03

    Mar 3, 2013 ... Baseline clinical assessments performed for a nutrition intervention study in preschool children. (n=324) ... Committee of the University of Nairobi, School of. Medicine, and .... Program [Subgrant DAN-1328-G-00-0046-00]. The.

  1. Correlates of Curiosity and Exploratory Behavior in Preschool Disadvantaged Children

    Science.gov (United States)

    Minuchin, Patricia

    1971-01-01

    Describes a pilot project with two objectives: 1) to develop measures of curiosity and exploration applicable to preschool children, and 2) to investigate the relationship between variations in exploratory behavior and other aspects of emotional and cognitive growth. (WY)

  2. Norm Referenced and Criterion Based Measures with Preschoolers

    Science.gov (United States)

    MacTurk, Robert H.; Neisworth, John T.

    1978-01-01

    Seventeen handicapped and nonhandicapped preschool children were given both the norm referenced Gesell Developmental Schedules and the criterion based HICOMP progress measure on a quarterly (10 week) basis. (Author/SBH)

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

    DEFF Research Database (Denmark)

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

    2014-01-01

    This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended...... a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements...... in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability....

  4. 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...... 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...... and time of day. Additionally, the between-preschool variation in mean PA was estimated using the intraclass correlation. METHODS: We invited 627 children 5-6 years of age attending 43 randomly selected preschools in Odense, Denmark. Aiming and catching MS was assessed using subtests of the Movement...

  5. Preschool Math Skills and Training Research in Turkey: Synthesis Study

    Directory of Open Access Journals (Sweden)

    Burcu BAĞCI

    2017-01-01

    Full Text Available – In this study, an attempt to create a synthesis of publications on preschool period mathematic abilities and education in peer-reviewed journals throughout the years 2000 and 2015. Constituting a literature review, the sample of this study is 45 articles that were published in peer-reviewed journals, either in print or electronically, between the years 2000 and 2015 on preschool mathematic abilities and education. Using the document analysis technique, there has been determined to be an increase in the number of preschool mathematic education studies from the year 2004 onward. This study (1 employs an emphasis on qualitative methods, (2 is more of a literature review, (3 contains a single set of data obtained from testing and surve y, (4 has a sample group consisting of 5-6-year-old children attending preschool. Research subjects, methodology, data analysis methods of studies from the near past will shed light on further studies.

  6. Assessment of nutritional status of preschool children of Gumbrit ...

    African Journals Online (AJOL)

    Assessment of nutritional status of preschool children of Gumbrit, North West Ethiopia. ... Ethiopian Journal of Health Development ... Conclusion: The nutritional status of children in rural communities is affected by low family income.

  7. Breast-Feeding May Not Lead to Smarter Preschoolers

    Science.gov (United States)

    ... https://medlineplus.gov/news/fullstory_164308.html Breast-Feeding May Not Lead to Smarter Preschoolers But study ... 2017 MONDAY, March 27, 2017 (HealthDay News) -- Breast-feeding may not make kids sharper or better behaved ...

  8. NUTRITIONAL STATUS OF PRESCHOOL TRIBAL CHILDREN IN NORTH KERALA

    National Research Council Canada - National Science Library

    Bindu V; Thomas Bina; Biju George

    2017-01-01

    .... Nutritional status is a sensitive indicator of community health and nutrition. The present study is an attempt to assess the nutritional status of pre-school children of Kozhikode district in Kerala...

  9. Problems of the Development of Alternative Forms of Preschool Education

    Science.gov (United States)

    Ballaeva, E. A.

    2014-01-01

    An insufficient number of affordable places in Russia's preschool system is affecting the educational development of many young children and reducing the number of mothers who could be working in the economy.

  10. Effectiveness of a Danish early year preschool program

    DEFF Research Database (Denmark)

    Jensen, Bente; Holm, Anders; Bremberg, Sven

    2013-01-01

    Questionnaire at the start of the intervention, at mid term, and by the end. The results indicate that, in the intervention group, children developed fewer emotional symptoms, conduct problems, became less hyperactive and were more attentive. The effect sizes ranged between 0.15 and 0.2.......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...

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

    African Journals Online (AJOL)

    Nawal Mubarak Al-Qaoud

    2014-07-25

    Jul 25, 2014 ... Design: A sample of 578 Kuwaiti preschool children (4–5 years of age) and their mothers were .... and weight without shoes and in light clothing to the nearest ..... Kuwait Nutrition Profile – Nutrition and Consumer Protection.

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

    DEFF Research Database (Denmark)

    Sørensen, Hanne Værum

    2014-01-01

    This chapter discusses what considerations a researcher must do in the research of young children's play in preschool when she is using video. In using video technology, several researchers have described how their activities are technically, analytically, and interpretively done...

  13. Preschool Children's Conceptions of Sex-Role Transgressions.

    Science.gov (United States)

    Smetana, Judith G.

    1986-01-01

    Examines the conceptual basis of preschoolers' judgments regarding cross-gender behavior, taking into consideration the type of sex-role regularity and whether it is male or female sex-role stereotype. (HOD)

  14. Problems of the Development of Alternative Forms of Preschool Education

    Science.gov (United States)

    Ballaeva, E. A.

    2014-01-01

    An insufficient number of affordable places in Russia's preschool system is affecting the educational development of many young children and reducing the number of mothers who could be working in the economy.

  15. How Preschoolers Begin Learning the Rules of Reading, Spelling

    Science.gov (United States)

    ... How Preschoolers Begin Learning the Rules of Reading, Spelling Exposing them to written words early on will ... spell doesn't begin until kids start inventing spellings that reflect the sounds they hear -- for example, ...

  16. Investigating teachers' practices of creative thinking skills in Qatari preschools

    OpenAIRE

    Al-Thani, Tamader Jassim

    2010-01-01

    The purpose of this study was to investigate pre-school teachers' pedagogical practices in the context of promoting students' creative thinking skills in the classroom. A total of 80 female preschool teachers completed a 30-item, creative thinking skills questionnaire. Results showed that teachers differed significantly in using creative thinking skills according to their qualifications and in service training. Findings also indicated a significant interaction between the variables of qualifi...

  17. Some aspects of ICT application in preschool education

    OpenAIRE

    Arsović, Branka B.

    2015-01-01

    The new century brought new social environment and the ubiquity of information and communication technologies (ICT). This environment is reflected in the education of the youngest. The challenges of ICT usage in preschool education are numerous: from purpose, through (non) existing ICT competence of teachers, to the undeniable integration of ICT in the everyday lives of children. This article is a contribution to the consideration of some aspects of ICT usage in preschool education.

  18. 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....

  19. Autism, Processing Speed, and Adaptive Functioning in Preschool Children

    OpenAIRE

    Åsa Hedvall; Elisabeth Fernell; Anette Holm; Jakob Åsberg Johnels; Christopher Gillberg; Eva Billstedt

    2013-01-01

    Objectives. To study cognitive test profiles with a focus on processing speed in a representative group of preschool children with autism spectrum disorder (ASD) and relate processing speed to adaptive functioning. Methods. Cognitive assessments were performed in 190 3.6–6.6-year-old children (164 boys and 26 girls) with ASD, using either Griffiths' developmental scales (n = 77) or the Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) (n = 113). Cognitive data wer...

  20. Preschool Power Play: Resource Control Strategies Associated with Health

    OpenAIRE

    Massey, Amber R.; Jennifer Byrd-Craven; Swearingen, CaSandra L.

    2014-01-01

    Background. This exploratory study uses a multimethod approach to examine the relationship between social strategy usage and overall health in preschool children. Methods. Children's temperament, social strategies, and health assessments were obtained via reported behavior from parents and teachers. In addition, children's use of prosocial and coercive strategies was observed and recorded via one-way windows in the preschool facility. Results. Results revealed that the temperament characteris...

  1. PSYCHOSENSORIMOTOR DEVELOPMENT OF PRESCHOOLERS WITH MILD CASE OF PSEUDOBULBAR DYSARTHRIA

    OpenAIRE

    2012-01-01

    The article covers the research of connection between mental, sensor and motor development, sensorimotor, ideomotor and emotional-motor reactions and also their variations by preschoolers with mild case of pseudobulbar dysarthria. The aim of the research is in theoretical study of specification of psychosensorimotor development of preschoolers with mild case of pseudobulbar dysarthria. Novelty of the research is in substantiation of the theoretical importance of studying psychosensorimotor de...

  2. Preschool Flu Prevention (A Cup of Health with CDC)

    Centers for Disease Control (CDC) Podcasts

    2014-03-06

    In the U.S., many young children go to day-care centers and preschools. These environments put them at higher risk for influenza, including potential serious complications, such as hospitalization and even death. An annual flu vaccine is recommended for all children six months and older. In this podcast, Dr. Erin Kennedy discusses the importance of getting your preschooler vaccinated against influenza.  Created: 3/6/2014 by MMWR.   Date Released: 3/6/2014.

  3. Manifestation and coping aggressiveness in the pre-school age

    OpenAIRE

    Hrbková, Jana

    2008-01-01

    Bachelor thesis occupies with manifestation of aggressive behaviour in kindergartens and designs ways how to prevent their implications. Theoretical part is about aggressiveness as a problem of present society with accent to the pre-school and primary school age, to its manifestations, implications and presumption to its coping. Practical part contains observation of aggressiveness in the kindergarten by pre-school teachers, development is made as a question {--} form. It contains games and a...

  4. 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.

  5. 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.

  6. 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

  7. 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.

    2017-01-01

    Objective: 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. Methods: 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 ≥95th percentile. Results: 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. Conclusion: 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. PMID:27660068

  8. Noise exposure and auditory effects on preschool personnel

    Directory of Open Access Journals (Sweden)

    Fredrik Sjödin

    2012-01-01

    Full Text Available Hearing impairments and tinnitus are being reported in an increasing extent from employees in the preschool. The investigation included 101 employees at 17 preschools in Umeå county, Sweden. Individual noise recordings and stationary recordings in dining rooms and play halls were conducted at two departments per preschool. The effects of noise exposures were carried out through audiometric screenings and by use of questionnaires. The average individual noise exposure was close to 71 dB(A, with individual differences but small differences between the preschools. The noise levels in the dining room and playing halls were about 64 dB(A, with small differences between the investigated types of rooms and preschools. The hearing loss of the employees was significantly higher for the frequencies tested when compared with an unexposed control group in Sweden. Symptoms of tinnitus were reported among about 31% of the employees. Annoyance was rated as somewhat to very annoying. The voices of the children were the most annoying noise source. The dB(A level and fluctuation of the noise exposure were significantly correlated to the number of children per department. The preschool sound environment is complex and our findings indicate that the sound environment is hazardous regarding auditory disorders. The fluctuation of the noise is of special interest for further research.

  9. Noise exposure and auditory effects on preschool personnel.

    Science.gov (United States)

    Sjödin, Fredrik; Kjellberg, Anders; Knutsson, Anders; Landström, Ulf; Lindberg, Lennart

    2012-01-01

    Hearing impairments and tinnitus are being reported in an increasing extent from employees in the preschool. The investigation included 101 employees at 17 preschools in Umeå county, Sweden. Individual noise recordings and stationary recordings in dining rooms and play halls were conducted at two departments per preschool. The effects of noise exposures were carried out through audiometric screenings and by use of questionnaires. The average individual noise exposure was close to 71 dB(A), with individual differences but small differences between the preschools. The noise levels in the dining room and playing halls were about 64 dB(A), with small differences between the investigated types of rooms and preschools. The hearing loss of the employees was significantly higher for the frequencies tested when compared with an unexposed control group in Sweden. Symptoms of tinnitus were reported among about 31% of the employees. Annoyance was rated as somewhat to very annoying. The voices of the children were the most annoying noise source. The dB(A) level and fluctuation of the noise exposure were significantly correlated to the number of children per department. The preschool sound environment is complex and our findings indicate that the sound environment is hazardous regarding auditory disorders. The fluctuation of the noise is of special interest for further research.

  10. 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

  11. Preschool Facilities, Day_care_preschool_providers, Published in 2008, 1:600 (1in=50ft) scale, Buffalo County.

    Data.gov (United States)

    NSGIC GIS Inventory (aka Ramona) — This Preschool Facilities dataset, published at 1:600 (1in=50ft) scale, was produced all or in part from Orthoimagery information as of 2008. It is described as...

  12. Associations between preschool attendance and developmental impairments in pre-school children in a six-year retrospective survey

    OpenAIRE

    Baune Bernhard T; Stich Heribert L; Caniato Riccardo N; Krämer Alexander

    2006-01-01

    Abstract Background Many school-aged children suffer physical and mental impairments which can adversely affect their development and result in significant morbidity. A high proportion of children in western countries attend pre-school, and it is likely that the preschool environment influences the prevalence and severity of these impairments. Currently there is insufficient data available on the prevalence of these impairments and their causal associations. The influence that location of a p...

  13. The role of educational and clinical prevention of dental diseases in older preschool children in a preschool

    Directory of Open Access Journals (Sweden)

    N. P. Vanchakova

    2013-01-01

    Full Text Available A study of 19 preschool children (8 ofthem with speech disorders, 19 parents, 4 preschool teacher were to identify low hygienic knowledge and skills of parents and children. Children in violation of the formation of speech found in the playback lag motor tasks on the space-time parameters, broke a sequence of elements of action, lowered its component parts, the longer formulated phrase. What to consider when creating training programs for oral health.

  14. 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.

  15. 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)

  16. Preschool children's caregivers' attitudes and behavior regarding bottle feeding in Bangpakong, Chachoengsao

    National Research Council Canada - National Science Library

    Orawan Suwansingha; Praphasri Rirattanapong

    2014-01-01

    .... Materials and Methods: The study sample comprised 320 caregivers of preschool children aged 3-6 years, who were attending the public preschools in Bangpakong, Chachoengsao, and they completed self-administered questionnaires...

  17. 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

  18. 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...... higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average...

  19. Security of attachment and preschool friendships.

    Science.gov (United States)

    Park, K A; Waters, E

    1989-10-01

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

  20. 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

  1. Social competence of preschool children with epilepsy.

    Science.gov (United States)

    Rantanen, K; Timonen, S; Hagström, K; Hämäläinen, P; Eriksson, K; Nieminen, P

    2009-02-01

    The aims of this study were to describe the social competence of 3- to 6-year-old children with epilepsy (n=26) compared with that of age- and gender-matched healthy controls (n=26). Social competence was assessed with the Vineland Social Maturity Scale, Conners' Parent Rating Scales-Revised, and the Child Behavior Checklist. The results indicate that the children with epilepsy, especially with complicated epilepsy, had fewer age-appropriate social skills and more attention and behavior problems than the healthy children, as reported by parents. It is possible that the lack of age-appropriate social skills and the presence of attention problems predispose to behavioral problems. Also, epilepsy-related factors impaired the achievement of social competence. This study shows that the preschool children with complicated, early-onset epilepsy are at increased risk of difficulties in social competence.

  2. Longitudinal antecedents of executive function in preschoolers.

    Science.gov (United States)

    Conway, Anne; Stifter, Cynthia A

    2012-01-01

    Despite an extensive history underscoring the role of social processes and child contributions to the development of executive functions (C. Lewis & J. Carpendale, 2009; L. S. Vygotsky, 1987), research on these relations is sparse. To address this gap, 68 mother-child dyads were examined to determine whether maternal attention-directing behaviors (attention maintaining, attention redirection) and toddlers' temperament predicted executive processes during preschool (mean age = 4.5 years, SD = 0.46)-delay and conflict inhibition. Maternal attention maintaining was associated with high levels of conflict inhibition for inhibited and exuberant children, whereas attention redirection was associated with low levels of delay and conflict inhibition for inhibited children. Therefore, maternal attention-directing behaviors may enhance the development of executive functions but only for children with inhibited and exuberant temperaments. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  3. Affective forecasting bias in preschool children.

    Science.gov (United States)

    Gautam, Shalini; Bulley, Adam; von Hippel, William; Suddendorf, Thomas

    2017-07-01

    Adults are capable of predicting their emotional reactions to possible future events. Nevertheless, they systematically overestimate the intensity of their future emotional reactions relative to how they feel when these events actually occur. The developmental origin of this "intensity bias" has not yet been examined. Two studies were conducted to test the intensity bias in preschool children. In the first study, 5-year-olds (N=30) predicted how they would feel if they won or lost various games. Comparisons with subsequent self-reported feelings indicated that participants overestimated how sad they would feel to lose the games but did not overestimate their happiness from winning. The second study replicated this effect in another sample of 5-year-olds (n=34) and also found evidence of an intensity bias in 4-year-olds (n=30). These findings provide the first evidence of a negative intensity bias in affective forecasting among young children. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. Pre-School Attendance and Child Development

    DEFF Research Database (Denmark)

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

    , of total work experiences, ages and hourly wages of staff members. Those indicators show the expected correlations with children's development outcomes, better day-care quality being linked to better child outcomes ten years later. We use rich administrative information about the children's background......Earlier research suggests that children's development is shaped in their early years of life. This paper examines whether differences in day-care experiences during pre-school age are important for children's cognitive and language development at the age of 15. The analysis is based on class...... performance at the end of elementary schooling. We assess the effects of attended types and qualities of day-care institutions on various child outcomes as measured by school grades in mathematics, science, English and Danish for the whole Danish population as well as outcomes from the 2006 PISA Denmark...

  5. The role of preschool teacher in child structured and unstructured play

    OpenAIRE

    Bajde, Karmen

    2016-01-01

    The thesis entitled The Role of Preschool Teacher in Child Structured and Unstructured Play focuses on play, play materials and the role of preschool teacher in the preschool period. The theoretical part focuses on the meaning of child’s play and play materials as well as the role of the preschool professionals. Various types, factors and characteristics of child’s play were presented and play materials were defined. Toy quality criteria are also briefly described. The chapter dealing with th...

  6. The relations among young children's peer-reported trustworthiness, inhibitory control, and preschool adjustment

    OpenAIRE

    Ken J. Rotenberg; Michalik, Nicole; Eisenberg, Nancy; Betts, Lucy R.

    2008-01-01

    Sixty-five (38 male and 27 female) preschool children (mean age = 5 years 1 month) completed measures of peers' trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model. The expected positive paths were found from (1) gender to preschool adjustment and inhibitory control, (2) age to peer-reported trustworthiness, (3) ...

  7. 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…

  8. Print-Related Practices in Low-Income Latino Homes and Preschoolers' School-Readiness Outcomes

    Science.gov (United States)

    Schick, Adina R.; Melzi, Gigliana

    2016-01-01

    This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Specifically, we investigated the print-related practices that Latino primary caregivers engaged in with their preschool-aged children at the start of the school year and explored the relation between these…

  9. Italian Preschoolers' Peer-Status Linkages with Sociability and Subtypes of Aggression and Victimization

    Science.gov (United States)

    Nelson, David A.; Robinson, Clyde C.; Hart, Craig H.; Albano, Anthony D.; Marshall, Shawna J.

    2010-01-01

    Little is known about the behavior of preschool children belonging to peer sociometric status groups (popular, average, rejected, neglected, and controversial) in cultural contexts outside North America. This study examined the social interactions of Italian preschoolers. The sample consisted of 266 Italian preschoolers (mean age of 64 months).…

  10. Tour as a form of cognitive activity of children of preschool age

    OpenAIRE

    Evgeniya Shanc

    2016-01-01

    In article the author considers theoretical approaches to the concept of "activity", "cognitive activity", especially the development of cognitive activity in preschool age; reveals the role of excursions in the development of cognitive activity of preschool children, justifies the need for the organization of excursion activity in the conditions of preschool educational organization.

  11. High School/Preschool Partnership Program: Administrative Guide [and] Curriculum Guide. Field Test Edition.

    Science.gov (United States)

    Pinellas County School Board, Clearwater, FL.

    An administrative and curriculum guide are presented for the High School/Preschool Partnership Program in which high school students gain experience with handicapped preschoolers in a mainstreamed setting. The program is intended to expand services to high schoolers (parenting skills and career skills) as well as preschoolers. The administrative…

  12. How Preschoolers Use Cues of Dominance to Make Sense of Their Social Environment

    Science.gov (United States)

    Charafeddine, Rawan; Mercier, Hugo; Clément, Fabrice; Kaufmann, Laurence; Berchtold, André; Reboul, Anne; Van der Henst, Jean-Baptiste

    2015-01-01

    A series of four experiments investigated preschoolers' abilities to make sense of dominance relations. Experiments 1 and 2 showed that as early as 3 years old, preschoolers are able to infer dominance not only from physical supremacy but also from decision power, age, and resources. Experiments 3 and 4 showed that preschoolers have expectations…

  13. 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…

  14. State Preschool Program Evaluations and Research: Research-to-Policy Resources

    Science.gov (United States)

    Ferguson, Daniel

    2016-01-01

    Many states with preschool programs, as well as other interested organizations and individuals, have undertaken research and evaluation efforts to improve their understanding of state preschool program implementation, results, and impacts. A 2004 review by Gilliam and Zigler examined state efforts to evaluate preschool programs from 1997 to 2003.…

  15. Examination of the Messages Preschool Teachers Use against Undesirable Behaviors of Children

    Science.gov (United States)

    Tepeli, Kezban

    2013-01-01

    The purpose of this study was to examine, through in-class observations, the messages preschool teachers use against children's undesirable behaviors, in order to warn the children and remove negative behaviors. The study group consisted of six preschool teachers. The messages used by preschool teachers against undesirable behaviors of children…

  16. 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…

  17. Object Recognition and Attention to Object Components by Preschool Children and 4-Month-Old Infants.

    Science.gov (United States)

    Haaf, Robert A.

    2003-01-01

    This study investigated attention to and recognition of components in compound stimuli among infants and preschoolers. Oddity tasks with preschoolers and familiarization/novelty-preference tasks with infants demonstrated successful discrimination among stimuli components on basis of edge property information. Matching tasks with preschoolers and…

  18. 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…

  19. K-ABC/McCarthy Performance for Repeating and Nonrepeating Preschoolers.

    Science.gov (United States)

    Smith, Douglas K.; Lyon, Mark A.

    This study compares the McCarthy Scales of Children's Abilities (MSCA) and the Kaufman Assessment Battery for Children (K-ABC) profiles of successful and unsuccessful preschoolers with learning disabilities. Subjects, 40 preschool students, were tested at the beginning and at the end of the preschool year and were placed into repeating or…

  20. 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…

  1. The Impact of Pre-School on Young Children's Cognitive Attainments at Entry to Reception

    Science.gov (United States)

    Sammons, Pam; Elliot, Karen; Sylva, Kathy; Melhuish, Edward; Siraj-Blatchford, Iram; Taggart, Brenda

    2004-01-01

    This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from…

  2. 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…

  3. Preschool Work Teams' View of Ways of Working with Gender--Parents' Involvement

    Science.gov (United States)

    Karlson, Ingrid; Simonsson, Maria

    2008-01-01

    Lately the interest to develop a gender-perspective in preschool has grown in Sweden. The aim of this study is to focus on Swedish preschool work teams understanding of gender and gender-sensitive pedagogy and their descriptions of what they actually do to be gender-sensitive preschools. Studies of gender and children often focus construction of…

  4. Identifying the Problems That Finnish and Estonian Teachers Encounter in Preschool

    Science.gov (United States)

    Ugaste, Aino; Niikko, Anneli

    2015-01-01

    The purpose of this study is to describe Finnish and Estonian preschool teachers' thoughts on the problems they encounter in their pedagogical work in the preschool context. The study involved interviews with 80 preschool teachers (40 in each country). The theoretical framework of the study is based on quality as a pedagogical phenomenon, whereby…

  5. 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…

  6. 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…

  7. 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…

  8. The Relations among Young Children's Peer-Reported Trustworthiness, Inhibitory Control, and Preschool Adjustment

    Science.gov (United States)

    Rotenberg, K. J.; Michalik, N.; Eisenberg, N.; Betts, L. R.

    2008-01-01

    Sixty-five (38 male and 27 female) preschool children (mean age=5 years 1 month) completed measures of peers' trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model. The…

  9. 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

  10. Preschool Work Teams' View of Ways of Working with Gender--Parents' Involvement

    Science.gov (United States)

    Karlson, Ingrid; Simonsson, Maria

    2008-01-01

    Lately the interest to develop a gender-perspective in preschool has grown in Sweden. The aim of this study is to focus on Swedish preschool work teams understanding of gender and gender-sensitive pedagogy and their descriptions of what they actually do to be gender-sensitive preschools. Studies of gender and children often focus construction of…

  11. Parental Expectations of Public Preschool Programs in the Hardin County Area.

    Science.gov (United States)

    Mulligan, Mary

    An exploratory study examined the expectations of parents toward goals, curriculum, and services of the public preschool in Hardin County, Ohio. Previous studies have shown that the goals of the preschool influence the curriculum and determine whether the preschool is academic or social in nature, that academics are emphasized even though play has…

  12. 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.

  13. 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…

  14. Concurrent Validity of Preschooler Gross Motor Quality Scale with Test of Gross Motor Development-2

    Science.gov (United States)

    Sun, Shih-Heng; Sun, Hsiao-Ling; Zhu, Yi-Ching; Huang, Li-chi; Hsieh, Yueh-Ling

    2011-01-01

    Preschooler Gross Motor Quality Scale (PGMQ) was recently developed to evaluate motor skill quality of preschoolers. The purpose of this study was to establish the concurrent validity of PGMQ using Test of Gross Motor Development-2 (TGMD-2) as the gold standard. One hundred and thirty five preschool children aged from three to six years were…

  15. Teacher-Child Relationships, Behavior Regulation, and Language Gain among At-Risk Preschoolers

    Science.gov (United States)

    Schmitt, Mary Beth; Pentimonti, Jill M.; Justice, Laura M.

    2012-01-01

    Many preschoolers from low socioeconomic-status (SES) backgrounds demonstrate lags in their language development, and preschool participation is viewed as an important means for mitigating these lags. In this study, we investigated how teacher-child relationship quality and children's behavior regulation within preschool classrooms were associated…

  16. 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…

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

    Science.gov (United States)

    Fedorenko, Marina V.; Bykova, Svetlana S.

    2016-01-01

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

  18. 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.

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

    Directory of Open Access Journals (Sweden)

    Xun Jiang

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

  20. What Are the Characteristics of Nature Preschools in Norway, and How Do They Organize Their Daily Activities?

    Science.gov (United States)

    Lysklett, Olav B.; Berger, Henrik W.

    2017-01-01

    This study provides basic information about how Norwegian nature preschools differ from other Norwegian preschools and how they organize their daily activities. Fifty-six nature preschools and 52 other preschools were included in the study. A total of 106 headmasters and 98 pedagogical leaders filled out questionnaires about the characteristics of…

  1. 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

  2. Physical activity in preschoolers: understanding prevalence and measurement issues.

    Science.gov (United States)

    Oliver, Melody; Schofield, Grant M; Kolt, Gregory S

    2007-01-01

    Accurate physical activity quantification in preschoolers is essential to establish physical activity prevalence, dose-response relationships between activity and health outcomes, and intervention effectiveness. To date, best practice approaches for physical activity measurement in preschool-aged children have been relatively understudied. This article provides a review of physical activity measurement tools for preschoolers, an overview of measurement of preschoolers' physical activity, and directions for further research. Electronic and manual literature searches were used to identify 49 studies that measured young children's physical activity, and 32 studies that assessed the validity and/or reliability of physical activity measures with preschool-aged children. While no prevalence data exist, measurement studies indicate that preschool children exhibit low levels of vigorous activity and high levels of inactivity, boys are more active than girls, and activity patterns tend to be sporadic and omnidirectional. As such, measures capable of capturing differing activity intensities in very short timeframes and over multiple planes are likely to have the most utility with this population. Accelerometers are well suited for this purpose, and a number of models have been used to objectively quantify preschoolers' physical activity. Only one model of pedometer has been investigated for validity with preschool-aged children, showing equivocal results. Direct observation of physical activity can provide detailed contextual information on preschoolers' physical activity, but is subjective and impractical for understanding daily physical activity. Proxy-report questionnaires are unlikely to be useful for determining actual physical activity levels of young children, and instead may be useful for identifying potential correlates of activity. Establishing validity is challenging due to the absence of a precise physical activity measure, or 'criterion', for young children

  3. 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.

  4. 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.

  5. Manifestations of sexual abuse in preschool-aged children.

    Science.gov (United States)

    Slusser, M M

    1995-01-01

    All adults who interact with preschool children need to be aware of possible indicators of sexual abuse. This information is especially important to advanced practice psychiatric/mental health nurses who interact with preschool-aged children in clinical, therapeutic, educational, research, legal, and community settings and to other nurses working in pediatric settings. Because there are few, if any, absolute physical indicators of child sexual abuse, the identification of empirically based emotional and behavioral indicators is important. This article reviews six studies that sought to identify such indicators for the preschool population. Studies reviewed confirm that not all sexually abused children are equally traumatized. When sexually abused children were compared to groups of non-sexually abused children receiving psychiatric services only one discriminating variable consistently arose. When overt sexual behavior, inappropriate for age, is manifested by a preschool-aged child, sexual abuse should be suspected. The identification of manifestations of sexual abuse in preschool-aged children is an appropriate topic for nursing research.

  6. Early literacy in Norwegian and Swedish preschool teacher education.

    Directory of Open Access Journals (Sweden)

    Gjems L.

    2015-06-01

    Full Text Available Since the turn of the century, politicians in the Scandinavian countries have placed great emphasis on early childhood education and care. They have been especially concerned with lifelong learning in the field of language learning, early literacy, and numeracy. Almost all children between the ages of 1 and 6 years attend a preschool, and the quality of the learning environment is of great importance. This article presents a comparative study of student preschool teachers’ conceptions of the knowledge that they claim to have acquired about children’s early literacy throughout their bachelor education in Norway and in Sweden. The aim is to compare responses to a questionnaire administered to the student teachers and to examine the similarities and differences in the content of and goals indicated in the two countries’ national plans for early literacy. This study is based on sociocultural theories and has a multimethod design. First, through a discourse analysis we examined the national plans for preschool teacher education in Norway and Sweden and studied similarities and differences. Second, we sent a questionnaire to all student preschool teachers at all universities and university colleges in Norway and at the University of Gothenburg. The differences between the Norwegian and Swedish education students were most obviously seen in their responses to the questions about how they work with early literacy. The discourse analyses showed that the national education plans for preschool teacher education in the two countries differ in certain instances but share common ground in others.

  7. 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

  8. 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.

  9. The Development of Preschoolers' Living Kinds Concept: A Longitudinal Study.

    Science.gov (United States)

    Margett-Jordan, Tessa; Falcon, Rachael G; Witherington, David C

    2016-12-19

    Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers' living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty-five English-speaking 3-year-olds from middle-class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as "alive" or not. Results reveal a multifaceted picture of developmental change in preschoolers' living kinds concept involving both the construction and elaboration of a core biological understanding.

  10. 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.

  11. Health lifestyles of pre-school children in Nordic countries

    DEFF Research Database (Denmark)

    Gunnarsdottir, Hrafnhildur; Povlsen, Lene; Ringsberg, Karin C

    2013-01-01

    Holistic understanding of health is one of the key principles of health promotion indicating that the health status of individuals and populations is determined by a variety of environmental, economic, social and personal factors. Traditionally, research focus has been on school-aged children...... and school-based interventions and less on pre-school children and their families' engagement in promoting health in everyday life. The aim of the present study was to explore factors that parents of pre-school children in the Nordic countries experienced as influencing health lifestyles in their children......'s everyday lives. Semi-structured interviews were conducted with 25 parents of pre-school children in the five Nordic countries. Qualitative content analysis was used to analyse the data. The parents identified themselves as the primary shapers of their children's lifestyles and described influencing factors...

  12. 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.

  13. 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.

  14. Evaluation of oral health awareness in parents of preschool children

    Directory of Open Access Journals (Sweden)

    Kaur Bhavneet

    2009-01-01

    Full Text Available Objectives: Little data are available on the initiative shown by the parents for dental health care of their preschool children in India. This study was conducted to evaluate the status of oral health awareness in parents of preschool children. Materials and Methods: A total of 230 preschool children were included in the study and their parents were analyzed for their child dental awareness by holding free dental checkups and interactive meetings with the help of their respective schools. Results and Conclusion: Results revealed that there is a low initiation of the parents when oral health care of small children is concerned; however, an active collective effort of the school and dental team can make awareness program effective.

  15. An Investigation of Creativity Among Children Attending Preschools

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    Zuhal Gizir Ergen

    2012-04-01

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

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

    Science.gov (United States)

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

    2016-08-01

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

  17. [Staphylococcus aureus prevalence among preschool- and school-aged pupils].

    Science.gov (United States)

    Pavilonyte, Zaneta; Kacerauskiene, Justina; Budryte, Brigita; Keizeris, Tadas; Junevicius, Jonas; Pavilonis, Alvydas

    2007-01-01

    To determine the prevalence and incidence of Staphylococcus aureus strains among preschool- and school-aged pupils and susceptibility of these strains to antimicrobial materials. A study of 243 preschool- and 300 school-aged pupils was conducted during 2003-2004. Identification of Staphylococcus aureus was made with plasmacoagulase and DNase tests. The resistance of Staphylococcus aureus to antibiotics, beta-lactamase activity, phagotypes, and phage groups were determined. The isolated Staphylococcus aureus strains were tested for resistance to methicillin by performing disc diffusion method using commercial discs (Oxoid) (methicillin 5 microg per disk and oxacillin 1 microg per disk). A total of 292 (53.8%) Staphylococcus aureus strains were isolated and identified (113 (46.5%) from preschool- and 179 (59.7%) from school-aged pupils). The prevalence of Staphylococcus aureus strains among preschool-aged pupils varied from 46.5% to 47%. It increased to 59.0% (P>0.05) among schoolchildren aged from 11 to 15 years and to 73.0% (Ppreschool-aged and four (2.2%) from school-aged pupils. The prevalence of Staphylococcus aureus strains with beta-lactamase activity increased from 70.7 to 76.6% in preschool-aged pupils, and it varied from 72.0 to 79.0% in school-aged pupils (P>0.05). Staphylococcus aureus strains of phage group II (32.2-43.4%) were prevailing; nontypable Staphylococcus aureus strains made up 19.2-33.6%. The prevalence of Staphylococcus aureus among preschool-aged children is 41.7 to 48.8%, and it increases among 9th-12th-grade pupils (73.0%, Ppreschool- and school-aged pupils. Pupils were colonized with methicillin-resistant Staphylococcus aureus strains belonging to phage group III phagotype 83A and 77.

  18. Motor Skill Competence and Physical Activity in Preschoolers: A Review.

    Science.gov (United States)

    Figueroa, Roger; An, Ruopeng

    2017-01-01

    Objectives Preschoolers 3-5 years of age are in a crucial stage of motor skill competence. While preschoolers develop their motor skill competence through engagement in physical activity, a majority of them fail to meet guideline-recommended physical activity level. This study reviews scientific evidence on the relationship between motor skill competence and physical activity among preschoolers. Methods This systematic review followed the PRISMA framework. Keyword and reference search were conducted in PubMed, Cochrane Library, PsycINFO, Web of Science, and Google Scholar. Inclusion criteria included-age: 3-5 years of age; setting: preschool environment (e.g., preschool, childcare, head start); main outcomes: motor skill competence and physical activity; study design: cross-sectional study, case-control study, retrospective cohort study, prospective cohort study, or randomized controlled trial; language: English; and article type: peer-reviewed publication. Results Eleven studies met the inclusion criteria, including 6 randomized controlled trials and 5 cross-sectional studies. Studies were conducted in 5 countries: United States (5), United Kingdom (2), Australia (2), Switzerland (1), and Finland (1). Eight out of the 11 studies included in the review reported a significant relationship between motor skill competence and physical activity. The specific pattern and strength of the relationship tend to differ by gender, physical activity intensity, motor skill type, and day of the week (weekdays versus weekends). Conclusions An association has been consistently documented between motor skill competence and physical activity. Future research is warranted to elucidate the underlining causal link, examine potential heterogeneity, and determine the role of environment in the relationship between motor skill competence and physical activity among preschoolers.

  19. INFORMATION AND NETWORKING AS THE MOST EFFECTIVE FACTOR IN THE OF ETHNO-CULTURAL COMPETENCE OF PRESCHOOL CHILDREN IN PRE-SCHOOL EDUCATION

    Directory of Open Access Journals (Sweden)

    Irina Anatolievna AKULININA

    2014-01-01

    Full Text Available The article discusses the features of «information and networking» preschool with his family. Analysis was made of psychological and pedagogical literature on «information and networking», which showed that in or-der to achieve positive results in the formation of ethno-cultural competence of preschool teachers need practical interaction with parents means «computer communica-tions». It is concluded that the currently topical area of cooperation between preschool and his family is just information and networking, as the most effective factor in the formation of ethno-cultural competence of pre-school children.

  20. Successful food-based programmes, supplementation and fortification.

    Science.gov (United States)

    Mannar, M G Venkatesh

    2006-12-01

    This review highlights interventions and delivery mechanisms to alleviate macro- and micronutrient deficiencies in preschool children. These deficiencies can be addressed through an integrated combination of improved dietary intake, supplementation, commercial and home-based fortification of complementary foods. Several developed and developing countries have implemented successful approaches to eliminate protein-energy malnutrition and micronutrient deficiencies with sustained impact. These include provision of oral supplements in capsule, tablet or syrup form. Certain micronutrients (eg, vitamin A) can be provided as high-dose supplements twice per year. Most other vitamins and minerals (eg, iron, zinc, iodine) need to be provided in daily doses. Fortified complementary foods provided through public feeding programmes and commercially marketed foods have also made a positive impact. There is growing evidence of the impact of home-based fortification of complementary foods using premixes in single-serving sachets. The fortification of commercially marketed staple foods such as cereal flours, cooking oils and dairy products could have a small but significant impact on preschool children. Cereal flours with iron, folic acid and other nutrients have expanded rapidly, with evidence of impact. A key need is to deliver micronutrients to remote and impoverished populations in an affordable and sustainable manner. Government commitment, clear policy and programme direction, advocacy and communication combined with a strong public-private partnership is essential for successful programmes. Often a period of voluntary fortification needs to be followed by mandatory requirement to ensure full compliance and sustained impact. The review concludes that proven technologies, communications and infrastructure can be harnessed to ensure that the nutrient needs of preschool children are met. When administered systematically with the commitment of and participation by the public and

  1. Preschool Predictors of Kindergarten Language Outcomes

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    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.

  2. 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.

  3. 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.

  4. Neurocysticercosis in Preschool Children: Case Report

    Directory of Open Access Journals (Sweden)

    José Fernando Sequeda Monterroza

    2016-01-01

    Full Text Available Introduction: Neurocysticercosis (NCC is the most common infection of the central nervous system caused by larvae of taenia solium. This disease is endemic in developing countries, showing the hig­hest incidence in schoolchildren and adolescent patients of the pediatric population. It shows clinical diversity and pathological findings, generally presenting intraparenchymal forms associated with seizures or extraparenchymal forms related to intracranial hypertension. Clinical and epidemio­logical suspicion of the disease obliges studies of computed tomography and magnetic resonance imaging, besides the specific serological studies. Case presentation: A clinical case of a preschool girl with neurocysticercosis was registered at the Hospital Infantil Napoleon Franco Pareja (HINFP in Cartagena de Indias, Colombia, characterized by a clinical picture which debuts with tonic seizures in extremities, so that a study of ct was requested, that showed encephalitis images compatible with brain cysticercosis. Hospitalization was decided, starting with cesticide, anticonvulsant, and anti-inflammatory management. Conclusion: The imaging findings and clinical course of neu­rocysticercosis in childhood are associated with the disease stage and the host immune response.

  5. Physical activity and sedentary behaviours in pre-schoolers

    OpenAIRE

    Cardon, Greet; Labarque, Valery; De Bourdeaudhuij, Ilse

    2008-01-01

    Purpose: To describe physical activity (PA) levels and sedentary behaviours in 4- and 5-year-old pre-school attending children (N= 157) on 2 weekdays and 2 weekend days. Methods: PA was quantified with accelerometers (MTI Actigraph model 7164 or GT1M), making use of 15 sec interval sampling. Additionally, a questionnaire was filled out by the parents and the preschool teachers. Results: Total PA was 701 mean accelerometer counts/minute. According to the cut points of Sirard et al., the c...

  6. Pre-School Age Visually Impaired Children's Motives for Learning

    OpenAIRE

    Gudonis, Vytautas

    2015-01-01

    The article presents longitudinal data of the survey of 212 Šiauliai Petras Avižonis Visual Centre’s 6–7-year-old pre-school children’s motives to attend school. A brief theoretical analysis of significance of motives for learning in child’s development is displayed. Analysing research results, a positive experience on development of positive motives for school attendance in pre-school age children attending Šiauliai Petras Avižonis Visual Centre is rendered in a generalising way.

  7. Gender differences in the socialization of preschoolers' emotional competence.

    Science.gov (United States)

    Denham, Susanne A; Bassett, Hideko Hamada; Wyatt, Todd M

    2010-01-01

    Preschoolers' socialization of emotion and its contribution to emotional competence is likely to be highly gendered. In their work, the authors have found that mothers often take on the role of emotional gatekeeper in the family, and fathers act as loving playmates, but that parents' styles of socialization of emotion do not usually differ for sons and daughters. They also found several themes in the prediction of preschoolers' emotion knowledge and regulation. For example, sometimes mother-father differences in emotional style actually seem to promote such competence, and girls seem particularly susceptible to parental socialization of emotion.

  8. Profile of Preschool Diarrhoea in a Rural Community

    Directory of Open Access Journals (Sweden)

    S K Garg

    1990-12-01

    Full Text Available A significant new knowledge acquired in the last decade on the aetiology, epide­miology, pathogenesis, immunology and treatment of acute diarrhoea provided a solid basis for the immediate attack on the problem. Although acute diarrlioeal disease is one of the major causes of morbidity and mortality among children yet only few stu­dies on diarrhoea related morbidity and mortality are available. An attempt was Made in the present study to determine the magnitude of the problem of diarrhoea among preschool children and prevailing health practices so as to plan the action for the control of diarrhoeal diseases among preschool children in rural community.

  9. [Physical fitness for sports in the preschool age].

    Science.gov (United States)

    Klimt, F

    1991-11-01

    The preschool years are characterized by the learning of combinations of movements that make it possible for children to attain an astonishingly high level of physical performance. With regard to their metabolism and cardiovascular/cardiopulmonary system, they have at their disposal good prerequisites for aerobic endurance training. However, it is a matter of the natural movements involved in playing rather than striving to reach a high level of performance. Sports during the preschool age advances physical development and serves as a form of early prevention of the diseases of civilization.

  10. 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.

  11. Predicting Intentional Communication in Preverbal Preschoolers with Autism Spectrum Disorder

    Science.gov (United States)

    Sandbank, Micheal; Woynaroski, Tiffany; Watson, Linda R.; Gardner, Elizabeth; Keçeli Kaysili, Bahar; Yoder, Paul

    2017-01-01

    Intentional communication has previously been identified as a value-added predictor of expressive language in preverbal preschoolers with autism spectrum disorder. In the present study, we sought to identify value-added predictors of intentional communication. Of five theoretically-motivated putative predictors of intentional communication…

  12. Effects of Teacher-Encouraged Physical Activity on Preschool Playgrounds

    Science.gov (United States)

    Brown, William H.; Googe, Heather Smith; McIver, Kerry L.; Rathel, Jeanna Marie

    2009-01-01

    Increased numbers of young children who are overweight have become a significant health problem in the United States. Public health investigators have hypothesized that increased caloric intake and low levels of physical activity may be associated with the troubling trend of weight problems among children. To enhance preschool children's moderate…

  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. 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…

  15. Using Current Resources to Implement Wellness Programming for Preschoolers

    Science.gov (United States)

    Cirignano, Sherri M.

    2013-01-01

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

  16. 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…

  17. Sleep clinical record: what differences in school and preschool children?

    Directory of Open Access Journals (Sweden)

    Maria Pia Villa

    2016-02-01

    Full Text Available The sleep clinical record (SCR may be a valid method for detecting children with obstructive sleep apnoea (OSA. This study aimed to evaluate whether there were differences in SCR depending on age and to identify the possible risk factors for OSA development. We enrolled children with sleep disordered breathing between 2013 and 2015, and divided them according to age into preschool- and school-age groups. All patients underwent SCR and polysomnography. OSA was detected in 81.1% and 83.6% of preschool- and school-age groups, respectively. Obesity, malocclusions, nasal septal deviation and inferior turbinate hypertrophy were significantly more prevalent in school-age children (p6.5 had a sensitivity of 74% in predicting OSA in preschool children with positive predictive value of 86% (p=0.0001. Our study confirms the validity of the SCR as a screening tool for patient candidates for a PSG study for suspected OSA, in both school and preschool children.

  18. Pre-School Overweight and Obesity in England

    Science.gov (United States)

    Robinson, Sally; Page, Kirsty

    2009-01-01

    Purpose: This paper aims to provide a summary of current policy and research related to pre-school overweight and obesity, and to provide a rationale for why early years settings are being placed at the forefront of strategies to address the problem. Design/methodology/approach: The paper is based on a narrative review of current research, policy…

  19. Prophylactic inhalation therapy in preschool children with asthma

    NARCIS (Netherlands)

    M.J.A. Tasche (Marjolein)

    1999-01-01

    textabstractRespiratory diseases are a major cause of morbidity in preschool children. Confronted with young children with respiratory symptoms the physician faces many uncertainties regarding the diagnosis, treatment and prognosis, namely: • labelling of chronic and recurrent respiratory symptoms a

  20. Speech Sound Disorders in a Community Study of Preschool Children

    Science.gov (United States)

    McLeod, Sharynne; Harrison, Linda J.; McAllister, Lindy; McCormack, Jane

    2013-01-01

    Purpose: To undertake a community (nonclinical) study to describe the speech of preschool children who had been identified by parents/teachers as having difficulties "talking and making speech sounds" and compare the speech characteristics of those who had and had not accessed the services of a speech-language pathologist (SLP). Method:…

  1. 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,…

  2. Correlates of School-Day Physical Activity in Preschool Students

    Science.gov (United States)

    Robinson, Leah E.; Wadsworth, Danielle D.; Peoples, Christina M.

    2012-01-01

    This study examined the relationship among sex, body mass index, motor skill competence (MSC), perceived physical competence (PPC), and school-day physical activity in preschool students (N = 34). Physical activity was assessed by steps accumulated during the school day, while MSC and PPC were assessed with the Test of Gross Motor Development--2nd…

  3. 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…

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

    Directory of Open Access Journals (Sweden)

    Loh Huai Seng

    2012-12-01

    Full Text Available A 3-year old preschool boy presented with apruritic red streak at the dorsum of his right foot travelingupward from the affected site which was red and swollen.Insect sting was the more likely trigger which had causedthe cellulitis and subsequently the acute lymphangitis.

  5. 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…

  6. Probability Constructs in Preschool Education and How they Are Taught

    Science.gov (United States)

    Antonopoulos, Konstantinos; Zacharos, Konstantinos

    2013-01-01

    The teaching of Probability Theory constitutes a new trend in mathematics education internationally. The purpose of this research project was to explore the degree to which preschoolers understand key concepts of probabilistic thinking, such as sample space, the probability of an event and probability comparisons. At the same time, we evaluated an…

  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. 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

    2014-01-01

    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 modifi

  9. Effects of the Project Approach on Preschoolers with Diverse Abilities

    Science.gov (United States)

    Beneke, Sallee; Ostrosky, Michaelene M.

    2015-01-01

    Mixed methods were used to study the impact of the Project Approach, a curriculum component that can engage and motivate children to participate in learning activities, on the play behaviors and language development of preschoolers. Participants included 4 children with disabilities and 4 children identified as at-risk. Six adults received support…

  10. Renovascular hypertension and intrarenal artery aneurysms in a preschool child

    Energy Technology Data Exchange (ETDEWEB)

    Hobbs, David J.; Barletta, Gina-Marie; Bunchman, Timothy E. [Michigan State University College of Human Medicine, Grand Rapids, MI (United States); Helen DeVos Children' s Hospital, Pediatric Nephrology, Dialysis and Transplantation, Grand Rapids, MI (United States); Mowry, Jeanne A. [Oregon Health Sciences University, Pediatric Nephrology, Northwest Permanente, P.C. and Doernbecher Children' s Hospital, Portland, OR (United States)

    2009-09-15

    Renovascular hypertension from renal artery aneurysmal formation is a rare complication of fibromuscular dysplasia. Few data exist to direct the management of intrarenal artery aneurysms in pediatric patients. We report the presentation, diagnosis and management of renovascular hypertension and intrarenal aneurysmal disease in a preschool child. (orig.)

  11. Preschoolers' Incidental Learning of Novel Words during Storybook Reading

    Science.gov (United States)

    McLeod, Angela N.; McDade, Hiram L.

    2011-01-01

    This investigation examined the ability of 44 preschool children to acquire novel words embedded in storybook contexts. Previous investigations of word learning have typically consisted of novel words for which synonyms exist. It is argued that the acquisition of unfamiliar words that refer to existing concepts that already have labels is not…

  12. 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…

  13. 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.

  14. Evaluating rehabilitation interventions in preschool children with cerebral palsy

    NARCIS (Netherlands)

    Kruijsen-Terpstra, A.J.A.

    2015-01-01

    Children with cerebral palsy (CP) face limitations in their daily activities, in particular regarding mobility and self-care. Although many treatment ideas and approaches are available, evidence to show which intervention is the most effective for preschool children with CP is lacking. Furthermore,

  15. Helicobacter pylori among preschool children and their parents

    DEFF Research Database (Denmark)

    Rothenbacher, D; Bode, G; Berg, Gabriele

    1999-01-01

    This study assessed the role of parental infection status in the transmission of Helicobacter pylori infection in a large population-based sample of preschool-aged children. The subjects, who lived in Ulm, Germany, and in two nearby communities, were screened for school fitness between January...

  16. Elicited Emotions and Cognitive Functioning in Preschool Children

    Science.gov (United States)

    Blau, Rivka; Klein, Pnina S.

    2010-01-01

    In this study, the effects of eliciting positive and negative emotions on various cognitive functions of four- to five-year-old preschool children were examined. Emotions were elicited through presentations of "happy" and "sad" video clips, before the children performed the cognitive tasks. Behavioural (facial expressions) and…

  17. 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…

  18. Exploring Factors Related to Preschool Teachers' Self-Efficacy

    Science.gov (United States)

    Guo, Ying; Justice, Laura M.; Sawyer, Brook; Tompkins, Virginia

    2011-01-01

    This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children's engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers' perceptions of collaboration and children's…

  19. The Role of Probability and Intentionality in Preschoolers' Causal Generalizations

    Science.gov (United States)

    Sobel, David M.; Sommerville, Jessica A.; Travers, Lea V.; Blumenthal, Emily J.; Stoddard, Emily

    2009-01-01

    Three experiments examined whether preschoolers recognize that the causal properties of objects generalize to new members of the same set given either deterministic or probabilistic data. Experiment 1 found that 3- and 4-year-olds were able to make such a generalization given deterministic data but were at chance when they observed probabilistic…

  20. 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…

  1. Processes of Curiosity and Exploration in Preschool Disadvantaged Children.

    Science.gov (United States)

    Minuchin, Patricia

    This study was created primarily to explore new techniques and to generate fruitful new hypotheses and procedures for the (1) description of variations in expressed curiosity and constructive exploration among disadvantaged preschool children and (2) assessment of the relationship between such curiosity and exploration and other aspects of the…

  2. Teaching with Play: An Introduction to Environmental Stewardship for Preschoolers

    Science.gov (United States)

    Parks, Melissa

    2017-01-01

    This article describes how one preschool teacher turned a luau celebrating moving on to elementary school as a springboard for a lesson on pollution. Over the course of one hour, this teacher introduced and provided a whole group lesson on pollution, and the responsibilities people share to protect the environment.

  3. Categorical Perception of Emotional Facial Expressions in Preschoolers

    Science.gov (United States)

    Cheal, Jenna L.; Rutherford, M. D.

    2011-01-01

    Adults perceive emotional facial expressions categorically. In this study, we explored categorical perception in 3.5-year-olds by creating a morphed continuum of emotional faces and tested preschoolers' discrimination and identification of them. In the discrimination task, participants indicated whether two examples from the continuum "felt the…

  4. Preschool and Early Childhood: Exceptional Child Bibliography Series.

    Science.gov (United States)

    Council for Exceptional Children, Reston, VA. Information Center on Exceptional Children.

    The bibliography cites 67 items relating to preschool and early childhood selected from "Exceptional Child Education Abstracts." Bibliographical data, availability information, indexing and retrieval descriptors, and abstracts are provided for each entry. One in a series of over 50 similar selected listings in the area of handicapped and gifted…

  5. The Revised Gesell Preschool Examination and Later Competence.

    Science.gov (United States)

    Walker, Richard N.

    A sample of 640 children between 2.5 and 6 years old provided norms for scales of the Revised Gesell Preschool Examination. Scales focused on motor, adaptive, verbal, number, and personal and social development. A total of 272 children were reevaluated at 8.5 years on 22 variables derived from teacher ratings, parent questionnaires, and tests. The…

  6. Preschool Impact on Children: Its Sustaining Effects into Kindergarten.

    Science.gov (United States)

    Osterlind, Steven J.

    1980-01-01

    Children in kindergarten grade were studied comparing pupils who had previously attended preschool with those who had not. Reading (or reading readiness) and mathematics achievement, academic potential, social and emotional maturity, conformity to successful pupil behaviors, and adjustment to academic and social setting in the classroom were…

  7. 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…

  8. In Search of Quality in Finnish Pre-School Education

    Science.gov (United States)

    Niikko, Anneli; Havu-Nuutinen, Sari

    2009-01-01

    This study was conducted during the academic year 2002-2003 in a municipality in Eastern Finland. It focuses on pre-school education assessing its quality factors from the parents', teachers' and children's points of view. Theoretically, the study focuses on analyses of the purposes of the national core curriculum and pedagogical issues that are…

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

    Science.gov (United States)

    Simpson, Donald

    2013-01-01

    Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families…

  10. Syntax and Prosody in Narratives: A Study of Preschool Children

    Science.gov (United States)

    Zanchi, Paola; Zampini, Laura; Fasolo, Mirco; D'Odorico, Laura

    2016-01-01

    The present study examines narrative competence and its relationships with syntactic and prosodic skills in preschool children. The narrative skills of 30 typically developing Italian children were assessed during their first year of kindergarten attendance (T1) and again one year later (T2). A picture book was used to elicit children's…

  11. Relations between Fantasy Orientation and Emotion Regulation in Preschool

    Science.gov (United States)

    Gilpin, Ansley T.; Brown, Melissa M.; Pierucci, Jillian M.

    2015-01-01

    Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly…

  12. Comorbidities in Preschool Children at Family Risk of Dyslexia

    Science.gov (United States)

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

    2014-01-01

    Background: Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that…

  13. A Comparison of Procedures for Teaching Abduction Prevention to Preschoolers.

    Science.gov (United States)

    Carroll-Rowan, Leslie A.; Miltenberger, Raymond G.

    1994-01-01

    Presentation of classroom-based abduction prevention training to preschool children (n=62) indicated that a videotape condition and a training manual condition were both superior to the no treatment control condition. Correspondence between the children's verbal and nonverbal behavior was low. (Author/JDD)

  14. The impact of television commercials on food preferences of preschoolers

    Science.gov (United States)

    The objective is to determine if fruit and vegetable (FV) commercials have an impact on preschool children's preferences for specific FV. A year of extensive formative assessment was conducted to develop two 30-second commercials; Judy Fruity promoted apples and bananas and Reggie Veggie promoted br...

  15. 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…

  16. Behavioral Assessment of Physical Activity in Obese Preschool Children

    Science.gov (United States)

    Hustyi, Kristin M.; Normand, Matthew P.; Larson, Tracy A.

    2011-01-01

    We measured changes in physical activity in 2 obese preschool children when a package intervention was evaluated in a reversal design. Physical activity was measured via direct observation and pedometers. Although the intervention produced only modest increases in activity, the results provide preliminary concurrent validation for the dependent…

  17. Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

    Science.gov (United States)

    Drang, Debra Michal

    2011-01-01

    This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…

  18. Something to Smile about: Preschoolers Meet Mona Lisa

    Science.gov (United States)

    Woo, Vila

    2009-01-01

    In this article, the author describes a class project wherein preschoolers gained an enriched experience learning art history through engaging in various activities: (1) listening to a storybook; (2) viewing images; (3) doing movement; and (4) producing a masterpiece. The author describes how the children painted their interpretation of Mona Lisa…

  19. 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…

  20. Implicit Knowledge of Grammatical Gender in Preschool Children

    Science.gov (United States)

    Belacchi, Carmen; Cubelli, Roberto

    2012-01-01

    The study aimed at investigating the role of nominal gender in animal categorization in preschoolers. Given the regularities characterizing gender system, at both syntactical and morphological level, Italian language is suitable to address this issue. In three experiments, participants were asked to classify pictures of animals as male or female.…